Education for All
Children in the World!
In 2003 the Kenyan
Government abolished school fees for all children.
The next month over one
million additional children arrived at school!
|
 |
Mary W. Njoroge,
former Kenyan Director of Basic Education, played a critical
role in the development of Kenyan Educational Support overseeing
the Abolition of School Fees Initiative. She retired in 2006
after 26 years at the Kenyan Ministry of Education. |
“Kenya’s Model for Free
Primary Education and
Ways that Education for
All Children May Be Achieved”
Thursday, November 1, 7
– 9 PM
Fiesta A/B
Student Union Building
(SUB)
University of New Mexico
Introduced Dr. Nancy Pauly, Associate
Professor, Educational Specialities
Hosted by the Department of Educational
Specialties, College of Education, UNM
Mary W. Njoroge will
discuss primary school education in Kenya and opportunities for US
citizens to support the Education for All Act introduced in the
US Congress by Reps. Lowey (D-NY) and Bachus (R-AL) (H.R. 2092) and
Sens. Clinton (D-NY) and Smith (R-OR) (S. 1259) on May 1, 2007. The EFA
Act calls for $1 billion for bilateral global basic education investment
for RY 2008, scaling up to $3 billion by 2012. The EFA Act requires the
President to develop a comprehensive integrated strategy for the United
States government to follow in working to reach the 2015 goal of
universal access to education.
Ms. Njoroge received an M.A. in Child Development and Early Childhood
Education from the University of London, a Bachelor of Education from
the University of Nairobi, and a Certificate in Early Childhood
Education from the University of Leeds. Ms. Njoroge began her career as
a secondary school teacher and later worked as child psychologist. In
addition, Ms. Njoroge has obtained certificates in Applied Market and
Social Research (2007), Education Management (2004), Best Practice in
Public Service Delivery (2005), Procurement – World Bank (1997), and
Interpersonal Skills for Senior Women Managers in Public Service (1993).
Mary W. Njoroge is
sponsored by RESULTS
Educational Fund,
a 501(c)(3), a tax-exempt nonprofit organization committed to educating
the public, the media, and leaders about issues related to poverty and
hunger in the United States and abroad. For more information contact:
http://www.results.org/website/article.asp?id=2017
Jesse Dompreh
242-4422, Ubank- State Farm Insurance –Ghana Kenyans??
Shunkuri, Admasu,
277-0788 , Shunkuri
Jean and Joe Harris
http://www.results.org/website/article.asp?id=2566
2007 Basics: Global Education for All Campaign
The Abolition of School Fees
Hi everyone, this
is Kolleen Bouchane, RESULTS Global Education for All Campaign Manager.
Our final global campaign issue is Education For All, and more
specifically, the abolition of school fees. In much of Africa and around
the world, there is no such thing as a free public primary education.
School fees keep children out of school and disproportionately impact
girls, orphans, and other poor and vulnerable children. However, in
countries that have already boldly abolished fees for primary public
school, such as Kenya, millions more children have come to school,
practically overnight.
RESULTS’ work to
achieve Education for All is linked to Millennium Development Goal #2,
Universal Primary Education, and Millennium Development Goal #3,
promoting gender equality and empowering women. Like all eight of the
Millennium Development Goals (or MDGs), the target date for their
achievement is 2015. We have 9 years left and still more than 90 million
primary school-age children out of school.
Let’s talk a
little bit about what school fees are so we can get to work and reach
these goals and get all children everywhere, access to at least a basic
education.
What Are School Fees?
Many poor nations
instituted school fees in the 1980s and ’90s at the behest of the World
Bank and International Monetary Fund as part of policies imposed to
reduce debt and spending. This shortsighted policy, however, has forced
nations to mortgage their future economic development and removed hope
for a generation of children, especially those whose worlds are
collapsing under the weight of HIV/AIDS.
