Global Scholars Program

Research and Recruitment Advisor (January 2013)

As part of the Global Economy and Development program at the Brookings Institution, the Center for Universal Education (CUE) develops and disseminates effective solutions to the challenges of achieving universal quality education worldwide. It offers a forum for research, high-level dialogue, and public debate on a range of issues relevant to education in the developing world.

Through our Global Scholars Program, CUE hosts guest scholars from developing countries for a four to six month period to pursue research on global education issues, with a specific focus on improving learning opportunities and outcomes for girls. Upon completion of their research, CUE supports the guest scholars in developing and implementing a plan to share their expertise with their home institutions to further build research capacity and expertise.

 BASIC FUNCTION

The Research and Recruitment Advisor will work approximately 50 percent (expected to ebb and flow during the project cycle) and will conduct the following activities over the course of two years, beginning in January or as soon as the position is filled: 

• Oversee recruitment to the Global Scholars Program, including revisiting the current recruitment process and conducting interviews;
• Work with applicants during their candidacy to further develop their research proposals;
• Work with each of three selected Global Scholars on their research while in-residence, including developing detailed timelines and guidelines and providing in-depth content editing;
• Work with Global Scholars Program manager to ensure that each of the Global Scholars makes meaningful connections with Brookings staff and beyond during their stay, and that Scholars are fully leveraging networking opportunities;
• As appropriate, help scholars to leverage their proposals to gain traction with potential partners;
• Help build communications with the Global Scholars alumni network, including leveraging the network for future recruitment;
• Work as a thought partner with the Global Scholars Program Manager and CUE team to continually improve the program.

 Please send expressions of interest to Jenny Alexander: jalexander (at) brookings.edu. Recruitment will be conducted on a rolling basis with the aim to fill this position as soon as possible.

 EDUCATION/EXPERIENCE

 • Master’s degree required, PhD strongly preferred.

• Strong understanding of a range of quantitative and qualitative methodologies required.

• Expertise in international education required, expertise in girls’ education strongly preferred.

• Experience in editing and publishing, especially with ESL authors, preferred.

• Experience in recruiting and hiring for talent (in a fellowship or other professional settings) a plus.

VALUES AND ORIENTATION

• Patience and openness to different approaches, interest and ability to work with diverse individuals.

• Cooperative attitude and flexibility, with the ability to work as part of a team.

• Tireless drive to advocate for girls’ education issues on behalf of the Global Scholars.

• Solid organizational skills applied to research – The scholars are subject to publishing deadlines and so will benefit greatly from iterative guidelines set forth in advance.

• Desire to learn and continually improve practice, both by shared reflection of this pilot and from studying useful other models.

 PRINCIPAL RESPONSIBILITIES

RECRUITMENT 25%

 • Work with the program manager and associate director to review the recruitment process.

• Review the state of girls’ education research in order to set the scope for proposals from developing country contexts that have the potential to inform regional or international conversations.

• Review and update a rigorous and cost-effective recruitment process that leverages Brookings’ ample partnerships.

• During the process of recruitment, ensure that candidates’ proposals improve, and ensure that candidates are able to work in a collegial fashion.

• Ensure that candidates are strong, independent, conceptual thinkers with a proven record of designing and conducting rigorous research.

• Select projects that are important, feasible within the structure of the Global Scholars program, and likely to have policy impact.

• Ensure that candidates possess all of the qualities and values that are essential to the Global Scholars program, including but not limited to: commitment to girls’ education, proven track record of leadership and impact, grit, ability to leverage resources, generosity, and ability to integrate and be a part of a team.

• Convene colleagues and determine final award recipients and alternates.

• Notify candidates of final awards.

 RESEARCH GUIDANCE 55%

 • After awards have been made, work with candidates to consider any data or resources that they may need to collect prior to coming to the US and encourage the further development of their proposals before arrival where possible.

