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81. The Untapped Potential of English Teaching

Author:
Megan Metrick
Publication Date:
04-2016
Content Type:
Working Paper
Institution:
Council of American Ambassadors
Abstract:
Public Diplomacy (PD) at the State Department shows signs of going through a serious rethink. The push to be more strategic in our programming has taken off. Public Diplomacy officers can rattle off the Integrated Country Strategy goals with the best of them. More rigorous program planning and evaluation may be coming to a cloud platform near you soon (see the excellent article by my colleague Carissa Gonzalez in the previous issue of The Ambassadors Review). Social media regulations are in the Foreign Affairs Manual. EducationUSA and American Spaces have slick branding, unified looks, and centralized websites. These new strategies and tools are great, and in many cases, long overdue. However, as we redesign Public Diplomacy for the 21st century (albeit we are already well into that century), we should go back to the basics for a moment, and remember why we’re here.
Topic:
Diplomacy, Education, and International Affairs
Political Geography:
Global Focus and United States of America

82. Education 3.0 and Internet Governance: A New Global Alliance for Children and Young People’s Sustainable Digital Development

Author:
Divina Frau-Meigs and Lee Hibbard
Publication Date:
03-2016
Content Type:
Policy Brief
Institution:
Centre for International Governance Innovation (CIGI)
Abstract:
Children and young people are increasingly reliant on the Internet for their everyday lives. They communicate, share and collaborate online; use it to learn and play; and recognize its importance for their adult working lives. Considering their increasing access, agency and autonomy in using content and services, their protection as a vulnerable group needs to be coupled with their education as emerging citizens to ensure they develop a healthy and positive relationship regarding the Internet. Their general well-being, participation in society and prospects of employment greatly depend on media and information literacy (MIL) as the new set of basic skills for the twenty- rst century, where computational thinking interfaces with the rich and diverse “cultures of information” (news, data, documents, codes and so on). This paper examines education and its digital transition, mindful of the post-2015 Sustainable Development Goals (SDGs) of the United Nations. It discusses a variety of perspectives and trends, arguing that the future of education should be part of the global debate on Internet governance. It posits that Internet governance offers a new form of legitimacy for children and young people to go beyond their current “protected” status. Active participation in Internet governance can empower them to become actors in policy deliberations. This can be achieved by developing a “frontier” eld integrating existing Internet studies with MIL, rede ned to comprise Internet governance principles, protocols and processes. This new eld can be integrated into the school curriculum as a key discipline. Such a digital transition from education 2.0 (where information and communication technology [ICT] are support tools) to education 3.0 (where MIL and Internet governance are the new basics) can provide children with competencies for cooperation, creativity and social innovation. It can also nurture their human rights and understanding of shared values, which, in turn, will help to build more inclusive societies. As a global resource managed in the public interest, the Internet depends not only on policy makers and decision makers, but also on education leaders, on the adults around children and, most importantly, on children themselves. Mindful of children’s cognitive development, cultural differences in the conceptualization of childhood and children’s exposure to all sorts of materials and resources online, this paper explores the mutually reinforcing opportunities for both children and the multi-stakeholder Internet community through their alliances in education and Internet governance.
Topic:
Education
Political Geography:
Global Focus

83. Peace Education as a Post-conflict Peacebuilding Tool

Author:
Vanessa Tinker
Publication Date:
01-2016
Content Type:
Journal Article
Journal:
All Azimuth: A Journal of Foreign Policy and Peace
Institution:
Center for Foreign Policy and Peace Research
Abstract:
This article provides a critical analysis of the literature and reports on peace education programmes in countries emerging from violent conflicts. First, it begins with an overview of peace education’s history. Next, it examines how peace education has been conceptualised, and highlights why it remains poorly defined. The article then proceeds by looking at the development of the international community’s use of peace education as a tool to contribute to their peacebuilding efforts in countries emerging from protracted contexts. After that, it reviews the research and evaluation work that has been done on peace education programmes. The article concludes with a survey of peace education programmes in ethnically/religiously linked post-conflict environments that have made mainstreaming their goal, and identifies areas of future research.
Topic:
Education, Reconstruction, Peace, Post-Conflict, and Peacebuilding
Political Geography:
Global Focus

