This book reviews the state of education in Myanmar over the past decade and a half as the country is undergoing profound albeit incomplete transformation. Set within the context of Myanmar's peace process and the wider reforms since 2012, Marie Lall's analysis of education policy and practice serves as a case study on how the reform programme has evolved. Drawing on over 15 years of field research carried out across Myanmar, the book offers a cohesive inquiry into government and non-government education sectors, the reform process, and how the transition has played out across schools, universities and wider society. It casts scrutiny on changes in basic education, the alternative monastic education, higher education and teacher education, and engages with issues of ethnic education and the debate on the role of language and the local curriculum as part of the peace process. In so doing, it gives voice to those most affected by the changing landscape of Myanmar's education and wider reform process: the students and parents of all ethnic backgrounds, teachers, teacher trainees and university staff that are rarely heard. Marie Lall argues that, despite a commitment to greater equality and equity expressed in the Ministry of Education's policy documents, Myanmar has missed a historic opportunity to make use of education reform to engage with deep-seated social injustices. Inequalities persist in the long-term outcomes for poorer sections of society and between the majority Bamars and ethnic nationality communities. This is the portrait of a country constrained by internal tensions and competing international priorities that serve to divert the professed course towards social justice.
This book reviews the state of education in Myanmar over the past decade and a half as the country is undergoing profound albeit incomplete transformation. Set within the context of Myanmar’s peace process and the wider reforms since 2012, Marie Lall’s analysis of education policy and practice serves as a case study on how the reform programme has evolved. Drawing on over 15 years of field research carried out across Myanmar, the book offers a cohesive inquiry into government and non-government education sectors, the reform process, and how the transition has played out across schools, universities and wider society. It casts scrutiny on changes in basic education, the alternative monastic education, higher education and teacher education, and engages with issues of ethnic education and the debate on the role of language and the local curriculum as part of the peace process. In so doing, it gives voice to those most affected by the changing landscape of Myanmar’s education and wider reform process: the students and parents of all ethnic backgrounds, teachers, teacher trainees and university staff that are rarely heard.
The role of the security establishment in Pakistan has been strengthened in a post-Musharraf era as social institutions are increasingly drawn into the security agenda. Pakistan's problems are often explained through the lens of ethnic or religious differences, the tense relationship between democracy and the Pakistan military, or geopolitics and terrorism, without taking into account young citizens' role in questioning the state and the role of the education system. Based on new research and interviews with more than 1900 Pakistanis aged 16-28 the authors examine young people's understanding of citizenship, political participation, the state and terrorism in post-Musharraf Pakistan. The authors explore the relationship between the youth and the security state, highlighting how the educational institutions, social media, political activism and the entire nature of the social contract in Pakistan has been increasingly securitized. The focus is on the voices of young Pakistanis, their views on state accountability (or lack thereof), political literacy and participation, and the continued problem of terrorism that is transforming their views of both their country and the world today. With 67% of the country's population under the age of 30, this book is a unique window into how Pakistan is likely to evolve in the next couple of decades.
In 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be the equal of private-school provision. Media reports, along with the party’s re-election in 2020, suggest strong public confidence that AAP are delivering on that promise. But is this success reflected by experience in schools? Delhi’s Education Revolution offers a critical evaluation of the AAP’s education reforms by exploring policy and practice through the eyes of one key group: the government-school teachers tasked with making the AAP’s pledge a reality. Drawing on 110 research interviews conducted via Zoom during the Covid pandemic in the summer of 2020, teachers explain how the reforms have changed their profession and practice, and whether education really has improved for children of all backgrounds. Analysis of views about critical issues such as inclusion and the pressure of achievement targets in classrooms that often contain more than 50 students, informs their observations about the reform programme itself. The study paints a more qualified picture of success than suggested elsewhere and makes a valuable contribution to the understanding of education reforms in India, and most especially, in Delhi.
Hindu Nationalism is not well understood outside of India. This book shows why it is education, not a failed political system, that led to the rise of Modi and the right-wing nationalist ideology of Hindutva.
This book reviews the state of education in Myanmar over the past decade and a half as the country is undergoing profound albeit incomplete transformation. Set within the context of Myanmar’s peace process and the wider reforms since 2012, Marie Lall’s analysis of education policy and practice serves as a case study on how the reform programme has evolved. Drawing on over 15 years of field research carried out across Myanmar, the book offers a cohesive inquiry into government and non-government education sectors, the reform process, and how the transition has played out across schools, universities and wider society. It casts scrutiny on changes in basic education, the alternative monastic education, higher education and teacher education, and engages with issues of ethnic education and the debate on the role of language and the local curriculum as part of the peace process. In so doing, it gives voice to those most affected by the changing landscape of Myanmar’s education and wider reform process: the students and parents of all ethnic backgrounds, teachers, teacher trainees and university staff that are rarely heard.
The role of the security establishment in Pakistan has been strengthened in a post-Musharraf era as social institutions are increasingly drawn into the security agenda. Pakistan's problems are often explained through the lens of ethnic or religious differences, the tense relationship between democracy and the Pakistan military, or geopolitics and terrorism, without taking into account young citizens' role in questioning the state and the role of the education system. Based on new research and interviews with more than 1900 Pakistanis aged 16-28 the authors examine young people's understanding of citizenship, political participation, the state and terrorism in post-Musharraf Pakistan. The authors explore the relationship between the youth and the security state, highlighting how the educational institutions, social media, political activism and the entire nature of the social contract in Pakistan has been increasingly securitized. The focus is on the voices of young Pakistanis, their views on state accountability (or lack thereof), political literacy and participation, and the continued problem of terrorism that is transforming their views of both their country and the world today. With 67% of the country's population under the age of 30, this book is a unique window into how Pakistan is likely to evolve in the next couple of decades.