• Develop a timeline and method for guiding Global Scholars, including that Global Scholars are generally expected to produce a final paper and presentation, and will be expected to produce detailed outlines at a midpoint during their stay.

• Provide Global Scholars with resources that are relevant to their research areas as appropriate, whether related to methodology or literature.

• Ensure that Global Scholars are effectively meeting with and networking with other Fellows at Brookings and having meaningful conversations about their own research and others research to enrich the development of their ideas and they progress through their time in residence.

• Work with the program manager to ensure that Global Scholars hold brown bag lunches or use other forum that are appropriately tailored to their needs for discussion and feedback on their work.

 • Work with Global Scholars to elaborate proposals for seed funding to implement the research or implementation plan that they scope out while they are in residence, and where possible to write any more detailed proposals that they may endeavor to write while in residence.

• Where further professional development is needed in terms of research or other areas that are related, make recommendations to Program Manager.

 NETWORKING SUPPORT 10%

• Based on understanding of each Global Scholars niche area of research, make introductions to interested parties in the community, where possibly accompanying Global Scholars to meetings and helping them to think through how to leverage new relationships.

• When attending events, represent the Global Scholars program.

 PROGRAM DEVELOPMENT 10%

• Routinely collect information, both through formal and informal mechanisms, on the Global Scholars’ experiences, and share these findings with the Program Manager for the purpose of continually improving the program.

See: http://www.ssc.uwo.ca/MER/MERcentre/

The University of Western Ontario’s MER Centre (Migration and Ethnic Relations) informs public policy and practice that facilitate the well-being of immigrants and ethnic minorities in Canada and internationally. The Centre provides training opportunities for students beyond the borders of their own discipline and internationally, and connects academic researchers with policy makers and community stakeholders.

They offer some really interesting courses and programs, including:

MER 9000/9001 – Colloquium Series in Migration and Ethnic Relations

Associated faculty, students, and guest speakers present their research. There will be at least ten colloquia per year, with some of the talks involving attendance at specific occasions in series organized by other groups. Besides the colloquia in which research is presented, there will be other scheduled meetings in which students will discuss professional issues, opportunities for collaboration, and other topics.

Anthropology 9224A – Advanced Refugee and Migrant Studies

The course engages students in a critical examination of refugee and migrant studies, including the theoretical and ideological assumptions underlying scholarly publications. Although the course content will be tailored to students’ areas of research and interest, it will include core readings that cover topics dealing with the global and historical context, class and gender issues, and restrictive borders and laws. In turn, we will examine how refugees and migrants navigate and challenge, although not always successfully, these shifting and diverse physical, socioeconomic and political boundaries.

Geography 9518A – Advanced Cultural Geography

This course examines the production and interpretation of cultures, the major cultural markers of identity, and the politics of space, place and landscape.

History 9275A – Canadian Immigration History: The Personal, The Politics and the Policies

Immigration has played a central role in Canada’s history, especially during the 19th and 20th centuries. But immigration is more than an historical phenomenon; it is also our current lived experience. In addition to the historical focus, discussions in this course will also engage current debates, issues, and events. In particular, this course focuses on analyzing the complex historical relationships involving ‘race’ and ethnicity, class, and gender.

Modern Languages SP 9651A – Migration and Ethnic Relations in Colonial Latin American Art (ca. 1520-1810)

The purpose of this course is to introduce students to Colonial/ Viceregal Latin American art (ca. 1520-1810) through the perspective of migration and ethnic relations. Beginning with the Conquest of America by the Spaniards and Portuguese, America received outside influence that had a major impact on artistic creation. Not only did European artists come to work in America, but there was an on-going artistic commerce between the metropolis and the colonies. Patrons, religious or secular, also came with their own cultural background. Prints, books and ideas also circulated widely. The artistic influence was not, however, going in a one way direction. Moreover, the indigenous presence is something that gave Latin American Viceregal art a unique touch, but also the Asian and African influences must be taken into account. All of those traditions somehow met in Latin America and gave birth to unique artistic creations. Some topics to be considered: the encounters, race and ethnic relations as an artistic topic, early collecting, devotion to images of Christ and the Virgin, gender issues, patronage, Asian and African influences.

