Global Education Monitoring Report - Non-state actors in education: Who chooses? Who loses?

2021 ◽  
Author(s):  
Keyword(s):  
Global Education ◽  
Policy Dialogue ◽  
Teacher Working Conditions ◽  
Post Secondary ◽  
Education Levels ◽  
Vested Interests ◽  
Public Education Policy ◽  
State Actors ◽  
The Right ◽  
Monitoring Report

Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practised by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. Supporting the fifth Global Education Monitoring Report are two online tools: PEER, a policy dialogue resource describing non-state activity and regulations in the world’s education systems; and VIEW, a new website consolidating sources and providing new completion rate estimates over time.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

scholarly journals Sensitivity of the Nonsubsidized Consumption Promotion Mechanisms of New Energy Vehicles to Potential Consumers’ Purchase Intention

2021 ◽  
Vol 13 (8) ◽  
pp. 4293
Author(s):  
Yuqing Lin ◽  
Jingjing Wu ◽  
Yongqing Xiong
Keyword(s):  
Purchase Intention ◽  
Urban Traffic ◽  
Practical Significance ◽  
Local Conditions ◽  
Concept Induction ◽  
New Energy ◽  
Education Levels ◽  
The Right ◽  
Policy Incentives ◽  
New Energy Vehicles

With the background of China’s new energy vehicles (NEVs) subsidies declining, there is an important practical significance to effectively play the role of the nonsubsidized consumption promotion mechanisms. The nonsubsidized mechanisms for NEVs are classified into two types—concept induction and policy incentives, and differences in the sensitivity of the two types of mechanisms on potential consumer purchase intentions due to differences in urban traffic patterns and consumer education levels are analyzed. The results show that consumers in cities with medium to high traffic pressure are more sensitive to the right-of-way privileges component of the policy incentives, and consumers in cities with low traffic pressure are more sensitive to the charging guarantee component of the policy incentives. Consumers with medium to high education are more sensitive to the pro-environmental component in concept induction, and consumers with low education are more sensitive to the charging guarantee policy component of the policy incentives. Therefore, the implementation of the nonsubsidized mechanisms for NEVs in China should adopt differentiated strategies based on local conditions and vary with each individual.

Twelve Committed Men: the feasibility of a community-based participatory HIV-prevention intervention within a Canadian men’s correctional facility

2016 ◽  
Vol 25 (3) ◽  
pp. 6-14 ◽  
Author(s):  
Ruth Elwood Martin ◽  
Renee Turner ◽  
Larry Howett ◽  
Terry Howard ◽  
Debra Hanberg ◽  
...  
Keyword(s):  
Hiv Prevention ◽  
Group Discussion ◽  
Correctional Facility ◽  
Community Based ◽  
Prevention Intervention ◽  
Community Based Research ◽  
Hiv Prevention Intervention ◽  
Post Secondary ◽  
Incarcerated Men ◽  
Education Levels

Objectives: The intervention objectives were to evaluate and describe the feasibility of using a community-based research (CBR) approach to adapt and implement HIV-prevention materials and tools with incarcerated men. We found no prior published reports about CBR HIV-prevention education in Canadian correctional facilities. Methods: Twelve members of the correctional Peer Education Committee (PEC) and Aboriginal PEC, whom a correctional nurse identified as being interested in preventive health, were purposively invited to participate. Eight participants were serving life sentences, three were Aboriginal and their education levels ranged from below grade 8 to 11 years of post-secondary education. The setting was a medium-security federal correctional facility, housing 324 men. The intervention was guided by CBR and ‘greater involvement of people with AIDS’ principles. Participants were invited to attend four workshops, over seven days in May 2014, and to provide their insights regarding future scaled-up CBR HIV prevention. Each workshop included an HIV-prevention presentation and a focus group discussion, two of which were audio-recorded. Findings: All participants attended all sessions. Synthesis of mixed-method findings, with quantitative and qualitative data triangulation, demonstrated two major outcomes: ‘new knowledge was generated’ regarding feasibility of CBR HIV prevention in a men’s correction facility; and ‘capacity building occurred’ with increased participants’ social capital. Thirty incarcerated men requested HIV testing following the intervention, because participants spread their knowledge about HIV prevention to others. Participants asked to become ‘health ambassadors’ – champion advisors for future scaled-up CBR HIV-prevention intervention for the entire correctional facility. Conclusion: CBR HIV prevention is feasible within a Canadian men’s correctional facility.

