International Development at the Dawn of the 21st Century

2001 ◽  
pp. 257-270
Author(s):  
Keith Bezanson
Keyword(s):  
International Development ◽  
21St Century

Evaluating the Research Productivity of Pakistan in the 21st Century

2021 ◽  
pp. 407-423
Author(s):  
Ikram Ul Haq ◽  
Rabiya Ali Faridi
Keyword(s):  
International Development ◽  
21St Century ◽  
Research Productivity ◽  
Citation Impact ◽  
Systematic Research ◽  
Annual Growth Rate ◽  
Research Strategies ◽  
General Internal ◽  
Fund Allocation ◽  
Subject Categories

The publications of scholarly communication have been considered as the driving force and the backbone for international development. The purpose of this study is to evaluate the scholarly research productivity by authors affiliated to Pakistan in all areas of knowledge. The Web of Science (WoS) database has been used to extract the records of publications produced by the authors affiliated to Pakistan and published during the 21st century from 2000 to 2019. The analysis of the retrieved documents has been conducted on the following parameters; distribution of publications by year, percentage, and annual growth rate; the top-20 most productive institutions, subject categories, collaborative countries, and preferred source publications. Findings have shown that 148,678 publications were produced by Pakistan with an average of 7,434 documents per year and 42% documents were produced during the last three years from 2017-19. COMSATS University Islamabad and Quaid-e-Azam University were found to be the most productive institutions while medicine general internal and engineering electrical electronic were found as the preferred areas of research. The examination of research showed that China is on the top, followed by United States and Saudi Arabia, but the highest citation impact in documents produced in collaboration with the authors are of Switzerland. Pakistan Journal of Botany has emerged as the most favorite source of publication. The state-of-the-art systematic research plays a significant role in the development of the country and is compulsory for sustainable developments. This study would help to re-examine the research strategies, support in the decision-making process, and further fund allocation. The result also highlights the strong and least preferred areas of research.

Gender Equity in Global Education Policy

2021 ◽  
Author(s):  
Karen Monkman
Keyword(s):  
Education Policy ◽  
International Development ◽  
Gender Equity ◽  
21St Century ◽  
Global Education ◽  
Early 21St Century ◽  
Gender And Education ◽  
Development Goals ◽  
The Early 21St Century ◽  
Global Education Policy

Since the 1990s gender has become a prominent priority in global education policy. The Millennium Development Goals (MDGs, 2000–2015) and the Sustainable Development Goals (SDGs, which replaced the MDGs) influence the educational planning of most low- and middle-income countries, along with the work of the various actors in the field. The historical antecedents to this era of gender and education policy include international development research beginning in the 1960s and 1970s, the Women’s Conferences in Mexico City (1985) and Beijing (1995), and increasingly nuanced academic research on gender and international development in the early decades of the 2000s. What began as calls to include girls in schooling and women in international development programs has become a much more complex attempt to ensure gender equity in education and in life. A wide variety of key policy actors are involved in these processes and in shaping policy, including the World Bank, the UN agencies (primarily UNICEF and UNESCO), governments (both donors and recipients of international assistance), nongovernmental organizations (NGOs), corporations and private entities, and consultants. Partnerships among various actors have been common in the late 20th century and early 21st century. Persistent issues in the early 21st century include (a) the tension between striving to attend to quality concerns while increasing efforts to measure progress, (b) gender-based violence (GBV), and (c) education for adolescents and adolescence. These challenges are closely linked to how key concepts are conceptualized. How “gender” is understood (distinct from or conflated with sex categories) leads to particular ways of thinking about policy and practice, from counting girls and boys in classrooms (prioritizing sex categories and numerical patterns), toward a more complex understanding of gender as a social construction (and so presents options for curricular strategies to influence gendered social norms). Men and boys are acknowledged, mostly when they are perceived to be disadvantaged, and less often to challenge hypermasculinity or male privilege. Sexuality and gender identity are just beginning to emerge in formal policy in the early 21st century. Gender relations and patriarchy remain on the periphery of official policy language. Equity (fairness) is often reduced to equality (equal treatment despite differences in needs or interests). Although empowerment is theorized in research, in policy it is used inconsistently, sometimes falling short of the theoretical framings. Two broader concepts are also important to consider in global education policy, namely, intersectionality and neoliberalism. Engaging intersectionality more robustly could make policy more relevant locally; as of 2020, this concept has not made its way into global policy discourses. Neoliberalism, on the other hand, is a strong influence in shaping policy in gender and education globally, yet it is seldom made explicit. Building policy on a stronger conceptual foundation would enrich gender and education policy.

