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This book explores the interlinkages between copyright and tertiary education regimes, and their complementary roles for sustainable human development. Emphasizing issues that are not addressed in-depth in the existing works, this book employs a new theoretical perspective in order to inform the exploration of the interlinkages through the lens of human development. To this effect, the book adopts the capabilities approach (CA) as an inclusive development framework that is suitable for examining the interfaces among copyright, tertiary education, and human development in Ethiopia.
This book explores the interlinkages between copyright and tertiary education regimes, and their complementary roles for sustainable human development. Emphasizing issues that are not addressed in-depth in the existing works, this book employs a new theoretical perspective in order to inform the exploration of the interlinkages through the lens of human development. To this effect, the book adopts the capabilities approach (CA) as an inclusive development framework that is suitable for examining the interfaces among copyright, tertiary education, and human development in Ethiopia. Sileshi Bedasie Hirko holds a PhD in Law from the University of Ottawa, Canada. Hirko is a former Assistant Professor of Law at Haramaya University, Ethiopia, and served as a Postdoctoral Research Fellow at University of Ottawa, Canada as well as a Queen Elizabeth II Diamond Jubilee Advanced Scholar at Open African Innovation Research Organization (Open AIR) in Canada.
Complex geopolitical debate surrounds the role of intellectual property (IP) in advancing and achieving the UN’s Sustainable Development Goals (SDGs). Summarising and advancing this discourse, this prescient Companion is a thorough examination of how IP law interacts, influences and impacts each of the seventeen SDGs.
This book explores the interface between copyright and higher education, and their complementarities for the advancement of sustainable human development. In its broader sense, the concept of human development is noted as a set of freedoms and human capabilities that are essential for human flourishing. Adopting a rights-based human development and capability approach (HDCA), this book primarily examines the relevant policy and legal flexibilities under the existing international copyright system, and their implications for access to knowledge required for creative innovation and higher education. Exploring the interfaces between copyright and higher education, this book argues that an unbalanced and restrictive copyright system impedes reasonable access to knowledge, and stifles creative and learning freedoms or capabilities. In effect, a restrictive copyright system results in serious ramifications for sustainable human development. In view of its findings, this book underscores the need for rethinking copyright and reframing its relevant flexibilities as users' rights that are vital for promoting creative and learning capabilities towards sustainable human development. Further, the book emphasizes the complementarities between copyright and higher education, and their joint roles for sustainable human development. Given its application of the HDCA to explore ranges of interlinked topics, this book will be of a great interest to researchers across the fields of intellectual property law, innovation, global development, human rights, and higher education.
This research handbook provides meaningful coverage on current trends in the dynamic education systems of Africa. It presents the main findings on current issues in the education systems from different African countries. Specifically, it examines education policies and what can be done differently by African nations to strengthen these policies. The objective is to highlight African nations’ capacity to address issues of social justice to generate ideas that can help translate the increasing strengths of the continent into achieving sustainable development.
Within this parameter, the main objective of the FSS research project was to identify the regulatory framework, institutional arrangements and established practices pertaining to governance, academic freedom and conditions of service of higher-education t
A provocative investigation into the root causes of the Ethiopian political upheavals in the second half of the twentieth century. During the 1960s and early 1970s, a majority of Ethiopian students and intellectuals adopted a Marxist-Leninist ideology with fanatic fervor. The leading force in an uprising against the imperial regime of Emperor Haile Selassie, they played a decisive role in the rise of a Leninist military regime. In this original study, Messay Kebede examines the sociopolitical and cultural factors that contributed to the radicalization of the educated elite in Ethiopia, and how this phenomenon contributed to the country's uninterrupted political crises and economic setbacks since the Revolution of 1974. Offering a unique, insider's perspective garnered from his direct participation in thestudent movement, the author emphasizes the role of the Western education system in the progressive radicalization of students and assesses the impact of Western education on traditional cultures. The most comprehensive study of the role of students in modern Ethiopian political history to date, Radicalism and Cultural Dislocation in Ethiopia, 1960-1974 opens the door for discussion and debate on the issue of African modernization and the effects ofcultural colonization. Messay Kebede is Professor in the Department of Philosophy at the University of Dayton and is author of Survival and Modernization -- Ethiopia's Enigmatic Present: A Philosophical Discourse [1999].
This book discusses reforms that should be undertaken in secondary education to support Ethiopia s transition from a low- to middle-income economy. The most critical reform identified is the introduction of a flexible curriculum that serves the needs of all students, including those who may not pursue higher education.