The Stanford Humanities Center and the Freeman Spogli Institute for International Studies (FSI) are pleased to announce that four international scholars have been chosen to come to Stanford in 2010-11 as part of a jointly sponsored international program entering its second year. Nominated by Stanford departments and research centers, the international scholars will be on campus for four-week residencies. They will have offices at the Humanities Center and will be affiliated with their nominating unit, the Humanities Center, and FSI.

A major purpose of the residencies is to bring high-profile international scholars into the intellectual life of the university, targeting scholars whose research and writing engage with the missions of both the Humanities Center and FSI.

The following four scholars have been selected for the upcoming academic year.

• Anies Baswedan, currently President of Paramadina University in Jakarta, is a leading intellectual figure in Indonesia. In 2008, the editors of Foreign Policy named him one of the world's "top 100 public intellectuals." As an advisor to the Indonesian government, he is a leading proponent of democracy and transparency in Indonesia, a creative thinker about Islam and democracy, as well as a charismatic leader in the educational field. He was nominated by the Abbasi Program in Islamic Studies.
• Stephane Dudoignon is a political scientist/senior research fellow at the EHESS in Paris. He is one of the world's leading scholars of Muslim politics and societies from the Caucasus to Central Asia. He is the author of pioneering work on Muslim movements, including the historical study of Sufi networks from the Volga River to China, Muslim intellectuals' debates about gender, and modern Sunni revivalist movements in Eastern Iran. While on campus, he will give lectures on Islam in Eurasia and Iran, among other things. He was nominated by CREEES, the Center for Russian, East European and Eurasian Studies.
• Monica Quijada is a high-profile public intellectual and historian of Spain and Latin America at the Consejo Superior de Investigaciones Cientificas (CSIC) in Madrid. Her engagement with the UN in Argentina (working with refugees) and her directorship of the investigation carried out in the late 1990s regarding Nazi activities during the Second World War and in post-war Argentina shows her commitment to the public space. She has written extensively on dictatorship, populism, and war and their effect on the public sphere in Argentina and Spain as well as on the relationship between nineteenth-century Latin American states and their indigenous populations. She was nominated by the History Department and the Center for Latin American Studies.
• Patrick Wolfe is a historian at La Trobe University in Melbourne, Australia. He is a premier historian of settler colonialism, currently working on a comparative transnational history of settler-colonial discourses of race in Australia, Brazil, the United States, and Israel/Palestine. While at Stanford, he will give lectures based on his core work on Australia and also on his forthcoming book Settler Colonialism and the American West, 1865-1904 (Princeton University Press). He was nominated by the Bill Lane Center for the American West.

While at Stanford, the scholars will offer informal seminars and public lectures and will also be available for consultations with interested faculty and students. For additional information, please contact Marie-Pierre Ulloa, mpulloa@stanford.edu.

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Read below for a summary of the proposed study.

Investment in Vocational vs. General Schooling: Evaluating China’s Expansion of Vocational Education and Laying the Foundation for Further Vocational Education Evaluation

A key policy question in developing countries, including China, is how to balance investments between vocational and general education in a way that supports economic growth and reduces social inequality. There is no definitive study in any developing country on the returns to vocational education and training (VET). In the absence of information on how VET might affect the earnings of workers, it is unclear if recent efforts of the Chinese government to expand VET are sound. If the returns are negligible, the government might consider slowing the expansion or improving the quality of VET.

Additionally, it is estimated that only about 40% of the students that graduate from junior high school in poor, rural areas continue with their studies; the rest enter the unskilled labour force. Why are these rates so low? Surprisingly, little is known about the factors that keep students out of school. There is no systematic study of what is working in VET and what is not. Despite the rapid expansion of VET, China has set up few mechanisms to evaluate the quality of VET programs.

The goal of this project is to help the Chinese government evaluate the effectiveness of the expansion of VET. It aims to provide empirical evidence on the returns to VET; the factors that might keep disadvantaged students from receiving quality schooling; and measure the quality and cost-effectiveness of VET programs.

