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91. What We Learn about Girls’ Education from Interventions that Do Not Focus on Girls

Author:
David Evans and Fei Yuan
Publication Date:
07-2019
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
Despite dramatic global gains in access to education, 130 million girls of school age remain out of school. Among those who do enter, too many do not gain the essential skills to succeed after they complete their schooling. Previous efforts to synthesize evidence on how to improve educational outcomes for girls have tended to focus on interventions that are principally targeted to girls, such as girls’ latrines or girls’ scholarships. But if general, non-targeted interventions—those that benefit both girls and boys—significantly improve girls’ education, then focusing only on girl-targeted interventions may miss some of the best investments for improving educational opportunities for girls in absolute terms. This review brings together evidence from 270 educational interventions from 177 studies in 54 low- and middle-income countries and identifies their impacts on girls, regardless of whether the interventions specifically target girls. The review finds that to improve access and learning, general interventions deliver gains for girls that are comparable to girl-targeted interventions. At the same time, many more general interventions have been tested, providing a broader menu of options for policy makers. General interventions have similar impacts for girls as for boys. Many of the most effective interventions to improve access for girls are household-based (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to girls.
Topic:
Education, Children, Women, and Feminism
Political Geography:
Global Focus

92. The Grand Opportunity: Creating Community, Equity and Innovation with Houston Public Libraries

Author:
Amy Garmer
Publication Date:
05-2019
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
Thirty library, government, nonprofit, and business leaders convened at the historic Julia Ideson Library Building in Houston in November 2017 to explore opportunities for working more closely and more intentionally with Houston’s public libraries. The Houston Dialogue on Public Libraries highlighted the changing role of libraries in response to educational, economic, social, and technological changes in society and explored strategies for leveraging the resources and expertise of the Houston Public Library system to address critical needs for recovery and rebuilding in the wake of Hurricane Harvey.
Topic:
Education, Innovation, Community, and Libraries
Political Geography:
North America, Texas, United States of America, and Houston

93. Beyond Connectivity: How California Libraries Can Leverage Bandwidth to Advance Community Goals

Author:
John Horrigan
Publication Date:
06-2019
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
Written by John Horrigan, this report unveils a set of opportunities and recommendations for strengthening local innovation and resetting community expectations, using public libraries and their gigabit-plus broadband capacity as a fulcrum. With a focus on California Public libraries, the report suggests how library broadband can be used to address statewide goals for universal pre-kindergarten, youth learning and engagement, and civic participation especially with regards to the 2020 Census and elections.
Topic:
Education, Infrastructure, Internet, Community, and Libraries
Political Geography:
United States, California, and North America

94. Beyond Access: Making Indonesia's Education System Work

Author:
Andrew Rosser
Publication Date:
02-2018
Content Type:
Commentary and Analysis
Institution:
Lowy Institute for International Policy
Abstract:
Indonesia’s education system is low in quality and the underlying causes are political. Indonesia’s education system has been a high-volume, low-quality enterprise that has fallen well short of the country’s ambitions for an “internationally competitive” system. This outcome has reflected inadequate funding, human resource deficits, perverse incentive structures, and poor management but has most fundamentally been a matter of politics and power. The political causes of poor education performance include the continued dominance of political, bureaucratic, and corporate elites over the education system under the New Order and the role that progressive NGOs and parent, teacher, and student groups have had in education policymaking since the fall of the New Order, making reform difficult.
Topic:
Education, Government, Politics, Children, Youth, and NGOs
Political Geography:
Indonesia, Asia, Australia, and Australia/Pacific

95. 2017 Final Evaluation of the Greek Diaspora Fellowship Program

Author:
Mirka Martel
Publication Date:
11-2018
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
The Greek Diaspora Fellowship Program is funded by a grant from the Stavros Niarchos Foundation, and implemented by Institute of International Education (IIE) in collaboration with the Fulbright Foundation in Greece. With this grant, IIE supported 49 fellowships in 2016-2017 that created collaborative, mutually beneficial engagements between Greek institutions and North American academics.
Topic:
Education, International Cooperation, Higher Education, Academia, and Fulbright Foundation
Political Geography:
Europe, Greece, North America, and United States of America

