International actors and traditional justice in Sub-Saharan Africa :policies and interventions in transitional justice and justice sector aid

Due to a number of important differences between transitional justice and justice sector aid, this book explored how international actors address ‘traditional justice’ in these fields in two distinct parts, which has led to separate analyses. Justice sector aid is often part of broader development cooperation programmes, which may or may not take place in a ost-conflict country. Transitional justice processes are part of conflict-related international interventions, such as peacebuilding programmes, which are often implemented before the wheels of more longterm development cooperation programmes are set in motion. Chronologically speaking, both kinds of programmes – support for transitional justice and justice sector aid – often do not run parallel, although there can be overlaps. It also turns out that the international actors are not necessarily the same. Although in principle the same donor countries are involved, justice sector aid is often provided by bilateral or multilateral development organisations, while transitional justice interventions are more often – but certainly not exclusively – initiatives of specific agencies aimed at post-conflict reconstruction, which are established by several donor countries. Although respect for human rights is heavily emphasised in both domains, policy and interventions regarding transitional justice also need to take international norms regarding the criminal prosecution of international crimes into account. In spite of these differences, this concluding chapter formulates a number of mutual findings and recommendations. First, it discusses common elements at the level of policies, then it identifies a number of trends regarding interventions, and finally it examines the way in which linternational actors handle the tension between traditional justice and human rights

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

Building capacity for policy analysis

This paper attempts to examine the concept and scope of policy analysis and to distill the lessons of experience in building the capacity for policy analysis in a number of developing countries over the past three decades. It concludes that strategies for developing indigenous capabilities for policy analysis will vary from country to country. In countries where non-government clientele and sources of support are limited but government is interested, the initial focus should be on strengthening government capability. Countries where there is demand for policy analysis in both the government and private sector may be ripe for arm's length centers for policy analysis. If such centers are not appropriate, private sector associations could help set up policy analysis units. In countries where the private sector is weak, academic institutions with close links to government may help create some local capability.Poverty Assessment,ICT Policy and Strategies,Geographical Information Systems,Inequality,Achieving Shared Growth

How can I encourage multi-stakeholder narrative and reflection on the use of ICT in Teacher Professional Development programmes in Rwanda?

This is an action research enquiry into how I can improve my practice to encourage multi-stakeholder narrative and reflection on the use of Information and Communication Technology (ICT) in Teacher Professional Development (TPD) programmes in Rwanda. I examine the complexity of the ICT-TPD landscape in the Africa Region. I describe two action research cycles in which I attempt to encourage reflection on ICT in professional development in Rwanda. In each cycle I explore the potential of an Activity Theory lens for probing the issues and examining the perspectives of the stakeholder community of teachers, teacher educators, curriculum developers and researchers affiliated to national ICT in TPD programmes and initiatives. I integrate a “Most Significant Change” narrative technique to engage participants in telling stories of significant change in their practice with technology integration. Through the rigour of the action research living theory approach I come to a number of conclusions about my own values and how I actually live my values in practice as I engage with partners in discourse and reflection for mutual learning on the issues of ICT integration in Teacher Professional Development

Career development for infection and immunity research in Uganda: a decade of experience from the Makerere University – Uganda Virus Research Institute research and training programme

Background: The Makerere University/Uganda Virus Research Institute (UVRI) Centre of Excellence for Infection & Immunity Research and Training (MUII) is a collaborative programme supporting excellence in Infection and Immunity (I&I) research in Uganda. Set up in 2008, MUII aims to produce internationally competitive Ugandan and East African I&I research leaders, and develop human and infrastructural resources to support research and training excellence. We undertook an internal evaluation of MUII’s achievements, challenges and lessons learned between 08-2008 and 12-2019, to inform programmes seeking to build Africa’s health research expertise. Methods: : Quantitative data were abstracted from programme annual reports. Qualitative data were obtained in 03-04/2019: a cross-sectional evaluation was undertaken among a purposefully selected representative sample of 27 trainees and two programme staff. Qualitative data was analysed according to pre-determined themes of achievements, challenges, lessons learned and recommendations for improvement. Results: : By 12-2019, MUII had supported 68 fellowships at master’s-level and above (50% female: 23 Masters, 27 PhD, 15 post-doctoral, three group-leaders) and over 1,000 internships. Fellows reported career advancement, mentorship by experts, and improved research skills and outputs. Fellows have published over 300 papers, secured grants worth over £20m, established over 40 international collaborations, and taken on research and academic leadership positions in the country. Key lessons were: i) Efficient administration provides a conducive environment for high quality research; ii) Institutions need supportive policies for procurement, including provisions for purchases of specific biological research reagents from international manufacturers; iii) Strong international and multi-disciplinary collaboration provides a critical mass of expertise to mentor researchers in development; and iv) Mentorship catalyses young scientists to progress from graduate trainees to productive academic researchers, relevant to society’s most pressing health challenges. Conclusions: : Sustainable academic productivity can be achieved through efficient operational support, global collaboration and mentorship to provide solutions to Africa’s health challenges

Global Employment Trends for Youth

[Excerpt] Young women and men are among the world’s greatest assets. They bring energy, talent and creativity to economies and create the foundations for future development. But today’s youth also represent a group with serious vulnerabilities in the world of work. In recent years slowing global employment growth and increasing unemployment, underemployment and disillusionment have hit young people the hardest. As a result, today’s youth are faced with a growing deficit of decent work opportunities and high levels of economic and social uncertainty. This report adds to growing evidence of a global situation in which young people face increasing difficulties when entering the labour force. One of the principal findings of the report is that a global deficit of decent work opportunities has resulted in a situation in which one out of three youth in the world is either seeking but unable to find work (the unemployed), has given up on the job search entirely (the discouraged) or is working but still living below the US$2 a day poverty line (the working poor). This second version of the GET Youth (see also GET Youth 2004) updates the key world and regional youth labour market indicators, but offers original research as well, including a careful estimation of the number and share of youth who work but are living in households of less than US$1 or 2 a day (the so-called youth working poor). The working poor youth estimate can serve as a proxy for income-related underemployment and therefore fits nicely within the framework presented in the report for identifying youth who are most at risk to suffering from degrees of exclusion from decent work and therefore a framework for identifying whom would benefit most from targeted interventions. Without the right foothold from which to start out right in the labour market, young people are less able to make choices that will improve their own job prospects and those of their future dependents. This, in turn, perpetuates the cycle of insufficient education, low-productivity employment and working poverty from one generation to the next. The report, therefore, adds urgency to the UN call for development of strategies aimed to give young people a chance to make the most of their productive potential through decent employment