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Education

Jenny Bowen: What China’s Orphans Taught Me About Moving Mountains

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Jenny Bowen is the founder and chief executive officer of Half the Sky Foundation, which strives to enrich the lives of orphaned children in China. A former screenwriter and independent filmmaker, Bowen founded Half the Sky in 1998 in order to give something back to her adopted daughters’ home country and to the many children then languishing behind institutional walls. Half the Sky’s five innovative programs now provide nurturing, family-like care for thousands of children of all ages. In partnership with China’s Ministry of Civil Affairs, Half the Sky has embarked on a groundbreaking Integrated National Training Plan that will eventually make the Half the Sky approach the approved national standard of care for all children in the welfare system.

In 2008, Bowen received the Skoll Award for Social Entrepreneurship. She serves on China’s National Committee for Orphans and Disabled Children and on the Expert Consultative Committee for Beijing Normal University’s Philanthropy Research Institute. She is the author of the recently released memoir, Wish You Happy Forever: What China’s Orphans Taught Me About Moving Mountains.

About REAP

The Rural Education Action Program (REAP) at Stanford is an impact evaluation organization that aims to inform sound education, health and nutrition policy in China. REAP’s goal is to help students from vulnerable communities in China enhance their human capital and overcome obstacles to education so that they can escape poverty and better contribute to China’s developing economy.

The author will be available to sign copies of her book after the event.

Reuben W. Hills Conference Room

Jenny Bowen Founder of Half the Sky Foundation Speaker

Scott Rozelle

Encina Hall East, E404
Stanford, CA 94305-6055

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Faculty Co-director of the Stanford Center on China's Economy and Institutions
Helen F. Farnsworth Endowed Professorship
Senior Fellow at the Freeman Spogli Institute for International Studies
Senior Fellow at the Stanford Institute for Economic Policy Research
scott_rozelle_new_headshot.jpeg PhD

Scott Rozelle is the Helen F. Farnsworth Senior Fellow and the co-director of Stanford Center on China's Economy and Institutions in the Freeman Spogli Institute for International Studies and Stanford Institute for Economic Policy Research at Stanford University. He received his BS from the University of California, Berkeley, and his MS and PhD from Cornell University. Previously, Rozelle was a professor at the University of California, Davis and an assistant professor in Stanford’s Food Research Institute and department of economics. He currently is a member of several organizations, including the American Economics Association, the International Association for Agricultural Economists, and the Association for Asian Studies. Rozelle also serves on the editorial boards of Economic Development and Cultural Change, Agricultural Economics, the Australian Journal of Agricultural and Resource Economics, and the China Economic Review.

His research focuses almost exclusively on China and is concerned with: agricultural policy, including the supply, demand, and trade in agricultural projects; the emergence and evolution of markets and other economic institutions in the transition process and their implications for equity and efficiency; and the economics of poverty and inequality, with an emphasis on rural education, health and nutrition.

Rozelle's papers have been published in top academic journals, including Science, Nature, American Economic Review, and the Journal of Economic Literature. His book, Invisible China: How the Urban-Rural Divide Threatens China’s Rise, was published in 2020 by The University of Chicago Press. He is fluent in Chinese and has established a research program in which he has close working ties with several Chinese collaborators and policymakers. For the past 20 years, Rozelle has been the chair of the International Advisory Board of the Center for Chinese Agricultural Policy; a co-director of the University of California's Agricultural Issues Center; and a member of Stanford's Walter H. Shorenstein Asia-Pacific Research Center and the Center on Food Security and the Environment.

In recognition of his outstanding achievements, Rozelle has received numerous honors and awards, including the Friendship Award in 2008, the highest award given to a non-Chinese by the Premier; and the National Science and Technology Collaboration Award in 2009 for scientific achievement in collaborative research.

Stanford Center on China’s Economy and Institutions

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Faculty affiliate at the Center on Democracy, Development, and the Rule of Law
Faculty Affiliate at the Walter H. Shorenstein Asia-Pacific Research Center
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Factors Affecting the Quality of Engineering Education in the Four Largest Emerging Economies

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Journal Articles
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Subtitle
A huge increase in engineering graduates from the BRIC countries in recent decades potentially threatens the competitiveness of developed countries in producing high value-added products and services, while also holding great promise for substantially increasing the level of global basic and applied innovation. The key question is whether the quality of these new BRIC engineers will be high enough to actualize this potential. The objective of our study is to assess the evolving capacity of BRIC higher education systems to produce qualified engineering graduates. To meet this objective, we compare developments in the quality of undergraduate engineering programs across elite and non-elite higher education tiers within and across each BRIC country. To assess and compare the quality of engineering education across the BRIC countries, we use multiple sources of primary and secondary data gathered from each BRIC country from 2008 to 2011. In combination with this, we utilize a production function approach that focuses on key input-, process- and outcome-based indicators associated with the quality of education programs. Our analysis suggests that in all four countries, a minority of engineering students receives high quality training in elite institutions while the majority of students receive low quality training in non-elite institutions. Our analysis also shows how the BRIC countries vary in their capacity to improve the quality of engineering education.
Journal Publisher
Higher Education
Authors
Prashant Loyalka
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