96. Transformational Leaders and Social Change: IFP Impacts in Africa and the Middle East

Author:
Judith Kallick and Andrea Brown Murga
Publication Date:
09-2018
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
The fourth report from our 10-year tracking study of the Ford Foundation International Fellowships Program (IFP), Transformational Leaders and Social Change provides important insights into the personal, organizational, community, and societal impacts of IFP alumni in Kenya, Nigeria, Palestine, and South Africa, drawn from the perspectives of 361 IFP alumni and local stakeholders. The results of this study show that the program had a positive impact on participants, with alumni saying that their IFP experience increased their confidence, awareness, self-identity, commitment, leadership, career advancement despite challenges upon re-entry at the end of the fellowship. Some alumni returned to face career barriers endemic to their community and home region, such as high unemployment rates and other labor market challenges. At an organizational level, alumni and community stakeholders said that these organizations now have a stronger work ethic, consistency, transparency, and accountability since alumni returned to their home communities. Stakeholders also said that the alumni they work with are more reliable and committed to getting the job done.
Topic:
Education, Labor Issues, Employment, Leadership, Accountability, Transparency, Unemployment, and Higher Education
Political Geography:
Kenya, Africa, Middle East, South Africa, Palestine, and Nigeria

97. The Evolution of Korean Studies in the Philippines

Author:
Michelle R. Palumbarit
Publication Date:
04-2018
Content Type:
Journal Article
Journal:
International Journal of Korean Studies
Institution:
International Council on Korean Studies
Abstract:
This paper examines the evolution of Korean Studies in the Republic of the Philippines. Despite a security relationship with the United Nations Command that dates to the earliest days of the Korean War, neither the government nor academic institutions considered establishing Korean Studies programs for nearly half a century. South Korean companies invested heavily in the Philippines and other Southeast Asian nations in the 1990s, leading to the arrival of entrepreneurs, tourists, and retirees. This created a demand for Korean language education to support the increased business activities and employment opportunities that accompanied Korean investment. Although the pattern of South Korean trade and investment activity in the Philippines was similar to its Southeast Asian neighbors, the establishment of Korean Studies in the Philippines occurred later than similar programs in Indonesia, Malaysia, Thailand and Vietnam. Nonetheless, the Korean Studies programs in the Philippines paralleled the development of programs in other Southeast Asian nations with language training classes leading to broader studies of Korean history, economy, politics and culture.
Topic:
Education, History, Bilateral Relations, and Academia
Political Geography:
South Korea, North Korea, Philippines, and Asia-Pacific

98. Participatory Action Research for Advancing Youth-Led Peacebuilding in Kenya

Author:
Illana M. Lancaster, Sahlim Charles Amambia, Felix Bivens, Munira Hamisi, Olivia Ogada, Gregory Ochieng Okumu, Nicholas Songora, and Rehema Zaid
Publication Date:
10-2018
Content Type:
Policy Brief
Institution:
United States Institute of Peace
Abstract:
One-third of today’s generation of youth—those ages ten to twenty-four—live in fragile or conflicted countries and are susceptible to the sway of ideological narratives of violent extremism. Evidence suggests, however, that they also play active and valuable roles as agents of positive and constructive change. Part of a USIP portfolio that engages youth leaders as critical partners, this report documents an initiative undertaken in Kenya in 2017 and 2018 and explores its utility and effectiveness as an approach for youth-led peacebuilding in marginalized communities marked by violent extremism.
Topic:
Education, Governance, Violent Extremism, Democracy, Youth, and Peace
Political Geography:
Kenya and Africa