All readings will be available in English and discussions will be conducted in this language. Students will have the option to write their final essay either in English, Spanish, or French.

Political Science 9723A – Genocide

An examination of the theoretical and methodological issues related to the topic of genocide and a consideration of empirical cases of genocide and genocidal acts, such as “ethnic cleansing.” The course begins by looking at the definition of genocide provided by the 1948 UN Genocide Convention and the legal-political context in which that convention was held. We will examine recent debates and alternative theoretical models by referring to specific cases, beginning with those of the Armenians and the Jews in the first half of the Twentieth century, and then move to discuss more recent cases of genocides and genocidal acts, including those in Cambodia, Rwanda, and Bosnia, among others.

Sociology 9166A – Race, Class and Colonialism

A look at race and class inequality and the development of capitalism in the Third World. Topics will include slavery and indentureship; colonisation and decolonisation; race, class, politics and nationalism.

Women Studies 9581 – Feminism and Race

A study of race, ethnicity, and racism, especially, but not exclusively, as they arise in feminisms and feminist scholarship. Questions will include, but are not limited to: How should we understand race? How does intersectional identity (including racial, ethnic and class identity) challenge feminist discourse? Is there a difference between exclusion and racism? How is anti-racist feminism different from feminism? What would an inclusive feminist movement and inclusive feminist scholarship look like? Authors will include Linda Martin Alcoff, Maria Lugones, Audre Lorde, Patricia Hill Collins, Patricia Monture, Chandra Mohanty, Himani Bannerji, and Gloria Anzaldua.

Anthropology 9223B – Anthropology of Migration

This course will use ethnographic and historical accounts to examine some of the theoretical attempts to describe, explain and predict human migration. Specific issues, such as racism, ethnicity, transnationalism, globalization, legal/illegal status, identity and border politics will be included. Although I will provide basic reading lists for these issues, students will play a leading role in the selection of additional topics and reading materials that meet their interests.

Geography 9109B – Geography of Migration

Trends, patterns and processes of migration, drawing from diverse theoretical perspectives to examine migration flows in a number of international contexts. Particular attention is paid to the development impacts of migration as well as to emerging transnational migrant practices.

Political Science 9751B – Transitional Justice

The twentieth century gave rise to some of the bloodiest massacres in history. It also saw the development and implementation of instruments to deal with these crimes. Yet there is still substantial debate and even disagreement about the efficacy and appropriateness of the kinds of mechanisms that have come into being, and about the particular results that each has been able to achieve. As a result, new and different instruments are today being developed. This course aims to critically examine a number of these mechanisms and instruments. These may be grouped into three broad categories, around which the course is structured: retributive justice; restorative justice; and restitutive justice. The course will focus on the conceptual framework surrounding the various instruments and approaches, as well as both historical and contemporary uses of each. And through the use of selected case studies, a variety of examples of each will be considered.

Psychology 9723 – Psychological Perspectives on Immigration

This seminar will survey theory and research in psychology and related disciplines that aids in understanding the processes associated with immigrants and immigration. Among the topics to be covered will be determinants of attitudes toward immigrants and immigration policies, acculturation attitudes, and factors affecting the psychological well-being of immigrants. This will be a seminar course in which we discuss the major conceptual and theoretical issues within each topic area and evaluate the available empirical work.

Sociology 9373B – Migration

Determinants and consequences of internal and international migration are studied. Theory and methods, as well as demographic and socio-economic issues related to both types of migration, are discussed.

