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Refugee children --- Refugees --- Internally displaced persons --- Education --- Government policy --- Services for --- Child refugees --- Displaced persons, Internally --- IDPs (Internally displaced persons) --- Internally displaced people --- Internally displaced populations --- Displaced persons --- Children --- Persons --- Aliens --- Deportees --- Exiles
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Presents the results of a survey of Qatari students enrolled in their final year of secondary school concerning their attitudes about further education and future work plans. Although males and females agreed on the importance of post-secondary education, they differed on their intention to pursue it. Qatar should try to attract more males into post-secondary education and training and to remove constraints on female labor force participation.
Education, Secondary --- High school seniors --- Student aspirations --- College attendance --- Vocational interests --- Attitudes.
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Describes the education and labor market initiatives under way in four Arab nations-Lebanon, Oman, Qatar, and the United Arab Emirates-to address the challenges of developing the human capital of their populations for the 21st century global economy.
Education and state -- Arab countries. --- Human capital -- Arab countries. --- Labor market -- Arab countries. --- Manpower planning --Arab countries. --- Manpower policy -- Arab countries. --- Labor market --- Human capital --- Education and state --- Manpower policy --- Manpower planning --- Business & Economics --- Labor & Workers' Economics --- Manpower utilization planning --- Employment policy --- Human resource development --- Labor market policy --- Manpower utilization --- Human assets --- Human beings --- Human resources --- Employees --- Market, Labor --- Supply and demand for labor --- Government policy --- Economic value --- Supply and demand --- Personnel management --- Organizational change --- Labor policy --- Labor supply --- Trade adjustment assistance --- Capital --- Markets --- Labor market.
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There are 30 million refugees around the world. Humanitarian agencies aim for one of three durable solutions for them: voluntary repatriation, local integration, and resettlement, with repatriation being the preferred solution. However, the authors find that only one-third of refugees return home after ten years. Returns have not kept pace with new displacement. The status quo is a growing global population of displaced people living in limbo without full citizenship rights, and with their host countries experiencing ever-greater political and economic strains of hosting them. The need to find new solutions to facilitate safe refugee return has become more urgent. The authors aim to address this need by examining barriers to, and facilitators of, the safe and sustained return of refugees. The authors examined evidence from the literature about refugee returns; conducted interviews with global experts; examined cross-national data trends from 53 cases; and conducted case studies of refugee returns in the Western Balkan countries of Bosnia and Herzegovina and Kosovo, as well as the Kurdistan Region–Iraq, involving focus groups with returned refugees. The authors found that, despite the intent of global humanitarian and development communities, most refugees are unable to return or find another durable solution even after decades of displacement. The authors offer recommendations to governments, donors, and international organizations, recommending that the three durable solutions be pursued in combination with, and accompanied by, efforts to develop a greater menu of interim solutions with robust international support to promote the well-being of refugees and their host communities.
Refugees --- Government policy. --- International cooperation.
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The National Guard Youth ChalleNGe program is a residential, quasi-military program for youth ages 16 to 18 who are experiencing difficulty in traditional high school. The authors examined a specific aspect of this program: the provision of career and technical education (CTE) opportunities for program participants. The report relies on administrative data collected from all programs pertaining to their operations in 2017 and 2018, as well as interviews with select program staff in 2019. In this report, the authors highlight promising practices in CTE provision found in the literature. They looked at data reported from ChalleNGe sites during 2017 and 2018 on cadet participation in CTE and compared them with information from another program that serves at-risk youth. They also examined the extent to which promising practices in CTE are found in a handful of ChalleNGe sites. Methods used in this study include a document review; descriptive analysis of the administrative data that the RAND Corporation research team collected from all ChalleNGe sites on enrollment, completion, credits earned, certificates and other credentials earned, and other program-level information; and phone calls with staff from a handful of ChalleNGe sites implementing CTE. Based on their findings, the authors discuss implications and future considerations as more ChalleNGe sites consider introducing CTE into their programming and as more states consider establishing Job ChalleNGe, which provides postsecondary education and training to ChalleNGe graduates.
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The National Guard Youth Challenge (ChalleNGe) program serves young people who are experiencing difficulty in traditional high school through a quasi-military, 5.5-month residential program. The RAND Corporation's ongoing analyses of the ChalleNGe program are designed to meet multiple objectives. The first is to gather and analyze existing data from each ChalleNGe site to support the program's yearly report to Congress. To that end, the authors of this report document the progress of program participants (or "cadets") in 2019 and 2020. Participation in the ChalleNGe program remains strong; nearly 13,000 young people entered the ChalleNGe program during 2019, and over 9,500 of those graduated. Among graduates, the vast majority left the program with a recognized credential or with credits toward high school graduation. ChalleNGe is a well-established program with sites in the majority of states, but given the relatively short duration of the residential portion, the program provides limited career and technical training. In recent years, Job ChalleNGe programs have been established at six sites. Job ChalleNGe builds on the ChalleNGe model by providing additional training to ChalleNGe graduates. Job ChalleNGe provides this training through a 5.5-month residential program that focuses on developing career and technical skills. The authors of this report provide initial implementation findings in this document and include a summary of planned future analyses to support ChalleNGe and Job ChalleNGe. Additionally, the authors examine some of the effects of the coronavirus disease 2019 (COVID-19) pandemic on both programs.
High school dropouts --- Military education --- Residence and education --- Alternative schools --- Services for. --- Evaluation. --- National Guard Youth Challenge Program (U.S.) --- United States.
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During the middle school years, young teens undergo multiple physical, socialemotional,and intellectual changes that shape who they are and how they function asadults. The schools young teens attend play a critical role in shaping these futures.Therefore, the state of the U.S. middle school is or should be of concern to all ofus.
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Educational change --- Education --- Education and state --- Private schools --- Teachers --- Theory & Practice of Education --- Social Sciences --- Evaluation --- Training of --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Academies (Private schools) --- Independent schools --- Education policy --- Educational policy --- State and education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Government policy --- School employees --- Schools --- Social policy --- Endowment of research --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Educational planning --- Educational innovations
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Vocational education --- Technical education --- Education, Special Topics --- Education --- Social Sciences --- Education, Technical --- Education, Vocational --- Vocational training --- Work experience --- Professional education --- Iraq
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