Credit: Yan Zhao/AFP via Getty Images

By Andrew Firmin
LONDON, Jun 9 2023 (IPS)

Nothing was more predictable than repression. Merely for holding candles and flowers, people were taken away by Hong Kong’s police.

The occasion was the anniversary of the Tiananmen Square Massacre, 4 June 1989. Hong Kong was until recently home to mass annual vigils where thousands gathered to keep alive the memory of that day. But that’s all gone now in the crackdown that followed large-scale protests for democracy that erupted in 2019.

Hong Kong’s authorities are evidently determined to erase any form of acknowledgement that the massacre ever happened. Memorials and artworks commemorating it have been removed. Books that mention the tragedy have disappeared from libraries. Shops selling the LED candles commonly used to mark the occasion were visited by the authorities in the run up to this year’s anniversary.

The organisation behind the vigil, the Hong Kong Alliance in Support of Patriotic Movements in China, closed itself down in 2021 following a police investigation. Several of its leaders were jailed in March.

Instead of hosting the usual vigil, this year Hong Kong’s Victoria Park was home to a carnival celebrating Chinese rule. People wanting to mark the occasion had to do so in private.

This is only the tip of the iceberg. People are mourning not only the many who died on 4 June 1989 but also the Hong Kong vanishing before their eyes.

Further than ever away from democracy

When Hong Kong was handed over to China by the UK in 1997, China agreed to maintain the country’s distinct political and economic structures for the next 50 years, under the banner of ‘one country, two systems’.

Hong Kong’s Basic Law guaranteed civic rights, including freedoms of association, peaceful assembly and expression. China committed to move towards universal suffrage for the election of Hong Kong’s Chief Executive, the head of government.

But following the democracy protests that burst out in 2019, China has unilaterally torn up that agreement. Three years ago, the government passed the National Security Law, a sweeping piece of legislation that criminalises criticism of the authorities. It’s been used alongside existing laws, such as the law on sedition, to jail leaders of the democracy movement.

China never made good on its promise of universal suffrage. It’s gone in the opposite direction. Current Chief Executive John Lee – who as security chief led the violent crackdown on democracy protests – was chosen last year by a hand-picked 1,500-member Election Committee, which duly endorsed him as the sole candidate.

The Legislative Council, Hong Kong’s parliament, had already been neutered. The number of directly elected seats has been slashed and people are disqualified from standing if they question China’s sovereignty over Hong Kong.

Now the District Councils are in the firing line. When the last elections for the municipal bodies were held, in the thick of democracy protests in November 2019, pro-democracy parties triumphed.

Such a result is now impossible. In 2021, a law was passed requiring all district councillors to swear an oath of allegiance affirming their ‘patriotism’ for China. Most of the pro-democracy candidates elected in 2019 were disqualified or resigned.

Now when new district councillors are chosen in November, only 20 per cent of seats will be directly elected. The authorities will fill the rest with their supporters, all vetted to ensure their ‘patriotism’. Little wonder that the Civic Party, one of Hong Kong’s leading pro-democracy parties, recently announced it was closing down.

A hollowed-out Hong Kong

Hong Kong was once a country where people felt safe to protest. It had a flourishing media and publishing industry. Now journalists are criminalised and key independent media have shut down.

Civil society organisations and trade unions have done the same. The remaining organisations are scattered, practising self-censorship. Protests continue to be heavily restricted: this year a planned International Women’s Day march was cancelled after police threats.

People continue to try to find ways to express dissent, but any small gesture can attract the state’s ire. The death of Queen Elizabeth II gave people an opportunity to use public mourning to express at with the regression since handover. But when a vigil was held during the Queen’s funeral, a harmonica player was arrested for daring to play the tune Glory to Hong Kong, associated with the democracy protests.

Last year five speech therapists were convicted of producing ‘seditious publications’. Their crime was to produce children’s books in which sheep defend their villages from wolves. This was taken to be an allegory of China’s control of Hong Kong.

Everyday repression is making Hong Kong a hollowed-out country, its population falling. Some schools face closure due to falling student numbers. Many have fled, not wanting their children to grow up in a country where education is indoctrination. The curriculum has been reworked to teach students loyalty rather than independent thought. Many teachers are leaving the country or taking early retirement.

With the legal system facing increasing interference and political pressure, lawyers are also among those fleeing.

A key test will be the trial of Jimmy Lai, former media owner and democracy campaigner. He’s already been found guilty on numerous counts. His newspaper, Apple Daily, once Hong Kong’s most widely read pro-democracy paper, shut down in 2021. He faces trial under the National Security Law, which could mean a life sentence.

The judges who will try Lai have been handpicked by John Lee. Meanwhile the authorities have tried to prevent Lai’s defence lawyer, UK barrister Tim Owen, representing him in court. In March they passed a law giving Lee the power to ban foreign lawyers working on national security cases. It isn’t looking promising.

Lai is one of Hong Kong’s 1,508 political prisoners. Even as the population shrinks, the imprisoned population just keeps getting bigger. The candles that commemorate the Tiananmen Square Massacre and the yearning for democracy will continue to flare around the world in exile – but those lights are being extinguished in Hong Kong.

