Suchergebnisse

Also issued in Atlas of United States foreign relations / by Harry F. Young. ; "Economics--Part 3". ; "March 1982". ; "This material is reprinted from the 'Department of State bulletin' of December 1981". ; Cover title. ; Mode of access: Internet.

Development studies textbooks and courses have sometimes tended to avoid significant economic content. However, without an understanding of the economic aspects of international development many of the more complex issues cannot be fully comprehended. Economics and Development Studies makes the economic dimension of discourse around controversial issues in international development accessible to second and third year undergraduate students working towards degrees in development studies. Following an introductory chapter outlining the connections between development economics and development studies, this book consists of eight substantive chapters dealing with the nature of development economics, economic growth and structural change, economic growth and developing countries, economic growth and economic development since 1960, the global economy and the Third World, developing countries and international trade, economics and development policy, and poverty, equality and development economists, with a tenth concluding chapter. This book synthesizes existing development economics literature in order to identify the salient issues and controversies and make them accessible and understandable. The concern is to distinguish differences within the economics profession, and between economists and non-economists, so that the reader can make informed judgments about the sources of these differences, and about their impact on policy analysis and policy advice. The book features explanatory text boxes, tables and diagrams, suggestions for further reading, and a listing of the economic concepts used in the chapters.

This article provides a brief overview of progress in developing a new initiative called PISA for Development. It shows how the OECD and its partners are implementing this initiative in support of the Education 2030 agenda that is set within the framework of the Sustainable Development Goals (SDGs) and emphasizes the quality, equity, and measurement of learning outcomes for young children through to working adults. The world now faces a challenge to define global learning indicators that can be measured and tracked on a global scale over time. The paper argues that PISA is already helping to measure and improve learning outcomes in over 70 countries and, with the PISA for Development initiative, OECD and its partners are aiming to make it possible for a wider range of countries to participate in the assessment. (DIPF/Orig.) ; Dieser Artikel bietet einen kurzen Überblick zum Fortschritt in der Entwicklung der neuen sogenannten PISA for Development- Initiative. Es wird dargestellt, wie die OECD und ihre Partner diese Initiative als Unterstützung der Bildungsagenda 2030 implementieren, deren Kontext der Rahmenplan der Nachhaltigen Entwicklungsziele (Sustainable Development Goals, SDGs) ist und die Qualität, Gleichheit und das Messen der Lernergebnisse von jungen Menschen bis hin zum erwerbsfähigen Alter betont. Die Welt ist aktuell mit der Herausforderung konfrontiert, globale Lernindikatoren zu definieren, die in weltweitem Umfang gemessen und beobachtet werden können. Das Argument wird ausgeführt, dass PISA bereits dabei ist das Messen und die Verbesserung von Lernergebnissen in über 70 Ländern zu unterstützen und, mit der PISA for Development- Initiative, die OECD und ihre Partner darauf abzielen, einer weiteren Bandbreite an Ländern die Teilnahme an Leistungsstudien zu ermöglichen. (DIPF/Orig.)

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The theme of The World Development Report 2007 is youth - young people between the ages of 12 to 24. As this population group seeks identity and independence, they make decisions that affect not only their own well-being, but that of others, and they do this in a rapidly changing demographic and socio-economic environment. Supporting young people's transition to adulthood poses important opportunities and risky challenges for development policy. Are education systems preparing young people to cope with the demands of changing economies? What kind of support do they get as they enter the labor market? Can they move freely to where the jobs are? What can be done to help them avoid serious consequences of risky behavior, such as death from HIV-AIDS and drug abuse? Can their creative energy be directed productively to support development thinking? The report will focus on crucial capabilities and transitions in a young person's life: learning for life and work, staying healthy, working, forming families, and exercising citizenship. For each, there are opportunities and risks; for all, policies and institutions matter

NO GROUP OF INTELLIGENT OFFICIALS KNOWING THE NATURE OF POVERTY WOULD DREAM OF DESIGNED THE TANGLE OF MECHANISMS FOR OPERATIONAL ACTIVITIES BUILT UP OVER THE LAST FORTY YEARS IN THE UN. THIS CHAPTER ARGUES THAT IT IS VITAL TO GET SERIOUS RESULTS FROM THE CURRENT ROUND OF REFORM IN ORDER TO ENHANCE THE IMPACT OF THESE ACTIVITES. THIS WOULD ALSO LIBERATE ENERGIES FOR THE GLOBAL STRATEGIES THAT WOULD PROGRESSIVELY ENABLE DEVELOPING COUNTRIES TO DISPENSE WITH SUCH ASSISTANCE. IT NOTES THAT THAT WAS SUPPOSED TO BE THE WHOLE ULTIMATE AIM OF THESE ACTIVITIES.

