February 2007


This small, 86 page book has been written to help make it easier for people
to find information about International Development on the Internet. It is
written by staff of the IDS Information Department and covers over 30 themes
such as Migration, Livelihoods, HIV and AIDS, Governance, Education, etc.
The editorial staff have produced a list of websites on each topic that they
feel are good places to start searching for information and the book also
includes advice on how to improve and evaluate search results.

The trying to contact libraries and resource centers in low and middle income countries, to offer them a
free copy of our publication by post. The book can also be downloaded from
our website, for those with good internet connection.A limited number of FREE copies are available for development organizations from low- and middle-income countries. If you are eligible and would like a copy, please send an email including your name,  organization and address, to: agoodplacetostart@ids.ac.uk

Alternatively, you can download a free PDF version of the book here:

A Good Place to Start (pdf, 1mb)

For more information, and to see a PDF version of the book you can visit
http://www.ids.ac.uk/ids/info/sliGoodGuide.html

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Posted at Public policy news and research, Feb. 19, 2007.

UN Publications
A joint effort by 17 scholars from different parts of the world and specializing in various academic disciplines, this book explores the factors that are mainly responsible for human rights violations in transition societies, the long-terms consequences of such violations and the political remedies.

Las wendsday, at the BBC News Web site, the following article mentioned a resent report on China’s Brain Drain by the Academy of Social Sciences in Beijing. The report suggests that China’s suffers from the world’s most severe brain drain.

Higher Education Institutions provide a space were this form of migration is taken place.The article interview four chinese international students who have chose to remain abroad.

Posted at BBC, 21 February 2007:

About two-thirds of Chinese who have studied abroad since the 1980s have chosen not to go back home, according to state media.

Here, four of those who left their homes to pursue education abroad reflect on the choices they have made and what these mean for China. (read full article)

Note:

According to Jongo News the report indicates that:

The number of overseas Chinese has reached 35 million, making it the largest migrant group in the world

The Report on International Politics and Security said that overseas Chinese have been living and working in 151 countries, with Australia, European and North American countries their main inhabited areas.

Overseas Chinese are usually employed in construction, farming and deforestation sectors or run their own businesses in retail, real estate and importing.

Some 460,000 migrants from the Chinese mainland settled down in the United States in the 1990s, doubling the total number of Chinese mainland migrants in the United States.

From 2000 to 2005, another 355,000 Chinese mainlanders immigrated to the United States, when the country saw the biggest “immigration rush” in history.

And the same thing happened in Canada and Australia, the report said.

(read full tex here)

In this article for IPS Marcela Valente describe a  initiative by the University of Buenos Aires  language school, aiming to strengtheing linguistic diversity in the teaching of language at Argentina, to include indigenous languages.

Posted at IPS,  by Marcela Valente,  Feb. 21, 2007:

BUENOS AIRES, Feb 21 (IPS) – With the aim of strengthening linguistic diversity in Argentina, the University of Buenos Aires language school has launched a successful programme providing instruction in the country’s most widely-spoken indigenous languages.

The innovative plan is in keeping with the spirit of International Mother Language Day, celebrated Wednesday. Feb. 21 was adopted in November 1999 by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) as the date to commemorate mother tongues as a means of unity, social cohesion and diversity.

“The idea was to add teaching and publicity facets to the economic, cultural, tourism or educational projects of non-governmental organisations and local communities, to help develop the regions where they are based,” Roberto Villarruel, director of the University Language Centre (CUI), told IPS.   (read full article)

Links:

University Language Centre (CUI)

Posted at Eldis:

Title: Meeting the challenges of secondary education in Latin America and East Asia_ improving efficiency and resource mobilization

di Gropello, E.

World Bank , 2006

While policy makers in many countries have shown an increasing interest in expanding and strengthening their secondary education systems, many challenges remain. In view of these difficulties, this World Bank report draws on experiences and data from East Asia and Latin America to explore the following questions:

  • how can countries address the multiple challenges they face in secondary education?
  • how can they promote a responsible and efficient education system?
  • how do the challenges vary with countries’ different development levels?
  • how can countries with different technical and financial capacities address those challenges?

Based on case studies from the regions, the following conclusions are drawn:

  • education systems can address both quality and access issues from early on if good education is highly valued by the state and families alike, and there is sequencing by education level
  • a sequential approach to objectives will lead to imbalances that will need to subsequently be addressed
  • each region can learn much from the other on how to address imbalances
  • if countries face both supply- and demand-side constraints, ultimately they will probably have to introduce a mix of policies in which measures to improve the quality of schooling for the poor are accompanied by demand-side subsidies
  • there is no magic bullet to address secondary education challenges and constraints, but consistency is important.

The paper also provides an extensive selection of recommendations for address demand-side constraints, financing constraints, and increase efficiency of delivery.

FULL TEXT

Posted at Development Gateway, by Thomas Bekkers, February 20, 2007

According to this article published by Times of India, a Confederation of Indian Industry (CII) has developed a collaborative e-Learning system and portal under its initiative Shiksha India, which will help Indian students to search difficult topics. The portal, www.eshikshaindia.in can be accessed by anyone free of cost. It will equip schools with e-Learning facilities to help students understand difficult concepts better. The portal is basically designed for students aged between 12 years to 17 years on subjects like physics, biology, chemistry, English and geography. It will also contain other languages, including English, Hindi and Tamil. Please read the full article of I4D Online Magazine.

UNESCO Social and Human Sciences Documentation Centre promotes international cooperation in social sciences by exchange of information and supports the social and human sciences information and documentation programmes of UNESCO by:

* Serving as a Clearing House for relevant UNESCO documents as well as an Information Centre for specialists at headquarters and in the field, to governmental and non governmental organizations, to Members States, and to training, research and documentation centres.
* Maintaining computerized and online databases on the Sector’s major themes.
* Providing online resources in social and human sciences.

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