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Parallel
events
Conferences,
workshops, publications, etc.
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CONFERENCES
- NEWS
– PUBLICATIONS
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| Conferences and Campaigns |
6-8 September 2010
Birmingham, UK
The European Early Childhood Education Research Association and the
Centre for Research in Early Childhood is organising its 20th annual
conference focused on the theme, Knowledge and Voice in Early
Childhood.
http://www.eecera2010.org
22-24 September 2010,
Moscow, Russia
UNESCO World Conference on Early Childhood Care and Education
27-29, September 2010,
Buenos Aires, Argentina
The IAU-International Congress on Higher Education international
conference: The social and ethical commitment of universities:
International and regional perspectives and challenges
http://www.salvador.edu.ar/home/congreso/indexe.html
27-29 September 2010,
Moscow, Russian Federation
The first UNESCO World Conference on Early Childhood Care and Education
(WCECCE), Building Wealth of Nations, will follow up on major
milestones towards Goal 1 of the EFA goals.
4-6 October 2010, Raleigh,
USA
11th Annual National Outreach Scholarship Conference, hosted by North
Carolina State University
http://www.ncsu.edu/project/OPDWebSpace/2010OSC/pre-conference-workshops-and-tours.html
5-7 October, Bamako, Mali
Fourth International Conference on Quality Assurance in Higher
Education in Africa and Capacity Building Workshop (ICQAHEA)
http://web.guni2005.upc.es/news/detail.php?chlang=en&id=1609
28-31 October 2010,
Indianapolis, USA
10th International Research Conference on Service-Learning and
Community Engagement, "International Perspectives: Crossing Boundaries
through Research"
Co-sponsored by the International Association for Research on
Service-learning and Community Engagement and Indiana Campus Compact,
this multi-stakeholder conference focuses on in service-learning,
campus-community partnerships, and civic outcomes of education in
varied contexts worldwide. Proposals will be accepted until March 22nd,
2010.
http://www.researchslce.org/_Documents/Conferences/2010_Conference/Call_for_Proposals.pdf
23-26 November 2010
Barcelona, Spain
The Global University Network for Innovation in collaboration with the
Universitat Politècnica de Catalunya is organising its 5th
International Conference centred on the theme of Higher Education’s
Commitment to Sustainability: from Understanding to Action.
http://www.guni-rmies.net/conference2010/
24-28 November 2010 Kochi,
India
The 6th Pan-Commonwealth Forum on Open and Distance Learning, entitled
‘Access and Success: Global Development Perspectives to Learning for
Development', will specifically explore how universities contribute in
community development. Themes include community development, social
justice, skills development and formal education.
http://www.pcf6.net
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| News |
Calls for proposals
First Symbiosis International Conference on Open and
Distance Learning, Theme: Open and Distance Learning as a Key Growth
Driver for Socio-Economic Development, 21-23, 2011, Pune, India
Deadline: 30 September 2010
http://www.scdl.net/sic/sicindex.asp
Calls for proposals
2010 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of
Information and Communication
Technologies (ICTs) in Education, Theme: Digital Literacy: Preparing
Adult Learners for Lifelong Learning and Flexible Employment
Deadline: 30 September 2010
2011 GMR Consultation
Consult summaries from the 4-week online consultation for the 2011
Global Monitoring Report (GMR) which focuses on education and violence.
http://www.unesco.org/en/efareport/reports/2011-conflict/pre-launch/
Free primary education in
Lesotho
Free compulsory education is now a legal right in
Lesotho, enacted by the Education Act 2010.
NGOs and HE brought together to tackle
illiteracy
The Working Group on EFA of the NGO-UNESCO Liaison Committee organised
a 2-day colloquium to exchange ideas between representatives from
universities and NGOs and to bring forward recommendations on how to
better engage these two communities in tacking illiteracy and reaching
marginalised populations. Download
Final Programme
Action Plan adopted to
reconstruct Haiti’s University System
The AUF International Conference to reconstruct Haiti’s university
system adopted an Action Plan which encourages post-graduate students
to be engaged in Haiti’s development and envisions redrafting and
harmonizing programmes and diplomas.
http://www.assises-haiti.info/
New UNESCO Regional Centre
for Arab States on Early Childhood Education and Care
UNESCO and the Syrian government have signed an agreement to create a
Regional Early Childhood Centre for Arab States. It aims to raise
awareness of early childhood among policy-makers and develop curricula
and pre-primary teacher training.