Sociology 9190 – The Social, The Ethical, The Global

This course will explore the ways in which changes in conceptions of the social have interpenetrated and impacted upon changing notions of the ethical. Starting with the classical works on conceptions of community and social membership, we will move forward to contemporary thought through an examination of the terrains of sociality – borders and boundaries, definitions of membership and citizenship, classifactory logics and social exclusion, and the varying forms of exclusionary inclusiveness that come about as a result of increased mobility, time-space compression, the advent of the network society and social networks, decolonisation, and globalisation. As we move through the course, increasing attention will be paid to the epistemiologies of the social and to the development of an epistemiology of the global, focusing on the possible isomorphisms of social space as we move from the realm of experience to the realm of the ethical.

Anthropology 9204 – Ethnographic Approaches to “the City”

This seminar explores core issues in the ethnography of urban space and culture. Topics may include migration, peri-urban developments, culture, power and the meaningful construction of space, consumption and urban life, and identity, agency and community in complex, poly-cultural urban settings, and the processes of urbanization cross-culturally, among others.

Anthropology 9210 – Assessing Development

This course will focus on the connection between development and patterns of migration, both internal, especially rural-urban migration, and international. Specific issues that will be covered include: livelihoods and mobility; remittances; the trend toward urbanization; inner city poverty and shanty towns; migration and the informal sector; development induced migration.

Anthropology 9214 – Memory/History and Reconstructions of Identities

The course is critical of assumptions that marginalize popular memory and looks at various expressions that invoke the past in the present. The course will focus on the political dimension of memory and the struggle for and against power.

Anthropology 9213A – Displacement and Diasporas

This course looks at different cases of displacement and its diverse impact on communities, including refugees, the internally displaced and diasporic people – categories and definitions that are critically examined. The course also looks at the relationship between humanitarian aid organizations and refugees; life in camps as spaces delineated for those displaced; and, the process of becoming refugees.

Geography 9318 – Advanced Seminar in Human Geography

This course examines current theoretical debate and research practice in human geography. Through preparatory reading and class discussion, students are exposed to the work of key geographical thinkers in order to deepen their understanding of core geographical concepts and theories. These are then applied to analysis of particular themes and locations. Depending on the fields in which students are conducting their research, the specific thematic focus will vary from year to year.

Geography 9115 – Urban Social Cultural Geography

This course examines the production and interpretation of cultures, the major cultural markers of identity, and the politics of space, place and landscape. Final lists of seminar topics and readings for discussion will be developed in consultation with students.

Hispanic Studies 9705 – Languages in Contact

This course examines the field of contact linguistics, in particular as it relates to Spanish and the languages that come into contact with it. Topics will include language maintenance, structural convergence, code switching, mixed languages and pidgins and creoles. We will cover contact with Arabic in the Iberian Peninsula, contact with English, and contact with the indigenous languages such as Quechua and Guaraní. Finally, we will examine creole languages based on Spanish and Portuguese, such as Papiamentu (Aruba, Bonaire and Curaçao) and Palenquero (Colombia).

History 4891: Eastern European Jewish History

This seminar will explore the history of Jews in the territories of the three former empires – Habsburg, Russian, and Ottoman– from the 1600s to the present. We will discuss a variety of primary and secondary sources in the field. Thematically, we will focus on the historical forces that transformed Jewish life in Eastern Europe starting from the late 1600s. We will explore new religious movements within Judaism as well as secularization and assimilation, urbanization and migration, and changes in gender images and roles. We will pay particular attention to the relations/encounters between Jews and non-Jews.

History 9411 – The Jews of Eastern Europe

In this course, the History of the Jews of Eastern Europe will be studied. Specific topics will include: the triangular relationship between Jews, their magnate benefactors, and royal or imperial authorities; the role of Jews in the development and modernization of commerce and urban life; the relationship between Jews and their non-Jewish neighbors; 1881 as a turning point for the Jews of Poland and Russia; the influence Absolutism, Enlightenment, Liberalism, Nationalism, and Antisemitism; the literary revival and modernization of the Hebrew and Yiddish languages; the emergence of mass Jewish political movements such as Zionism and Bundism as a response to Antisemitism; the impact of World War One and the collapse of multi-national empires; the new possibilities and challenges of the Interwar; and the destruction of East European Jewry during the Holocaust.

