ADB's 2012 Accountability Mechanism Policy mandates a triennial analysis of lessons learned, with a focus on the management of complaints elevated to this last resort mechanism. This report attempts to put into perspective the number, nature, and management of complaints from project-affected people as dealt with by project-level grievance redress mechanisms (GRMs) and by operational departments. It finds that most complaints are effectively addressed by GRMs and that the number of projects with complaints reaching the Accountability Mechanism is a small fraction of ADB's active portfolio. The recommendations are aimed at improving the future implementation of the policy.
This report reviews the implementation of ADB's Accountability Mechanism Policy during the period 2016–2018. ADB's 2012 Accountability Mechanism Policy mandates a triennial analysis of lessons learned, with a focus on the management of complaints elevated to this "last resort" mechanism. This report attempts to put into perspective the number, nature, and management of complaints from project-affected people as dealt with by project-level grievance redress mechanisms (GRMs) and by operational departments. It finds that most complaints are effectively addressed by GRMs and that the number of projects with complaints reaching the Accountability Mechanism is a small fraction of ADB's active portfolio. The recommendations are aimed at improving the future implementation of the policy.
This book presents a series of in-depth examinations, by leading experts from banking institutions, academia and civil society, of key aspects of the rapidly evolving practice of IAMs, and of the implications of such practice for environmental and social governance.
Navigating the Common Good in Teacher Education Policy examines the changing relationships between the state and the common (or public) good. Using teacher education policy as the frame of analysis, the authors examine history, cultural context, and lived experiences in 12 countries and the European Union to explicate which notions of justice, social inclusion and exclusion, and citizenship emerge. By situating teacher education policy within a larger philosophical framework regarding the relationship between the state and conceptions of the "common good," this book analyzes the ideological and political desires of the state---how the state understands the common good, the future of national identity, and to what end schooling is imagined.
Social participation is an important means for governments to develop responsive health policies and programmes, which are more likely to be implemented by a broad stakeholder group. It is at the heart of the inclusive governance needed for countries to stake their individual paths towards Universal Health Coverage while ensuring that no one is left behind. As simple as it may seem in theory, it is a complex undertaking in practice, one which policy-makers struggle with. The Handbook on Social Participation for UHC is thus designed to provide practical guidance, anchored in conceptual clarifications, on strengthening meaningful government engagement with the population, communities, and civil society for national health policy-making. It draws on best practices and lessons learned to support government institutions in setting up, fine-tuning, improving, and institutionalizing new or existing participatory health governance mechanisms. The handbook follows through the different tasks which policy-makers must reflect on and undertake when bringing in people’s voice into health policy-making. Examples include creating an enabling environment for participation, ensuring good representation, strengthening capacities, increasing policy-uptake of participatory process results, and sustaining participatory engagement over time. A fundamental premise of the handbook rests on the idea that policy-makers can leverage format and design elements of a participatory process to address power dynamics amongst participants, thereby fostering more meaningful contributions to the process.
The Review of Inclusive Education in Portugal provides, from an international perspective, an independent analysis of major issues regarding diversity, equity and inclusion in education in Portugal, current policy initiatives, and possible future approaches.
This textbook is designed to be used by those tackling the complex and challenging issues of security sector reform (SSR). The questions of ‘What is security?’ and ‘How can governments deliver it in the most efficient and effective manner?’ are central to this volume. The text explores the ways in which security might be achieved, providing readers with the guiding principles of governance and management. Principles are illustrated through reference to the experiences of countries engaged in reform of their security institutions, allowing the reader to identify continuities and discontinuities in the process of change within the security sector. Written by practitioners for practitioners, the book provides readers with a framework with which to assess and respond to first-, second- and third-generation issues within SSR. All chapters include an introduction to the topic, empirical case studies, and exercises to encourage readers to reflect upon their own experiences of governing and managing security. This book will be of much interest to students of security studies, defence management and defence policy, as well as to practitioners in the field of security management.
This handbook presents a global overview of current research in education and education policy reforms during the last decade. It provides an accessible, practical and comparative source of current research that examines the intersecting and diverse discourses of this important issue. It first examines globalisation, education and policy research and reforms in higher education, including coverage of main trends in education and policy reforms globally, as well as specific policy issues such as gender, equity, minorities and human rights. Next, the handbook offers a comparative perspective that evaluates the ambivalent and problematic relationship between globalisation, the state and education reforms globally. It features coverage on curricula issues and education reforms in schools around the world, the curriculum in the global culture, as well as globalisation and education futures, with respect to social justice and human rights. The handbook contributes to a better and a more holistic understanding of the education reforms and research nexus—offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels. It will serve as a vital sourcebook of ideas for researchers, practitioners and policy makers in education.
Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners. Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy. Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license
