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“Development Cooperation in Fragile Countries

Kindly note that I am studying my master on “International Education Management”, and the subject of my thesis is “Development Cooperation in Fragile Countries: Case Study on a Bilateral Education Program (GIZ in Yemen)” by answering the main question: How did the conflict in Yemen affect the relevance, effectiveness, impact, efficiency and sustainability of a bilateral education project of GIZ Yemen? In this thesis, I need to do a literature review about how is the development cooperation on education in fragile countries like Iraq and Pakistan and then Yemen looks like. This literature review shall be up to 10 pages, addition to 5 pages about relevance, effectiveness, impact, efficiency and sustainability. So, I need your support by writing this literature review.
Here are some titles of some references:

  • World Bank, USAID, Save the Children and UN reports,
  • Gross, Z., Davies, L. (2015). The Contested Role of Education in Conflict and Fragility. Boston, MA: Sense Publishers.
  • Gallagher, T. (2005). Education in Divided Societies.
  • GIZ (2018). GIZ’s evaluation system: Central project evaluations for BMZ business. Bonn: GIZ.
  • The World Bank. (2010), Education Status Report: Challenges and Opportunities. Republic of Yemen.
  • UNICEF (2017), UNICEF Annual Report 2017: Yemen
  • UNDP. (2016), Yemen Rapid Assessment Report for December 2016: Measuring the Impact of the Public Sector Wage Suspension on Basic Service, Delivery in the Healthcare and Education Sectors.
  • Yemen Education Cluster. (2017). Yemen Education Cluster Achievements Report 2016.
  • Ministry of Education. (2018). Education in Yemen: Three Years of Withstanding Against Aggression.
  • Country Development Cooperation Strategy, 2014 – 2016, USAID/Yemen CDCS, July 2014

Please note the following tentative table of contents of my thesis:

  • List of Figures and Tables
  • Preface
  • Abbreviations
  • Introduction [introduction, research questions, structure]
  • 1. Background and Theoretical Framework
  • 1.1. Education in Fragile Countries
  • 1.1.1. International Development Cooperation in the Field of Education
  • 1.1.2. International Development Cooperation in Education in Yemen
  • 1.1.3. Education in Yemen and the Role of International Development Cooperation
  • 1.2. Assessing Education Projects in International Development Cooperation
  • 1.2.1. Overview of Project Evaluation in Development Cooperation
  • 1.2.2. Key Concepts of GIZ’s Project Evaluations: Relevance, Effectiveness, Impact, Efficiency, Sustainability
  • 2. Data Methodology
  • 3. Results and Findings
  • 4. Discussion
  • 5. Conclusion
    References
    (Annex [if any])

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Development Cooperation in Fragile Countries: Case Study on a Bilateral Education Program (GIZ in Yemen)

1.    Background and Theoretical Framework

In this millennium, there has been much progress in solving some of the world’s pressing problems as defined by the United Nations’ Millennium Development Goals (MDGs) and the subsequent Sustainable Development Goals (SDGs). Nonetheless the progress has not been equal with countries that have weak governance systems and that suffer violence and disaster lagging behind. Collectively referred as fragile countries, none of these countries met any of the eight MDGs that were supposed to have been achieved by 2015 and that included achieving universal primary education (Williams, 2017). It is also skeptical that they will achieve the SDGs by the deadline of 2030, including goal 4 of quality education. Children in fragile states “are twice as likely to die before the age of five years, twice as likely to lack access to clean water and more than three times as likely to not attend school than children living in peaceful, low-income countries” (Winthrop and Matsui, 2013). Hence, addressing the issues facing fragile countries is urgent, with education being an important strategy in supporting these countries.

One of the fragile countries is Yemen. Civil war emanating from political conflict that has ravaged the country since 2012 has worsened an already delicate situation,with the country being one of the poorest in the Arab world. The conflict about controlof strategic resources has left 22.2 million people, who constitute 75% of the 28.2 million Yemenis,needing humanitarian assistance, with over 11 million needing acute assistance (World Bank, 2018). More than half of the population lack adequate food and water supply, with agriculture and fisheries industries as well as imports and exports being severely affected. There are hardly any basic health facilities, with 18 million people having no access to basic healthcare. Production of oil and gas is at 10% of pre-war levels. Eight million Yemenis have no means of income and public sector employees are paid intermittently. Three million people are internally displaced.

A country that has a population of 28,250,000 people as of 2018, Yemen’s GDP has shrunk by over 40% since 2014 (World Bank, 2018). Two million children are out of school, constituting 27% of school-going age Yemeni children. About 1700 schools are unfit for use.