History 9412B – Jewish Politics: Zionism, Socialism, Assimilationism

This course will explore the political aims and strategies of Jews during the last two centuries.The central theme of the course will be the Jewish search for agency and the critiques of alleged passivity. After briefly surveying the political outlook of Jews in the pre-modern world, the efforts by nineteenth century Jews to gain citizenship, notably a fervent embrace of liberalism, socialism, and various forms of assimilation will be discussed.Then the rise of Zionism and other forms of Jewish nationalism, Jewish forms of socialism, and hybrid political movements that combined elements of nationalism, socialism, and assimilationism will be explored. The thrust of the course will be the maturing of these various nineteenth century political movements during the twentieth century in the various centers of World Jewry during the twentieth: Inter-war Poland, The Soviet Union, the United States, and the State of Israel.

History 9551 – Slavery Experienced : Enslaved African Lives in Latin America

Slavery Experienced addresses the issue of sub-Saharan African enslavement and the burgeoning of the Trans-Atlantic slave trade during the modern era, by focusing upon the experiences of enslavement in the Iberian colonial world, but also with a brief survey of enslavement in West and West Central Africa. This course will examine some of the themes that have emerged as critical to our understanding of African enslavement, especially from the perspective of the enslaved, across what has been called the Black Atlantic; but with special attention to Africa and the Spanish and Luso colonial societies in America.

History 9706 – Slavery and Abolition in the Atlantic World

Through extensive reading in the literature and historiography of slavery and abolition in the Atlantic World, and through the preparation of a research paper in this field, this course explores the rise of modern slavery, the structures and impact of the Atlantic Slave Trade, the experience of enslavement, the relationship between bound labour and plantation agriculture, the emergence of abolitionist/antislavery activism and the process of Emancipation.

History 9831 – Killing Fields: A Global History of Mass Violence

This half-course explores the origins, development, variations, and consequences of mass violence in modern history and examines forms of collective destructiveness against non-combatants due to political, social, religious, and cultural causes. The seminar draws on theoretical insights from a variety of disciplines (such as anthropology, history, sociology, and psychology) to develop a coherent analytical framework for understanding mass violence. It applies those insights to a number of case studies of genocidal violence, including colonial mass violence, the Armenian genocide, the Holocaust, and genocides in Cambodia and Rwanda. We will examine the sources and dynamics of mass violence, study victims and perpetrators, analyze the history of prevention and intervention, and explore the multiple functions of historical memory to post-conflict justice.

Political Science 9756A – The Politics of Race

This course will focus on the politics of race in the North American context with a view to assessing how, when and with what impact social, economic and political life have been informed by and continue to be informed by the politics of race. The course is predicated on examining the ways in which the white experience is institutionalized in political, economic, legal and cultural structures so as to understand how benefits and burdens flow to citizens based on their racial, ethnic and Indigenous status. The course will begin by introducing students to critical race theory and readings on race, whiteness and colonialism. In the second part of the course, attention will shift to the political realm and the significance of race to elections, candidate evaluation and representation. The final part of the course will focus on key policy areas, including criminal justice, child custody and immigration and welfare state policies, to critically assess whether and where the institutionalization of whiteness in law and public policy has been challenged successfully and what role race continues to play in these policy realms.

Political Science 9758B – Social Diversity, Gender and The Law

From religious minorities and Aboriginal peoples to feminists and gays and lesbians, Canadian social groups contend that group-differentiated rights and group-sensitive legal and constitutional interpretations are a necessary condition of equality. While the Canadian state has responded with group-specific provisions in the Charter and Constitution, as well an official policy of multiculturalism, social groups continue to press for legal concessions and the expansion of their rights. This course will examine the relationship between Canadian social groups and the law to assess how social groups employ the legal system in pursuit of equality and how they challenge laws that fail to attend to social group differences. Additionally, this course will examine how the differences that cut across social groups complicate the legal accommodation of ‘group’ differences. By assessing the legal claims of a number of social groups, this course will examine legal responses to questions of social diversity, the limits of law in addressing group-based inequalities and the effects that legal responses to social diversity can have on the most vulnerable members of social groups (often women).

