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21. Cybersecurity (Syllabus Resource)

Author:
Peace and Security (GIWPS) Georgetown Institute for Women
Publication Date:
12-2020
Content Type:
Special Report
Institution:
Georgetown Institute for Women, Peace and Security (GIWPS)
Abstract:
The following is material to consider for your syllabus. Specifically, there is: Scholarly writing on cybersecurity written by diverse scholars and experts; Scholarly writing providing geographic variety and geographically varied perspectives; Studies and analyses examining diversity, equity and inclusion-related dimensions of cybersecurity.
Topic:
Education, National Security, Cybersecurity, Norms, and Syllabus
Political Geography:
Pakistan, Africa, India, North America, and Global Focus

22. Predictors of school dropout across Ethiopia, India, Peru and Vietnam

Author:
Santiago Cueto, Claudia Felipe, and Juan Leon
Publication Date:
07-2020
Content Type:
Working Paper
Institution:
Group for the Analysis of Development (GRADE)
Abstract:
In this paper the authors utilize the five rounds of Young Lives household surveys across four countries (Ethiopia, India, Peru and Vietnam) to study the characteristics of children who had dropped out of school by 22 years of age. While most children in the longitudinal sample go to primary school, they tend to drop out more often and earlier in Ethiopia. In India most children complete the early grades of school but drop out later, particularly in grades 11 and 13. Researchers find that in all countries, except Vietnam, there is a considerable number of children who drop out of school but at some point return to it, either to complete secondary or drop out again. The reasons provided by children for dropping out across the countries are oftentimes related to poverty: for example, the need to work, or care or provide for family. The multivariate analysis shows that indeed in many cases the wealth level of the family at an early age predicts later dropout, as does maternal education level, students’ early skills and residence in certain regions of each country. There are also some variations across countries; for example, boys are more likely to drop out of school in Ethiopia and Vietnam, and children who have repeated a grade are more likely to drop out of school in Peru. However, having high educational aspirations at early ages seems to be a protective factor against dropping out. This suggests that the value that children place on education may be an important preventative factor against dropping out. Overall, these results suggest the need to act early through education and social protection interventions to target young children who are at risk of dropping out, and the follow their trajectories, providing support as needed to specific groups and even individuals, so that all children may fulfill their right to complete at least secondary education.
Topic:
Education and Children
Political Geography:
Africa, India, Asia, Vietnam, Ethiopia, and Peru

23. BRICS STUDENTS EDUCATION IN CHINA FROM 2010 TO 2018: DEVELOPMENT, PROBLEMS AND RECOMMENDATIONS

Author:
Cheng Jing
Publication Date:
01-2020
Content Type:
Journal Article
Journal:
Conjuntura Austral: Journal of the Global South
Institution:
Conjuntura Austral: Journal of the Global South
Abstract:
Attracting international students is an important way to promote the internationalization of one country’s higher education, and to enhance youth and education exchanges between countries. As the biggest developing country in world, China has attachedimportance to the international students education in China since 2010 so as to improve the quality of China’s higher education and promote its internationalization. What’s striking is that in September of 2010, for the first time, the Ministry of Education of the People’s Republic of Chinafrom the perspective of national strategymapped out a plan targeting the international students educationin China, and releasedStudy in China Program, which was designed to “promote the communication and cooperation between China and other countries in education, promptthe sustainable and healthy development of the international students education in China and improve the internationalization of Chineseeducation”. This program highlightedthat China would“accelerate the quota of scholarship step by step in accordance with the need of national strategy and development”, with the targets of attracting 500,000 international students by 2020 and “making China the top destination country in Asia for international students”（China’s Ministry of Education, 2010:647).
Topic:
Education, International Political Economy, and Geopolitics
Political Geography:
Russia, China, India, South Africa, and Brazil

24. BRICS and Mortar: New Architecture in Education

Author:
Kishore Singh
Publication Date:
12-2020
Content Type:
Working Paper
Institution:
India International Centre (IIC)
Abstract:
In the beginning of the new century and the millennium, Brazil, the Russian Federation, India and China came to be reckoned as the world’s fastest growing economies. Later, these were joined by South Africa, leading to the emergence of BRICS as a political coalition of five countries. The year 2009 was a landmark in this historic development. In that year, the first BRICS Summit was held in Yekaterinburg, Russian Federation. The BRICS summits held annually since then have become an important political platform for the collective voice of BRICS countries in the form of BRICS Declarations. Education is one of the most critical areas addressed in successive BRICS summits. Centrality of education in people’s lives and its catalytic role for human development is widely recognised in today’s world. So it was inevitable that the BRICS countries would come together and create a common plat-forum on education as well. The first meeting of BRICS Education Ministers was held in November 2013 on the margins of the UNESCO General Conference. Since then, the BRICS Education Ministers have been meeting annually and issuing a separate declaration in tandem with the declaration issued at the summits.
Topic:
Development, Education, International Cooperation, and BRICS
Political Geography:
Russia, China, South Asia, India, South Africa, and Brazil

25. Global Knowledge and Talent Flows : An Imbalanced Equation?

Author:
Rajika Bhandari
Publication Date:
08-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The global movement of postsecondary students is a remarkably unidirectional phenomenon: students from the developing world, or Global South, take their knowledge and talents to the developed world, or the Global North. This is particularly true for countries such as India and China. Framed by the broader issues of access and equity within postsecondary education and released on the occasion of the fourth IC3 Conference in Mumbai, India, on August 28, 2019, the current report raises the following questions: Are the current global flows of students advantaging wealthier nations over developing ones? Are students from the developing world returning at higher rates to their countries of origin? How do we ensure that the mobility of students and talent is based on principles of access, equity and inclusiveness, both at the individual student level and at a national level? While it is not the goal of this report to suggest that the north-to-south flow of students should be reversed or that countries in the Global South would even have the capacity to host large volumes of international students, the report does argue that when it comes to international student recruitment policies, host countries in the Global North need to consider how to balance their own needs to fill critical knowledge and skill gaps by attracting global talent with the needs of developing countries to retain their valuable human capital. Thus, the report proposes solutions for programmatic and national-level initiatives to create a balance between the home and host countries of globally mobile students. Read the full report to view key findings and to learn more about the IIE Center for Academic Mobility Research and Impact.
Topic:
Education, Mobility, and Higher Education
Political Geography:
China, India, Asia, and Global South