http://www.unesco.org/en/beirut/single-view/news/establishing_a_regional_
early_childhood_care_and_education_training_centre/back/9437/cHash/29878e4386/
Universities and the Millennium Development
Goals Declaration
University Chancellors and Vice-chancellors ratified
a declaration on the role of universities as being an essential driver
to achieving MDGs, calling on the need for all future development goals
to explicitly recognise higher education contribution and to better
share expertise among universities in MDG-related fields. http://www.acu.ac.uk/
Calls for Islamic
Educational, Scientific and Cultural Organization Literacy Prize
Open to Member States, academics are invited to submit innovative
initiatives that reinforce to reinforce literacy programme
participation and links between academic research and literacy.
Deadline 30 November 2010
Email: education@isesco.org.ma
World Education Blog
Launched
The Global Monitoring Report has launched a new blog to raise awareness
on EFA and to follow developments worldwide.
http://efareport.wordpress.com/
Launch
of Spanish Portal
on Higher Education Cooperation
The Portal of the Latin American and Caribbean Higher Education Area
(Espacio de Encuentro Latinamericano and Caribeno de Educación
Superior, ENLACES), to foster regional integration and academic
cooperation was launched.
http://www.iesalc.unesco.org.ve/
Launch of 2010 EFA Global Monitoring Report
UNESCO launched the 2010 GMR, consecrated to the
theme, Reaching the Marginalised, which warned that in the aftershock
of the global financial crisis an “entire generation could be lost” if
concerted efforts in financing Education For All are not maintained and
reinforced. http://www.unesco.org/en/efareport/
RECOUP
launches blog
RECOUP (Research Programme Consortium on Educational Outcomes and
Poverty), an international partnership to investigate how education in
poor communities in the South affects livelihoods, launched a blog to
disseminate the Consortia’s news and research findings and to foster
dialogue.
http://recoup09.wordpress.com/
Ratification of Belem Framework of Action
on Adult learning
University rectors and other higher education
representatives assisted in producing and ratifying the Framework of
Action on Adult Learning at the Sixth International Conference on Adult
Learning. Conceived along the same lines as the Dakar Framework of
Action on EFA, it will better ensure increased mobilisation by all.
http://www.unesco.org/en/confinteavi/
Call for proposals for
Research on Service-learning and Community Engagement Annual Conference
The International Association for Research on Service-learning and
Community Engagement invites proposals for its Annual Conference,
slated for Fall 2010, to share experiences and findings on how outreach
is similar or different in varied contexts world wide.
Deadline 22nd March 2010
http://www.researchslce.org/
2009 Kuala Lumpur Higher
Education Declaration
Vice-Chancellors present at the 17th Conference of Commonwealth
Education Ministries published the 2009 Kuala Lumpur
Higher Education Declaration (PDF) as a stand-alone document
addressed to the Commonwealth Education Ministries.
Calls for studies: The Global Alliance on
Community-Engaged Research (GACER) invite academics to submit
their experiences of community-university research partnerships to feed
a study which aims to encourage the need to strengthen such
partnerships. Please contact: bhall@uvic.ca with the subject line: GACER
EFAInfo
Database launched
for Asia and Pacific policy-makers
UNICEF and UNESCO launched EFAInfo to assist policy-makers,
practitioners and other stakeholders in Asia and Pacific to better
identify populations who don’t have access to education and why. It
provides data on these groups to allow for better analysis, policy
design and planning.
http://www.devinfo.info/efainfo/
Launch of UNICEF website
on Education in Emergencies and Post-Crisis Transition
To keep abreast of the latest news and information on the work being
down to ensure quality education in emergency and post-crisis regions,
UNICEF has developed a website, Back on Track, to raise awareness and
promote work being conducted. It includes stories, photo essays and
podcasts from participating countries and an interactive blog. For free
registration, send your name, position and e-mail address to Elizabeth
Njinga at enjinga@unicef.org
WCHED+10 Declaration recognizes higher
education’s role in reaching EFA/MDGs
In the final communiqué of the UNESCO World
Conference on Higher Education+10, it was expressed that higher
education and research indeed does contribute to achieving sustainable
development in all sectors of society and called upon the necessity to
continue supporting higher education despite the global financial
crisis.