84. Peace Education: Training for an Evolved Consciousness of Non-violence

Author:
Alev Yemenici
Publication Date:
01-2016
Content Type:
Journal Article
Journal:
All Azimuth: A Journal of Foreign Policy and Peace
Institution:
Center for Foreign Policy and Peace Research
Abstract:
This paper aims to present a preliminary, brain-based model of peace education. In addition to subjects that current peace education models emphasize such as human rights education, environmental education and conflict resolution education, this model aims to introduce another level, namely the cellular level, at which neurobiological causes of violence and its early prevention can be addressed. Specifically, the model advocates dissemination of information on neurobiological causes and prevention of violence, and the impact of early trauma on the developing brain during the pre-natal, birth, and postnatal periods. These early periods are when a foundation of love chemicals or chemicals of violence is established and the fundamental brain architecture is laid down. In other words, through the education of children, adolescents, and adults, the model opens up a cellular dimension where violence can be prevented.
Topic:
Education, Trauma, Peace, Nonviolence, and Empowerment
Political Geography:
Global Focus

85. Adolescent Girls’ Access to Education in Conflict-Affected Settings: Closing the Gap

Author:
Peace and Security (GIWPS) Georgetown Institute for Women
Publication Date:
01-2016
Content Type:
Working Paper
Institution:
Georgetown Institute for Women, Peace and Security (GIWPS)
Abstract:
Today, 62 million girls around the world are not in school, and at least 20 million of them live in conflict-affected and fragile settings as refugees, internally displaced persons (IDPs), or otherwise vulnerable populations. For policymakers and practitioners alike, understanding and being able to address this nexus between girls’ education and fragile settings is crucial. Crises deepen gender inequities – four of the five countries that currently have the largest gender gaps in education also experience high levels of conflict. An increasing consensus exists on the value of education for displaced girls. However, the challenges to providing quality educational opportunities remain significant. Within this context, educating displaced adolescent girls is particularly challenging, but is imperative for long-term stability and prosperity. Since the adoption of the Millennium Development Goals in 2000, significant progress has been made in increasing girls’ primary school enrollment, but secondary school enrollment remains limited. Fewer than one in three girls in Sub-Saharan Africa and less than half of girls in South Asia are currently enrolled in secondary school. Of at least 14 million refugee and internally displaced children between the ages of 3 and 15, only one in two attend primary school and one in four attend the lower secondary school grades. When crises strike, adolescent girls are acutely vulnerable. In these settings, girls are 2.5 times more likely to be out of school as compared to their male peers. While these challenges are increasingly well documented, little is known and even less is shared regarding evidence-based solutions. This brief highlights the organizations and institutions driving innovation in this space, and demonstrates possible pathways and successful strategies for confronting components of this global challenge. With the solutions featured in this brief, engaged organizations can leverage their unique capacities to let the 62 million girls who are not in school learn.
Topic:
Development, Education, Conflict, and Girls
Political Geography:
Global Focus

86. The Temporal Experience of Chinese Students Abroad and the Present Human Condition

Author:
Anders Sybrandt Hansen
Publication Date:
09-2015
Content Type:
Journal Article
Institution:
German Institute of Global and Area Studies
Abstract:
This article examines the experiences of Chinese elite uni- versity students abroad through the lens of temporality. In the strug- gle to get ahead, elite students are expected to carefully deploy their time. Studying abroad, it is argued, has become one more step in a culturally idealised temporal arrangement of how one is expected to go about advancing. The downside to this ethics of striving is shown to be a pervasive sense of restlessness (, fuzao). The article shows how relocating to a different life environment allowed a group of elite students to respond to their temporal predicament in existentially creative ways that registered socially as personal maturation. It is argued that these responses were set in motion by the students’ in- habiting an expanse of not-yet-purposeful time. Treating the tem- poral experience of Chinese elite students as a pronounced inflection of an increasingly global temporal mode of striving, the article en- quires into the temporality of the present human condition.
Topic:
Education, Globalization, Ethics, and Students
Political Geography:
China, Asia, and Global Focus