Andrew Firmin is CIVICUS Editor-in-Chief, co-director and writer for CIVICUS Lens and co-author of the State of Civil Society Report.

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New analysis indicates 224 million children urgently need quality education support, 72 million are out of school. Quality education is key in ensuring improved learning outcomes.

By External Source
GENEVA, Jun 7 2023 (IPS-Partners)

Armed conflicts, forced displacement, climate change and other crises increased the number of crisis-impacted children in need of urgent quality education to 224 million, according to a new Global Estimates Study issued today by Education Cannot Wait (ECW), the United Nations global fund for education in emergencies and protracted crises.

The study was released at the Education in Emergencies Data and Evidence Summit in Geneva. The study offers a refined methodology in calculating the numbers of crisis-impacted children in need of educational support, while providing important trends analysis to inform future investments in education in emergencies and protracted crises.

“We are sounding the alarm bells worldwide, once more. Millions of children are being denied their human right to an education and the numbers are growing. And even when they are able to go to school, they are not really learning because the quality of education is simply too low. Education Cannot Wait and all the education community are working against time. It is a sprint for humanity. How many more facts and figures, and above all, human suffering, do we need before we act with boldness and determination to finance education and invest in humanity?” said Yasmine Sherif, Executive Director of Education Cannot Wait.

About 72 million of the crisis-impacted children in the world are out of school – more than the populations of the United Kingdom, France or Italy. Of these out-of-school children, 53% are girls, 17% have functional difficulties, and 21% (about 15 million) have been forcibly displaced. Approximately half of all out-of-school children in emergencies are concentrated in only eight countries: Ethiopia, Pakistan, Afghanistan, Sudan, Democratic Republic of the Congo, Myanmar, Mali and Nigeria.

It isn’t just a problem of access, it’s a problem of quality, according to the study findings. More than half of these children – 127 million – are not achieving the minimum proficiencies outlined in the Sustainable Development Goals (SDG4), which calls for inclusive, quality education for all. Even when crisis-impacted children are in school, they are not learning to read or do basic math.

Investing in girls’ education yields significant returns. Girls consistently show a strong learning potential whenever they are given the opportunity. Even in crises, the proportion of girls who achieve minimum proficiency in reading is consistently higher than that of their male counterparts, according to analysis from the study.

Nevertheless, gender disparities in education access and transition become more pronounced in secondary education and are largest in high-intensity crises. They are particularly significant in Afghanistan, Chad, South Sudan and Yemen, according to the study.

The biggest challenges are hitting the children of Africa. Approximately 54% of crisis-affected children worldwide live in sub-Saharan Africa. The region experienced a large-scale increase in the number of children affected by crises, primarily driven by large-scale droughts in Eastern Africa and the increasing intensity of several conflicts. The outbreak of civil war in Sudan is displacing even more people across the continent.

Education Cannot Wait is dedicated to working together with governments, donors, UN agencies, civil society and other key strategic partners to address the challenges identified in the study. The global multilateral fund has already reached more than 7 million children across more than 40 crisis-affected countries worldwide. ECW seeks to mobilize at least US$1.5 billion over the next four years to reach a total of 20 million children with the safety, power and opportunity that access to quality, holistic, inclusive learning opportunities offer.

Additional Study Findings

• Only 25 million crisis-affected children are in school and achieving minimum proficiency levels in both reading and mathematics.
• Out-of-school rates amongst forcibly displaced populations in crisis-affected countries remain alarmingly high at around 58% for children of school age.
• Approximately 14.5 million crisis-affected children have functional difficulties and are not attending school. Of these, about 76% (around 11 million) are concentrated in high-intensity crises.
• Access to secondary education in crisis-affected areas is inadequate, with approximately one-third of children in the lower secondary school age group being out of school. Additionally, nearly half of the children in the upper secondary school age group who are affected by crises are unable to access education.
• At least 25 million crisis-affected children aged 3 to the end of the expected completion of upper secondary education are estimated to be left out of interagency plans and appeals (9.4% of the global total).
• A comparative analysis of crisis-affected countries in sub-Saharan Africa indicates the pace of learning could be, on average, about 6 times slower in conflict-affected countries, compared to countries affected by recurring natural disasters for children aged 7 to 14.
• There is a correlation between the risks posed by climate change and the severity of crises. Approximately 83% of out-of-school children in emergencies globally and around 75% of children who attend school but face learning deprivation live in countries with a Climate Change Risk Index higher than the global median value of 6.4.