http://www.unesco.org/fileadmin/MULTIMEDIA/HQ/ED/ED/pdf/WCHE_2009/FINAL%20COMMUNIQUE%20WCHE%202009.pdf
G8 supports International
Task Force on Teachers for EFA
In the G8 final report, participants welcome the recent creation of
this International Task Force to address the chronic teacher gap which
puts at risk achieving EFA and related MDGs. The Secretariat will be
housed at UNESCO, yet retaining an independent status.
http://www.unesco.org/en/efa-international-coordination/international-cooperation/task-force-on-teachers/
New and Expanded EFA-Fast
Track Initiative Board of Directors
To be more inclusive and representative of developing partner
countries, donor countries, intergovernmental organisations and civil
society organisations, the EFA-FTI has expanded its Board of Directors
which now include seats from Burkina Faso, Moldova, Guyana and
Mozambique.
New regional
coalition: Arab Campaign for Education For All
The Global Campaign for Education (GCE) has
announced that they will be setting up a new regional coalition to
target initiatives in Arab countries. The new secretariat will for the
Arab Campaign for Education For All (ACEA) be located in Yemen and aims
to support national coalitions as well raising awareness of Arab
concerns at the international level.
17CCEM Outcomes: Calls to look beyond EFA
During the 17th Conference of Commonwealth Education
Ministries, progress in EFA and related MDGs was reviewed, noting many
smaller countries had already achieved universal primary education and
gender parity while one-third of Commonwealth countries have yet
reached either goal. Ministries went on to emphasise the need to look
beyond these goals and approved further studies to set up a new higher
education agency to promote university development.
Calls to join CGE committee on Inclusive education
In response to growing concerns that education is
not reaching disadvantaged children and who are increasingly being
marginalised, the Global Campaign for Education has created a thematic
group to foster and support inclusive education. Interested parties who
would like to participate, send an email to:
kjersti@campaignforeducation.org
Global Monitoring Report Editorial Board transformed into Advisory Board
To better reflect the importance of its work which
has been instrumental in shaping UNESCO policies and strategies in its
EFA agenda, the Editorial Board of the Global Monitoring Report has
been transformed into an Advisory Board.
New
UNESCO Chair in
Children, Youth and Civic Engagement inaugurated at the Child and
Family Research Centre, National University of Ireland
Under the UNESCO Higher Education cooperation programme, University
Twinning and Networking, (UNITWIN), this Chair aims to promote civic
engagement and leadership skills among young people through research,
training and dissemination activities. It will also establish a
programme for research and doctoral fellows, and for youth interns from
the partner countries. It will encourage the sharing of community-based
teaching materials and practice tools among international university
partners and non-governmental organizations for children and youth
working on civic engagement programmes in developing countries and
states in transition. Initial partners include Bulgaria, Lithuania and
Zambia.
http://portal.unesco.org/education/en/ev.php-URL_ID=41557&URL_DO=DO_TOPIC&URL_SECTION=201.html
Clearinghouse for best
practices in literacy and numeracy launched
An online platform, Effective Practices Database, will store selected
programmes in adult literacy and numeracy worldwide and provide a forum
for sharing innovative programmes. The site is administered by the
UNESCO Institute on Lifelong Learning. In English and French.
http://www.unesco.org/uil/litbase/?menu=1
Right
to Education issues calls for
academic papers
Under its revamped website, the Right to Education organisation has
issued a call for published and unpublished papers to develop its new
section, Students and Academics. Submissions should also include 10-15
keywords and a 100-200 abstract.
Contact Maria Ron Balsera at Maria.RonBalsera@actionaid.org
Or send papers directly to
info@right-to-education.org
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Publications
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Improving Child Literacy in Africa:
Experiments with an Automated Reading Tutor
G. Ayorkor Korsah et.al.
Information Technologies & International Development, Vol. 6, No.
2, Summer 2010, pp 1–19
This paper describes Project Kané, a research endeavor aimed at
exploring the role that technology can play in improving child literacy
in developing communities. An initial pilot study and a subsequent
four-month-long controlled field study in Ghana investigated the
viability and effectiveness of an automated reading tutor in helping
urban children enhance their reading skills in English. In addition to
quantitative data suggesting that automated tutoring can be useful for
some children in this setting, these studies and an additional
preliminary pilot study in Zambia yielded useful qualitative
observations regarding the feasibility of applying technology solutions
to the challenge of enhancing child literacy in developing communities.
