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This paper examines how international education (IE) as a tool of government foreign policy is challenged in an era of new geopolitics, where China's growing ambitions have increased rivalry with the West. It compares U.S. and Canada as cases first, by examining rationales and approaches to IE in both countries, second, IE relations with China before conflict and third, current controversies and government policy responses to IE relations with China. The paper concludes identifying contextual factors that shape each country's engagement with IE, but suggests that moving forward, the future of IE in a world of new geopolitics is likely to be far more complex and conflictual.

This article examines the rise and fall of a golden age of engagement between American and Chinese institutions of higher education. We assess the political context, examine institutional and demographic variables associated with successful initial joint efforts, and explore why current relationships are unraveling. The authors do not assume alignment in the interests promoting initial cooperation between the United States and China but a convergence of mutual interests. The paper discusses operational realities underpinning support for engagement (a need for coordination in organizational infrastructure, faculty support and what are referred to as "administrative nuts and bolts") associated with meaningful and long-term agreements. We present evidence of a dramatic decline in Sino-U.S. cooperative endeavors in post-secondary education and suggest that a new paradigmatic shift is underway and consider what this might mean for future engagement efforts. Finally, the paper poses recommendations to American institutional leaders for next steps to continue engagement with China.

This small-scale qualitative research study examines the extent to which teachers involved in Global North-South School Partnerships engage with learning about shared colonial histories. Existing research in this field suggests that teachers' lack of knowledge and confidence leads to historical context being largely absent from such projects. Further, it is suggested that such omissions can fuel unhelpful stereotypes and assumptions about Global South regions and peoples. In this study, Postcolonial theory has been used to reflect on the importance of including historical colonial context for learning in Global North-South Partnerships and its potential for helping to develop historically conscious practice and a more critical view of development and global issues. The study involved interviews with two UK-based teachers involved in school partnerships to discuss and explore the challenges and barriers they faced in engaging with historical colonial relationships in Global North-South Partnerships and also the benefits to diverse British communities. The recommendations build on the findings from these discussions and aim to contribute to shifting Global North-South Partnerships from sites that potentially uphold, reinforce and reproduce colonial framing, to sites that critically engage with colonial history and its legacy. [This paper was published by Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre (DERC). The Connecting Classrooms through Global Learning (CCGL) programme is funded by the British Council and UK aid.]

Educational and cultural exchanges are the cornerstone of U.S. public diplomacy and an integral component of foreign policy. To further this policy objective, the Department of State designates U.S. government, academic, and private sector entities to conduct educational and cultural exchange programs pursuant to a broad grant of authority from the Congress. This paper provides an overview of the Secondary School Student Exchange Visitor Program and presents data describing the 2006-2007 academic year. It offers observations of the current state of these programs and their participants. It also identifies pitfalls that may lead to unsuccessful programs and seeks feedback on how best to avoid them. The Department of State intends that this paper be a first step in an industry-wide dialogue that will encourage best practices and successful programs. (Contains 16 footnotes.)

This publication is intended for three primary audiences: international development professionals who want to define "workforce" for program design purposes, those who seek information about field activities, and those who want to reflect on the implementation of successful, high impact programs--whether they were broad-based or sector-specific projects or local activities. The goal is to provide readers with options and strategies for connecting diverse sets of development objectives through international workforce initiatives. Following a brief introduction, the first chapter briefly reviews international workforce initiatives' historical roles in United States economic and political diplomacy and how they became part of the practice of development assistance. The chapters that follow provide definitions and design principles. The annexes contain more than 80 profiles of projects the Academy for Educational Development (AED) is currently or has recently implemented that have had workforce components. Most of the examples used come from projects implemented in partnership with the U.S. government, projects funded by the United Nations (UN), the Group of Eight (G-8), private foundations, and national governments are also included. Annexes contain: (1) AED Workforce Initiatives--Project Profiles ; (2) AED-Managed Global Technical Assistance Programs; and (3) Profiles of AED Projects with Workforce Components by Category.(Contains 23 endnotes.) [Primary support for this publication has come from AED's Leadership and Institutional Development Group and the AED Center for Enterprise and Capacity Development (CECD).]

