Search

Begin New Search Topic Education Political Geography Africa

1. Language and student learning: Evidence from an ethnographic study in Mozambique

Author:
Feliciano Chimbutane and Ritva Reinikka
Publication Date:
05-2023
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
This ethnographic study explores the implementation of bilingual education in Mozambique: how it is understood, adapted, and resisted by school directors, teachers, and local officials. Bilingual education uses local languages in early grades before a gradual shift into Portuguese, which most Mozambican children do not speak when entering school. Our study confirms that students participate actively and understand content better in bilingual classes. Regardless of education policy, school directors decide whether or not to form bilingual classes. They report pressure from parents for Portuguese-only instruction because of misunderstanding about the nature of bilingual education, poor resourcing, and fears about students failing tests. Some teachers demonstrate an impressive ability to provide bilingual education despite a lack of training and materials. Others resist and do little to hide their negative attitude. District officers are not able to supply schools with basic materials for local-language teaching. We conclude that bilingual education has lost momentum in Mozambique.
Topic:
Education, Ethnography, Language, and Policy Implementation
Political Geography:
Africa and Mozambique

2. Absolute or relative: perceptions of inequality among young adults in Mozambique

Author:
Giulia Barletta, Ines A. Ferreira, and Vincenzo Salvucci
Publication Date:
02-2023
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
Different concepts of inequality lead to different positions in discussions about whether economic growth leads to increasing inequality. This study investigates how over 1,100 young adults in Mozambique perceive inequality and whether their perceptions are based on relative or absolute terms. It follows the line of work which examines attitudes (perceptions and preferences) towards different distributional axioms, and focuses on scale and translation invariance. Most of our respondents believe that inequality in their neighbourhood is too high and that circumstances beyond their control explain why some people are poor. We conclude that, while some respondents think in absolute terms, many do not agree with either the scale-invariance or the translation-invariance axioms, and there is great variation depending on the scenario presented to the respondents. We find some correlation between their way of thinking and gender, but no clear link with level of education and type of employment.
Topic:
Education, Inequality, Economic Growth, Youth, and Gender
Political Geography:
Africa and Mozambique

3. Libyan Youth in Limbo: Coming of Age in Conflict

Author:
Asma Khalifa
Publication Date:
02-2022
Content Type:
Research Paper
Institution:
Arab Reform Initiative (ARI)
Abstract:
This study seeks to understand how the transition to adulthood for Libyan youth has been impacted by the context of the past 10 years in conflict. Through in-depth qualitative research carried out with 75 Libyan youth in 2020-2021, the study explores decision-making processes and the types of opportunities and constraints that youth face in terms of education and livelihood, the impact of war on their political beliefs and participation, their understandings of peace and security, and the ways in which war has changed gender norms and relations. The study finds that 2014 represents the pivotal year in terms of their personal trajectories, their critical understandings of dynamics of war and peace, and their own personal sense of wellbeing and hope for the future. With regards to livelihood and employment paths, youth trajectories reveal a complicated dynamic, where opportunities come at a price or with consequences that are counterproductive. On one hand, the conflict in Libya has dismantled old repressive structures, and in the absence of that, there are chances of more independent and ingenious efforts to improve livelihoods. For nearly all participants, for example, the preferred choice of study actually expanded as a result of the opening of society and the political sphere in 2011. Likewise, dynamics of necessity since 2011 have seen the emergence of a new culture for entrepreneurship that is innovative and resilient. Yet at the same time, the destruction of war means that education pathways have been cut short and that the infrastructure needed to make entrepreneurship sustainable for young people, such as a strong financial system and operating legal framework, does not exist. In regards to political beliefs and participation, many youth attest that the 2011 uprising served as a political awakening of sorts, creating new interest in politics and political processes. However, the descent into war has had an almost universally negative impact on their view towards politics and politicians. Deep distrust in politics and a widespread belief in the systemic depths of corruption translates to pervasive apathy for formal political processes and participation. Yet at the same time, Libyan youth who have come into adulthood in a context of conflict have nuanced views regarding how peace can be constructed and the responsibilities required for this peacebuilding process at different levels. This includes the necessity of rehabilitation and the promotion of tolerance, respect for differences, and values of coexistence – all of which must be carried out both by the State, but also critically by communities themselves. For peace to truly exist, though, youth insist on the necessity for justice as a prerequisite. With regards to social relations and gender norms, the conflict has had a dualistic impact on both challenging and reinforcing traditional tropes of masculinity and femininity. Because of extreme loss of economic wellbeing, women youth have found themselves in new jobs, with new responsibilities, and in new public spaces that sometimes break away from traditional gender norms. Yet at the same time, the conflict has also reinforced norms regarding masculinity and the role of men in the family and society. As a result, while youth participating in this study do acknowledge profound shifts in the gender roles and gender relations, the extent to which this is viewed as something positive to be maintained in the post-conflict period is much less certain. Overall, the study finds that youth, facing important psychological trauma and in a perpetual state of uncertainty and instability, have little hope for the future and little ability to plan for their lives. The most reliable strategy they have adopted is that of flexibility and adaptability, with most viewing life outside of Libya as the only real option for the future. In other words, young people are seeking to build their lives elsewhere. Their lack of trust in politics and in the ability that they have to effect change means that core issues related to the resolving conflict and building peace, such as economic and political reform, will continue to be a problem without the younger generation taking active part in contributing to rebuilding of the country. This new generation no longer has the mentality of relying only on the State, but believes instead on pursuing good educational and work opportunities that are more personally fulfilling. They are also acutely aware of the extremely difficult environment in which they try to study or work in, as well as the lack of a broader context that can support them. For youth in Libya today, the pervasive feeling is that they are not safe and cannot set deep roots for fear everything will collapse.
Topic:
Security, Education, Youth, Conflict, and Peace
Political Geography:
Africa and Libya