87. License to Be Yourself: Trans Children and Youth

Publication Date:
11-2015
Content Type:
Policy Brief
Institution:
Open Society Foundations
Abstract:
The vast majority of trans youth around the world cannot obtain legal recognition of—or official documents that match—their gender identity. This means trans youth have to navigate sex-segregated situations with no formal documents that support their gender identity. This exposes trans youth to exclusion, discrimination, and abuse. Day-to-day impacts include being excluded from single-sex schools, and from gender-segregated activities such as sports teams or school camps. Often trans children and youth are prohibited from using school bathrooms that are appropriate for their gender identity, placing them at high risk of violence and bullying. This brief explains international human rights obligations and current recognition laws from across the world. It also examines key arguments made by those who opppose legal gender recognition for trans youth. It is the third of four resources for activists that accompany Open Society’s 2014 report on legal gender recognition across the world, License to Be Yourself.
Topic:
Education, Gender Issues, Youth, LGBT+, Sexual Violence, Justice, Sexuality, Sexual Health, and Transgender
Political Geography:
Global Focus

88. A more comprehensive picture of local public spending in global health and education

Author:
Jameson Boex and Benjamin Edwards
Publication Date:
04-2015
Content Type:
Commentary and Analysis
Institution:
Urban Institute
Abstract:
As we approach this year’s deadline for achieving the UN’s Millennium Development Goals, the global development community is trying to decide how to make the new targets for 2030 more responsive and appropriate to local needs. An important piece of this debate concerns the role of local governments, and how local spending on public services such as health care and education could promote human welfare. A growing body of research explores this relationship, but so far the focus of most studies has been limited to spending by elected local governments, with the assumption that this type of local spending is the only type that matters. Yet many local entities responsible for service delivery in the developing world are not elected. Excluding resources provided directly by central government ministries or their local administrative arms ignores a rich and complicated story of how different levels of government interact to provide basic services.
Topic:
Development, Education, Government, and Health
Political Geography:
Global Focus

89. Meeting Our Highest Aspirations for Capitalism -2014

Publication Date:
01-2015
Content Type:
Policy Brief
Institution:
Aspen Institute
Abstract:
In New York City on October 16-17, 2014, the Aspen Institute Business & Society Program hosted a Symposium focused on exemplary teaching at the business and society interface with a particular emphasis on sourcing and employment practices-leveraging increased consumer demand for "responsible" labor practices and supply chains, and employer demand for graduates with strong operational skills. This meeting brought together an impressive roster of corporate, academic and non-profit leaders, and identified ways for business schools to effectively prepare future leaders for the challenges of our complex economy, and to lead companies in ways that help build a vibrant economy for all.
Topic:
Economics, Education, International Trade and Finance, Politics, and Labor Issues
Political Geography:
Global Focus

90. From College to Jobs: Making Sense of Labor Market Returns to Higher Education

Publication Date:
04-2015
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
This report summarizes key findings from recent research on links between higher education and the workforce. Featuring eight brief papers from leading education and workforce experts from around the country, the report offers practical advice for institutional leaders, policymakers, students and their advisers about how to use the increasingly available information on the economic value of higher education. Specifically, the authors’ papers and the opening summary explore what various audiences can learn from emerging evidence about: variations in labor market outcomes by program and institution; the value of degrees to jobs both in and out of fields studied; returns to the completion of certain course clusters that don’t add up to a degree; and distortions that may result from examining returns to individual degrees rather than “stacked” degrees.
Topic:
Economics, Education, Labor Issues, Global Markets, and Employment
Political Geography:
Global Focus