Katia Radja

Destabilising identity structures: The impacts of domestic and international policy programs in the 1994 Rwanda genocide

Purpose - To analyze the impact of policy on peoples identities, and the conflicts which can result from this. Design/methodology/approach - The case of the Rwanda genocide is used to examine identity disturbances related to policies. Findings - Identity adjustments generated by policies can have devastating effects such as genocide. This raises the issue of national decision makers responsibilities as well as those of the international institutions advocating and enforcing such policies. Research limitations/implications - This study implies that we need to consider the impacts of policies on peoples identities and to extend such empirical research. Practical implications - The issue of institutions responsibilities must be discussed, for both national and international institutions; and a precautionary principle in decision making must be set for expert advisors. Originality/value - The paper addresses the links between economic policies and their effects on individual identity, an area which has not yet been examined in economic studies.

Rethinking Access to Education through the Capability Approach: The Case of Street Children

As emphasized in previous chapters, education is considered by children as one of the most important dimension of their well-being. The intrinsic and instrumental value of education and its role in children’s evolving capabilities means it is often at centre of policy approaches for children (for example, as in the Millennium Development Goals). The aim of this chapter is to apply the capability approach (CA) framework in order to assess policies towards education and, in particular, access to education.

Which Professionalizing Education Programmes for Which Sustainable Development

This article is concerned with professional needs emerging from the French labour market and their implications in terms of university training. The authors carry out their analysis by looking at the implications for sustainable development. In particular, the paper emphasizes how educational programmes can be built to provide sustainable employability for students. University vocational programmes are conceived using the skills-based approach, considering such programmes as an intersection between knowledge and activities in terms of skills. After having set out in detail their analytical framework (definition of sustainable development, the skills approach and the notion of sustainable employability), the authors provide a methodology for addressing the links between job activities, skills and training schemes. This methodology consists of several steps: first, they identify job sectors and levels of management; second, they translate jobs into key skills; third, they build educational programmes based on these key skills. The paper emphasizes the multidimensionality of the approach and its contribution to our understanding of the relationship between the missions of universities, professional needs and individuals professional paths.