4. Labour market effects of digital matching platforms: Experimental evidence from sub-Saharan Africa

Author:
Sam Jones and Kunal Sen
Publication Date:
06-2022
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
Can digital labour market platforms reduce search frictions in either formal or informal labour markets? We study this question using a randomized experiment embedded in a tracer study of the work transitions of graduates from technical and vocational colleges in Mozambique. We implement an encouragement design, inviting graduates by SMS to join one of two local digital platforms: Biscate, a site to find freelancers for informal manual tasks; and Emprego, a conventional formal jobs website. In contrast to positive estimates of the contribution of both platforms to job outcomes from naïve (per-treatment) estimates, both intent-to-treat and complier average treatment effects are consistently zero in the full sample, while the impact on life satisfaction is negative. However, use of the informal jobs platform leads to better work outcomes for women, especially those with manual qualifications, for whom earnings rise by over 50 per cent.
Topic:
Education, Labor Issues, Digital Economy, and Unemployment
Political Geography:
Africa and Mozambique

5. Impact of teacher content knowledge on student achievement in a low-income country

Author:
Anna Holvio
Publication Date:
03-2022
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery Indicator survey, and exploit within-student across-subject variation in a sample of students taught by the same teacher in maths and Portuguese, thus circumventing bias caused by unobserved student and teacher heterogeneity. I find that, on average, teacher content knowledge does not have an impact on student achievement. However, the impact varies significantly by student’s first language, urban or rural location of the school, and the match of students and teachers in their knowledge.
Topic:
Education, Literacy, and Teachers
Political Geography:
Africa and Mozambique

6. MIT X TAU Series: Africa’s Innovation in Education

Publication Date:
03-2022
Content Type:
Video
Institution:
MIT Center for International Studies
Abstract:
The first webinar in a seven-part series focused on various aspects of sustainable development in Africa.
Topic:
Development, Education, Governance, Innovation, and Sustainability
Political Geography:
Africa

7. Education, Training and Capacity Building in the Forum on China-Africa Cooperation (FOCAC) 2021: Multilateral and Bilateral Ambitions Twenty Years On