Psychology 9436 – Social Development in a Cultural Context

In this course, we will discuss contemporary issues in the cross-cultural study of social, emotional, and personality development. The course will emphasize an examination of the “meanings” of basic social-personality constructs and the appropriateness of developmental research methods in different cultures. Topics to be discussed in this course include models of cultural influences on development, research paradigms and strategies, cultural influences on parent-child relationships, peer relationships, moral development, aggression, inhibition and social withdrawal, and social problem solving. The role of the cultural context in the development of socialization beliefs and values and family systems will also be discussed. Given the particular interests of the students in this course, topics may be deleted, added, or expanded.

Psychology 9722 – Psychology of Prejudice

This seminar will survey theory and research on prejudice and discrimination. Among the topics to be covered are stereotypes and stereotyping, unconscious aspects of prejudice, symbolic and modern racism, hate on the web, and combating prejudice. Emphasis will be placed on discussing the major issues within each topic and on critically evaluating the empirical work on which current analyses are based.

Psychology 9723 – Psychological Perspectives on Immigration

This seminar will survey theory and research in psychology and related disciplines that aids in understanding the processes associated with immigrants and immigration. Among the topics to be covered will be determinants of attitudes toward immigrants and immigration policies, acculturation attitudes, and factors affecting the psychological well-being of immigrants. This will be a seminar course in which we discuss the major conceptual and theoretical issues within each topic area and evaluate the available empirical work.

Psychology 9730 – Social Psychology of Justice

This course will cover social psychological research and theory on justice and fairness. Topics to be covered include equity theory, relative deprivation, belief in a just world, distributive and procedural justice, determinants of assertive action, eyewitness testimony, dehumanization, and genocide.

Sociology 9147A – Social Inequality

An analysis of the major forms of social inequality, with special concern for the problems of class, gender, and race/ethnicity in contemporary societies. Central theoretical issues and debates will be reviewed and evaluated, and examples of research bearing on these major issues and debates will also be considered.

Sociology 9150 – Race and Minority Relations

An evaluation of relations among ethnic, racial and religious groups focusing on inter-group hostility and conflict and the role of these groups in the larger community. Prejudice and discrimination are analyzed for their social psychological, political and economic causes and effects. Social and political movements to resolve intergroup conflicts are examined.

Sociology 9307 – Determinants of Social Change

An introduction to the changing nature of population and an examination of the theoretical, historical, and sociological perspectives of population changes (mortality, fertility, and migration). Major objectives: in-depth understandings of demography components in historical perspectives and the changing relationships between them. In order to count as a MER course, the final assignment/paper must be on a migration-relevant topic.

Sociology 9308 – Population and Social Structure

An advanced survey course with particular attention to the sociological aspects of human population. Nuptiality, family and household demography, urbanization and development. Population policy, with special reference to immigration and family planning.

Sociology 9376 – Population: Policies and Programs

Population policies and programs in societies at different stages of development will be examined in both historical and contemporary perspectives. Both implicit and explicit programs with consequences for population growth, size, and distribution will be discussed.

Sociology 9377 – Transnationalism and Ethnic Identities

This course will examine the nature and forms of contemporary ethnic identities, the local and transnational factors that shape them, and how they relate to ethnic nationalist, multicultural and “cosmopolitan” ideologies generated by nations, states and global agencies. Readings will cover diverse national cases, while giving particular attention to Canadian issues.

