This weekend the finance ministers of the G20 nations will meet in London. Whilst the rich world feels that the worst of the economic crisis may be behind it, the poorest countries are being hit hardest, with those living on the margins of the global economy paying for the bankers' folly with their lives.
Topic:
Development, Education, Health, Poverty, and Financial Crisis
In 2009, the world is faced with a dire economic situation. No one hesitates to call this situation a crisis, most governments have rushed to prioritise it, and, in response, wealthy countries have pledged $8.4 trillion in bank bailouts.
Study abroad experience is widely recognized among senior management as having the potential to cultivate valued skills and desirable personal qualities in new recruits. In a recent survey, ninety percent of senior management who reported studying abroad during their own careers also reported a hiring or promotion strategy that actively sought out and rewarded study abroad experience. This suggests that individuals with personal experience studying abroad are more likely to place a higher value on the study abroad experience of a potential employee. However, appreciation of study abroad experience in recruitment is not limited to management with personal study abroad experience: 60 percent of all respondents reported that the hiring and promotion strategy of their companies acknowledge the importance of a study abroad experience.
Topic:
Education, International Trade and Finance, Markets, and Labor Issues
Ten years ago, in June 1999, a group of 29 European Ministers signed the Bologna Declaration with the goal of establishing the European Area of Higher Education by 2010 and promoting the European system of higher education world-wide. In April 2009, 46 European Higher Education Area Ministers will gather for the fifth biennial EHEA Ministerial Conference, to take stock of this first decade and jointly define goals for the coming years. At this juncture, it is important to look at the changes that have occurred through the Bologna Process in the context of transatlantic exchange, and how they affect the way U.S. higher education institutions are approaching graduate admissions, awarding transfer credit and credit for study abroad, and advancing institutional linkages.
Would large-scale, free-market reforms improve educational outcomes for American children? That question cannot be answered by looking at domestic evidence alone. Though innumerable “school choice” programs have been implemented around the United States, none has created a truly free and competitive education marketplace. Existing programs are too small, too restriction laden, or both. To understand how genuine market forces affect school performance, we must cast a wider net, surveying education systems from all over the globe. The present paper undertakes such a review, assessing the results of 25 years of international research comparing market and government provision of education, and explaining why these international experiences are relevant to the United States.
Department of Social Sciences at West Point, United States Military Academy
Abstract:
The use of simulation exercises in undergraduate international relations courses is not new. Yet, many instructors faced with large classes full of students with little experience in the subject matter avoid this tool in favor of more traditional classroom techniques. This paper reports on the results following the introduction of a simulation exercise into a large, introductory undergraduate course in international relations in order to explore the validity of views that simulations are inappropriate tools for large undergraduate courses.
Richard Descoings, a reform-minded educator who heads the prestigious Sciences-Po, says in an interview that French universities are boxed into mediocrity by state control and state under-funding. Outside Britain, European universities need more control over their finances to compete in a globalized market.
Pressing questions about the merits of market accountability in K-12 education have spawned a large scholarly literature. Unfortunately, much of that literature is of limited relevance, and some of it is misleading. The studies most widely cited in the United States used intense scrutiny of a few small-scale, restriction-laden U.S. programs—and a handful of larger but still restriction-laden foreign school choice expansions—to assert general conclusions about the effects of "choice," "competition," and "markets." The most intensely studied programs lack most or all of the key elements of market systems, including profit, price change, market entry, and product differentiation—factors that are normally central to any discussion of market effects. In essence, researchers have drawn conclusions about apples by studying lemons.
In this paper we estimate the budgetary impact of the Cato Institute's Public Education Tax Credit model legislation on five states and presents a generalized spreadsheet tool (“the Fiscal Impact Calculator”) that can estimate the program's effect on any other state for which the necessary input data are supplied. It is estimated that, in its first 10 years of operation, savings from the PETC program would range from $1.1 billion for South Carolina to $15.9 billion for Texas. Illinois, Wisconsin, and New York are estimated to enjoy 10-year savings within that range.