This paper presents the findings, observations, and lessons learned
from the field studies.
http://itidjournal.org/itid/article/view/517/225
Mainstreaming Higher Education in National and Regional Development in
Southern Africa
Y. Sayed et al.
Study Series SARUA p. 76
The focus of the study has been to establish a situational analysis of
higher education, national governments, and international aid agencies,
in relation to the socio-economic development so sorely needed in the
SADC region. If higher education and development efforts are now seen
as inextricably interdependent, what is happening to effect the
necessary linkages on the ground?
http://www.sarua.org/files/publications/MRCIReport/MRCI_Report.pdf
Curriculum-in-the-making: being a teacher
in the context of HIV and AIDS. Teacher education pilot project
Higher Education HIV and AIDS Programme (HEAIDS) 2010
ISBN 978-0-620-46711-7, 113 pages
Curriculum-in-the-making is about the everyday practices of teachers
and teacher educators in constructing curriculum – in this case in the
context of HIV and AIDS – and reflecting an emerging community of
practice amongst South African teacher educators who are teaching and
conducting research in the context of HIV and AIDS.
o Chapter 1 Why Curriculum-in-the-Making?
o Chapter 2 Beginning at the beginning: Engaging
participants in reflective practice in the context of HIV/AIDS
o Chapter 3 On Addressing Sexuality
o Chapter 4 Addressing issues of sensitivity and
ethical issues in the teacher education classroom in the age of AIDS
o Chapter 5 Participatory approaches to teaching
o Chapter 6 Curriculum integration in the context of
HIV/AIDS
o Chapter 7 Assessment ‘of and for learning’ in the
context of addressing
o HIV/AIDS in teacher education
o Chapter 8 Evaluation, self-study and making our
teaching our research
http://hivaidsclearinghouse.unesco.org/search/resources/iiep_being_a_teacher_in_the_context_of_the_hiv_and_aids_pandemic.pdf
Recognising Non-Formal and Informal Learning: Outcomes, Policies and
Practices
OECD, 2010
ISBN: 9789264063846, 92 pages
This book provides policy recommendations on how best to structure and
organise systems for recognition of non-formal and informal learning
and is based on an OECD review of 22 countries.
o Chapter 1. Context and Main Concepts
o Chapter 2. Reasons for Recognising Non-formal and
Informal Learning Outcomes
o Chapter 3. Public Policy Options
http://www.oecd.org/document/29/0,3343,en_2649_39263294_44870941_1_1_1_1,00.html#2
2010 Education for All
Global Monitoring
Report, Reaching the Marginalized
UNESCO (2010 – 510 pages - ISBN 9789231041297)
The Global Monitoring Report provides data on annual progress, maps
identifies best practices, and assesses the state of education in the
world. This year’s report focused on the theme, Reaching the
Marginalised, to examine and identify which populations are being left
out and why. It also warned that in the aftershock of the global
financial crisis an “entire generation could be lost” if concerted
efforts in financing EFA are not maintained and reinforced. Full report
is currently available in English with summaries in Arab, Chinese,
French, Russian and Spanish. It is subdivided into five Chapters
supported with a comprehensive Annex:
-
Education at risk: the impact of the financial crisis
- Progress towards EFA Goals
- Reaching the marginalized
- The aid compact: falling short of commitments
- Rising to the EFA challenge
http://www.unesco.org/en/efareport/
Girls’ Education in the
21st Century: Gender, Equality, Empowerment, and Economic Growth
Eds. Tembon, M. Fort, L.
World Bank (2009 – 313 pages – ISBN-13: 978-0-8213-7474-0, eISBN-13:
978-0-8213-7475-7)
This report indicates that, although the overall primary school
enrollments for girls in poor countries increased from 87% in 1990 to
94% in 2004, challenges for education in conflict-torn countries
continues. It notes that about half of all primary school-age children
who are not in school live in conflict-affected or fragile states and
thousands more live in areas affected by natural disasters. The
situation is particularly serious for refugees and internally displaced
peoples. The report is divided into under three umbrella themes:
-
Educational quality, skills development and economic growth
- Equity in education: what is holding countries back?
