Search results

Aus der Perspektive des ausgehenden Jahrtausends unterzieht der Autor, ein Ghanaer, die afrikanische Entwicklungskrise einer ernsten Analyse. Er benennt interne und externe Faktoren des Krisengeschehens und leitet daraus Schlussfolgerungen ab, die eher düster ausfallen. (DÜI-Kör)

This is an examination of global trading arrangements and the challenges they pose to the Tanzania economy. The coming into existence of the World Trade Organisation (WTO) on 1st of January, 1995, in particular, ushered into the international scene a new international trade order which calls for a thorough review of the country's foreign trade policy. In addition to the discussion of the WTO, this study also looks at the Tanzania/EU trade relations under the Lome IV Convention as well as Tanzania's trade development prospects within the framework of regional integration schemes (COMESA, SADC, EAC). Although all these global trading arrangements potentially offer substantial benefits to the Tanzania economy, a weak production base coupled with poor socio-economic infrastructure impinge on the country's ability to take advantage of these benefits. (DÜI-Hff)

(1) Reforms, results, and the road ahead. - XIX,284 S. : zahlr. graph. Darst., zahlr. Tab., Lit. S. 275-284. - (A World Bank Policy Research Report). - ISBN 0-19-520994-X.; (2) Lessons from country case studies. / Ed. by Ishrat Husain ... - IX,436 S. : zahlr. graph. Darst., Tab., Lit.Hinw. - (World Bank Regional and Sectoral Studies). - ISBN 0-8213-2787-9

Pt. 1: V,370 S. : zahlr. Lit.Hinw.; Pt. 2: S. 371-524 : zahlr. Tab., Lit. S. 522-524

This working paper explores the governance of protracted displacement across global, regional and domestic levels in the context of the project "Transnational Figurations of Displacement" (TRAFIG). The multiple contemporary crises that have led to forced displacement show not only the limits of a tight definition of 'refugee' but also highlight the gaps in international protection frameworks. A significant number of those forcibly displaced are in protracted displacement situations. This paper is an effort to make sense of the legislative and policy frameworks of protection that apply globally, regionally and domestically, and the way in which these frameworks facilitate or hinder solutions for people in protracted displacement. We evaluate how these frameworks contribute (directly or indirectly) to resolving or creating protracted displacement, assess how they contribute to relevant policy developments and identify engagement trends and (unintended) effects. Along the way, we also draw comparative insights across different global, regional and domestic levels, including eight different countries that host large groups of displaced people and are the focus of the TRAFIG project: Greece, Germany and Italy in Europe; Ethiopia, the Democratic Republic of the Congo (DRC) and Tanzania in Africa; and Jordan and Pakistan in Asia. We explore some selected gaps in the current systems of governance of displacement while concentrating on three key perspectives: governing protection, exercising rights and accessing services, and mobility and transnational dimensions of displacement. We conclude with ten key messages regarding the shortcomings of the current governance system of displacement. They highlight the need for stronger stakeholder collaboration, integration of global and local policies, enhanced focus on IDPs, investment in progressive regional policies, redesign of EU policies to avoid promotion of protracted displacement, greater ownership of processes and resources, de-politicisation of displacement policies, alignment of durable solutions with development-oriented interventions and realisation of the development potential of refugee integration. They also focus on mobility and translocal connectivity as a fourth durable solution to protracted displacement.

This article begins with the assumption that the argument for the inclusion of children with disabilities in mainstream schools, championed by Sustainable Development Goal 4 and Article 24 of the UN Convention on the Rights of Persons with Disabilities, has largely been accepted nationally and internationally by policy makers, and is increasingly being accepted by teachers. In interrogating the complex craft of developing inclusive and equal learning environments for children with disabilities, this article draws upon Kershner's "core aspects of teachers' knowledge and knowing", and in particular, "the school as a site for the development of teaching expertise and the creation of knowledge". Data is presented from in-depth interviews following videoed lesson observations with experienced teachers in 15 rural, urban and coastal primary schools in four districts in Tanzania. Findings indicate that the teachers' practice is moving unevenly towards disability equality, and involves processes of inclusions and exclusions. This involves teacher autonomy, agency and reflective practice in the context of material, attitudinal, structural, pedagogic and curricular barriers. The teachers' expertise has potential to inform national and international policy developments, and so reduce the evident rhetoric-reality gap. In conclusion, it is argued that inclusive education needs to grapple with disability as a social construct, and lessons are drawn for the further fulfilment of the rights of children with disabilities to equal participation in education.