The invocation of the right to self-defence in response to armed attacks conducted by armed groups: Implications for attribution

2018 ◽  
Vol 32 (01) ◽  
pp. 91-110 ◽  
Author(s):  
Erika de Wet
Keyword(s):  
Due Diligence ◽  
Armed Groups ◽  
Armed Attack ◽  
International Court Of Justice ◽  
International Court ◽  
State Actors ◽  
The Right ◽  
United Nations Charter ◽  
Territorial States ◽  
Self Defence

AbstractThe right to self-defence in Article 51 of the United Nations Charter is increasingly being invoked in response to armed attacks conducted by armed groups located in a territory of another state, with or without the (direct) assistance of such a state. This article examines the implications of the invocation of the right to self-defence under these circumstances for the principles of attribution within thejus ad bellumparadigm. First, it illuminates how the threshold requirements for indirect armed attacks (that is, the state acting through a private actor) have been lowered since the 1986Nicaraguadecision of the International Court of Justice. In so doing, the article suggests that in order to prevent a complete erosion of the benchmarks of an indirect armed attack, the notions of ‘substantial involvement’ in an armed attack, ‘harbouring’, and ‘unwillingness’ should be interpreted as manifestations of due diligence. Thereafter, the article illustrates that there is also an increasing attribution of armed attacks directly to non-state actors, notably those located in areas over which territorial states have lost control. Such states could be depicted as being ‘unable’ to counter the activities of non-state actors. The article further submits that particularly in these instances, the principle of necessity within the self-defence paradigm can play an important role in curbing the potential for abuse inherent in the vague notion of ‘inability’, if interpreted in light of Article 25 of the Articles on State Responsibility for Internationally Wrongful Acts.

Celebrating the chameleon educational policy reforms of 2050

2021 ◽  
pp. 147821032110403
Author(s):  
Jennifer Clutterbuck
Keyword(s):  
Educational Policy ◽  
Global Education ◽  
Cost Benefit ◽  
Economic Cost ◽  
Cost Ratio ◽  
Policy Reforms ◽  
25Th Anniversary ◽  
Benefit Cost Ratio ◽  
Educational Engagement ◽  
The Right

The Chameleon Educational Policy Reforms’ (CEPR) 25th anniversary was celebrated at the Global General Assembly with the 2075 Decennial Analysis of Schooling (DecAS) announcement of the attainment of a benefit-cost ratio of >1.0. The attainment of a global positive net value of education is directly linked to the educational reforms established to ‘provide the right access to the right education for all people’ (CEPR, 2050). The Chameleon reforms, informed by The Algorithm, produce policies that instantly adapt to the learning environment and needs of students. Barriers that effect students’ learning are removed, in stark contrast to historic processes that viewed students as the barrier to be removed from learning environments. The case studies presented in this paper are guided by three questions: ‘Where are we now?’, ‘How did we get here?’, and ‘Are we there yet?’. Questioning the ‘here and now’, directs a look back from educational engagement currently governed by the CEPR to key moments and movements in the attainment of past grand policy announcements that no child be left behind to live in poverty. And ‘yet’, leads to critical consideration of the ongoing engagement with The Algorithm. Artifacts detailing the 2045 commencement of annual donations from the richest two percent to fully fund global education remain sealed. The results of the annual donations are, however, publicly available; and some would say exploited (Gerve, 2072). Achieving self-sustainable economic cost-benefit status for the CEPR may release the Donators from those agreements and untether society from the Donators.

Connecting Pedagogy, Preparation, and Passion

2021 ◽  
pp. 291-307
Author(s):  
Cheresa Greene Simpson ◽  
Gerrelyn Chunn Patterson
Keyword(s):  
Secondary Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Social Issues ◽  
Pedagogical Approach ◽  
Post Secondary ◽  
Pedagogical Strategy ◽  
Diverse Communities ◽  
Education Levels ◽  
The University

This chapter will address an engaging pedagogical strategy to prepare pre-service teachers to work in diverse communities challenged by social issues such as poverty and food instability. The chapter presents a service-learning pedagogical approach that creates a collaborative partnership between faculty, students, the university, and the greater community. It demonstrates how stakeholders can work and learn together within a common service-learning project that positively impacts change in diverse communities. The chapter will benefit faculty at the secondary and post-secondary education levels who are interested in enhancing teaching and learning through service learning, collaboration and community engagement.

Can Armed Non-state Actors Exercise Jurisdiction and Thus Become Human Rights Duty-bearers?

2020 ◽  
Vol 20 (2) ◽  
pp. 269-305
Author(s):  
Amrei Müller
Keyword(s):  
Human Rights ◽  
International Law ◽  
Recent Literature ◽  
Self Determination ◽  
Future Research ◽  
Human Rights Law ◽  
State Actors ◽  
The Right ◽  
Political Understanding ◽  
Normative Logic

Abstract Recent literature and United Nations documents advocate that most armed non-state actors (ANSAs) should be bound by human rights law. This article takes a more critical stance on this issue. It argues that only a limited number of ANSAs should potentially become human rights duty-bearers: those that exercise de facto (human rights) jurisdiction and thus have considerable institutional and military capacities, as well as particular normative characteristics. It specifies these capacities and characteristics with an analysis of ANSAs’ practice that tentatively indicates that some of these entities may indeed exercise de facto jurisdiction. The argument is justified by highlighting the broader consequences that recognising ANSAs as human rights duty-bearers will entail. It will also endow them with privileges that will legitimise their authority over time. This is grounded in the normative logic of human rights law that emphasises the interrelationship between human rights, equality and democracy that also permeates the notion of jurisdiction and is further supported by a political understanding of the right to self-determination. The article closes with a brief sketch of two complementary ways to develop international law binding ANSAs to be further explored in future research: the so-called ‘responsibilities for human rights’ and an adapted law of occupation.

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