This paper reviews the key issues and methodologies involved in the replication of social programs, as they pertain to non-profit sector development in the United States and in international development. The related process of knowledge transfer and dissemination, as well as the more specific strategies involved in replication and going-to-scale are examined. Strategies discussed include the franchise approach, mandated replication, staged replication, concept replication, and spontaneous replication. The universalist and contextualist approaches are also discussed. A principal argument of the paper is that there are few effective and sustainable programs reaching out to large numbers, and that these are difficult to establish. The progress of replication efforts is often measured in terms of criteria such as the effect on participants, the numbers reached, the spread of project sites over a region, or the volume of services extended. Advances are seldom gauged against overall needs in a given country or region; the result is that program impact is often localized and may not significantly affect the total target population. Politicians, researchers, donors and policymakers are advised to use caution in evaluating proposals, as not all of them consider the broader impact of the program. (JPB)

Recent world developments have created an opportune time for nations to vigorously pursue a policy of converting the huge portion of their economies that traditionally have been devoted to military expenditures to more socially productive uses. This paper outlines a strategy for such a conversion, and discusses the issues that must be confronted in such a process. Specific aspects of conversion include: (1) misconceptions about lessening military spending; (2) building a conversion coalition; (3) the paths forged by China and the Soviet Union; (4) upheaval in Eastern Europe; and (5) grassroots initiatives in the West. It is concluded that the gathering pressure for disarmament suggests that conversion will be a topic gaining importance during the 1990's. A number of statistical tables, charts, and maps appear throughout this paper, and 127 endnotes are provided. (DB)

This handbook explores Europe's nonprofit nongovernmental organizations (NGOs) that have been working for change in South Africa and now are engaged, or planning to engage in the economic, social, and human resource development of a democratic South Africa. The purposes of the document are to: (1) illuminate for both donor agencies and groups seeking support the complex framework in which the NGOs operate; (2) clarify sources of financial, technical, and informational assistance for sustainable development programs in South Africa; and (3) draw lessons from development policies and experiences taken from the narrative. After an introduction, the report presents the institutional framework, describing both the intergovernmental organizations and the international nongovernmental networks of which it consists. This is followed by the core section of the document, a country-by-country description of European NGOs working with or for South Africa, arranged alphabetically by country from Belgium through the United Kingdom. A concluding section highlights recurring development issues and implications. An attached glossary provides a list of abbreviations for the NGOs discussed in the text. (LBG)

The youth-led revolutions that rocked the Arab world earlier this year have refocused attention on the region's 100 million-strong youth demographic and its critical role in the transformation of existing political, economic, and social structures in the Middle East and North Africa. Youth under the age of 25 represent an estimated and unprecedented 60 percent of the region's population, and in many of the region's countries, approximately 30 percent of the population is between the ages of 15 and 29. They have heightened expectations for themselves and their societies, but are constrained by the economic and political realities in which they live. The current demands of Arab youth for change are rooted in deep frustrations with the existing status quo--not least of which is the failure of the social contract for advancement that should be offered by higher education. Despite more than a decade of dramatic expansion--in enrollment, female participation, numbers of institutions, and programs--higher education in the Arab world continues to fall far short of the needs of students, employers, and society at large. In most countries, the majority of students are enrolled in institutions that lack key human and physical resources for success and suffer from overcrowding and poor quality. Efforts to address these chronic problems have had only marginal success. High unemployment among university graduates is only one measure of the reality of an educational system that is not producing graduates with the skills needed to succeed in the modern global economy and economies that are not producing opportunities for massive numbers of new entrants. Higher education has a critical role to play in the national and regional restructuring of Arab economic and political institutions that is currently underway. The long term success or failure of today's reform initiatives will rest, to a large degree, on the ability of these societies to place higher education where it belongs--as the engine of social and economic progress. The new pressures for political change may provide a unique opportunity to break free from some of the obstacles that have held back meaningful educational changes in the past. This working group, convened at the 2011 U.S.-Islamic World Forum in Washington, DC, brought together educators, specialists, and public sector officials from the United States and the Middle East to review the current state of higher education in the Arab world and consider the key challenges facing this critical sector of society. How are different actors in the diverse landscape of Arab higher education advancing or impeding the goals of improving educational outcomes? To what degree do regional partnerships and cooperative efforts offer opportunities to overcome local obstacles in specific areas? Finally, where has important progress been made and what policy responses and initiatives should be encouraged to improve the ability of Arab educational institutions to meet the challenges of this transformational period? (Contains 11 footnotes.) [The 2011 U.S.-Islamic World Forum was convened by Safwan Masri and Katherine Wilkens. This report was produced by the Saban Center at Brookings

