The book features an analysis of teacher reform in Indonesia, which entailed a doubling of teacher salaries upon certification. It describes the political economy context in which the reform was developed and implemented, and analyzes the impact of the reform on teacher knowledge, skills, and student outcomes.

Developing countries commonly adopt reforms to improve their governments yet they usually fail to produce more functional and effective governments. Andrews argues that reforms often fail to make governments better because they are introduced as signals to gain short-term support. These signals introduce unrealistic best practices that do not fit developing country contexts and are not considered relevant by implementing agents. The result is a set of new forms that do not function. However, there are realistic solutions emerging from institutional reforms in some developing countries. Lessons from these experiences suggest that reform limits, although challenging to adopt, can be overcome by focusing change on problem solving through an incremental process that involves multiple agents.

The Bologna Declaration started the development of the European Higher Education Area. The ensuing Bologna Process has run for already 20 years now. In the meantime many higher education systems in Europe have been reformed – some more drastically than others; some quicker than others; some with more resistance than others. In the process of reform the initial (six) goals have sometimes been forgotten or sometimes been taken a step further. The context too has shifted: while the European Union in itself has expanded, the voice for exit has also been heard more frequently. Higher Education System Reform: An international comparison after Twenty Years of Bologna critically describes and analyses 12 Higher Education Systems from the perspective of four major questions: What is currently the situation with regard to the six original goals of Bologna? What was the adopted path of reform? Which were the triggering (economic, social, political) factors for the reform in each specific country? What was the rationale/discourse used during the reform? The book comparatively analyses the different systems, their paths of reforms and trajectories, and the similarities and the differences between them. At the same time it critically assesses the current situation on higher education in Europe, and hints towards a future policy agenda. Contributors are: Tommaso Agasisti, Bruno Broucker, Martina Dal Molin, Kurt De Wit, Andrew Gibson, Ellen Hazelkorn, Gergely Kovats, Liudvika Leišytė, Lisa Lucas, António Magalhães, Sude Peksen, Rosalind Pritchard, Palle Rasmussen, Anna-Lena Rose, Christine Teelken, Eva M. de la Torre, Carmen Perez-Esparrells, Jani Ursin, Amélia Veiga, Jef C. Verhoeven, Nadine Zeeman, and Rimantas Želvys.

Policy-Making for Education Reform in Developing Countries aims at helping policymakers in developing countries better understand the processes and strategies for education reform, and the policy options available to them. This text focuses on the content of reform-options and strategies for achieving educational improvement at different levels of the system, e.g., primary, secondary, tertiary; for different sub-sectors, e.g., management, teachers; and for different purposes with which education systems are tasked, e.g., reaching peripheral groups of students, linking youth and employment. A holistic approach is increasingly recognized as essential to realizing the promises of education for the development of social and human capital-innovation in a global economy, sustained economic growth, social harmony and greater civic participation, decreased achievement gaps, and increased equity.

In March 2000, the United Nations Secretary-General convened an international panel to conduct a major study on United Nations Peace Operations. Chaired by former Algerian Foreign Minister and current Under-Secretary-General, Lakhdar Brahimi, the Panel was tasked to conduct a wide-ranging study and analysis over lessons learned from past operations such as those in Rwanda and Somalia, as well as current missions in Kosovo, East Timor, and the Democratic Republic of the Congo. The Panel looked at how peacekeeping missions could achieve greater efficiency and success in attaining the key objectives of maintaining peace and promoting reconciliation and reconstruction. It also reviewed the context within which peacekeeping missions took place, the resources and limitations of the United Nations Department of Peacekeeping Operations (DPKO) specifically, and the modality, efficacy, and extent of assistance rendered by the 'international community' within the framework of peacekeeping and peace-building in general. The fifth in a series of conferences organised on lessons learnt from peacekeeping operations was held under the auspices of the United Nations Institute for Training and Research (UNITAR), the Institute of Policy Studies (IPS) of Singapore and the Japan Institute of International Affairs (JIIA). Throughout two intense days in Singapore, in April 2001, an eminent group of academics, government officials, representatives of international organisations, representatives from ongoing UN Missions, and military scholars gathered behind closed doors to reflect upon the recommendations of the Brahimi Report and the obstacles to reform of peacekeeping. This volume contains all the papers presented at that event. It also includes the Co-Chairs' Summary and Recommendations. The Report is a summary of the many animated debates that took place during the conference. Recommendations of the Co-Chairs have been drawn from the broad range of opinions and insights from the conference. The findings and reactions of the participants to the Brahimi Report should give policy-makers, researchers, and international affairs analysts a candid review and critique of past experiences that is essential to the comprehension of the failures of current peacekeeping and requirements for future success.