This study will estimate the returns from VET versus general schooling using various “quasi-experimental” methods. It will follow a randomized control trial design and randomly assign junior high students to programmes that provide vouchers for VET schooling, vouchers for academic schooling, and academic counselling for students to become better informed about their schooling/employment options. The project will assess if students work harder, perform better and matriculate to academic high school and VET at higher rates when they have sufficient financial aid and counselling. Finally, it will also develop an Entrance/Exit Examination that can be used by principals of VET institutions and local officials in charge of VET to assess the quality of their programs. The findings of these quality studies of VET will be useful in influencing policy on one of China’s most debated education issues.

In mid April, FSI convened a special conference on Technology, Governance, and Global Development, to examine how technical innovation solves, or fails to solve, the problems of chronic global underdevelopment.  Experts from business, medicine, philanthropy, academia, government and non-governmental organizations, along with young Stanford alumni, addressed technology's ability to help secure gains in health, economic development, agricultural innovation, food security, and human development.

With a wealth of expertise and on-the-ground experience, panelists tackled central issues and engaged in spirited debate, animated by moderator Philip Taubman.  "The Promise of Information and Communications Technology" examined whether technology can transform lives of individuals, even in poorly governed countries, finding encouraging evidence in technology-based medical and health services and novel approaches to economic development, including sharing vital information and banking via mobile phones. 

A panel of young Stanford alumni discussed their entrepreneurial efforts that led to the development of a low-cost, lifesaving incubator for low birth weight babies, the FACE AIDS program begun at Stanford that now has 20 chapters and has contributed some $2 million for treatment of people with AIDS in Africa, a new Global Health Corps to train health care workers, and other innovations to save lives in underserved areas.

Condoleezza Rice, former Secretary of State and National Security Advisor, gave the lunchtime keynote with a focus on why democracies are more effective and ultimately more efficient in delivering economic development. Democracies are better at protection of rule of law and property rights, she noted. Democracies are less corrupt, more in touch with their people, more stable, and better able to deliver the benefits of human capital development, health, and education to their population as a whole.

A third panel on "Governance, Innovation, and Service Delivery" addressed how innovative institutions and technologies could overcome poor governance and deliver needed services in underdeveloped regions. "Despite extraordinary growth in our technical capacity to prevent and treat child illness and death, we are seeing stagnation or a rise in mortality rates of children under five in some areas," said pediatrician Paul Wise. "This reflects gross failures in delivering highly efficacious health interventions." Some 9 million children still die each year, and 65 percent of child deaths in unstable areas are preventable, he noted. Wise has launched a new program to improve child health in areas of unstable governance through new integrated technical and political strategies.

A fourth session on "Creative Markets for Technical Innovation" honed in on the institutions, innovations, and incentives needed to stimulate development of products and services that address the needs of the poor. Panelists focused on pharmaceuticals, agricultural innovation, use of mobile technologies to share information on best practices, improved food security through innovative technology - such as solar-powered irrigation to expand growing seasons, crops, and incomes, and the development of human capital in China through rigorous evaluation, field trials, and nutritional intervention.

Among the experts addressing these vital issues were Google.org's Megan Smith, BP Solar's Reyad Fezzani, Center for Global Development President Nancy Birdsall, Gates Foundation Director of Agricultural Development Sam Dryden, Gilead Science's Clifford Samuel, dynamic Stanford alumni Nava Ashraf ‘97, Jared Cohen ‘04, Jane Chen ‘08, and Jonny Dorsey ‘07, and FSI's Coit D. Blacker, Joshua Cohen, Stephen D. Krasner, Paul H. Wise, Rosamond L. Naylor, and Scott Rozelle.

FSI Payne Lecturer Bill Gates, Co-chair of the Bill & Melinda Gates Foundation and Chairman, Microsoft, gave an address on "Giving Back: Finding the Best Way to Make a Difference."  He urged students to become involved in the central issues of global health—including the need to reduce child mortality through more vaccines and better delivery systems—and education, saying we need to find out "what works" and use the Internet to share lessons learned globally.

"We need to shift talent toward bigger needs," Gates said, urging students to provide the passion and ideas to drive us forward in health, education, and energy.  To make a difference, Gates advised, "Get your hands dirty, do the hard work in the actual environment, early in your career."  Telling students that he is looking for "great ideas," he challenged them to post answers on the Gates Foundation Facebook wall to three questions: What problems are you working on? What draws you in? How will you draw other people in to work on solutions to the world's great challenges.