See link here: http://www.ssc.uwo.ca/MER/MERprogram/

The Collaborative Graduate Program in Migration and Ethnic Relations at The University of Western Ontario brings together graduate students and faculty to study questions of migration, ethnic relations, cultural diversity, conflict, acculturation and the integration of migrants, from the perspective of various social science disciplines. The collaborative experience for students is an add-on to existing well-established graduate programs in Anthropology, Geography, History, Political Science, Psychology, Sociology, Hispanic Studies, and Women Studies and Feminist Research. Students register in and meet the requirements of one of the collaborating discipline-specific graduate programs, as well as having the opportunity to participate in the program in Migration and Ethnic Relations. The combination of solid disciplinary training with advanced interdisciplinary training provides students with the tools necessary to better understand and conduct research in the area of Migration and Ethnic Relations.

The program includes a common colloquium series, course offerings that span departments, and the opportunity to work with faculty members in a variety of departments within the Faculty of Social Science. Upon graduation, students receive a graduate degree in their home discipline, as well as a specialization in Migration and Ethnic Relations.

For further information, please contact the director, Belinda Dodson, at mer@uwo.ca or one of the faculty members who supervises graduate students in the program.

UK Department for International Development Jobs

Closes: 25 Jan 2013 - https://jobsstatic.civilservice.gov.uk/csjobs.html

These posts are Non Reserved under the Civil Service Nationality Rules and are therefore open to UK, Commonwealth and European Economic Area (EEA) Nationals and certain non EEA members.

Pay: Fixed at £30,000 pa for the duration of the 3 year placement

DESA Evaluation Placement Background

The DFID Entry Scheme for new Advisers (DESA) is designed to identify, recruit and develop talented people with the potential to become high performing professional advisers within DFID.

DFID is looking to recruit talented, committed individuals with a passion for development. To apply for this scheme you must;

• Hold a relevant postgraduate qualification (Master’s Degree, PhD) or equivalent.

• Have 2 – 3 years’ work experience in development (Overseas and/or UK)

• Be able to take up overseas postings in fragile and conflict affected states.

DESA participants will be engaged on three year Fixed Term Development Contracts. The first year will normally be spent on a placement in the UK and the remaining 2 years will be overseas. Those who reach the final year of the development scheme with a satisfactory performance assessment will be eligible to apply for permanent home civil service posts.

Within DFID there are 13 professional cadres; Climate and Environment, Conflict, Economics, Education, Evaluation, Governance, Health, Humanitarian, Infrastructure, Livelihoods, Private Sector Development, Social Development and Statistics. One third of DFID’s workforce is made up of advisers who belong to one of these professional cadres.

DFID’s business is becoming more demanding, requiring a high level of skills. The purpose of DESA is to grow technical advisory talent in-house. DESA will provide individuals with a valuable development opportunity with quality work experience designed to develop technical advisory skills across a broad range of areas. At the end of the three year placement DESA will have a pipeline of people with the right mix of operational experience and policy competence to function effectively as A2 advisers and to become high performing A1 advisers in due course, with SCS potential.

For full details of the DESA placement please download the attached Specific Vacancy Information (SVI). Details of the technical competencies for this cadre are available on the DFID website, see link contained within the SVI.

The Refugee Studies Centre at Oxford University runs a fabulous series of seminars, short courses and public lectures on the theme of forced migration. Be sure to check out the following opportunities:

RSC 30th Anniversary Conference: Understanding global refugee policy

The RSC’s 30th Anniversary Conference aims to examine and theorise the policy-making processes relating to refugees and forced migration at the global level. Critical reflection upon the processes through which global public policy on refugees, internally displaced persons, statelessness, human trafficking, and other areas of forced migration is made, is intended to offer new and valuable insights for scholars, policy makers and practitioners.