Adolescence is a distinct, yet transient, period of development between childhood and adulthood characterized by increased experimentation and risk-taking, a tendency to discount long-term consequences, and heightened sensitivity to peers and other social influences. A key function of adolescence is developing an integrated sense of self, including individualization, separation from parents, and personal identity. Experimentation and novelty-seeking behavior, such as alcohol and drug use, unsafe sex, and reckless driving, are thought to serve a number of adaptive functions despite their risks. Research indicates that for most youth, the period of risky experimentation does not extend beyond adolescence, ceasing as identity becomes settled with maturity. Much adolescent involvement in criminal activity is part of the normal developmental process of identity formation and most adolescents will mature out of these tendencies. Evidence of significant changes in brain structure and function during adolescence strongly suggests that these cognitive tendencies characteristic of adolescents are associated with biological immaturity of the brain and with an imbalance among developing brain systems. This imbalance model implies dual systems: one involved in cognitive and behavioral control and one involved in socio-emotional processes. Accordingly adolescents lack mature capacity for self-regulations because the brain system that influences pleasure-seeking and emotional reactivity develops more rapidly than the brain system that supports self-control. This knowledge of adolescent development has underscored important differences between adults and adolescents with direct bearing on the design and operation of the justice system, raising doubts about the core assumptions driving the criminalization of juvenile justice policy in the late decades of the 20th century. It was in this context that the Office of Juvenile Justice and Delinquency Prevention (OJJDP) asked the National Research Council to convene a committee to conduct a study of juvenile justice reform. The goal of Reforming Juvenile Justice: A Developmental Approach was to review recent advances in behavioral and neuroscience research and draw out the implications of this knowledge for juvenile justice reform, to assess the new generation of reform activities occurring in the United States, and to assess the performance of OJJDP in carrying out its statutory mission as well as its potential role in supporting scientifically based reform efforts.

In the aftermath of the Arab Spring, when thousands of young women and men fought for the opportunity to realize their aspirations and potential, the question of jobs continues to be crucial in the Middle East and North Africa region. This report uses jobs as a lens to weave together the complex dynamics of employment creation, skills supply, and the institutional environment of labor markets. Consistent with the framework of the 2013 World Development Report on jobs, of which this report is the regional companion, this work goes beyond the traditional links between jobs, productivity, and living standards to include an understanding of how jobs matter for individual dignity and expectations—an aspect that was clearly central to the Arab Spring. Just as important, this report complements the economic perspective with an analysis of political economy equilibrium, with a view to identifying mechanisms that would trigger a reform process. As such, the report has three objectives: First, it seeks to provide an in-depth characterization of the dynamics of labor markets in the Middle East and North Africa and to analyze the barriers to the creation of more and better jobs. It does so by taking a cross-sectoral approach and identifying the distortions and incentives that the many actors—firms, governments, workers, students, education, and training systems—currently face, and which ultimately determine the equilibrium in labor markets. Second, the report proposes a medium term roadmap of policy options that could promote the robust and inclusive growth needed to tackle the structural employment challenge for the region. Third, the report aims to inform and open up a platform for debate on jobs among a broad set of stakeholders, with the ultimate goal of contributing to reach a shared view of the employment challenges and the reform path ahead.

This handbook presents a comprehensive study of the post-reform Indian economy, three decades after the economic liberalization started in the early 1990s. It studies the broad range of changes that were introduced in the reforms era, assessing their impact on sectors like manufacturing, agriculture, banking and finance, among others. It also assesses the performance of these sectors amid globalization and the socio-economic shifts in the country. The volume evaluates the contribution of the reforms to social transformation, social inclusion, sustainability and human development, and deliberates on the gains, blind spots and limitations. With contributions from scholars across the country, case studies and comparative analyses that draw on data analysis, econometric evidence and historical sensibility, this is an authoritative volume on the reforms of the 1990s and their impact on the Indian economy and people. Topical and the first of its kind, the book will be a useful resource for scholars and researchers of economics, development studies, political economy, management studies, public policy and political studies.

In this major new contribution to a rapidly expanding field, the authors offer an integrated analysis of the wave of management reforms which have swept through so many countries in the last twenty years. The reform trajectories of ten countries are compared, and key differences of approach discussed. Unlike some previous works, this volume affords balanced coverage to the 'New Public Management' (NPM) and the 'non-NPM' or 'reluctant NPM' countries, since it covers Australia, Canada, Finland, France, Germany, the Netherlands, New Zealand, Sweden, the UK and the USA. Unusually, it also includes a preliminary analysis of attempts to improve management within the European Commission.