It is in the light of this crisis that various organizations are involved in offering emergency support for Yemen. These include the United Nations (UN), World Bank and Gesellschaft für Internationale Zusammenarbeit (GIZ).

The UN and World Bank have supported critical basic services and facilities by financing people and institutions with $1.22 billion in the emergency areas of crisisresponse, health and nutrition, integrated urban services and electricity access. Through the Global Agriculture Food Security program, the World Bank also administers agriculture restoration and enhancementprograms. World Bank and UNICEF have transferred $200 million through an emergency cash transfer program to the poor and vulnerable in the 333 districts in Yemen, so far reaching 1.5 million households and 9 million individuals. 45% of the direct recipients are women, and about 90% of the beneficiaries use the cash to buy food (World Bank, 2018). Through the Emergency Health and Nutrition Project, the World Bank, UN and the World Health Organization (WHO) have provided health and nutrition to nearly 15 million people across Yemen and successfully managed a choleraoutbreak that included supplying safe water to over 1.43 million people in cholera-affected areas.It also involved funding 40% of thepublic primary healthcare facilities and 30% of thepublic hospitals.  World Bank, UNDP and Society for Development (SFD) among others have also been involved in rehabilitation of roads,water schemes and agricultural terraces through cash-for-work and community-based programs; offering income and livelihood to about 1.2 million people. The concomitant infrastructure and assets have benefited a further one million people. The international development partners are also involvedin energy generation,forecasting to add 60,000MwH to the national grid.

The efforts of these organizations “anchored in a program for community voice and participation, provide transparency, efficiency and accountability in the use of resources, and support the private sector to create jobs for Yemen’s youth” (World Bank,2018). This approach to fragile countries by Western nations and institutions to aid and development to fragile states is informed by a policy shift informed by the events of 9/11. The  policy is ever evolving, and led to a policy document entitled A New Deal for Engagement in Fragile Statesthat addresses gaps posed by “key social and political realities on the ground, relations between partners and international donors, and, just as importantly, how those relations affect development cooperation” (Baranyi and Desrosiers, 2012).

1.1. Education in Fragile Countries

A good education system facilitates learning, acquisition of life skills and social cohesion. While education helps mitigation of adversity risks and facilitates success despite challenges, fragile countries struggle to deliver education to their populations. For example, warring groups usually capture a country’s education for radicalization. This is evident in Afghanistan where, “since 2001, education has become a major victim of Afghanistan’s protracted crisis…resulting in rebel capture of educational spaces for radicalization and violent extremism” (Pherali and Sahar, 2018). 

The fragile countries hence are a major challenge in the achievement of SDG goal 4 of inclusive and equitable quality education and promotion of lifelong learning for all. This challenge of transitioning from post-crisis humanitarian……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

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US companies should not hire underage workers in countries where it is legally permissible

Philosophy 305 – Business Ethics and Public Policy   

(3) Argumentative paper of approximately 5 – 7 pages double-spaced, standard margins, 12pt font.  The paper counts for 25% of your grade.  The format for the paper is discussed in Appendix A below.  The paper is not in a standard essay format. Make sure that you understand the format for this assignment (Appendix A). An electronic copy in Microsoft Word format should be uploaded to canvas.csun.edu prior to the due date. The due date is at the top of this syllabus. There are no second chances. Late or emailed  papers will get an automatic F, and will not be accepted.  There will be no exceptions.  I recommend submitting the electronic version of your films and your paper several days prior to the deadline.  Due to high volume of uploads at the end of the semester, Canvas habitually experiences difficulties.  You must plan accordingly.  I will not accept excuses, and will not bend the rules of this syllabus to accommodate lack of planning on your part.

Papers that are not submitted via Canvas drop box (which checks for plagiarism) will receive an automatic F.

Paper topics must be relevant to business ethics (not personal, professional, or social ethics).  Some paper topics are prohibited.  See below.  If you are unsure about your topic you should check with me.  I do not suggest paper topics – it is your job, and the first step in writing the paper.  The required paper format is part of this syllabus (Appendix A).Failure to follow the required format will result in a C paper (at best). 

Appendix A:  the required format for the term paper. 

Submit your paper on canvas.csun.edu in Microsoft Word format.   If you submit an empty (or unreadable ) document , or a paper from another class, that will be an automatic F.  Be sure you understand how to write, save and retrieve a document on a computer before you continue with this class.  Basic computer skills are obviously needed.  Uploading files is almost exactly like attaching to an email – it’s very simple.  It’s the content of the paper that’s supposed to be hard.  

Each word/phrase in bold in this appendix (i.e.,the words Claim, Explanation of the Claim, Reasons For/Against, Decision, Rebuttals) should appear on your paper.  The paper will be discussed in class.   You should take your audience to be an average reader, not your philosophy instructor.

The most important part about the paper is that it should contain your original thoughts and arguments. In other words, this is an analysis paper not a research paper.  It is easily ascertained when you have taken concepts, reasons, and discussion from some other source.  The only things that you are allowed to research are the facts (which must be documented).  The following facts should be researched: what countries permit bribery, what is defined as child labor, what are applicable laws, what are the legal definitions of discrimination, how many illegal aliens are working in the country. Also, this is a paper in business ethics.  Do not write on ethics of individuals, societies, government organizations, etc.  Chose a typical activity of a large corporation that is not covered by law, but appears morally impermissible (or required) to you.

Claim:

A single well-worded declarative statement.  

E.g., “Should American companies hire underage workers in countries that legally permit it?” is NOT in declarative form, and therefore is not a claim. Questions do not assert anything. 

The claim must have moral significance.  For example, “Many US companies hire underage workers in countries that legally permit such hires” is a factual claim and does nothave moral significance.  

“It is economically advantageous for US companies to hire underage workers” is a pragmatic claim and doesn’t have moral significance.  

On the other hand, “It is permissible for the US companies to hire underage workers in countries that legally permit such hires.” does have moral significance.  The claim must pertain to business ethics.  

Common problems: Vague claims; claims posed in the form of a question;  too broad or too narrow claims; non-moral claims; more than one issue in the claim. Claims about abortion, death penalty, assisted suicide, legitimacy of war, cloning, religion, etc., are  NOT relevant business ethics claims.  

Explanation of the Claim: You should explain very carefully and in common-sense vocabulary what you mean by the claim itself and by the terms involved in the claim.  For example, it is not immediately apparent what is meant by “US companies should not hire underage workers in countries where it is legally permissible.”  I do not know (or pretend not to know for the purposes of grading) what is meant by “underage”, by “countries where it is legally permissible”.

Common problems: assuming that the terms your use are self-explanatory.  The reader of your paper will assume no prior knowledge of your subject on his part,  If your do not explain your terms,  concepts, relationships you will start losing points.  Arguing in the explanation part of the paper, rather than explaining what you mean by your claim.

Reasons For the Claim: Each reason for the claim should be numbered with Arabic numerals (1), (2), (3), (4), (5).  You should provide at least four reasons for your claim. Each reason must be unpacked in a whole paragraph.  Each reason must have moral significance.

Common problems: sketchy arguments; pragmatic rather than moral arguments; insufficiently developed arguments; argument borrowed from other sources (even if documented); arguments that appeal to psychological rather than moral considerations, weak or not well-thought out arguments.

Reasons Against the Claim: Here you step into the shoes of your hypothetical opponent and think of reasons why your claim doesn’t hold.  Each reason against the claim should be numbered with Roman numerals (I), (II), (III), (IV).  You should provide at least four reasons against your claim. Each reason must be unpacked in a whole paragraph.  Each reason must have moral significance.

Common problems: same as above; attempting to rebut the arguments presented in Reasons For the Claim – this belongs to the Rebuttal section.

Decision: At this point in the paper you must decide which set of reasons (i.e., Reasons For or Reasons Against the Claim) is a stronger set.  You must explain why you think a particular set of reasons is stronger.  This part must be a full paragraph rather than a couple of sentences.

Rebuttals: At this point in the paper you must provide a counterargument against each reason in the set of reasons that you found to be weaker (in the Decision part of the paper).  For example, if you found Reasons For the Claim to be a weaker set of reasons, you must counter-argue against (1), (2), (3), (4).  Conversely, if you found Reasons Against to be a weaker set, you must counter-argue against (I), (II), (III), (IV).  Each counterargument must be unpacked in a whole paragraph.  

Not acceptable topics for the paper:

– Cultivation and sale of Cannabis

– Outsourcing

– Issues regarding athletics or sports

– Minimum wage

– Monitoring of employees/Social network usage

– Child labor

– Bribery

 – Gender discrimination

– Executive compensation

– Misleading advertisement

– Illegal immigration 

– Testing on animals

– Tobacco

– Religion

– Equal pay

– Maternity leave

– Uniforms in workplace

– Work dating

– Work safety conditions

– Anything having to do with small business

– In general, anything that is already prohibited by a relevant federal law, such as bribery, monopoly, gender or other forms of discrimination, etc.

Any form of academic dishonesty will result in an F on the paper or assignment.  I will forward your plagiarized paper to the Vice President for Student Affairs for further sanctions by the University.  I adopt a “No second chance” policy on academic dishonesty. If your paper or film reviews are plagiarized, you will receive a C at best in the class.

Plagiarism is any intentional representation of someone else’s work as your own by 

(a) direct quotations (b) paraphrase (c) borrowed but not properly attributed facts and/or information.

“The maintenance of academic integrity and quality education is the responsibility of each student within this university and the California State University system. Cheating or plagiarism in connection with an academic program at a campus is listed in Section 41301, Title 5, California Code of Regulations, as an offense for which a student may be expelled, suspended, or given a less severe disciplinary sanction.” 

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Do you feel that countries and companies need explicit strategies for technology development, given the tremendous amount of largely spontaneous creativity that occurs today

Do you feel that countries and companies need explicit strategies for technology development, given the tremendous amount of largely spontaneous creativity that occurs today, often in areas where new technologies are not expected to exert a great influence.  Why or why not?

Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:

  • Ask an interesting, thoughtful question pertaining to the topic
  • Answer a question (in detail) posted by another student or the instructor
  • Provide extensive additional information on the topic
  • Explain, define, or analyze the topic in detail
  • Share an applicable personal experience
  • Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
  • Make an argument concerning the topic.

At least one scholarly source should be used in the initial discussion thread. Be sure to use information from your readings and other sources from the UC Library. Use proper citations and references in your post.


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Pick three individual countries, one in the Middle East, one in Asia, and one in Europe.

 For this assignment, you will use Hofstede’s characteristics to differentiate international and domestic business operations.

This exercise will help identify the key characteristics that drive business decisions on an international and domestic level.

Part 1: Pick three individual countries, one in the Middle East, one in Asia, and one in Europe. Apply Hofstede’s

characteristics to each one, and state if the characteristic is low, medium, or high in each country. Also, explain why each

country deserves that description.

Part 2: Given your descriptions, explain which country is most like the United States and which country is most unlike the

U.S.

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What legal protections exist for Bitcoin users in the US and other countries.

 While there are many benefits to the use of cryptocurrency, there is also much skepticism from the general public. Much of this concern centers around legal protection associated with transactions. Search the Internet and outline what legal protections exist for Bitcoin users in the US and other countries.  

Note: Please make sure to write about 250 words in APA format with in-text citations and references. 

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Set up a Ricardo-type comparative advantage numerical example with two countries and two goods

Set up a Ricardo-type comparative advantage numerical example with two countries and two goods. Distinguish “absolute advantage” from “comparative advantage” in the context of your example. Then select an international terms-or-trade ratio and explain in some detail how trade between the two countries benefits each of them in comparison with autarky. When would either of your countries NOT benefit from engaging in trade? Explain.

write a 2-3 page paper in response to a case study or similar assignment provided by your professor. Student answers are to be clear, well-organized, and specific. Provide a concise, cogent argument and include details to support your response.    

CLO2: Assess comparative advantage and all related concepts such as opportunity costs, cost conditions, and the impact of trade on jobs. Explain how the sources of comparative advantage and related concepts such as economies of scale, theories and effects, and the product life cycle theory. (5-9)

The paper uses at least 8 quality peer reviewed and scholarly resources (nonwebsite based ) and 1 textbook-based resource to support his/her argument.

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Countries that lag behind the rest of the world’s ICT capabilities encounter difficulties at various levels.

Synthetic Research Paper Topic:  Countries that lag behind the rest of the world’s ICT capabilities encounter difficulties at various levels.    

Write a 1500 word paper discussing the above topic. Please submit your topic by week 2.  This paper is worth 1/3 of your grade or 300 points.  Your paper will be graded on content, structure, grammar, and APA formatting.  Use a sufficient amount of references (15 minimum or roughly 3 per page).  Please use Times New Roman, Font 12, and double spaced.  Ensure your references are in a separate bibliography.  Submit your paper to SafeAssign and submit the report with your paper. 

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Conduct research into each country and produce a comparative analysis of the two countries

Assessment 1 Information
Subject Code: MAN304
Subject Name: Issues in International Business
Assessment Title: International Market Analysis
Assessment Type: Individual Written Report
Word Count: 1500 Words (+/-10%)
Weighting: 35 %
Total Marks: 100
Submission: Via Turnitin
Due Date: Week 5
Your Task
To undertake an individual International Market Analysis by developing a report to apply a range of international business analytical approaches within a global market context.
Assessment Description
To complete this assessment, you will need to select one firm. The firm can be a private or a public company based anywhere in the world.
A good criterion for the choice of a firm is the availability of public information about its products and services, corporate background and market reputation. Be careful in selecting your firm as further analysis of your chosen firm will be carried out in Assessment 3. You should discuss your choice of firm with your lecturer. Do this early and consult with your lecturer about the firm if in doubt.
You are required to select two (2) countries (Country A and Country B) as potential destinations for the firm to conduct its international business operations. You can choose, any two countries other than the country of origin of the firm. The firm must not have any existing operations in either of the countries you select.
The purpose is to develop a report with recommendations to be presented to the Board of Directors of your chosen firm.
1. Conduct research into each country and produce a comparative analysis of the two countries. The headings below are an indication of the type of information you may need to be able to collect and use:
a. The ease with which international firms report being able to do business in each country. You can find information about this from a range of sources including business news, official government websites or other online and offline sources.
b. Gross Domestic Product (GDP), Inflation Rate, Interest Rates
c. Education levels and the labour force skills available
d. Current interest rates
e. Current value of the local currency against the United States (US) dollar
f. Employment rate and average income per person per year
2. Use the following headings in developing your report.
a. Introduction to your chosen firm and its background
b. What are the commercial implications for your firm wishing to engage in an international business venture?
c. Provide an overview of products or services that your firm is seeking to use to expand into the two new countries that you have selected (their entry strategies).
d. What are the key factors/reasons that support the introduction of these new products/services and why do you think that their introduction will be successful.
Page 1 Kaplan Business School Assessment Outline

e. Make a clear recommendation to the Board of Directors of your firm about which country they should consider opening up a new market in and the product/service.
3. The analysis does not require an executive summary.
Assessment Instructions
You must Submit via Turnitin as a “WORD” document
Please remember that you will need to cite the sources you used, so you are required to reference at least 5 sources of information. These may include corporate websites, government publications, industry reports, census data, journal articles, newspaper articles, and textbook material. In referencing sources, you must apply Harvard Referencing Style to your in-text citations and consequently to the reference list.
Please refer to the Assessment Marking Guide to assist you in completing all the assessment criteria.
Important Study Information Academic Integrity Policy
KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.
What is academic integrity and misconduct?
What are the penalties for academic misconduct?
What are the late penalties? How can I appeal my grade?
Click here for answers to these questions:
http://www.kbs.edu.au/current-students/student-policies/.
Word Limits for Written Assessments
Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.
Study Assistance
Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Click here for this information.

Assessment Marking Guide
Criteria Value (Marks) NN (Fail)
0 – 49 P (Pass)
50 – 64 CR (Credit)
65 – 74 DN (Distinction)
75 – 84 HD (High Distinction)
85 – 100
Analysis of Identified International Issues 10 Your analysis lacks depth, and your interpretation is not relevant to the assessment criteria. You briefly analyse some of the issues and your interpretation is not always relevant to the assessment criteria. You analyse most of the issues and your interpretation is well structured. You analyse and interpret issues thoroughly. You analyse and interpret the issues articulately and convincingly.
Recommendations 10 The quality of your recommendations is poor and/or incoherent. You have drawn some useful recommendations although a more comprehensive analysis of the case study would have been helpful. You have drawn mostly useful
recommendations. You have drawn varied, well-researched and compelling recommendations. You have drawn dynamic, comprehensive and convincing recommendations.
Research 10 Your research lacks focus because of an unsuitable choice of sources. You have selected some appropriate scholarly sources. Better use of quality sources would help focus your research. Your research is focused, drawn from an appropriate range of scholarly sources. It is obvious that your research is focused, complemented by a quality selection and range of scholarly sources. It is clearly obvious that your research is extensive and focused, complemented by a quality selection and range of scholarly sources.
Academic Writing 5 Spelling, grammar and presentation/or grammar is consistently incorrect. In-text referencing and/or reference list is mostly incorrect or non-existent. Spelling, grammar and presentation have numerous errors.
In-text referencing and/or reference list is obvious but there are major errors. Spelling, grammar and presentation have numerous errors. In-text referencing and/or reference list has only minor errors throughout Errors in grammar and spelling are rare and professionally presented. In-text referencing and the resultant reference list is correct, with only the occasional error. Correct grammar and spelling throughout the analysis with no obvious errors.
In-text referencing and the resultant reference list is correct, with no errors.