scholarly journals Religion and development: Tracing the trajectories of an evolving sub-discipline

2019 ◽  
Vol 19 (3) ◽  
pp. 171-185 ◽  
Author(s):  
Barbara Bompani
Keyword(s):  
International Development ◽  
21St Century ◽  
English Language ◽  
Future Research ◽  
Development Studies ◽  
Research Opportunities ◽  
Recent Scholarship ◽  
Research Themes ◽  
Empirical Material ◽  
Development Practice

Religion and development (RaD) has emerged as a new academic sub-discipline since the turn of the 21st century, following decades of secular assumptions and attitudes dominating development studies, and international development more broadly. In 2019, there was a little doubt that religion has been incorporated into development studies and it is therefore timely to re-appraise RaD. Recent scholarship suggests that RaD increasingly informs, engages with and influences development studies and development practice—providing rich empirical material, broader disciplinary engagement and deeper analytical insight. Drawing on a survey of almost—mainly English language—700 publications, this article traces the emergence and establishment of RaD. The article traces the emergence of the field (2000–10) and then its subsequent more critical engagement with development studies (between 2011 and 2018). The article concludes by identifying five emerging contemporary research themes within RaD and future research opportunities.

SOCIAL ENTREPRENEURSHIP AND A NEW MODEL FOR INTERNATIONAL DEVELOPMENT IN THE 21ST CENTURY

2011 ◽  
Vol 16 (01) ◽  
pp. 87-102 ◽  
Author(s):  
JAMES KATZENSTEIN ◽  
BARBARA R. CHRISPIN
Keyword(s):  
International Development ◽  
21St Century ◽  
Social Entrepreneurship ◽  
Large Scale ◽  
Development Model ◽  
Social Entrepreneur ◽  
Social Entrepreneurs ◽  
The Social ◽  
The World ◽  
African Context

In the last decade or so, there has been a growing interest in an area researchers are calling social entrepreneurship, a movement spearheaded by individuals with a desire to make the world a better place. This paper describes the structure and process of international development in Africa from the perspective of a social entrepreneur. The authors address the opportunities and challenges faced by social entrepreneurs as they attempt to affect large-scale social change. The result of this study is a unique development model that provides tools for the social entrepreneur to address problems and build capacity and sustainability within the African context.

scholarly journals Towards a new paradigm of global development? Beyond the limits of international development

2019 ◽  
Vol 44 (3) ◽  
pp. 415-436 ◽  
Author(s):  
Rory Horner
Keyword(s):  
Sustainable Development ◽  
International Development ◽  
Geographic Variation ◽  
21St Century ◽  
Global Development ◽  
New Paradigm ◽  
Critical Attention ◽  
Development Approach

An international development framing is increasingly ill-fitting to a 21st century characterized by interconnected globalized capitalism, the challenge of sustainable development, as well as the blurring of North–South boundaries. While the term global development is increasingly employed, and appears more suited, it is used with different implicit meanings and is often conflated with international development. This article explores the potential of an emerging paradigm of global development as applicable to the whole world. A relational global development approach is advocated here, acknowledging the need for critical attention to the enduring tensions between universalization and geographic variation.

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