Author:
Kenneth King
Publication Date:
04-2022
Content Type:
Special Report
Institution:
LSE IDEAS
Abstract:
The latest Forum for China-Africa Cooperation (FOCAC) took place in Dakar, Senegal in November 2021. Among the huge range of pledges and agreements, one of the most extensive was capacity building through scholarships, targeted training and people-to-people exchanges. In this Occasional Paper, Kenneth King analyses China’s pledges not just in the sphere of formal education, but across the many different sectors of China’s collaboration with Africa for the next three years. While the impact of COVID-19 can be seen in the reduction of some face-to-face opportunities in China, the extent of what is agreed to be implemented in Africa remains significant. Though these ambitious promises are agreed multilaterally with the whole of Africa, they are delivered bilaterally across the continent in more than fifty different country settings, reflecting how the Africa-China relationship remains strong after two decades of growing engagement.
Topic:
Foreign Policy, Education, International Cooperation, Bilateral Relations, Multilateralism, Training, and Capacity Building
Political Geography:
Africa and China

8. Getting Real about Unknowns in Complex Policy Work

Author:
Matt Andrews
Publication Date:
02-2022
Content Type:
Working Paper
Institution:
The John F. Kennedy School of Government at Harvard University
Abstract:
As with all public policy work, education policies are demanding. Policy workers need to ‘know’ a lot—about the problems they are addressing, the people who need to be engaged, the promises they can make in response, the context they are working in, and the processes they will follow to implement. Most policy workers answer questions about such issues within the structures of plan and control processes used to devise budgets and projects. These structures limit their knowledge gathering, organization and sense-making activities to up-front planning activities, and even though sophisticated tools like Theories of Change suggest planners ‘know’ all that is needed for policy success, they often do not. Policies are often fraught with ‘unknowns’ that cannot be captured in passive planning processes and thus repeatedly undermine even the best laid plans. Through a novel strategy that asks how much one knows about the answers to 25 essential policy questions, and an application to recent education policy interventions in Mozambique, this paper shows that it is possible to get real about unknowns in policy work. Just recognizing these unknowns exist—and understanding why they do and what kind of challenge they pose to policy workers—can help promote a more modest and realistic approach to doing complex policy work.
Topic:
Education, Government, and Public Policy
Political Geography:
Africa and Mozambique

9. Policy Papers by Women of Color: Young Ambassadors Journal of Global Affairs

Author:
Shanel Wilson, Kyla Denwood, Mari Faines, Alonna Williams, and Mia Veal
Publication Date:
04-2022
Content Type:
Policy Brief
Institution:
Women of Color Advancing Peace, Security and Conflict Transformation (WCAPS)
Abstract:
The WCAPS Young Ambassadors Board presents to you the premiere version of the Young Ambassadors Journal of Global Affairs. The culmination of these five policy recommendations written by women of color covers a variety of issue areas that are relevant and researched and most importantly the passion areas for our members. These women are emerging experts and professionals in their fields of international development, national security, peace, and technology. Their contributions are representative of the areas of the world they want to improve and fortify the skills to do just that.
Topic:
Education, Foreign Exchange, Law Enforcement, Food Security, Internet, Police, Militarization, and Suburbanization
Political Geography:
Africa, Latin America, Nicaragua, North America, and United States of America

10. Only game in town? Inequality and demand for democracy in Africa – a micro perspective

Author:
Thomas Isbell
Publication Date:
08-2022
Content Type:
Working Paper
Institution:
Afrobarometer
Abstract:
In this paper, the author explores whether perceived inequality is associated with demand for democracy among Africans. Past research has diverged on whether macro-level inequality should increase or decrease support for democracy, with some arguing that people might see democracy as a solution to inequality, and others that people might see it as a cause. I advance this literature by using a perceptual measure of inequality from Afrobarometer: how people feel their living situation compares to others’ in their country. I find that perceived equality is significantly associated with greater demand for democracy, while perceptions of relative deprivation and relative advantage are both associated with lower democratic demand. These effects are largely significant above and beyond the effect of absolute poverty and known predictors of support for democracy, such as free and fair elections and level of education.
Topic:
Education, Elections, Democracy, Inequality, and Social Order
Political Geography:
Africa