Creativity as development : discourse, ideology and practice

What the new global policy imaginary of "creativity" has amounted to is, on the one hand, a profoundly disintegrated research landscape with a heavy interest in creative “industries” (Cho, Liu, & Ho, 2018) and, on the other hand, an approach to development framed by a somewhat more general and hegemonic global ideology on culture, the arts, and development (Garner, 2016; Stupples, 2014). This “ideology” is mediated by global or UN-level policy and indeed specific to an age in which the neoliberal global economy has established an unprecedented degree of certitude and political consensus across the world on how we develop a prosperous society. Creativity has become a powerful signifier around which a rhetoric of dynamic trade, growth, and opportunity has evolved, and is subject to a broad assessment in this chapter

Trends in aid to education, 2002-2009 : Despite increases, aid is still vastly insufficient and fragile

Education for All Global Monitoring ReportWhile global spending on basic education increased from 2008 to 2009, to reach US$5.6 billion, it is still vastly insufficient for the 67 million children who are still out of school. Only around US$3 billion went to the poorest countries, which is far from the US$16 billion needed annually to reach the Education for All goals in these countries. Furthermore, more than half of the increase came from loans, largely as a response to the financial crisis. Such disbursements are unlikely to be sustained. This paper highlights findings by the Education for All Global Monitoring Report team on trends in aid to education from 2002 to 2009. It is based on analysis of the most recent disaggregated aid data on disbursements from the OECD Development Assistance Committee (OECD-DAC)

No more excuses : Provide education to all forcibly displaced people

In 2015, the number of forcibly displaced people in the world reached its highest level since the end of the Second World War. The complex educational needs of people forced to flee their homes are being neglected, compromising the future of entire generations: refugee children are five times more likely to be out of school than non-refugees. This policy paper shows why it is crucial that three key education issues are tackled: The right of forcibly displaced people to education is being neglected on a wide scale, and efforts to redress this situation face significant challenges. Among refugees, only 50% of children are in primary school and only 25% of adolescents are in secondary school. Access to quality education should be provided to all internally displaced and refugee children and youth from the onset of an emergency and into long-term displacement, Countries and their humanitarian and development partners must urgently ensure that internally displaced, asylum seeking and refugee children and youth are included in national education plans, and collect better data to monitor their situation. Financial resources need to be carefully channelled to ensure good quality education for forcibly displaced people. As well as widening access to formal education through inclusion of refugees in national education systems, these resources should be used to enable accelerated and flexible forms of education, provide trained teachers, and ensure that appropriate curricula and teaching languages are used

Digital Empowerment : Access to Information and Knowledge using ICTs for Persons with Disabilities

UNESCO’s vision is the creation of knowledge societies that are inclusive, pluralistic, equitable, open and participatory for all citizens. Within the context of the United Nations Convention on the Rights of Persons with Disabilities and disability-inclusive Sustainable Development Goals, UNESCO recognizes the need to: Prepare national policies and strongly encourages local governments to introduce specific legislation to safeguard the rights of persons with disabilities; define governments’ aspirations regarding services for persons with disabilities, including equal access to information and knowledge, education and the use of ICTs; develop national standards for public goods in terms of products and services, such as accessibility guidelines, recommendations, curricula and other mechanisms to ensure that these standards are maintained; build the capacity of professional communities and persons with disabilities to provide access to information and knowledge, including hard and software developers and teachers; adapt and personalize ICTs to the nature of specific disabilities, particularly for learning and teaching purposes; enhance social and economic integration through improved access to information and knowledge; collect statistical data and carry out research

Gender, remittances and migration: Latin Americans and Caribbeans in Europe

Latin American and Caribbean (LAC) migrations to Europe have grown rapidly and in the past few years partially replaced those to North America. Spain is the preferred destination of LAC migrants with about 840,000 LAC-born residents in 2001, a large increase over previous years. This migration is highly feminised and is likely to result in long-term settlement. It is also generating high levels of remittances. Whilst considerable work exists on the effect of remittances on households and communities in countries of origin, a gendered approach to these issues has only recently been developed. Yet, given that a high proportion of remittances in Europe are sent by and back to women, remittances are effectively circulating through transnational gendered networks. This paper examines remittances in the context of gendered migration from LAC countries to Europe and argues that policies concerning remittances need to incorporate a gender dimension. In particular we need to challenge the unproductive dichotomy between „productive‟ and „unproductive‟ activities, and recognise the significance of remittances for social reproduction, if we want to bank the unbanked. We also need to consider the effect of remittances on the lives of migrants in countries of destination

Media Professionalism: Dependence on Rich Country Models

Summary Information flows, and the mass media in particular, form part of the mechanism whereby developing countries are incorporated into the world capitalist system. Information transfers and the development of broadcasting are heavily affected by institutional transfers and concepts of professional roles based on metropolitan models. This article analyses this process and questions the relevance of methods of organisation and work transferred from a metropolitan framework to developing countries. It outlines the international context within which professionalism in broadcasting exerts its influence and counterposes these dominant flows against the potential use of broadcasting for development. Resume Professionnalisme dans les media: dépendance vis?à?vis des modèles des pays riches Les courants d'information, et les moyens de communication de masse en particulier, font partie du mécanisme par lequel les pays en voie de développement sont incorporés au système capitaliste mondial. Les transferts d'informations et le développement de la diffusion sont grandement affectés par les transferts institutionnels et la conception des rôles professionnels basée sur les modèles métropolitains. Cet article analyse ce processus et met en cause le bien?fondé de méthodes d'organisation et de travail transférées du cadre de la métropole aux pays en voie de développement. Il évoque le contexte international dans lequel le professionnalisme dans la diffusion des informations exerce son influence et oppose ces courants dominants à l'utilisation possible des moyens de diffusion au profit du développement. Resumen Profesionalismo de los Medios de Comunicación: Dependencia en los Modelos de los Países Ricos. El flujo de información y los medios de comunicación en masa especialmente, forman parte del mecanismo en virtud del cual los países en vías de desarrollo se incorporan en el sistema del mundo capitalista. Las transferencias de información y el desarrollo de la radiodifusión se ven profundamente afectadas por las transferencias institucionales y los conceptos de las funciones profesionales basadas en los modelos metropolitanos. En este artículo se analiza este proceso y se pone en tela de juicio la pertinencia de los métodos de organización y trabajo transferidos de una estructura metropolitana a los países en vías de desarrollo. Se esboza el ámbito internacional dentro del cual ejerce su influencia el profesionalismo en la radiodifusión y contrapone estos flujos predominantes frente a la utilización posible de la radiodifusión para el desarrollo