This empirical article explores how the interaction between two key aspects of statebuilding (democratisation and decentralisation) and existing forms of governance in the Democratic Republic of Congo led to a multiplication in numbers of political and administrative brokers.
Why are carefully designed, sensible policies too often not adopted or implemented? When they are, why do they often fail to generate development outcomes such as security, growth, and equity? And why do some bad policies endure?
This empirical research explores a role that the quality of teaching and students' competence play in shaping students' views about the upward mobility opportunities in their higher education institutions.
The paper stresses the need to keep the issue of corruption squarely in view of the development agenda. It discusses the causes and consequences of corruption, especially in the context of a least-developed country with considerable regulation and central division.