Impact of Information Society Research in the Global South

Communication Studies; Information Systems Applications (incl. Internet); R & D/Technology Polic

Supporting community engagement through teaching, student projects and research

The Education Acts statutory obligations for ITPs are not supported by the Crown funding model. Part of the statutory role of an ITP is “... promotes community learning and by research, particularly applied and technological research ...” [The education act 1989]. In relation to this a 2017 TEC report highlighted impaired business models and an excessive administrative burden as restrictive and impeding success. Further restrictions are seen when considering ITPs attract < 3 % of the available TEC funding for research, and ~ 20 % available TEC funding for teaching, despite having overall student efts of ~ 26 % nationally. An attempt to improve performance and engage through collaboration (community, industry, tertiary) at our institution is proving successful. The cross-disciplinary approach provides students high level experience and the technical stretch needed to be successful engineers, technologists and technicians. This study presents one of the methods we use to collaborate externally through teaching, student projects and research

Co-constructing a new framework for evaluating social innovation in marginalized rural areas

The EU funded H2020 project \u2018Social Innovation in Marginalised Rural Areas\u2019 (SIMRA; www.simra-h2020.eu) has the overall objective of advancing the state-of-the-art in social innovation. This paper outlines the process for co- developing an evaluation framework with stakeholders, drawn from across Europe and the Mediterranean area, in the fields of agriculture, forestry and rural development. Preliminary results show the importance of integrating process and outcome-oriented evaluations, and implementing participatory approaches in evaluation practice. They also raise critical issues related to the comparability of primary data in diverse regional contexts and highlight the need for mixed methods approaches in evaluation

Education, Migration and Development

This open access book critically explores how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners from across the globe, the book introduces the reader to how such interactions play out through a series of illustrative case studies drawn from scholarship and empirical research conducted in the global South. It considers education in all its forms and raises critical questions about its purpose and value in contexts of migration and (im)mobility across a range of low- and middle-income settings. The contributors engage with the multiple reasons for migration, and also consider how communities and societies are shaped not just by the movement of people but also of ideas, resources, norms, and values across different national and international contexts. Collectively the chapters offer new insights into: the considerations for education and international development that emerge when we apply a migration lens; key theoretical frameworks and approaches which can help us understand the education-migration-nexus; the opportunities and challenges that migration and (im)mobility create for education in contexts of development; emerging dilemmas regarding how best to promote justice, equity and wellbeing in and through education in contexts of migration; and how gendered and other inequalities are core considerations in the education-migration-development nexus. The book concludes with some reflections by the editors on cross-cutting themes generated through the volume, including some directions for future research. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched

Migrants' community participation and social integration in urban areas:A scoping review

Social integration is a growing concern in global migration studies, and community participation is a way to promote migrants' social integration. This scoping review aims to determine how migrants' community participation influences their social integration in urban areas. A literature search was conducted to identify studies in English published between January 2011 and July 2021. Twenty-eight documents met the inclusion criteria. Three key elements of community participation were identified: 1) social capital, 2) the way of using public space, and 3) community participation strategies. Community participation assists migrants in dealing with inequality, marginalization, and rural-urban adaptation in developing countries. Furthermore, it exercises a mediating role in solving community problems and alleviating tensions between migrants and locals in developed countries. Community participation also helps international migrants tackle cross-cultural/ethnic challenges and compensates internal migrants for institutional segregation. Overall, community participation can fulfill migrants' instant needs, expand their social network, and facilitate psychological integration; however, it does not necessarily contribute to social integration when the participation environment is biased and lacks meaningful encounters. Finally, three research gaps are highlighted: the distinction between integration into a migrant community and broader society, the degree of participation, and a gender perspective.</p

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality

Compilation of Reports from the Conference on Trafficking of Human Beings and Migration: A human rights approach

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.ASI_2005_HT_Portugal_Compilation_of_Reports.pdf: 184 downloads, before Oct. 1, 2020

Education, Migration and Development

This open access book looks critically at how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners based in Belgium, China, Columbia, Ethiopia, India, Lebanon, Mongolia, South Africa, the UK and the USA, the book introduces the reader to how such interactions play out through a series of case study examples drawn from across the globe. It explores education in all its forms and raises critical questions about its purpose and value in different low- and middle-income contexts and settings, in the context of migration. The contributors engage with the multiple reasons why people move, and also consider how people and societies are shaped not just by the movement of humans but also of ideas, concepts and values across different national and international contexts. The chapters cover a range of topics and themes including gender and feminisation, dignity, internal migration, migrant camps, museum pedagogies, migrant teachers and migrant identities. The book decentres dominant theories and ideas emerging in global north scholarship and prioritises empirical studies conducted in relation to low- and middle- income country contexts written by scholars from those contexts where possible

Education, Migration and Development

This open access book critically explores how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners from across the globe, the book introduces the reader to how such interactions play out through a series of illustrative case studies drawn from scholarship and empirical research conducted in the global South. It considers education in all its forms and raises critical questions about its purpose and value in contexts of migration and (im)mobility across a range of low- and middle-income settings. The contributors engage with the multiple reasons for migration, and also consider how communities and societies are shaped not just by the movement of people but also of ideas, resources, norms, and values across different national and international contexts. Collectively the chapters offer new insights into: the considerations for education and international development that emerge when we apply a migration lens; key theoretical frameworks and approaches which can help us understand the education-migration-nexus; the opportunities and challenges that migration and (im)mobility create for education in contexts of development; emerging dilemmas regarding how best to promote justice, equity and wellbeing in and through education in contexts of migration; and how gendered and other inequalities are core considerations in the education-migration-development nexus. The book concludes with some reflections by the editors on cross-cutting themes generated through the volume, including some directions for future research. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched