International Development

FSI researchers consider international development from a variety of angles. They analyze ideas such as how public action and good governance are cornerstones of economic prosperity in Mexico and how investments in high school education will improve China’s economy.

They are looking at novel technological interventions to improve rural livelihoods, like the development implications of solar power-generated crop growing in Northern Benin.

FSI academics also assess which political processes yield better access to public services, particularly in developing countries. With a focus on health care, researchers have studied the political incentives to embrace UNICEF’s child survival efforts and how a well-run anti-alcohol policy in Russia affected mortality rates.

FSI’s work on international development also includes training the next generation of leaders through pre- and post-doctoral fellowships as well as the Draper Hills Summer Fellows Program.

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This five day intensive program for a select group of mid- and high-level African government officials and business leaders is designed to address how government can encourage and enable the private sector to play a larger, more constructive role as a force for economic growth and development. A driving principle of this LAD-Strathmore program is that policy reform is not like engineering or other technical fields that have discrete skills and clear, optimal solutions. Instead, successful reformers must be politically aware and weigh a broad range of factors that influence policy outcomes. For example, they must have a solid grasp of country-specific economic, financial, political and cultural realities. Most importantly, they must have a sense of how to set priorities, sequence actions and build coalitions. This program is designed to provide participants with an analytical framework to build these leadership abilities and operate effectively under adverse conditions. 

Nairobi, Kenya

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This workshop course is designed to develop skills that faculty in policy-focused universities and training institutions can use both to develop interactive and participant-centered teaching styles and to help faculty develop skills in case writing. The first two days mostly involve "how to" lessons on both teaching and writing, interspersed with activities where the participants work in teams to do things like prepare case teaching plans and class openings that they present to all of the participants. The initial emphasis is on case teaching, since before participants can write a successful case, they must understand how learning in a case-oriented classroom takes place.  The workshop includes case discussions on several existing cases, combined with a “post-mortem” of what worked and what did not in both the written case and the case discussion. We discuss core teaching strategies including development of time management plans, whiteboard management plans, how to pose opening questions, “cold-calling” versus “warm calling,” and how to close a case-discussion class with “Take-Aways." In discussing case-writing, the course addresses issues such as how to decide on a case theme and learning objectives, what material should be included and left out (or relegated to appendices), and how to build participant engagement into the way a case is written.  Later workshop sessions will include topics such as how to write multi-player simulation exercises that have students play roles of participants in the policy situation.

Lviv, Ukaine

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FSI HOSTS PANEL ON MIDDLE EAST BUSINESSES DURING GLOBAL ENTREPRENEURSHIP SUMMIT AT STANFORD

Startup culture is growing fast in the Middle East, despite what you have (or more likely, haven’t) heard about the region.

“There have been at least two startup conferences this year that got 5,000 people each,” said venture investor Christopher Schroeder. “If it had been 10,000 people in the Middle East getting together to talk about the Muslim Brotherhood, I guarantee you would have heard about it.”

Together with Michael McFaul, Condoleezza Rice, and Stephen Hadley, Schroeder introduced one of the first partner events of the seventh annual Global Entrepreneurship Summit. The panel, titled “From the Valley to the Wadi: How Entrepreneurship is Making the Middle East More Peaceful, More Stable and More Prosperous,” was organized by Stanford’s Freeman Spogli Institute for International Studies and the Atlantic Council’s Rafik Harari Center for the Middle East. The theme that quickly emerged, given the confluence of former Cabinet members and experienced businesspeople, was the role of government in economic growth.

FSI director McFaul, formerly the US ambassador to Russia, welcomed the audience to Stanford (this year’s GES host) and introduced former secretary of state Condoleezza Rice. Rice described the connection between prosperity and democratic development – which, as she pointed out, is not a quick or easy process. “Today people think of the US as a consolidated democracy, but they forget that it took us time to get there,” she said. “The Constitution I swore to uphold as Secretary of State originally treated my ancestors as three-fifths of a man.”

Hadley, who served as national security advisor to President George W. Bush, moderated a discussion with successful entrepreneurs from the MENA (Middle East and North Africa) region to challenge stereotypes, candidly discuss problems, and offer solutions for growth. Rice noted in her introduction that countries like Saudi Arabia must include the half of their potential workforce – women – whose economic participation is currently restricted. However, panelist Ruba Al Hassan, a UAE entrepreneur and founder of the Global Youth Empowerment Movement, reminded the audience that about 25% of MENA entrepreneurs are women, compared to 18% in Silicon Valley.

