Gender and innovation processes in maize-based systems

This MAIZE report offers a panorama of the gender dimensions of local agricultural innovation processes in the context of maize-based farming systems and livelihoods

Urban food strategies in Central and Eastern Europe: what's specific and what's at stake?

Integrating a larger set of instruments into Rural Development Programmes implied an increasing focus on monitoring and evaluation. Against the highly diversified experience with regard to implementation of policy instruments the Common Monitoring and Evaluation Framework has been set up by the EU Commission as a strategic and streamlined method of evaluating programmes’ impacts. Its indicator-based approach mainly reflects the concept of a linear, measure-based intervention logic that falls short of the true nature of RDP operation and impact capacity on rural changes. Besides the different phases of the policy process, i.e. policy design, delivery and evaluation, the regional context with its specific set of challenges and opportunities seems critical to the understanding and improvement of programme performance. In particular the role of local actors can hardly be grasped by quantitative indicators alone, but has to be addressed by assessing processes of social innovation. This shift in the evaluation focus underpins the need to take account of regional implementation specificities and processes of social innovation as decisive elements for programme performance.

Is There a Disability Gap in Employment Rates in Developing Countries?

This paper examines differences in employment rates between persons with and without disabilities in 15 developing countries using the World Health Survey. We find that people with disabilities have lower employment rates than persons without disabilities in nine countries. Across countries, disability gaps in employment rates are more often found for men than women. The largest disability gap in employment rates is found for persons with multiple disabilities. For countries with a disability gap, results from a logistic decomposition suggest that observable characteristics of persons with/without disabilities do not explain most of the gap

The Spaces Between Numbers: Getting International Data on Higher Education Straight

Argues that the participation and attainment data used in international comparisons do not reflect the performance objectives of higher education systems. Suggests economic and demographic frameworks for interpreting data and changes in data collection

Report on argumentation and teacher education in Europe

This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre‐ and in‐service teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S‐TEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally