Suchergebnisse

The Land Governance Assessment Framework (LGAF) was designed to address these challenges by the World Bank, based on a comprehensive review of available conceptual and empirical materials regarding experience in land governance. The objective of LGAF is was developed as a diagnostic tool for a systematic evaluating and benchmarking legal framework, policies and practices regarding land and land use. This document represents the country report for Vietnam's national LGAF Study. This important exercise was undertaken by team of national experts, with support from the World Bank, and in collaboration with the Ministry of Natural Resources and Environment (MoNRE) in 2013. The Study's objective was to provide the means for better understanding the strengths and weaknesses of the Vietnamese land sector; establish a consensus on the status of land governance in the country and identify priority actions for regulatory and institutional changes and the piloting of new approaches to improve land governance on a broader scale.The Study's Report describes the process for LGAF implementation and the country context. The assessment of land governance is also presented, as well as the policy analysis, conclusions and recommendations. The report is intended to serve as a reference guide for policy makers and land practitioners in the government and non-government organizations such as private sector, academe and other groups to help shape the direction, focus and support for the land sector, and how progress in improving governance can be effectively monitored.

During the colonial period in Indonesia (1799-1942), education played a pivotal role in the Dutch colonial government's strategy of establishing and maintaining its rule. This study employs qualitative analytical methods to provide a comprehensive analysis of the Dutch educational policies implemented throughout this period, examining their objectives, strategies, and impacts on Indonesian society. The Dutch applied a Western-style education system alongside the existing traditional Islamic education, with the dual aims of training personnel for the colonial administration and promoting cultural assimilation. The findings reveal the implementation of a "dual education system", with Western-style schools using Dutch as the language of instruction and traditional schools teaching in local languages. Over time, the education system evolved, establishing various types of schools, from primary to university levels. However, racial discrimination persisted in access and opportunities, posing significant barriers for indigenous Indonesians compared to their Dutch and Eurasian counterparts. Notably, this study highlights the unintended consequence of Western education nurturing an educated indigenous elite class, many of whom later became driving forces behind the nationalist movement for Indonesian independence. While serving colonial interests of training a loyal workforce and promoting cultural assimilation, the Dutch educational policy inadvertently laid the foundation for the modernization of Indonesia's education system and the emergence of a new intellectual class. The research findings contribute to understanding the complex role of education in the colonial context and its long-lasting impacts on Indonesia's development trajectory.

Received: 3 March 2024 / Accepted: 29 June 2024 / Published: 5 July 2024