26. Social Justice Leaders in Action: IFP Impacts in Asia

Author:
Mirka Martel
Publication Date:
03-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The second report from our 10-year impact study of the Ford Foundation International Fellowships Program (IFP), Social Justice Leaders in Actionprovides an in-depth look at the lives and careers of IFP alumni in three Asian countries—India, Indonesia, and the Philippines—detailing the different pathways alumni have taken and the ways they have leveraged their skills and networks to effect change. Drawing upon focus groups and interviews with 274 IFP alumni and community stakeholders, this qualitative research highlights the stories behind the numbers shared in the study’s first report, Social Justice and Sustainable Change: The Impacts of Higher Education, released in April 2016. The findings from Social Justice Leaders in Action provide insights not only at how life-altering IFP was at an individual level, but how that transformative power extends through alumni to their organizations, communities, and societies.
Topic:
Education, Social Justice, Higher Education, and Sustainability
Political Geography:
Indonesia, India, Asia, Philippines, North America, and United States of America

27. Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries

Author:
Maryam Akmal and Lant Pritchett
Publication Date:
02-2019
Content Type:
Working Paper
Institution:
Center for Global Development
Abstract:
The Sustainable Development Goals (SDGs) for education include the goal that “all youth...achieve literacy and numeracy” (Target 4.6). Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children. First, excluding Kenya, equalizing grade attainment between children from rich and poor households would only close between 8% (India) and 25% (Pakistan) of the gap to universal numeracy, and between 8% (Uganda) and 28% (Pakistan) of the gap to universal literacy. Second, children from the poorest 40% of households tend to have lower performance in literacy and numeracy at each grade. If such children had the learning profiles of children from rich households, we would close between 16% (Pakistan and Uganda) and 34% (India) of the gap to universal numeracy, and between 13% (Uganda) and 44% (India) of the gap to universal literacy. This shows that the “hidden exclusion” (WDR, 2018) of lower learning at the same grade levels—a gap that emerges in the earliest grades—is a substantial and often larger part of the equity gap compared to the more widely documented gaps in enrollment and grade attainment. Third, even with complete equality in grade attainment and learning achievement, children from poor households would be far from the equity goal of universal numeracy and literacy, as even children from the richest 20% of households are far from universal mastery of basic reading and math by ages 12-13. Achieving universal literacy and numeracy to accomplish even a minimal standard of global absolute equity will require more than just closing the rich-poor learning gap, it will take progress in learning for all.
Topic:
Development, Education, Sustainable Development Goals, and Language
Political Geography:
Pakistan, Kenya, Africa, Middle East, India, Asia, and Tanzania

28. Influence of English Language in Political Awareness of South Asian Societies: A Comparative Study of India, Pakistan and Bangladesh

Author:
Kamal Ud Din and Mir Waheed Akhlaq
Publication Date:
01-2019
Content Type:
Journal Article
Journal:
South Asian Studies
Institution:
Department of Political Science, University of the Punjab
Abstract:
English language has been playing many roles in the overall social development of the subcontinent at the same time being a controversial issue in terms of a threat to the local languages. Democracy as worldwide accepted way of political structure, its basic values and principles come through English language education into South Asia. Since education system, in any country, provides the input to the political system, thus, if the democratic political system is a common desire, the first aspect to work on must be the educational institutions. However, struggle towards democracy has been an emerging phenomenon in the overall scenario of South Asia, and English language as official language and language of education has been playing its role in it, which is not well explored. On the basis of latest research studies, a comparison has been drawn between the three important countries in order to explore what and how English language plays its role in spreading and practicing the democratic principles and values in the educational institutions.
Topic:
Democratization, Education, Multiculturalism, and Language
Political Geography:
Pakistan, Bangladesh, South Asia, India, and Punjab

29. School Consolidation in Rajasthan: Implementation and Short Term Effects

Author:
Mridusmita Bordoloi and Ritwik Shukla
Publication Date:
08-2019
Content Type:
Working Paper
Institution:
Centre for Policy Research, India
Abstract:
This paper attempts to add to the given literature by undertaking a detailed analysis of school consolidation process in Rajasthan. It seeks to answer the following questions:- First, what are the specific criteria and conditions for closure of schools and their consolidation with other schools and whether they were adhered to by the state administration? Second, whether school consolidation led to improvements in enrolment, availability of teachers, and essential school infrastructure facilities as mandated by the Right of Children to Free and Compulsory Education (RTE) Act, 2010.
Topic:
Education, Infrastructure, Social Policy, and Legislation
Political Geography:
South Asia, India, and Asia

30. Integrated Child Development Services (ICDS)By AVANI KAPUR and RITWIK SHUKLA

Author:
Avani Kapur and Ritwik Shukla
Publication Date:
07-2019
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
The Integrated Child Development Services is the Government of India’s (GoI’s) flagship programme aimed at providing basic education, health, and nutrition services for early childhood development. This brief uses government data to analyse ICDS performance along the following parameters: Allocations, releases, and expenditures; Component-wise trends; Human and physical resources; Coverage, and Outcome.
Topic:
Development, Education, Government, Health, Budget, and Children
Political Geography:
South Asia, India, and Asia