Three papers on nuclear weapons and nuclear war, based on talks given by distinguished physicists during an American Physical Society-sponsored symposium, are provided in this booklet. They include "Caught Between Asymptotes" (Philip Morrison), "We are not Inferior to the Soviets" (Hans A. Bethe), and "MAD vs. NUTS" (Wolfgang K. H. Panofsky). Areas addressed in the first paper (whose title is based on a metaphor offered by John von Neumann) include the threat of nuclear war, World War III versus World War II, and others. The major point of the second paper is that United States strategic nuclear forces are not inferior to those of the Soviets. Areas addressed include accuracy/vulnerability, new weapons, madness of nuclear war, SALT I and II, proposed nuclear weapons freeze, and possible U.S. initiatives. The final paper considers the public consciousness of nuclear war, mutually assured destruction (MAD), nuclear utilization target selection (NUTS)- a conceptual approach to nuclear war which pretends that specialized applications of nuclear weapons are possible, and others. In addition, selected discussion questions from the symposium are provided. Since courses on science and society are proliferating in many colleges/universities, it is suggested that this booklet may serve as reading material for such courses. (JN)

Twenty papers review past activities and future prospects for philanthropic activity in specific social areas. The report is part of a five volume series examining the relationship between nonprofit institutions and their donors. The purpose of the series is to provide impetus for ongoing research and to focus public attention on the significance of the voluntary sector. Volume II, Part I explores privately-financed activities in areas of elementary, secondary, and higher education; the sciences, health; social welfare and social policy; the arts; environment; and public and international affairs. In general the papers examine the changing roles of philanthropy and government in each area and the prospects for the future. Philanthropic profiles of five U.S. cities are included also. These discuss survey methodology, donor allocation findings, and issues such as: Are local foundations meeting their responsibilities to the community? and What would be the impact of changes in federal tax laws affecting the deductibility of charitable donations? (Author/AV)

The nations of the capitalistic world devote a high percentage of their exports to trade with other nations in that group, while the underdeveloped nations send most of their exports to the capitalistic nations. The low wages in underdeveloped countries are critical for the maintenance of their position as dominated, for these low wages allow the dominant industrial countries to receive goods at relatively low cost and also to reduce the internal mass market of the underdeveloped countries to a minimum. In a colonial period, education is used by the capitalist countries to produce elites in the dominated countries. Today universal education policies in the underdeveloped countries keep these countries in a state of underdevelopment, for the costs of education and the growing unemployment rates of the educated in urban areas perpetuate a state of dependency. For the individual rural family, belief in advancement via education hinders the individual production and accumulation process and also creates a number of family liabilities in the form of children who cannot function within the existing rural society because they have never learned the required skills. By teaching things which have no obvious usefulness, institutionalized education plays a major role in creating the required mentality of a working class which can be and is controlled by the dominant classes in both the capitalistic and underdeveloped countries. (JC)

Analysts of U.S.-Soviet balance of power usually focus on relative military strength. But other factors determine a country's overall power and influence. Among the most basic is a country's capacity to feed its people. By this measure the Soviet Union appears to be in deep trouble. Massive spending has increased Soviet military strength in recent years, but the country has become weaker agriculturally. While the two superpowers now appear roughly equal in military strength, the advantage in agriculture has shifted dramatically toward the United States. The U.S. exportable food surplus is climbing, while Soviet dependence on food imports is growing. The dramatic shift in the agricultural balance of power between the two countries has been decades in the making, but contrasting food surpluses/deficits have been highly visible only in the last decade or so. As deterioration of Soviet agriculture continues, the need to import food will become even greater. The relationship between grain flow from the United States to the Soviet Union constitutes a new economic tie between the two countries, one that could eventually transform their political relations as well. (JN)

Intended to provide background for study and discussion, this publication gives updated information on development in sub-Saharan Africa and provides a basis for understanding U.S. policy toward this vital region. The strengths, problems, politics, natural resources, and language and ethnolinguistic groups of this area of the world and the international and regional organizations active here are discussed in detail. Extensive data tables include information on the population, culture, education, labor force, imports, exports, estimated U.S. economic assistance, date of independence, type of government, and chief of state and/or head of government for each of the 46 independent countries south of the Sahara. The 55-item bibliography is divided into three sections: reference and introductory material, historical and cultural background, and contemporary sub-Saharan Africa. (AA)