The panel discussed the roles that policy can and cannot play in economic development. “The government can help the private sector by focusing on education,” said Ahmed Alfi, whose Cairo-based venture capital firm Sawari Ventures has funded an online education platform used by millions of refugees around the region. “There is no such thing as ‘not enough money for education’ – only the misallocation of funds.”

Ala’ al Sallal, who grew up a refugee in Jordan and founded online retailer Jamalon, cautioned against resting all hopes for change in the private sector. “Businesses are not social problem solvers; when we can’t operate in one market, we move to another,” he said. While the panelists agreed with an audience member’s comment that economic growth in the Middle East is bottom-up, not top-down, they also pointed out that policy issues such as open borders, special economic zones and public infrastructure play a critical role in creating the conditions for entrepreneurship to flourish.

Follow @fsistanford on Twitter for details of this and other events at the Freeman Spogli Institute for International Studies at Stanford University.

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“Vic-TOR-ia!” Fátima cried, a grin lighting up her face. The 5-year-old had become fast friends with Stanford medical student Tori Bawel almost instantly after Bawel arrived in San Lucas Tolimán. After giving piggy-back rides to Fátima, a career in global pediatrics changed from a distant wish to a developing reality for Bawel.

Bawel is one of a few lucky medical students to travel with Stanford pediatrician Paul Wise, MD, MPH, to San Lucas Tolimán, a town in the mountains of rural Guatemala that serves as a base for his work to improve nutrition for local children. Once she completes her medical training, Bawel plans to devote her life to improving health in underserved areas.

“As an elementary school student, I was really compelled by issues of social justice,” she said. “I hope that over the course of my lifetime, I’m able to make a difference like physicians have done here in Guatemala and around the world.”

Every summer, Wise, a professor of pediatrics and a Stanford Health Policy core faculty member, takes a handful of undergraduates to the communities around San Lucas to learn about the Rural Guatemala Child Health and Nutrition Program. A collaboration between Stanford and a group of local health promoters, the program uses nutritional supplements and health education to save the lives of children under five. The students follow the promoters on house visits, help them measure the weight and height of children and gain an understanding of how the program helps the rural communities.

“We feel it is part of our educational mission,” said Wise. “We want to grow people who will make a difference, and part of that is providing them opportunities to do so.”

Bawel’s experience reinforced her desire to engage in global health work: “It’s inspired me and motivated me to want to give my life, like Wise, to… serving in areas of the world with the greatest need.”

Meeting Guatemalan students who overcame economic difficulties to study medicine — like Flor Julajuj — was also deeply moving for Bawel. Very few in rural Guatemala have the opportunity to pursue higher education or good health care. But with some help from Wise, Julajuj was able to attend medical school; just this month, she graduated from the University of San Carlos in Guatemala City.

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“It’s been a great opportunity,” said Julajuj. “It’s changed my life.”

Most, though, are not so lucky; Bawel also encountered two young women who dream of becoming physicians but cannot afford medical school. Meeting the young, ambitious women “makes me want to empower them with the education and opportunities I have had,” said Bawel.

Wise, meanwhile, will continue to each Stanford students about ways to help these communities.

“They see the poverty, but they also begin to understand why being a great doctor or a great diplomat or a great economist will serve the interests of people down here if done well,” he said. “We want them to go back to whatever field they’re interested in, committed to gaining skills and then using them to serve the needs and the rights of people in places like San Lucas.”

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A British exit from the European Union would slow economic growth, reduce Europe's impact in world politics, and strengthen regimes such as Russia's that prefer a weaker, less united Europe, Stanford expert Christophe Crombez says.

The United Kingdom would lose more than it would gain if it left the European Union, a Stanford scholar said.

So would other European nations, and the real winners would be countries that seek to divide European unity, said Christophe Crombez, a consulting professor in Stanford’s Europe Center in the Freeman Spogli Institute for International Studies.

Britain is holding a referendum on June 23 to decide whether the country should leave or remain in the European Union.

“It would bring but an illusion of sovereignty,” said Crombez, who studies European Union politics, parliamentary systems, political economy and economic analysis of political institutions. He is an economist from Belgium.

The Stanford News Service recently interviewed Crombez on the upcoming vote, known as “Brexit.”

What is Brexit?

The term Brexit refers to the United Kingdom’s withdrawal from the European Union. Article 50 of the Treaty on European Union allows member states to withdraw.

