Research Monitor

Transition Experience 2.0: A New Way to Close the Gap between the Central European Human Rights and Development Policies

15 Dec 2014

Institute of International Relations (IIR); Author: Ondřej Horký-Hlucháň

The application of Transition Experience 2.0 can mobilise the limited foreign aid resources by enlarging the scope of the supported human rights groups abroad to social and environmental movements as well as by applying the rights-based approach to their development cooperation programmes and emphasizing their political dimension. Further impacts can be achieved by coordinating strategies and applying one public diplomacy brand to human rights and development policies without merging them and by using Transition Experience 2.0 as a starting point for a serious discussion on policy coherence for development.

Redistribution as Social Justice for Decarbonising the Global Economy

04 Dec 2014

Institute of Social Studies, Erasmus University Rotterdam; Author: Andrew Martin Fischer

The neglect of global redistribution could undermine the capacity of Southern countries to face the broader development challenges, which are already immense even in the absence of decarbonisation. A key question is how to organise global redistributive transfers in a manner that does not continue to subordinate Southern populations to Northern interests. The challenge for decarbonisation is the forging of a political will for redistribution that is motivated by climate change rather than geopolitics, and that respects national ownership and self-determination.

International Education and Development: Histories, Parallels, Crossroads

24 Nov 2014

The Graduate Institute; Authors: Gilles Carbonnier, Michel Carton and Kenneth King

Education has been a priority sector when considering foreign aid allocation since the 1970s. Aware that the stated objectives will not be met universally, the major actors involved in the post-2015 debate are turning back to the concept of learning. The authors discuss in this paper how the central notions of skills, learning, and both formal and non-formal education have evolved in conjunction with ideological shifts. They examine the tensions between public and private education as well as between individualised and standardised delivery modes. To conclude, the authors question the current focus of major stakeholders on post-2015, post-EFA agendas.

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