- Experiences from the field: how was it done?
http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-1099080014368/DID_Girls_edu.pdf
Journal of Community Engagement and Higher
Education
Indiana State University has launched this latest
Journal dedicated to raise awareness and communicate issues, case
studies, research in community engagement undertaken by the higher
education community. It divided into two sections: best practices and
research.
http://discovery.indstate.edu/ojs/index.php/joce/issue/view/5
Guidelines for
Capacity
Development in the Education Sector within the Education For All - Fast
Track Framework
Ed. Caprio, Temby
February 2009 - Pages 39
Drawing heavily from work carried out by the OECD Development
Assistance Committee and other international donor and cooperation
agencies, these guidelines aims to support education policy-makers to
develop capacity by applying a participatory approach with other
regional, national and local EFA stakeholders:
Five steps have been identified and defined:
Step 1: set the stage for participatory dialogue around a capacity
development strategy
Step 2: understand and build on the country context for an effective
education strategy
Step 3: capacity gap analysis
Step 4: strategy designing
Step 5: define a monitoring/evaluation mechanism
http://www2.gtz.de/dokumente/bib/gtz2008-0355en-cd-education-guideline.pdf
The Millennium Development Goals Report 2009
United Nations (2009 – 56 pages - ISBN:
978-92-1-101196-8)
In light of the results from the latest MDGs Report which reveal that
the MDGs will not be achieved, UN Secretary-General warns of the
slowdown in moving forward. The UN Secretary-General Ban Ki-moon
highlighted the impact that the global financial crisis is having, and
could continue impact progress made, unless greater effort is exerted.
Nonetheless, the Report revealed that considerable steps have been in
the goal of providing universal primary education and the target of
access to safe drinking water.
English version:
http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf
French version:
http://www.un.org/french/millenniumgoals/pdf/MDG%20Report%202009%20FR.pdf
Also available in Arab, Chinese, Russian and Spanish
EFA Politics, Policies,
and Progress Research Monograph 13
Angela W. Little / Create Pathways to Access (CREATE)
(2008 – 95 pages)
Development agencies regularly appeal to political will as a key
requirement for progress on EFA. But what is political will? This
research paper provides a literature review on policy formulation and
implementation to inform the conceptual framework and methods of cases
studies conducted under the larger research project, entitled Create
Pathways to Access. The monograph covers:
- educational policy, educational innovation and educational
implementation in developed and developing countries over the past half
century;
- political science on public policy and development;
- EFA policy and progress, capturing political dimension; and
- the history of compulsory education in the West, for possible lessons
learned, the conceptual frameworks and methods that have been employed.
http://www.ioe.ac.uk/about/documents/PTA13.pdf
Universal Primary Education in Africa: The
Teacher Challenge
UNESCO-BREDA (2009 – 198 pages - ISBN
978-92-9091-099-2)
Prepared by the Pôle de Dakar, Education Sector Analysis, this
study aims to clarify several aspects touching the current and urgent
debate on teachers in Africa which will facilitate national teacher
policies to address the challenge of providing universal primary
education. Based on sector diagnosis, rather than systemic data
collection, the study deals with five themes:
Chapter 1: Educational demand and teacher needs
Chapter 2: Teacher salaries and the expansion of education: a
fundamental link
Chapter 3: New teachers and progress in enrolments
Chapter 4: Which teachers for what kind of learning?
Chapter 5: Towards an overall vision of teacher matters
Download full document
http://www.poledakar.org/IMG/pdf/POL-%20Brochure%20ENBD.pdf
SciDev.Net examines the role of higher
education in development
In an editorial, the role of higher education in achieving MDGs is
explored as donor agencies are beginning to reinvest more in higher
education after a decade-long absence.
http://www.scidev.net/en/science-and-innovation-policy/aid-for-higher-education/
editorials/what-role-for-higher-education-in-development-.html#
Education Today: The OECD
Perspective
(2009 – 96 pages - ISBN: 9789264059955)
The OECD published its perspective on the state on education today, to
provide an international overview on the trends touching different
education sectors, from early childhood to higher education to adult
education and lifelong learning, including to pressing issues on
academic achievement, equity and innovation. This study covers the
period since the Directorate of Education was created within OECD, from
2002 to today. French version to follow.