What are the arguments for and against Brexit?

The campaign for the UK to leave the EU uses the following main arguments: leaving would save UK taxpayers money, since the UK is a net contributor to the EU budget; the UK would no longer have to comply with EU laws it does not want, whereas currently it can be outvoted in EU institutions and forced to adopt laws it opposes; and it would allow the UK to better control migration, whereas EU citizens are currently free to move and work throughout the EU.

These three arguments can easily be refuted, however. The UK does indeed contribute to the EU budget, but the benefits it derives from being part of the EU market far outweigh the budgetary contributions. Moreover, (if Britain were to withdraw) the EU would require the UK to pay into its budget, if it wants to remain part of the EU’s internal market, as it has done with Switzerland and Norway.

Also, about half of UK exports are destined for the EU. If the UK were to leave, it would no doubt want to continue to trade with the EU. UK products would have to conform to EU rules for them to be sold in the EU. UK companies that want to export to the EU would thus continue to comply with EU rules. The difference would be that the UK would no longer be involved in setting those EU rules. Post-Brexit, the rules would thus be less to the UK’s liking than prior to it, and UK companies would comply to these less advantageous rules.

Finally, the EU would impose requirements on immigration and free movement of people on the UK in exchange for free trade with the EU, as it has with other countries in similar situations, such as Norway and Switzerland. Moreover, member states may no longer feel inclined to stop refugees from moving on to the UK if the UK were to leave, which may lead to higher rather than lower immigration.

In addition to these arguments, the Britain Stronger in Europe campaign (which supports the UK remaining in the EU) argues that Britain carries more weight in world politics as part of the EU than on its own, in trade negotiations as well as on security issues, and that a united Europe is better at dealing with (Russian President Vladimir) Putin and other authoritarian rulers, terrorist threats and international crime.

What do you think is the best decision for the United Kingdom to make on this vote?

I see no advantages to leaving the EU. It would bring but an illusion of sovereignty – consider the points above. The vote would have a negative impact on growth in the UK and the rest of the EU and, in fact, the world, and it would weaken the UK, the EU and the West in world politics.

What happens economically to Britain if the country leaves the European Union?

Trade and hence gross domestic product would be negatively affected, especially in the short term. Uncertainty would reduce investment and trade. The UK and the EU would be consumed with the negotiations on the break-up for years. This would prevent both the UK and EU from tackling more important economic and security issues. In the long term, the economy would readjust, but the result would be suboptimal.

What happens to the EU if Britain leaves?

The EU is less dependent on trade with the UK than vice versa. There would be an economic impact, but it would be less substantial. The effect would be more significant for a few countries that trade more with the UK, such as Ireland, Belgium and the Netherlands.

Brexit would, however, deliver a major blow to the idea of European unification. It would weaken the EU impact in world politics and strengthen such rulers as Putin and (Turkish President Recep Tayyip) Erdogan in their dealings with the EU.

Could a British exit open up a Pandora’s Box of other EU countries exiting or spark other regional independence movements, like  Catalonia?

That is quite possible. A number of other countries may want to hold referendums on the EU. Moreover, Brexit is likely to lead to a break-up of the UK. Scotland would likely hold another referendum and decide to leave the UK in order to stay in the EU. The same may be true for Northern Ireland in the long run. Scottish secession may then give other EU regions, such as Catalonia, further incentives to secede.

 
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Stanford’s Center on Democracy, Development and the Rule of Law congratulates its undergraduate honors class for completing their original research and undergraduate theses. They graduated from Stanford University on June 12 with honors in their respective disciplines.

Graduates include Vehbi “Deger” Turan, who was awarded the Firestone Medal for his thesis entitled “Augmenting Citizen Participation in Governance through Natural Language Processing.” Turan’s project employed existing literature on democratic participation, case studies and an original algorithm in order to devise a means by which government agencies can evaluate public comments received via the Internet on political issues.

The Firestone Medal for Excellence in Undergraduate Research recognizes Stanford's top ten percent of honors theses in social science, science and engineering among the graduating senior class.

Turan decided to explore this topic shortly after joining the Fisher Family CDDRL Honors Program.

According to the program’s Director Stephen Stedman, “After listening to a research seminar at our Center, Deger believed that he could develop an aggregation tool to help policy makers understand such immense data.”