There are still very few regulations governing the development of BUMD, even though the role of BUMD in regional development is very central. The role of BUMD is very strategic in the regional economy and development. One of these studies focuses on describing the function of BUMD in regional development. While the analytical methods used are APKL, USG, and Mc. Namara methods. In this study, the strategic issue in fostering the selected BUMDs is the lack of comprehensive governance of Regional Equity Participation (PMD) in BUMDs. Of the selected strategic issues, the solution is the preparation of Regional Regulations related to PMD governance. On this basis, five activities are proposed to support the realization of governance of regional capital participation, including the preparation of an academic draft study of regional regulations on the governance of regional equity participation in BUMD. From the results of the analysis, it is suggested that considering that BUMD belongs to the regional government and contains a high dose of politics, the PMD process requires a political approach in addition to a systematic technocratic approach.

Este documento examina el impacto que las teorías del desarrollo han tenido en las políticas de desarrollo y el impacto inverso de los éxitos y fracasos reales en el Sur global en el pensamiento del desarrollo. Se argumenta que el pensamiento del desarrollo se encuentra en una encrucijada. Las teorías del desarrollo en el período de posguerra atravesaron un círculo completo: desde el gran empujón y el ISI hasta el consenso neoliberal de Washington, hasta el entendimiento de que ni la primera ni la última funcionan realmente en la ingeniería de un desarrollo de puesta al día exitoso. Mientras tanto, los milagros económicos se fabricaron en el este de Asia sin mucha confianza en el pensamiento del desarrollo y los antecedentes teóricos sólo por la experimentación de los políticos con mano dura. ; This paper examines the impact that development theories have had on development policies, and the inverse impact of actual successes and failures in the global South on development thinking. It is argued that development thinking is at the cross-roads. Development theories in the postwar period went through a full circle – from Big Push and ISI to neo-liberal Washington consensus to the understanding that neither the former, nor the later really works in engineering successful catch-up development. Meanwhile, economic miracles were manufactured in East Asia without much reliance on development thinking and theoretical background just by experimentation of the strong hand politicians. ; Este trabalho examina o impacto que as teorias de desenvolvimento tiveram nas políticas de desenvolvimento e o impacto inverso dos atuais sucessos e insucessos no pensamento sobre desenvolvimento. Argumenta-se que o pensamento sobre desenvolvimento se encontra em uma "encruzilhada". Teorias desenvolvimentistas no período pós-guerra passaram por um ciclo completo. Desde o "big push" e ISI, passando pelo pensamento consensualmente neoliberal de Washington, chegando no entendimento que nem os trabalhos mais antigos, tampouco os novos trabalhos de engenharia abordam com sucesso a questão do desenvolvimento. Nesse meio tempo, "milagres econômicos" no leste da Ásia foram realizados sem muita confiança no histórico do pensamento desenvolvimentista. Ocorrendo simplesmente como experimentações de políticos com "mãos de ferro". ; peerReviewed

The paper explores the notion that critical theory is an appropriate conceptual framework for the reconstruction of one perspective in the contemporary discourse on environment and development, sustainable development (SD). The discussion reveals how the central problems in SD (such as its high level of interpretative flexibility, inconsistency with state-of-the-art findings in theory and empirical studies) are intimately connected to the relationship between theory and praxis in develop ment studies. The paper is divided into two parts. The first part situates SD in the context of development studies. The main aim is to highlight the cognitive structure of develop ment theory and its relationship to praxis. The second part presents an argument for the reconstruction of SD as critical theory and outlines some of the theoretical problems posed by this task.