This conference therefore provides a forum for a critical discussion on ‘Understanding Global Refugee Policy’ by bringing together academics, policy makers, practitioners, advocates and displaced people to engage in a debate on how we might begin to make sense of and conceptualise the global refugee policy process. It seeks to explore the nature, content and implications of ‘global refugee policy’ with questions such as: What is ‘global refugee policy’? How can we theorise global refugee policy? What factors explain variation both in the motivations for policies, and in outcomes? To what extent do the diverse interests and priorities of key stakeholders shape global refugee policy, and to what effect?

 International Summer School in Forced Migration 2013

The summer school is aimed at mid-career or senior policy makers and practitioners involved with humanitarian assistance and policy making for forced migrants. Participants typically include host government officials, intergovernmental and non-governmental agency personnel engaged in planning, administering and co-ordinating assistance.

‘Beyond School Books’ is a wide-ranging and provocative series of radio programmes on education in countries affected by conflict and natural disasters that can be found here

Each segment explores the role of education in the context of humanitarian response to conflict and post-crisis countries. The topics range from the struggle of Iraqi youths to study amidst war to how architecture is making significant strides in school construction and safety. Journalists, education specialists, young people and international figures speak on ways education can be – and has been – used to rebuild hope and foster social transformation in schools and communities. Special attention is paid to the unique experience of girls and young women in these complicated contexts.

Segments are also distributed on the Public Radio exchange for broadcasters and radio stations around the world at: http://www.prx.org/group/UNICEF

If you’re looking to learn more about  refugee research centres around the globe, be sure to add this to your bookmark list!

http://crs.yorku.ca/node/9

2013 Paid Internships

(May-August 2013, and also September 2013-July 2014)

Website: www.romerohouse.org

Attention students or those looking to gain experience in the field of refugee studies and forced migration. Romero House, based in Toronto, is offering paid internships, including housing, food, medical insurance and a stipend of $200/month for spending. This is a great opportunity to experience Toronto, gain work experience and assist refugees.

International and Canadian applicants are welcome to apply, but international applicants must be aware that they will need to apply for a Canadian visa if selected to be an intern.

Romero House is a Christian Based Organization with its foundations in the Catholic tradition. They do not require our participants to be of the same faith.

About the Internship

Romero House Interns and part-time volunteers will not be involved in religious proselytising. Romero House serves political refugees in Toronto, Canada, in an atmosphere of respect and in a spirit of mutual assistance.

Romero House provides transitional housing and assistance to refugees; connecting refugess with a lawyer and assisting with refugee claimant papers; helping to complete immigration medicals; finding literacy tutors; enrolling in English classes, neighbourhood schools and day care; obtaining work permits and access to appropriate social services; registering at the community health clinic; accompanying and translating as needed.

Requirements

• 6-7 Interns are required each year.
• Interns must speak English with proficiency in other languages an asset.
• Internships run 11 months from September-July and 4 months from May-August.
• Interns are given room and board, medical insurance and a stipend of $200/month.
• Please visit their website to obtain more details on the internship program.

Application Deadlines

To apply

1) Send an email to internship@romerohouse.org with a 300-word statement indicating why you are interested in the Internship Program. Please state clearly if you are interested in the full year internship or the summer internship. An application will be forwarded to you.

2) Complete the application, which includes questionnaires to be completed by 3 references.

3) A short list of applicants will be interviewed. Interviews will be completed in person whenever possible.

Applications Are Now Being Received for 2013

Full year internship (September-July): Deadline is January 2013. A select number of candidates will be interviewed in February/March and the final decision will be made in March/April. Applications may be accepted after the official deadline, please contact internship@romerohouse.org for more details.

Summer internship (May-August): Deadline is January 2013. A select number of candidates will be interviewed in February/March and final decisions will be made at the end of March.

Applications may be accepted at other times but we cannot guarantee openings.

Visas

Interns coming from countries which require a visa must begin the process as soon as possible as it can take several months. We cannot guarantee that a visa will be granted.

A note from the INEE Listserve:

We are very excited for the launch of the UN Secretary-General’s Education First campaign on Wednesday, 26 September.