Francis Fukuyama, the Mosbacher Director of CDDRL also noted, “Deger is perhaps the best example to date of why interschool honors programs are valuable. He is a computer science major who came to us expressing an interest in using his background in artificial intelligence to help solve critical public policy problems.” Fukuyama together with Associate Professor of Political Science Justin Grimmer advised Turan on his honor’s thesis.

Turan will be starting a new position at Atomic Labs’ Zenreach start-up after graduation.

The CDDRL Award for Outstanding Thesis was given to Rehan Adamjee whose thesis explored the different factors at play in choosing between healthcare providers in a rural area of Pakistan.

Adamjee and Turan are just two members of a the 2016 cohort of 11 honors students, many of whom traveled to foreign countries to collect original data, conduct interviews and research their thesis topics. Their topics range from timely case studies on the use of social media as a tool of empowerment to a glimpse at the effects of regional politics on healthcare reform in Post-Soviet Russia.

The 2016 class joins 76 graduates from CDDRL’s honors program since its launch in 2007.

The Fisher Family CDDRL Honors Program trains Stanford students from diverse majors to write theses with global policy implications on a subject related to democracy, development and the rule of law. Students attend a class on research methods the spring quarter of their junior year. During their senior year, in tandem with the CDDRL research community and their faculty advisor, students conduct both local and international research in order to write their theses. Students travel to Washington, DC for the annual honors college to meet policymakers and members of the development community to enrich their thesis topics.

A list of our graduating students along with links to all their theses can be found below.

 

NAMEMAJORTHESIS

Rehan Adamjee

Economics; Public Policy

Advisor: Jayanta Bhattacharya

Anna Blue

International Relations

Advisor: Alberto Diaz Cayeros

Sarah Johnson

Economics

Advisor: Lisa Blaydes

Shang-Ch’uan Li

Materials, Science and Engineering

Advice and Consent: Increase in Malaysian Judges Appointed from the Practicing Bar after the Passage of the Judicial Appointments Commission Act 2009

Advisors: Erik Jensen, Justin Grimmer

Hannah Meropol

Political Science

Advisor: Lisa Blaydes

Jelani Munroe

Economics; Public Policy

Advisor: Pete Klenow

Hannah Potter

International Relations

Advisor: Stephen Stedman

Tebello Qhotsokoane

Public Policy

Advisor: Marcel Fafchamps

Hadley Reid

Human Biology

Advisor: Grant Miller

Paul Shields

International Relations; Slavic Language & Literature

Advisor: Kathryn Stoner

Deger Turan

Computer Science

Advisors: Francis Fukuyama, Justin Grimmer

 

Meet our Class of 2017 

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The graduating class of 2015-2016 CDDRL senior honors students take a group photo with CDDRL Mosbacher Director Francis Fukuyama and the Fisher Family CDDRL Honors Program Director Stephen Stedman. From left to right: Didi Kuo (CDDRL honors program mentor); Jelani Munroe; Stephen Stedman; Tebello Qhotsokoane; Paul Shields; Shang-Ch’uan Li; Hannah Potter; Hadley Reid; Vehbi Deger Turan; Sarah Johnson; Hannah Meropol; Rehan Adamjee; Anna Blue
Alice Kada
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Larry Diamond, the former director of Stanford’s Center on Democracy, Development, and the Rule of Law, was awarded Stanford’s Kenneth M. Cuthbertson Award for exceptional service to Stanford University. Diamond was honored for nearly two decades of enthusiastic service to Stanford alumni, as well as for his visionary leadership as the faculty director of the Haas Center for Public Service. Diamond will receive the award during Stanford’s 125th Commencement ceremony on June 12, 2016. 
 
 
 
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Former National Security Advisor Stepehn Hadley will hold a panel on the Middle East and Entrepreneurship in connection with the 2016 Global Entrepreneurship Summit, sponsored by the Atlantic Council. Hadley will lead the discussion with Michael McFaul, Condoleezza Rice and a panel of Arab entrepreneurs to discuss the Middle East's burgeoning startup scene. 

RSVP required. Please RSVP to this link: http://bit.ly/1WDIXTI

Please note that parking will be extremely limited during the 2016 Global Entrepreneurship Summit at Stanford, the dates of which are June 22-24.

Lane History Corner Room 200-02, Main Quad

450 Serra Mall Stanford, CA 94305

Stephen Hadley Former U.S. National Security Advisor
Condoleezza Rice Professor, Global Business and Economy, Stanford Graduate School of Business; Former U.S. Secretary of State
Michael McFaul Director Director, Freeman Spogli Institute for International Studies; Former U.S. Ambassador to Russia
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The Economist cites research from REAP on how poor nutrition impacts educational performance in rural China. To read the original article, click here.