Currently, there
are over ninety million children between the ages of 6 and 11 who are
not in school worldwide. Fifty percent of the world’s total number of
children not attending school are in Africa. Primary school fees, which
remain a significant barrier to school access, are still collected in
more than 89 countries.[1]
The most important
answer, however, to the question “What are school fees?” is: In
countries where school fees are in place, they are the number one
barrier for poor, orphaned and vulnerable children to getting an
education and are often cited as the number one reason that families
cannot adopt AIDS orphans; they simply cannot afford the out-of-pocket
costs for these fees.
Why Is The Abolition of School Fees a Critical Poverty Reduction
Strategy?
And how is the
abolition of school fees linked to ending hunger and poverty? In terms
of child and maternal mortality, economic growth and development,
population control, fighting AIDS, increasing productivity and
increasing access to basic health care, the education of girls and women
is of paramount importance.
A mother’s level
of education is the single most effective predictor of the health of her
children, better even than the family’s socioeconomic status. For a
mother who has only 5 years of primary education, her child is 40
percent more likely to live to the age of 5 than a mother with no
education, in part because educated mothers are 50 percent more likely
to immunize their children.
Moreover, free and
compulsory education is an essential foundation for community security
and development. In fact, in modern times, not a single country has
achieved significant economic growth while requiring that people pay for
basic primary education. Eliminating school fees will allow tens of
millions more children to attend school and will also provide an
economic stimulus, not unlike a tax break, freeing up family income to
purchase other critical goods and services.
In newly
developing societies, each additional year of schooling beyond grade
three or four can lead to:
.
Up to 20% higher wages
0.
Up to 10% fewer births
0.
Up to 10% fewer child deaths
The abolition of
school fees is also a catalyst for nationwide education sector reform.
Abolishing school fees creates the demand for more teachers, more
supplies, and more classrooms. In short, it spurs the mobilization of
internal and external resources to serve millions of girls, orphans and
other vulnerable children and it shifts the burden of paying for primary
school from vulnerable children and poor families. The alternative —
waiting for inadequate streams of funding, gradual scale-up and
deepening of this regressive rationing system — is unacceptable. When
Burundi abolished school fees they planned for an additional 250,000
children to come into the classroom, but more than half a million
children came to school — and it is for these children — the quarter of
a million children in one small country that are uncounted — that the
abolition of school fees makes the most difference.
Reducing barriers
to school and increasing the number of children who can enter and stay
in school will help to eliminate a root cause of poverty and its ongoing
cycle. Education, as we discussed, produces powerful and positive
outcomes in economic productivity, health and social well-being,
especially for girls, who represent the majority of the poor. One of the
best ways to ensure a country’s future economic well-being is to raise
the education level of its children.
It will be next to
impossible to achieve Millennium Development Goal #2, to ensure that all
boys and girls complete a full course of primary schooling, or
Millennium Development Goal #3, to eliminate gender disparity in primary
and secondary education, without removing school fees and other barriers
so that all children have access to free public primary education.
What Are Some Examples of Success on School Fee Abolition?
Nations that have
abolished school fees have seen dramatic increases in enrollment. As I
mentioned before, Kenya has already abolished primary school fees. In
January of 2003, when a plan for free primary education was adopted,
over a million children came to school in Kenya and enrollment shot up
from 5.9 to 7.2 million in one week. Not only that, gender disparities
in primary education in Kenya practically disappeared. With families no
longer forced to choose which children they can afford to educate,
millions of girls now have access to an education in Kenya and other
countries that have abolished fees.
The Kenyan
ministry of education also reports that the elimination of school fees
spurred increased investment from their own budget and other donors.
Continued efforts to make education accessible to poor and vulnerable
children has further increased primary school enrollment to 7.6 million
children and is still rising. Other African nations have experienced
similar leaps in enrollment since abolishing primary school fees:
.
Malawi’s enrollment grew from 1.9 million to 3 million.
0.
Tanzania’s enrollment doubled, from 1.4 million to 3 million.
Most
significantly, the Kenyan Education Ministry has said that the “average
household is living much better” because the money for fees can now be
spent on other things such as food and that “awareness of HIV/AIDS and
other issues is greater.” A study in Zambia found that HIV/AIDS spread
twice as fast among uneducated girls as among educated girls. Education
plays a key role in halting the AIDS pandemic and is often referred to
as a “social vaccine” against HIV/AIDS.
What Has RESULTS Accomplished So Far on Education for All?
For the last
several years, RESULTS has supported champions in Congress, in
particular, the chair of the Foreign Operations Subcommittee of
Appropriations, Nita Lowey (D-NY), to increase basic education funding
from only $103 million in 2001 to more than $460 million in 2006.
In 2005, RESULTS
grassroots were instrumental in the Assistance for Orphans and Other
Vulnerable Children in Developing Countries Act getting signed into law.
RESULTS groups and activists around the country educated their members
of Congress and the media about the need for the Orphans Act, which has
been heralded as the first comprehensive response to the orphans crisis
— in part because it included the abolition of school fees as a key
component of the strategy. In 2006, RESULTS staff worked with our allies
and the U.S. government to develop recommendations on the legislation as
the U.S. government developed its plan for implementation. In 2007,
RESULTS looks forward to continuing to press for a coordinated,
comprehensive orphans response as outlined in the legislation, as well
as the necessary funding to support this plan.
Since 2004,
Congress has appropriated $15 million annually for a school fees
incentive fund intended to go directly to a country or countries that
have abolished, or are willing to abolish school fees to support
countries to scale up and allow millions more children access to an
education. RESULTS has been key in getting this funding and continues to
press that this money be used in the most leveraged and effective way to
ensure education for the most number of children.
RESULTS has sought
not just to increase overall funding for Basic Education but also to
ensure that money is effectively invested to impact the most children.
Although overall funding for basic education for 2007 was not increased
due to Congress passing a continuing resolution — where essentially 2006
funding levels were simply continued through 2007 — Congress again
targeted $65 million of total Basic Education funding to a few key
countries with strong national educational plans, as RESULTS had
requested. RESULTS and allies in Congress are working to make sure that
this money is spent as intended, to get many more children in school and
to help a country realize the goals of progressive education policies
that do not discriminate against poor and vulnerable children.
Related to
ensuring the best use of Basic Education resources, in 2004, RESULTS
Educational Fund commissioned a study of our aid agency, the U.S. Agency
for International Development (or USAID)’s Strategy for Basic Education.
The conclusion was that although champions in Congress have continued to
increase funding for Basic Education, “USAID has not been able to come
up with a straightforward strategy on how, where and why the money will
be spent” and moreover how this money will lead to reaching the goal of
universal access to education.
In March of 2007,
the Government Accountability Office will release a new study of the
effectiveness of USAID’s Basic Education program and RESULTS will use
the outcomes of this study to further inform our advocacy and to help
leverage urgently needed improvements to Basic Education programming.
In 2006, as part
of the reorganization of USAID, Ambassador Randall Tobias, the first
director of U.S. Foreign Assistance, instructed USAID to begin measuring
the outcomes of U.S. basic education spending. This is a step in the
right direction. The two key indicators chosen are how many more kids
are in school (enrollment) and how many more stay in school (retention).
These indicators are due in part to grassroots efforts to educate
members of Congress to make these outcomes higher priorities.
What’s Next for Education for All in 2007?
To help ensure
that all children, especially girls, AIDS orphans and other marginalized
children attend and complete primary school, RESULTS will be pressing
Congress for $1 billion for global basic education. That is an easy
number to remember — $1 billion — but you might have to listen a couple
of times to commit to memory the key ways in which we want these funds
targeted, and the guiding language we want Congress to include with the
funding to make sure the funds are well spent:
Of the $1 billion
for global basic education for all, RESULTS will seek that $200 million
of overall amount to go directly to the Catalytic Fund of the Fast Track
Initiative (FTI) — the FTI is an important multi-donor mechanism that
funds countries that develop, and are implementing, strong national
education plans to get all kids in school. RESULTS will also request
that not less than $15 million, as in previous years, continue to be
spent for direct school fee abolition.
Getting language
in the appropriations bill to guide how money will be spent on global
basic education will also be important, and we will work to see that
language is included that:
.
requires USAID to design and track its basic education programs
to achieve specific targets related to increasing school enrollment,
retaining children in school, and basic measures of educational
attainment, in order to maximize the impact of U.S. education resources.
0.
ensures that the president’s Millennium Challenge Corporation
(which provides significant resources to “good performing countries” for
“reducing poverty through growth”) prioritizes basic education as a key
piece of their strategy, ideally using not less than 20 percent of the
resources appropriated for the MCC for basic education efforts.
Sample Laser Talk
That concludes the
key points on the RESULTS Education for All Campaign. Now I’ll ask that
you turn off the CD and create an EPIC laser talk about school fees,
using the skills you learned in the laser talk basics. Before you do
that though, I’ll read a sample laser talk for you to hear.
For E or
Engage you might say something like:
“I was shocked to
learn that more than 90 million children worldwide are out of school and
that much of the poorest parts around the world, especially Africa there
is no such thing as a free public primary school education.”
For the P
or Problem you may say something like:
“The biggest
barrier to education for many girls, orphans and other poor and
vulnerable children is the continued charging of school fees, a policy
originally instituted at the behest of the World Bank and IMF. Although
these fees generate little revenue and add to the burden of poverty in
already poor countries, they persist.”
For the I
or Illustrate the solution you might say:
“Abolishing these
school fees will eliminate a root cause of poverty. When Kenya
eliminated school fees in 2003, over a million children came into school
and gender disparities in primary school all but disappeared. In the
long term, access to free education, especially for girls, produces
powerful and positive outcomes. Each additional year of schooling is
estimated to result in future reductions in child deaths of up to 10
percent. And in modern times, not a single country has achieved
significant economic growth while requiring that people pay for basic
education.”
For C or
Call to action for your member of Congress you may say:
“Will you speak
and write personally to the key decision makers on the subcommittee that
oversees the foreign aid budget (the Foreign Operations Appropriations
Subcommittee) to ask that they expand funding to $1 billion dollars for
global basic education in 2007, with at least $200 million targeted to
the Fast Track Initiative — so that these resources go directly to
countries with strong national education plans to get all kids in
school?”
OR
For a C or
Call to action for a member of the media you may say:
“Would you
consider writing an editorial about the need for more of a U.S.
commitment to reaching Millennium Development Goal #2, Universal Primary
Education and subsequently Millennium Development Goal #3 promoting
gender equality and empowering women? I would be happy to provide you
with more background information.”
More about RESULTS
Global Education For All Campaign
________
[1] Out of 103 surveyed. 2007 EFA
Global Monitoring Report
http://www.uis.unesco.org/TEMPLATE/pdf/EducGeneral/OOSC-FAQ.pdf)
2006 Basics: Global Education for All Campaign
Hi everyone, this
is Kolleen Bouchane, global legislative associate for RESULTS. Our final
global campaign issue is education for all and more specifically, the
elimination of barriers to education for the poorest and most vulnerable
children, especially school fees. In many countries and most of Africa
there is no such thing as a free public primary education. School fees
disproportionately impact girls, orphans and other poor and vulnerable
children. However in countries that have already boldly eliminated fees
for primary public school, such as Kenya, millions more of these
children have come to school, practically overnight.
One of the best
ways to predict and ensure a country’s future economic well-being is the
education level of its children. Reducing barriers to school and
increasing the number of children who can enter and stay in school will
help to eliminate a root cause of poverty and its ongoing cycle.
Education produces powerful and positive outcomes in economic
productivity, health and social well-being, especially for girls, who
represent the majority of the poor.
What Are School Fees?
Many poorer
nations instituted school fees in the 1980s and 1990s at the behest of
the World Bank and International Monetary Fund as part policies imposed
when those countries were pushed to reduce debt and spending. This
shortsighted policy, however, has forced nations to mortgage their
future economic development and removed hope for a generation of
children, especially those whose worlds are collapsing under the weight
of AIDS.
Currently there
are over a hundred million children between the ages of 6 and 11 who are
not in school worldwide. Forty-one percent of those children, over 40
million, live in sub-Saharan Africa. In South Asia more than one-third
of the girls never receive any education and India alone has over 40
million children out of school.
The most important
answer however to the question “What are school fees?” is: In countries
where school fees are in place, they are the number one barrier for
poor, orphaned and vulnerable children to getting an education and are
often cited as the number one reason that families can not adopt AIDS
orphans, they simply can not afford the out-of-pocket costs for these
fees.
Why Is The Elimination of School Fees a Critical Poverty Reduction
Strategy?
And how is the
elimination of school fees linked to ending hunger and poverty? In terms
of child and maternal mortality, economic growth and development,
population control, fighting AIDS, increasing productivity and
increasing access to basic health care, the education of girls and women
is of paramount importance.
A mother’s level
of education is the single most effective predictor of the health of her
children, better even than the family’s socioeconomic status. For a
mother who has just 5 years of primary education, her child is 40
percent more likely to make it to the age of 5 than a mother with no
education, and educated mothers are 50 percent more likely to immunize
their children.
Moreover, free and
compulsory education is an essential foundation for community security
and development. In fact, in modern times, not a single country has
achieved significant economic growth while requiring that people pay for
basic primary education. Eliminating school fees will allow tens of
millions more children to attend school and will also provide an
economic stimulus, not unlike a tax break, freeing up family income to
purchase other critical goods and services.
In newly
developing societies, each additional year of schooling beyond grade
three or four can lead to:
.
Up to 20% higher wages
0.
Up to 10% fewer births
0.
Up to 10% fewer child deaths
The elimination of
school fees is also a catalyst for nationwide education sector reform.
Eliminating school fees creates the demand for more teachers, more
supplies, and more classrooms. In short, it spurs the mobilization of
internal and external resources to serve millions of girls, orphans and
other vulnerable children and shift the burden of paying for primary
school from vulnerable children and poor families. The alternative —
waiting for inadequate streams of funding, gradual scale-up and the
deepening of this regressive rationing system — is unacceptable.
It will be next to
impossible to achieve Millennium Development Goals #2, to ensure that
all boys and girls complete a full course of primary schooling or
Millennium Development Goal #3 to eliminate gender disparity in primary
and secondary education, without removing school fees and other barriers
so that all children have access to free public primary education.
Examples of Success
Nations that have
eliminated school fees have seen dramatic increases in enrollment. As I
mentioned before, Kenya has already eliminated primary school fees. In
January of 2003 when a plan for free primary education was adopted, over
a million children came to school in Kenya and enrollment shot up from
5.9 to 7.2 million in one week. Not only that, gender disparities in
primary education in Kenya practically disappeared. With families no
longer forced to choose which children they can afford to educate,
millions of girls now have access to an education in Kenya and other
countries that have eliminated fees.
The Kenyan
ministry of education also reports that the elimination of school fees
spurred increased investment from their own budget and other donors.
Continued efforts to make education accessible to poor and vulnerable
children has further increased primary school enrollment to 7.6 million
and is still rising. Other African nations have experienced similar
leaps in enrollment since abolishing primary school fees:
.
Malawi’s enrollment grew from 1.9 million to 3 million.
0.
Tanzania’s enrollment doubled, from 1.4 million to 3 million.
Mostly
significantly, the Kenyan Education Ministry has said that the “average
household is living much better” because the money for fees can now be
spent on other things such as food and that “awareness of HIV/AIDS and
other issues is greater.” A study in Zambia found that HIV/AIDS spread
twice as fast among uneducated girls as among educated girls. Education
can play a key role in halting the AIDS pandemic.
What Have We Accomplished and What’s Next?
In 2004 RESULTS
was very involved in developing and pushing the Assistance for Orphans
and Other Vulnerable Children in Developing Countries Act. In 2005
RESULTS and key allies in the Global Action for Children Coalition
continued to push for enactment of the Orphans Act and at the end of
2005 this legislation was passed by Congress and signed in law by the
president! One of the reasons that this legislation has been heralded as
the first comprehensive response to the orphans crisis, is that it
includes the elimination of school fees as a key component of the
strategy. As of January of 2006, RESULTS is working closely with these
same allies and others to develop civil society recommendations on the
legislation as the U.S. government develops its plan for implementation.
In addition, in
2005 as in 2004, Congress appropriated $15 million for a school fees
incentive fund intended to go directly to a country or countries that
have are or willing to eliminate school fees to help them scale up and
allow millions more children access to an education. In addition,
overall basic education funding was increased by $65 million to $465
million and this additional money is also being targeted to a few key
countries to help achieve education for all children. RESULTS and allies
in Congress are working to make sure that this money is spent as
intended, to get many more children in school and to help a country
realize the goals of progressive education policies that do not
discriminate against poor and vulnerable children.
At the end of
2004, RESULTS commissioned of study of our aid agency, the U.S. Agency
for International Development (or USAID)’s Strategy for Basic Education
funding. The conclusion was that although champions in Congress such as
Congresswoman Nita Lowey (D-NY), Ranking Member of the House Foreign
Operations Subcommittee of Appropriations have continued to increase
funding for Basic Education, “USAID has not been able to come up with a
straight-forward strategy on how, where and why the money will be spent”
and moreover how this money will lead to getting the over a hundred
million children who are currently out school a place in the classroom.
At the end of
2005, the House subcommittee that oversees the annual foreign aid budget
commissioned a Government Accountability Office study of the
effectiveness of USAID’s Basic Education program. We will work to inform
this study and use it to help leverage urgently needed improvements in
this program.
Eliminating School Fees for a Global Education Revolution
Sample
Laser Talk
Now I’ll ask that
you turn off the tape and create an EPIC laser talk about school fees,
using the skills you learned in the laser talk basics. Before you do
that though, I’ll read a sample laser talk for you to hear.
Tuesday and Thursday
September 11 & 13, 2007
and
Monday and Wednesday
September 17
& 19, 2007
A week of lectures free
and open to the public.
All lectures will be
held in Education 103 at the University of New Mexico,
Albuquerque at 4 & 7 pm.
|
The International Studies
Institute at the University of New Mexico will
host its fifth public lecture series, on the
topic of environment and sustainability. This
lecture series will take an interdisciplinary
look at various aspects of this issue
Distinguished speakers from disciplines as
diverse as geography, international relations,
history, biology, earth and planetary sciences,
and American Studies will examine how
sustainability--the balance between
environmental protection, economic vitality and
social responsibility--operates across different
locations and within different environmental,
economic, social, cultural, technological and
political contexts throughout the world. |
Tuesday,
September 11
|
4pm |
"The Heat is On: Drivers, Consequences, and
Salvation from Global Change," Bruce
Milne, Professor, Department of Biology and
Director of UNM's Environment and Sustainability
Program |
|
5:15-6:30pm |
Public Reception in Fiesta A & B UNM
SUB |
| 7pm |
"Global Warming and the International
Community," David Gutzler, Professor, Department
of Earth and Planetary Sciences, UNM |
Thursday,
September 13
| 4pm |
"Lady Bird Johnson's Wildflower Research
Center: A Case Study in the Synergies Between
Local and Global Environmentalism," Vera
Norwood, Professor, Department of American
Studies |
| 7pm |
"Environment and Sustainability," Suedeen G.
Kelly, Commissioner, United States Federal
Energy Regulatory Commission |
Monday, September 17
| 4pm |
"Environmental policies and their effects on
the Tibetan Plateau." Emily T. Yeh, Assistant
Professor, Department of Geography, University
of Colorado, Boulder |
| 7pm |
"Soviet and Post-Soviet Issues in
Environment and Sustainability," Douglas Weiner,
Professor, Department of History, University of
Arizona |
Wednesday,
September 19
| 4pm |
"Greening Brazil: Environmental Activism and
Politics" Kathryn Hochstetler, Professor of
Political Science, University of New Mexico |
| 7pm |
"Economic Globalization and the Environment:
Compatible or Colliding?" Jennifer Clapp, CIGI
Chair in International Governance and Associate
Professor, Faculty of Environmental Studies,
University of Waterloo, Canada |
| |
|
Lecture Series Co-Sponsors:
to be announced
2006 Fall Lecture Series
Globalization
September 11-14, 2006
Monday, September 11
4 pm:
“Globalization and Gender.” Susan
Tiano, Professor of Sociology, University of New
Mexico
7 pm:
“Globalization, Employment and Wages in the U.S.”
