The Program on Human Rights at the Center on Democracy, Development, and the Rule of Law, together with Stanford Summer Session are proud to offer a special session on human rights June 25 - July 25, 2012.  The new course entitled, New Global Human Rights presents the question of human rights from an interdisciplinary perspective, taking into account the 21st century context, which requires that both state and non-state actors are included in the movement for rights for all. The course will examine emerging trends in international human rights with an analysis of new categories of human rights victims, actors, and technologies. Other related courses will be offered to allow students to build a summer schedule that allows them to engage in the academic study of human rights in a truly transformative way.

Helen Stacy, director of the Program on Human Rights will teach the course which draws on the expertise of leading figures in the field of human rights. Keynote speakers include Fatou Bensouda, chief prosecutor of the International Criminal Court (ICC), and the former solicitor-general, attorney-general, and Minister of Justice of The Gambia. Last December, Bensouda was elected as the new ICC chief prosecutor and is the first African to hold a top position at the ICC. According to Stacy, “Her (Bensouda's) visit to Stanford is a unique opportunity for the Stanford community to learn about the continuity of the work of the ICC from someone who is genuinely concerned about human rights issues,” said Stacy.

Philip Gourevitch, an American author and journalist will also speak at the summer course. Gourevitch has written feature stories and books documenting global human rights abuses, including; the aftermath of genocide in Rwanda and Cambodia, the dictatorships of Mobutu Sese Seko in Congo and Robert Mugabe in Zimbabwe; the Tamil Tigers in Sri Lanka; and the abuses committed at Abu Ghraib prison in Iraq. “Gourevitch has reported on some of the major and current human rights issues across the globe, " said Stacy, "To hear him speak is the closest we can get the primary account on these situations.”

This course is cross-listed in POLISCI, IPS, and INTNLREL, and open to registered Summer Session students (including Stanford students who register for units in the summer) who wish to explore courses outside their major, or simply accelerate their degree program. They will be joined by students from around the world who are invited to experience campus life at Stanford. To find out more information or to apply, please visit summer.stanford.edu.

Recent news from Caixin.net

To illustrate the worst-case scenario for China in the near future, Scott Rozelle pulls up a picture from Mexico. It's a completely barren manufacturing warehouse, abandoned after wages in Mexico rose to more than four dollars per hour.

Following its manufacturing moment in the 1980s, Mexico has been struggling to create jobs in part because 40 percent of its workers lack a high school education, the Stanford University Professor of Economics said.

Contrast this to South Korea, where almost the entire workforce has attained a high school degree. After manufacturing jobs left South Korea in the 1980s, he said, well-educated workers were able to upgrade to technical jobs like chip manufacturing and computer assembly.

The question for China is: South Korea or Mexico? Rozelle said.

With rising labor costs, China is under pressure to upgrade from low-cost manufacturing to high-tech production. But it's still an open question as to whether China's labor force will have the education levels to take on these new roles, or if the jobs will move elsewhere as they did from Mexico in the last few decades.

The odds are stacked against China. In some parts of the country, China's labor force more resembles Mexico's than South Korea's, with about 40 percent of workers in the poorest rural areas (China's 592 "nationally-designated poor counties," as deemed by China's anti-poverty authorities) lacking a high school education, Rozelle said.

Furthermore, the financial hurdles to attaining higher education are the highest in the world, illustrated most recently by a series of studies conducted by the Rural Education Action Project (REAP)—an umbrella group that includes Rozelle's Stanford University, Tsinghua University, the Chinese Academy of Sciences, Peking University and the Xi'an-based Northwest University.

In one REAP study of 62 nations, China claimed the highest tuition price for public rural high schools: $160 per student per semester, not including costs like housing and everyday living expenses. This is nearly three times the world's second-highest tuition in Indonesia, which also fully subsidizes the education costs of children under the poverty line.

It's also a stark contrast to the fact that the vast majority of nations—93 percent of those studied—fully subsidize education, including places like Brazil, India and Kenya.

The high costs of education will become even more problematic, Rozelle said, once China's economy begins to restructure towards higher-value production. If the skill levels of the labor force cannot keep up, China will be caught in a middle-income trap, he said, possibly leading to high unemployment and social strife—not unlike what is plaguing Mexico now, he said.

Even a small subsidy could push thousands of students into high school. In REAP's most recent study, Rozelle and his colleagues took 250 junior high classes in Shaaxi Province and selected the two poorest students from each, providing one with a 1,500 to 2,500 yuan subsidy. The survey revealed that 51 percent of students who had received the subsidy were admitted to high school in the fall of 2010, while only 38 percent without the subsidy enrolled.

To some degree, the Chinese government has recognized the importance of limiting the costs of education. In 2009, officials enacted a policy to reduce high school tuition costs, providing 20 percent of students in central regions and 30 percent in the China's western parts with scholarships ranging between 1,000 and 3,300 yuan annually.

But the policy has proved somewhat illusory: In its 2011 survey of more than 3,000 students in Shaanxi Province, REAP discovered that less than five percent of the targeted students had actually received the subsidies.