NO CAR may honk nor lorry rumble near secondary schools on the two days next week when students are taking their university entrance exams, known as gaokao. Teenagers have been cramming for years for these tests, which they believe (with justification) will determine their entire future. Yet it is at an earlier stage of education that an individual’s life chances in China are usually mapped out, often in ways that are deeply unfair.

China’s universities offer more opportunity for social mobility than those in many other countries, says James Lee of Hong Kong University of Science and Technology. But the social backgrounds of those admitted have been changing. Until 1993, more than 40% of students were the children of farmers or factory workers. Now universities are crammed with people from wealthy, urban backgrounds. That is partly because a far bigger share of young people are middle-class. But it is also because rural Chinese face bigger hurdles getting into them than they used to.

The problem lies with inequality of access to senior high schools, which take students for the final three years of their secondary education. Students from rural backgrounds who go to such schools perform as well in the university entrance exams as those from urban areas. But most never get there. Less than 10% of young people in the countryside go to senior high schools compared with 70% of their urban counterparts. The result is that a third of urban youngsters complete tertiary education, compared with only 8% of young rural adults.

Expense is a huge deterrent for many. Governments cover the costs of schooling for the nine years of compulsory education up to the age of around 15. But at senior high schools, families must pay tuition and other expenses; these outlays are among the highest in the world (measured by purchasing-power parity). Many students drop out of junior high school—which is free—because rising wages in low-skilled industrial work make the prospect of staying at school even less attractive. Millions enter the workforce every year who are barely literate or numerate. Poor nutrition is also a handicap. Stanford University’s Rural Education Action Programme has found that a high incidence of anaemia and intestinal worms in rural areas affects educational performance.

In China meritocratic exams have been revered since imperial times, when any man could sit them to enter the civil service. For centuries they enabled the poor but talented to rise to high office. The gaokao is similarly intended to be a great leveller. But society has become increasingly divided between those with degrees and those who never even went to senior high. That will mean growing numbers for whom social advancement will remain a distant dream.

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Secretaries Rice & Albright anchor joint event with the Carnegie Endowment

At FSI in May 2016, Washington DC met Silicon Valley and the results were enlightening.

On May 11 and 12, FSI director Michael McFaul welcomed the Carnegie Endowment for International Peace to Stanford for a series of in-depth discussions on technology and international affairs. Anchored by appearances from Carnegie president William Burns, LinkedIn CEO Reid Hoffman, and former secretaries of state Condoleezza Rice and Madeleine Albright, the inaugural Carnegie Forum on Technology, Innovation and International Affairs offered a close examination of the intersection of geopolitics and technology.

The invitation-only event opened with a fireside chat between Burns and Hoffman, covering questions from China’s digital future to European privacy concerns with U.S. trends in between. Despite waves of nationalism and violent extremism worldwide, Burns struck a note of long-term optimism about the ways in which technology affects individuals’ and nations’ relationships to one another.

On the second day, a lineup of regional and subject-matter experts from Stanford, Carnegie and beyond addressed longstanding concerns in the Middle East, new challenges in Asia, and the myriad opportunities for both connection and conflict offered by rapid technological advances. “We tend to have just one narrative for the Middle East, and that is crisis and conflict,” said venture capitalist Christopher Schroeder, who moderated a discussion among Carnegie and FSI senior scholars on the region. “But I would submit that something else is happening too. Last December I went to a gathering of 5,000 entrepreneurs – the type of event that you would all recognize here in Silicon Valley – but it was in Cairo.”

It was a familiar theme throughout the day, from a forward-looking panel on the growth of Asian economies to a comparison of privacy and cybersecurity issues around the world. Moderated by World Affairs Council CEO Jane Wales, the final panel on “Disrupting International Affairs” featured Carnegie visiting scholar James Rothkopf and Matthew Stepka, the former VP of Google Special Projects.

In an off-the-record keynote conversation, Rice, Albright and Burns discussed the foreign policy highlights of their own tenures and offered candid thoughts on today’s challenges. “In many ways, the digital age poses similar challenges to the nuclear age,” said Burns. “Scholars at Carnegie and at Stanford made profound contributions to the international response to nuclear proliferation. The challenges of the 21st century require the same focus and discipline, the same commitment to understanding divergent international perspectives, and working toward shared solutions.”

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