Robert Scott, Senior International Economist, Economic
Policy Institute, Washington, DC
Tuesday, September 12
4 pm:
“Environmental Movements: The ‘Good’ Globalization?”
Kathryn Hochstetler, Professor of Political Science,
University of New Mexico
7 pm:
“Pursuing Security through Trade Institutions in
Africa.” Kathy L. Powers, Assistant Professor of
Political Science, Penn State University
Wednesday, September 13
4 pm:
Panel Discussion, World Affairs Delegation, University
of New Mexico
7 pm:
“Can Africa Prosper in the Age of Globalization?”
Martin Brennan, Diplomat in Residence, University of New
Mexico
Thursday, September 14
4 pm:
Panel Discussion: “Globalization and Global Health.”
Nina
Wallerstein, Professor and
Director, Masters in Public Health Program; Lyndon
Haviland, Assistant
Professor of Family and Community Medicine; Dale
Alverson, Professor of
Pediatrics and Medical Director, Center for
Telehealth and
Cybermedicine Research,
Health Sciences Center, University of New Mexico
7 pm:
“The Impact of Globalization on Latin America.”
Werner Baer,
Lemann Professor of
Economics, University of Illinois at Urbana-Champaign
2005-2006
Lectures and Events Co-Sponsored by ISI
-
“Hitler's Games: Politics and Race in the 1936
German Olympics.” Dr. David Clay Large,
Montana State University. Monday, April 24,
2006, 3:00-4:00 pm, History Common Room, Mesa Vista
Hall.
-
“Medieval Innovations: How the Middle Ages Changed
Western Culture.” Spring Lecture Series,
Institute of Medieval Studies. April 3-6,
2006, Woodward Hall 101.
-
“Approaches to Studying Texts, Images, and Space.”
First Colloquium on Interdisciplinary Methods in
Colonial Studies, LAII. March 24-25, 2006,
Ortega Reading Room.
-
“Relocations and Translated Identities: Migration,
Exile, and Diaspora in the Spanish and
Portuguese-Speaking Worlds.” 14th
Annual UNM Conference on Ibero-American
Culture and Society. February 16-16, 2006.
-
“Islam in Indonesia:
Radical or Not?” Ambassador Al La
Porta, President of the
U.S.-Indonesia Society, Washington, D.C.
Tuesday, November 15, 2005, 12:30-1:45 pm, Woodward
Hall 147.
-
“Redeeming Totality:
Critical Reflections on the
Levinas Renaissance.” Dr. Richard
Wolin, CUNY.
November 4, 2005.
-
“Nepal: Which Way from
Here? Democratic Experience, Insurgency, and
the Prospects for Development.” Dr. Ram S.
Mahat, Former Finance
Minister, Spokesperson of the Nepali Congress, and
Author of “In Defense of Democracy: Dynamics and
Fault Lines of Nepal’s Political Economy” (2005).
Thursday, October .27, 2005, 3:30-5:00 pm, Dane
Smith Hall 123.
-
Concert and Lecture.
Latif
Bolat, Turkish Musician.
October 11, 2005, Keller Hall.
-
“Iphegenia
at Aulis.”
Play performed by the University of Utah Greek
Players. October 7, 2005.
-
“Poetry as Philosophy – On
Wallace Stevens.” Dr. Simon
Critchley, New School
University. September 23, 2005.
International Studies Institute
Fall 2005 Lecture Series
September 12-15
“Human Rights in a Global Context”
Lecture Series Co-Sponsors:
College of Arts and Sciences, Office of International
Programs and Studies, University Honors Program,
Feminist Research Institute, Latin American and Iberian
Institute, African American Studies, Medieval Studies,
Peace Studies, Religious Studies, Departments of
Anthropology, Economics, Foreign Languages and
Literatures, History, Political Science, and Sociology.
To see the
program,
click here.
For a
listing of related courses being offered Fall 2005,
click here.
|
Loretta
Napoleoni's Interview with Greg Palast