In 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be the equal of private-school provision. Media reports, along with the party’s re-election in 2020, suggest strong public confidence that AAP are delivering on that promise. But is this success reflected by experience in schools? Delhi’s Education Revolution offers a critical evaluation of the AAP’s education reforms by exploring policy and practice through the eyes of one key group: the government-school teachers tasked with making the AAP’s pledge a reality. Drawing on 110 research interviews conducted via Zoom during the Covid pandemic in the summer of 2020, teachers explain how the reforms have changed their profession and practice, and whether education really has improved for children of all backgrounds. Analysis of views about critical issues such as inclusion and the pressure of achievement targets in classrooms that often contain more than 50 students, informs their observations about the reform programme itself. The study paints a more qualified picture of success than suggested elsewhere and makes a valuable contribution to the understanding of education reforms in India, and most especially, in Delhi.
This title was first published in 2001. An important analysis of the links between the Indian Diaspora and the state and how this Diaspora can influence economic and foreign policy making in their country of origin. M.C. Lall focuses on India, presenting an unusual case whereby the Indian government in post- independence years ostracized its Diaspora despite the need for outside help with India’s economic development. This in-depth study of the failure of the Indian government to make good use of its Diaspora looks at the reasons why India did not cultivate a relationship after independence; why there was still no change even in light of its economic liberalization and what have been the consequences of this missing relationship.
India will soon be the world’s most populated country and its political development will shape the world of the 21st century. Yet Hindu nationalism – at the helm of contemporary Indian politics – is not well understood outside of India, and its links to the global neoliberal trajectory have not been explored. Covering 30 years of Indian politics, this book shows for the first time the importance of education in propagating the acceptance of Hindu nationalism within a neolberal system, including the reframing of the concept of Indian citizenship. The first five years of Modi rule failed to bring about the development that had been promised and have seen India’s rapid change from a largely inclusive society to one where religious minorities are denied their basic rights.
This thoroughly revised second edition of Applied International Trade presents the leading theoretical and applied methods used in the field of international trade. It highlights the importance of linking theory to data and of verifying theoretical predictions through empirical investigation. The book also draws out and highlights the theoretical and policy implications that arise from empirical findings. Features of the second edition include: ? Expanded focus on emerging topics such as firm heterogeneity, intrafirm trade, and the basis and structure of multinational production ? Increased coverage of gravity models and international factor movements, including labor migration ? Fully updated presentation and discussion of the most recent empirical findings, data methods and sources Rigorous and analytical, yet written in an accessible manner with ample use of graphs throughout, Applied International Trade is an ideal text for courses at advanced undergraduate and masters level. For instructors: A companion website is available at www.palgrave.com/economics/AIT2, comprising lecture slides and an Instructor's Manual with solutions to end-of-chapter problems.
Practical insights on the role of the entrepreneur in the global business context Entrepreneurial ideas that look great on the drawing board can turn out to be deal breakers when introduced in real markets, even when they’ve been put through the toughest business modeling tests. The Global Enterprise examines how a healthy relationship between entrepreneurship and globalization can combine with new methods of knowledge creation to enhance economic development and build firm sustainability. This unique book takes a fresh and innovative approach to the practical aspects of international business, including economic cluster formation, network formation, market entry, public policy controls and incentives, economic competitiveness, and the creation of value. The Global Enterprise offers perspectives from practitioners and academics working in a variety of disciplines in Europe, Asia, the Middle East, and the United States. Their contributions address many of the vital issues of global business, including value-added chains, cross-border networks, knowledge management, technology transfer, transnational lines of production, distribution, marketing, and financial flows, and the strategic partnerships between government and corporations. The book is illustrated with more than 65 tables and figures, and articles are organized into three sections—“Globalization: Building Firm Sustainability,” “Entrepreneurship and Public Policy: Economic Competitiveness,” and “Knowledge Creation: Knowledge Management, Knowledge Transfer, and Cluster Formation.” The Global Enterprise examines: the global transfer of capital strategic partnerships between governments and multinational firms the prospects for economic progress in developing countries the impact of small- and medium-sized enterprises (SME) the role of export regulations in national security and in safeguarding foreign policy the evolution of the Hard Rock Café cultural ontology global virtual teams (GVT) how to implement a knowledge management project a framework for discussing entrepreneurship from an environmental perspective and much more The Global Enterprise is an essential resource for academics, researchers, and professionals in the field of international business, and for economic development experts and government policymakers.
In fall 2014, Calista Education and Culture, Inc. (CEC, formerly Calista Elders Council) began a four-year study funded by the Office of Subsistence Management of the US Fish and Wildlife Service. The study focused on whitefish and other non-salmon freshwater fish harvested by residents of the Akulmiut villages of Kasigluk, Nunapitchuk, and Atmautluak, as well as those living along the Kuskokwim River just below Bethel in the villages of Napaskiak, Napakiak, and Oscarville. Harvest studies have been carried out in some of these communities (Ikuta, Brown, and Koester, ed. 2014) as well as two major ethnographic studies--one in Napaskiak (Oswalt 1963) and one in Nunapitchuk (Andrews 1989). Our intended focus was not on harvest amounts but rather traditional knowledge surrounding the harvest and use of the six species of whitefish, as well as pike, burbot, and blackfish, on which people from this area relied so heavily in the past and continue to harvest to this day. In fact, all three contemporary Akulmiut villages, as well as settlements in the past, were established at sites where fish fences were built across the river each fall to intercept whitefish as they migrated out of the lakes and sloughs toward the mainstem of the Kuskokwim River. If there is one food that defines people from this area, it is whitefish."--Provided by publisher.
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