Publications by Type: Report

Leaning, Jennifer. 2014. The Political Origins of Health Inequity: Prospects for Change. The Lancet. 383rd ed. The Lancet–University of Oslo Commission on Global Governance for Health, 630–67. Publisher's VersionAbstract

Despite large gains in health over the past few decades, the distribution of health risks worldwide remains extremely and unacceptably uneven. Although the health sector has a crucial role in addressing health inequalities, its eff orts often come into confl ict with powerful global actors in pursuit of other interests such as protection of national security, safeguarding of sovereignty, or economic goals. This is the starting point of The Lancet–University of Oslo Commission on Global Governance for Health. With globalisation, health inequity increasingly results from transnational activities that involve actors with diff erent interests and degrees of power: states, transnational corporations, civil society, and others. The decisions, policies, and actions of such actors are, in turn, founded on global social norms. Their actions are not designed to harm health, but can have negative side effects that create health inequities. The norms, policies, and practices that arise from global political interaction across all sectors that affect health are what we call global political determinants of health.

Nye, Joseph S., Jr. 2014. The Regime Complex for Managing Global Cyber Activities. The Centre for International Governance; Global Commission on Internet Governance. Publisher's VersionAbstract

When we try to understand cyber governance, it is important to remember how new cyberspace is. "Cyberspace is an operational domain framed by use of electronics to...exploit information via interconnected systems and their associated infra structure" (Kuehl 2009). While the US Defense Department sponsored a modest connection of a few computers called ARPANET (Advanced Research Projects Agency Network) in 1969, and the World Wide Web was conceived in 1989, it has only been in the last decade and a half that the number of websites burgeoned, and businesses begin to use this new technology to shift production and procurement in complex global supply chains. In 1992, there were only a million users on the Internet (Starr 2009, 52); today, there are nearly three billion, and the Internet has become a substrate of modern economic, social and political life. And the volatility continues. Analysts are now trying to understand the implications of ubiquitous mobility, the "Internet of everything" and analysis of "big data." Over the past 15 years, the advances in technology have far outstripped the ability of institutions of governance to respond, as well as our thinking about governance.

Airoldi, Adele. 2014. The European Union and the Arctic: Developments and Perspectives 2010–2014. Copenhagen: Nordisk Ministerråd. Publisher's VersionAbstract

The report analyses the policy statements on Arctic issues released from 2010 by the EU institutions and the EU’s role-building in the Arctic political framework, notably the Arctic Council. It describes how the EU’s role in the Arctic is seen in strategies and policy papers of Member States, and reports on the EU’s relations with other Arctic actors, particularly indigenous peoples. It gives an overall view of the status of the main EU policies with relevance for the Arctic and identifies the main challenges the EU has to face for progressing to an integrated and coherent Arctic policy.

Khanna, Tarun. 2013. Kumbh Mela: India's Pop-up Mega-city. Harvard Business School. Publisher's Version
Cohen, Dara Kay, Amelia Hoover Green, and Elisabeth Jean Wood. 2013. Wartime Sexual Violence: Misconceptions, Implications, and Ways Forward. United States Institute of Peace. Washington, DC: United States Institute of Peace. United States Institute of Peace WebsiteAbstract
  • Wartime rape is neither ubiquitous nor inevitable. The level of sexual violence differs significantly across countries, conflicts, and particularly armed groups. Some armed groups can and do prohibit sexual violence. Such variation suggests that policy interventions should also be focused on armed groups, and that commanders in effective control of their troops are legally liable for patterns of sexual violence they fail or refuse to prevent.
  • Wartime rape is also not specific to certain types of conflicts or to geographic regions. It occurs in ethnic and non-ethnic wars, in Africa and elsewhere.
  • State forces are more likely to be reported as perpetrators of sexual violence than rebels. States may also be more susceptible than rebels to naming and shaming campaigns around sexual violence.
  • Perpetrators and victims may not be who we expect them to be. During many conflicts, those who perpetrate sexual violence are often not armed actors but civilians. Perpetrators also are not exclusively male, nor are victims exclusively female. Policymakers should not neglect nonstereotypical perpetrators and victims.
  • Wartime rape need not be ordered to occur on a massive scale. Wartime rape is often not an intentional strategy of war: it is more frequently tolerated than ordered. Nonetheless, as noted, commanders in effective control of their troops are legally liable for sexual violence perpetrated by those troops.
  • Much remains unknown about the patterns and causes of wartime sexual violence. In particular, existing data cannot determine conclusively whether wartime sexual violence on a global level is increasing, decreasing, or holding steady. Policymakers should instead focus on variation at lower levels of aggregation, and especially across armed groups.
USIP Special Report 323
Dryden-Peterson, Sarah. 2011. Refugee Education: A Global Review. UNHCR - Refugee Education: A Global Review. United Nations High Commissioner for Refugees (UNHCR), 95. Publisher's VersionAbstract

The provision of educational opportunities is one of the highest priorities of refugee communities. Refugee mothers, fathers, and children the world over emphasise that education is “the key to the future,” that it will help bring peace to their countries, that despite not knowing “what will happen tomorrow,” education brings stability and hope. Access to education is a basic human right and is linked to poverty reduction, holding promises of stability, economic growth, and better lives for children, families, and communities. In 1948, the Universal Declaration of Human Rights recognised compulsory primary education as a universal entitlement. The 1979 Convention on the Elimination of All Forms of Discrimination Against Women (United Nations, 1979) called for no discrimination in educational provision for men and women, and the 1989 Convention on the Rights of the Child (CRC) affirmed the right of all children, regardless of status, to free and compulsory primary education, to available and accessible secondary education, and to higher education on the basis of capacity (United Nations, 1989, Article 28). The right to education for refugees is articulated in Article 22 of the 1951 Convention relating to the Status of Refugees, resolution 64/290 (July 2010) of the Human Rights Council of the United Nations General Assembly on the right to education in emergencies (United Nations, 2010a), and in the draft resolution to the Human Rights Council on the right to education for refugees, migrants and asylum seekers (June 2011) (United Nations, 2010b).

Refugee Education: A Global Review (UNHCR)
Dryden-Peterson, Sarah. 2009. Barriers to Accessing Primary Education in Conflict-Affected Fragile States. Final Report. Save the Children International. Save the Children. Publisher's VersionAbstract

Current educational policy and practice are failing the 77 million out-of-school children globally, 41 million of whom live in conflict-affected fragile states (CAFS). This research seeks to identify the factors affecting access to primary education for children in CAFS and to define the mechanisms by which certain factors act as barriers. It does so through a comprehensive review of the literature and field-based case studies of access barriers in Afghanistan and Democratic Republic of Congo (DRC). Most of the literature describes approaches to increasing access that address supply- and demand-side solutions separately. This study suggests the need to integrate supply- and demand-side thinking on both access barriers and the interventions designed to overcome them. The paper will recommend existing and promising practices that, within a framework of intersecting barriers, could become viable solutions to expanding primary school access in CAFS.

Barriers to Accessing Primary Education in Conflict-Affected Fragile States (Save the Children)