A free-for read only version is available online:
http://browse.oecdbookshop.org/oecd/pdfs/browseit/9609021E.PDF
Accelerating MDGs with EFA
In the second issue of MDG Insights Nicolas Burnett,
Assistant Director-General for Education at UNESCO, discusses the
importance and interdependence of achieving Education For All goals and
MDGs.
http://www.mdg-gateway.org/MDG-Insights/Feb/Issue02.pdf
EFA FTI Annual
Report 2008: The Road to
2015: Reaching the education goals
(2008 – 90 pages)
This report demonstrates considerable progress has been achieved in
universal primary education with 15 million more children in Africa
being enrolled over the past five years. It goes on to examine how to
provide quality education for the most disadvantaged. The launching of
the report coincided with the announcement that new funding will be
granted to Burkina Faso, Central African Republic, The Gambia, Timor
Leste and Zambia to support their programs to reach universal primary
education.
Download full report
http://www.education-fast-track.org/library/Annual_Report_2008_EFA_FTI.pdf
The Right to Education: Monitoring
standard-setting instruments of UNESCO is a follow up document
that details UNESCO’s Executive Board decisions and strategies to
monitor countries in seven priority recommendations in education,
including EFA. Prepared by the UNESCO Section for the Promotion of
Rights and Values in Education, Division for the Promotion of Basic
Education, this 32-page document highlights the recommendations in:
• Discrimination in Education (1960)
• Status of Teachers (1966)
• Education for International Understanding, Cooperation
and Peace, and Education relating to Human Rights and Fundamental
Freedoms (1974)
• Development of Adult Education (1976)
• Recognition of Studies and Qualifications in Higher
Education (1993
• Status of Higher-Education Teaching Personnel (1997)
• Technical and Vocational Education (2001)
Download publication: http://unesdoc.unesco.org/images/0016/001611/161161e.pdf
A 4-page brochure is also available: http://unesdoc.unesco.org/images/0016/001612/161200E.pdf
Beatriz Pont, Deborah Nusche and Hunter Moorman, Improving
School Leadership, Volume 1: Policy and Practice (2008 –
195 pages - ISBN: 9789264044678)
Beatriz Pont, Deborah Nusche and David Hopkins, Eds. Improving School
Leadership, Volume 2: Case Studies on System Leadership (2008 –
275 pages - ISBN: 9789264033085 1)
In light of the inherent linkage between good teachers and improved
learning outcomes, global initiatives have focused on initiatives to
improve teacher professional training and teachers’ qualifications.
However governments must equally tackle issues and challenges
surrounding effective school governance which have often been
overshadowed. Based on a worldwide OECD study, this two-volume
publication identifies four policy options for governments to develop
and train current and future school leaders (Volume 1) and illustrates
innovative policies implemented in Australia, Austria, Belgium
(Flanders), Finland and the United Kingdom (England) (Volume 2).
Executive summaries are available in English, French, Spanish and
German: http://www.oecd.org/document/18/0,3343,en_2649_39263231_41165970_1_1_1_1,00.html
Eds. Bennall, P.,
Akyeampong, P., “Teacher Motivation in Sub-Saharan Africa and South
Asia”, Series: Reaching the Issues N° 57(2007 – 114 pages), DFID:
London
Despite considerable challenges that many African and South Asian
countries were facing in providing education for all, several countries
have overcome them. Yet, another crisis is poised to strike regarding
teachers and their poor professional conditions that have left so many
disenchanted and disaffected, thus jeopardising the quality of
education and the progress made. An international research project,
co-led by the Institute of Education at the University of London,
examined potential strategic means to motivate teachers. Study is
downloadable at:
http://www.oecd.org/document/58/0,3343,en_2649_35845581_41208186_1_1_1_1,00.html
Working Paper to advocate
a Global Education Fund
The Centre for Universal Education, housed within
the American
think tank, Council on Foreign Relations, is calling for the creation
of a Global Education Fund, directly addressing the pursuit of EFA
Goals, and which should be built on the strengths of the existing Fast
Track Initiative and to overcome its weaknesses. This initiative has
already received the support from the U.S.A. Secretary of State.
Download the working document
http://www.cfr.org/content/publications/attachments/CUE_WorkingPaper_1.pdf
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