This report examines the question of which immigrants to the United States are more likely to be "Americanized" and absorbed into the American nation. The 1990 census found that about 40 percent of all foreign-born residents of the United States were naturalized citizens, while among those who arrived before 1980, about 60 percent were citizens. Factors influencing naturalization rates include country of origin and social and legal pressures in the sending countries that deter their nationals overseas from taking American citizenship. Using the 1990 census figures, this study examines the correlations between naturalization and a variety of socio-economic characteristics. The study is limited to those who are presumed to have been eligible for naturalization by 1990. Several general findings are reported with suggestions given as to the reasons for differences. The results point to immigration policy changes that may increase the likelihood of naturalization. Sections of the report include: (1) "Executive Summary"; (2) "Immigration and Adaptation"; (3) "Naturalization: What Is It?"; (4) "Sources of Data and Methodology"; (5) "Basic Naturalization Rates"; (6) "The Overall Demographic Picture"; (7) "The Overall Socio-Economic Picture"; (8) "Year of Entry: The Overall Picture"; (9) "Age at Entry into the United States"; (10) "The Overall Country Picture"; (11) "Educational Attainment"; (12) "Occupation"; (13) "Income and Poverty"; (14) "Household Type"; (15) "Language"; and (16) "Conclusion." (EH)

This paper attempts to forecast the scope and profile of educational exchanges between the United States and other countries in the year 2000 as one approach to assessing the contribution of those exchanges to the international education of U.S. citizens. The forecasts are based in part on predictions relating to political stability, economic growth, and likely developments in higher education in major world regions. The first part reviews major world regions including the following highlights: the probable growth in exchanges with the Soviet Union and Eastern Europe; the centrality of solving the debt crisis to the future of Latin America nations and exchanges with those countries; and the likely growth in exchanges involving Asia, propelled by its burgeoning economic situation, especially in Japan. The second part of the paper focuses on the contribution of international educational exchanges to U.S. citizens learning about other countries, culture, and international issues. This is done in terms of foreign students in the United States, U.S. students going abroad, faculty exchanges, and how international learning might be enhanced by each activity. The paper concludes that special efforts are required if international educational exchanges are to make a more significant contribution to U.S. international education; the mere existence of exchange does not assure this contribution. This situation should be more widely understood if such efforts are to receive the support they require. Some specific recommendations propose strategies and programs to strengthen the contribution of exchanges to international learning in the United States. (DB)

This volume is an update of a 1990 report that described the guidelines of various foreign governments for internal funding programs for their missions in South Africa. Of the 18 participants, 16 were the embassies of Australia, Austria, Great Britain, Canada, Denmark, Finland, France, Germany, Greece, Israel, Italy, Japan, the Netherlands, Norway, Spain, and Switzerland; the two others were the Swedish Legation and the United States Agency for International Development. Each report on the individual missions provides an introduction, a listing of program sectors, a description of funding mechanisms, and the names and addresses of persons to contact for further information. (LBG)

The proposed North American Free Trade Agreement (NAFTA) will result in lower wages, fewer jobs, and generally reduced living standards for the majority of U.S. workers. Substantial costs to the U.S. economy will occur in job and income loss and few off-setting benefits for most workers. Proponents argue that NAFTA will create upward mobility for U.S. workers as low-wage jobs move to Mexico. Available data and past experience show that U.S. workers displaced by trade end up moving down the job ladder to lower-paying jobs or off the ladder to permanent unemployment, not up to better jobs. Most of the conventional studies that have attempted to quantify NAFTA's impact on the U.S. economy have either ignored the shift of investment from the United States to Mexico or have examined only the Mexican side of the equation. The extent to which investment in Mexico replaces investment in U.S. plants clearly will determine NAFTA's overall impact on U.S. jobs. Perhaps the greatest danger to the U.S. economy from adopting NAFTA is that it will encourage U.S. firms to seek a low-wage solution to the challenge of global competition. NAFTA would undercut chances of a "high wage" strategy of investing in the labor force of Mexico or the United States. U.S. interest in a NAFTA should not lie in expanding free trade but in improving living standards for the Nation. (Appendixes include 29 endnotes and 37 references.) (YLB)

A new awareness of the importance of understanding Canada has made its way to U.S. public school classrooms. Canada and the Canadian-U.S. relationship have joined the spectrum of countries featured in the U.S. curriculum. As a response to this development, an investigation of leading textbooks used in U.S. classrooms was undertaken to examine the adequacy of the information on Canada as it appears in textbooks. Twelve textbooks were analyzed: profiles of each appear in this report. The study concluded that textbook publishers have not yet provided teachers with materials that satisfactorily portray the essence of Canada and its people. A number of recommendations are made to textbook publishing companies, Canadian studies programs, and Canadian studies centers identifying ways textbooks can be improved. Six appendices and a list of 13 references are included. (DB)