99. The New Southbound Policy Deepening Taiwan’s Regional Integration

Author:
Bonnie Glaser, Scott Kennedy, and Matthew Funaiole
Publication Date:
01-2018
Content Type:
Working Paper
Institution:
Center for Strategic and International Studies
Abstract:
In a concerted effort to expand Taiwan’s presence across the Indo-Pacific, President Tsai Ing-wen has introduced the New Southbound Policy (NSP) to strengthen Taipei’s relationships with the 10 countries of ASEAN, six states in South Asia (India, Pakistan, Bangladesh, Nepal, Sri Lanka, and Bhutan), Australia, and New Zealand. The policy is designed to leverage Taiwan’s cultural, educational, technological, agricultural, and economic assets to deepen its regional integration. This report tracks the ongoing implementation of the NSP and assesses what has been achieved since Tsai was elected in January 2016. The Guidelines for the New Southbound Policy issued by the Tsai administration detail that the policy is designed to (1) forge a “sense of economy community” by fostering links between Taiwan and the 18 NSP target countries; and (2) establish mechanisms for wide-ranging negotiations and dialogues, and to “form a consensus for cooperation” with NSP target countries. In the short and medium term, the Guidelines identify four goals: (1) use national will, policy incentives, and business opportunities to spur and expand “two-way” exchanges with NSP target countries; (2) encourage industry to adopt “a New Southbound strategy” in their planning; (3) cultivate more people with the skills needed to support the NSP; and (4) expand multilateral and bilateral negotiations and dialogues to enhance economic cooperation and resolve disputes and disagreements.1 The NSP follows from similarly named policies initiated under Presidents Lee Teng-hui and Chen Shui-bian, which were aimed at diversifying Taiwan’s outbound investment away from Mainland China and into Southeast Asia. Since these prior efforts had only a limited impact, skeptics often mischaracterize the NSP as the latest iteration of a failed policy. Such naysayers fail to appreciate, however, that Tsai’s approach is both more strategic and more comprehensive than those of her predecessors. While diversifying and reinvigorating Taiwan’s economy remain fundamental to the NSP, the policy also outlines mechanisms for more effectively integrating Taiwan into the region through cultivating interpersonal connections. Moreover, the NSP is being implemented at a time of slowing growth and rising wages in Mainland China, while investment opportunities are booming in Southeast Asia and South Asia. The core economic goals of the NSP include institutional initiatives, such as updating and expanding economic agreements with targeted countries. At the same time, Taiwan is seeking to encourage small and medium enterprises (SMEs) to explore opportunities overseas. Taipei has also identified avenues for improving bilateral ties by engaging with the general publics of NSP target countries, as well as with government officials and business executives. As such, Taiwan has invested heavily in expanding cultural and educational exchanges to help promote a deeper under- standing of South and Southeast Asian cultures, languages, and business practices among the people of Taiwan. These “people-centered” exchanges serve to realize Taipei’s twin goals of strengthening Taiwan’s integration with the region and facilitating its economic diversification. It is too early to determine whether the NSP will ultimately achieve its ambitious goals, and it may take years before the Tsai government’s investment will start paying dividends. Furthermore, the NSP should be carefully examined by both the countries targeted by Tsai and partners further afield—including the United States. Many of these countries have a vested interest in bolstering the mechanisms available for Taiwan to contribute to the peaceful development of Asia. These countries may find that the goals of the NSP overlap with their own objectives in the region, and therefore may be eager to lend additional support to the endeavor. Selected Policy Recommendations for the United States The United States has a profound interest in the success of Taiwan’s New Southbound Policy. Taiwan has been a long-standing partner of the United States. Its democracy and free society are a beacon of liberal values in the region, while its economic development model has been admired and studied for decades by nations in Asia and beyond. To date, the United States does not appear to have given much thought or expended much effort to support the NSP within Asia. We suggest the United States consider actively supporting the NSP. We recommend the following specific actions: The assistant secretary of state for East Asian and Pacific affairs should coordinate with his/ her counterpart in the South and Central Asia division to create an internal working group to consider how the U.S. government can support the NSP. The U.S. government should engage Japan, Australia, and India, the other members of the “quad,” in support of the NSP. The U.S. government should continue to support Taiwan’s inclusion and active participation in international and regional initiatives where statehood is not required. U.S. nongovernmental organizations (NGOs), particularly those with programs in NSP target countries, should consider partnerships with NGOs in Taiwan to integrate their work where appropriate in support of the NSP. The Commerce Department’s U.S. Commercial Service should engage with American industry associations and companies, and explore potential avenues of collaboration be- tween American and Taiwan industry in NSP target countries. The United States should consider bilateral (U.S.-Taiwan) cultural initiatives that may be brought to third countries in Asia. The United States should include Taiwan youth in relevant regional programs and networks.
Topic:
Agriculture, Education, Regional Cooperation, Science and Technology, Culture, and ASEAN
Political Geography:
Pakistan, Bangladesh, China, India, Taiwan, Sri Lanka, Nepal, and Bhutan

100. Social Innovation and Higher Education in the BRICS (1): a background overview

Author:
Paula R. Cruz, Victor Rebourseau, and Alyssa Luisi
Publication Date:
04-2018
Content Type:
Working Paper
Institution:
BRICS Policy Center
Abstract:
This working paper results from the first phase of the research project on “Social Innovation and Higher Education in the BRICS” conducted by the Research Group on Innovation Systems and Development Governance at the BRICS Policy Center. This research aims to contribute to both the advancement of the scholarly debate on the engagement of HEIs in social innovation initiatives, and the promotion of more inclusive and sustainable development policies in the Global South, particularly in the BRICS.
Topic:
Development, Education, Governance, Innovation, and Higher Education
Political Geography:
Russia, China, India, South Africa, and Brazil