Elections in Developing Countries: A study of electoral procedures used in tropical Africa, South-East Asia and the British Caribbean

1960 ◽  
Vol 36 (4) ◽  
pp. 502-502
Author(s):  
L. P. Mair
2020 ◽  
Vol 2 (2) ◽  
pp. 42-54
Author(s):  
Ignatius Hubert Tantra

Singapore has one of the fastest economic development pace throughout South East Asia. Despite the fact that by land mass, it is not the biggest or the most fertile country. By demographic factor, it is not the most populated nor the most culturally diverse country. It also didn’t have the natural resources that its neighboring countries boasted as their main commodity. Yet, Singapore is a country with one of the most efficient implementation of living space, land usage, and education programme in the world. Because of its greatness, Singapore can be put in the same class with the others developed countries in the world. This is despite all the handicap that this country has, through the thick and thin of its history. The author believes that these successes can be atributted mostly to the efficient leadership of Singapore as a nation state in the international system, and that these successes can be adapted throughout Asia, and the world as a whole. This essay was made exactly to achieve this successful impact on ASEAN’s countries economics. In this writing, the author will examine what makes Singapore such a great economic titan, and how it can turn its unlikely position into a flourishing market economy and becoming a model for other developing countries to replicate, with institutional leadership. All of these, for the purpose of learning, and in the bid of rejuvenating economic vigor that most Asian countries and developing countries needed to keep up and even compete with more prominent countries in the international political system of the world.


2022 ◽  
pp. 202-219
Author(s):  
Henriette van Rensburg ◽  
Betty Adcock

This conceptual chapter presents an overview of the current developments in special education, specifically in inclusive education, and focuses only on the barriers experienced by the different stakeholders in developing countries in South East Asia. To support inclusion and equity in education, governments need to influence public opinion, implement legislation and policy regulations, and provide financial resources. The three key stakeholders are the government, educational professionals, and families. There are also others including instructors and other education professionals, teacher trainers and researchers, national, local, and school-level administrators and managers, policy-makers and service providers in other sectors, civic groups in the community, and members of minority groups who are at risk of exclusion. Awareness of the value of inclusive education should be raised amongst all stakeholders to develop a network of support for all learners.


2017 ◽  
Vol 9 (4) ◽  
pp. 1 ◽  
Author(s):  
Yee Peng Chow ◽  
Junaina Muhammad ◽  
Bany Ariffin Amin Noordin ◽  
Fan Fah Cheng

This paper examines the historical pattern of macroeconomic uncertainty of two developing countries in the South East Asia, namely Malaysia and Indonesia. Comparisons of macroeconomic uncertainty are also made between both countries using a selected number of indicators for macroeconomic volatility. We find that while both countries were affected by similar external sources of macroeconomic uncertainty, these countries were also subject to domestic sources of macroeconomic uncertainty which were confined to the particular country. The analyses also reveal that Indonesia experienced more fluctuations compared to Malaysia when macroeconomic uncertainty is measured by volatility as a macroeconomic outcome and domestic sources of macroeconomic volatility. Contrarily, Malaysia displayed greater fluctuations than Indonesia when macroeconomic uncertainty is measured by external sources of macroeconomic volatility. Policy implications are drawn from the findings.


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