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By External Source
Jun 7 2023 (IPS-Partners)

Mireia Villar Forner is the United Nations Resident Coordinator in Colombia. Ms. Villar Forner brings more than 25 years of experience, which she acquired within the United Nations and externally, to the position. At the United Nations, she most recently served as Resident Coordinator in Uruguay, where she led the work of the United Nations development system to accelerate the implementation of the 2030 Agenda for Sustainable Development. She also held senior positions at the United Nations Development Programme (UNDP), including that of Resident Representative in Uruguay, Deputy Resident Representative in Bolivia and Deputy Resident Representative in Iraq during the country’s political transition. She also served at the UNDP Liaison Office in Brussels, where she played a key role in strengthening the partnership between the Organization and the European Union. Before that, she worked as the focal point for Latin America and the Caribbean, as well as the Arab States, in UNDP’s Bureau for Crisis Prevention and Recovery, after an assignment as Head of the Programme Section of the Electricity Network Rehabilitation Programme in Northern Iraq. She started her career with the United Nations at UNDP’s Regional Bureau for Arab States. Prior to joining the Organization, Ms. Villar Forner worked in the financial sector in Spain. She holds a master’s degree in foreign service from Georgetown University in the USA, and a bachelor’s degree in economics from the University of Barcelona in Spain.

ECW: Colombia faces one of the most long-standing and complex crises in Latin America. In such a context, why is it important for aid stakeholders to support the education sector in the framework of the Government’s Total Peace agenda?

Mireia Villar Forner: There are three main reasons for aid stakeholders to support the education sector in the framework of the Government’s “Total Peace” agenda.

First, the government’s vision is one where education and “Total Peace” are seen as a single and indivisible priority. Further, in line with the Multi-Year Resilience Programme concept, close coordination with government is the pathway to guarantee focus and ensure sustainability.

Second, the Colombian armed conflict is one of the most significant triggers for the education crisis that the country has experienced. Education in emergencies and its strengthening requires both responses in crisis in conflict-affected areas, while also promoting long-term peace and development actions bridging the humanitarian-peace-development nexus.

Third, the armed conflict is a reality that runs through significant portions of the country, especially affecting vulnerable populations, including Venezuelans, who end up experiencing double and triple affectation.

ECW: ECW investments support UN, civil society, and local community partners to jointly deliver holistic education programmes to girls and boys affected by the multiple crises. How do you see these funding investments supporting the government’s vision for education and inclusion?

Mireia Villar Forner: Over the past two decades, Colombian governments have been aware and explicitly addressed the need for education in emergencies as a way of spearheading inclusion in conflict-affected and excluded regions. The role of civil society and local communities in driving initiatives aligns well with government efforts to empower those most disenfranchised and develop their capacities to be part of solutions. This commitment results also in an understanding of the importance of working with ECW, from a perspective both of resources and enhancing local capacity, as well as in finding inspiration in international experiences to address the education of girls and boys in crisis situations.

Against this backdrop, the link between addressing crisis impacts and local or “territorial” development processes is paramount. Colombia’s educational system is decentralized, which implies that sub-national governments have a fundamental role in coordinating and guaranteeing education services at the local level. Developing their capacity is crucial. Since Colombia does not have a national curriculum, there are disparities regarding educational responses in crisis settings, especially on a human mobility scenario. Carrying out actions that strengthen the role of local actors as part of the ECW framework becomes an opportunity to bridge these complexities and empower local actors.

ECW: The UN system in Colombia works with the Government and partners to strengthen complementarity and coherence between emergency relief, development and peacebuilding efforts – the ‘triple-nexus.’ In the education sector, how can we best engage partners across the humanitarian-development-peace nexus and enhance coordinated actions?

Mireia Villar Forner: We feel the best way to engage partners across the humanitarian-development-peace nexus is through localization. As we engage in emergency relief, we need to plan for and transition into developing capacity of local stakeholders, ensure integrated support to the design and implementation of their education programs and ensure these are anchored in robust national policies and capacities.

Our dream is to have complementary national structural responses led by national and local governments and implemented by different NGOs, along with evidence-based strategies that address and prevent new crises and their impacts on those most vulnerable in a sustainable way.

ECW: The LEGO Foundation is ECW’s largest private sector donor, with approximately US$64 million in contributions to date. How important is private sector funding to education in crisis situations in places like Colombia and which synergies do you see between these two sectors?

Mireia Villar Forner: The resources allocated for the education sector, including early learning, are not enough when compared to the needs of the children, adolescents and their families affected by emergencies. Health, nutrition and WASH are prioritized when a crisis occurs. Education, however, often ends up being a secondary issue – missing the window to deliver a more comprehensive response to children and adolescents. Governments often recognize the importance of strengthening the education of girls and boys in crisis situations, but they do not have the resources or the capacity to deliver a high-quality response. The support of the LEGO Foundation and other private sector organizations is therefore paramount to bridge this gap.

More importantly, perhaps, than the financial support, is that the fact that private sector is increasingly involved in designing and implementing solutions to humanitarian needs and development gaps.

The LEGO Foundation is a good example of how companies are building social impacts into their business models in different ways, including advocating for relevant matters that most of the time remain unfunded, such us early childhood development, early learning through play and parenting. The LEGO Foundation has been key in enhancing political development on this during emergencies and triggering key discussions on a more long-term and developmental arena.

ECW: You are now co-chairing the Multi-Year Resilience Programme (MYRP) Steering Committee with the Ministry of Education in Colombia. Could you please share your vision and your goals for the successful delivery of quality education to crisis-affected children in Colombia through joint programming and coordination via the MYRP?

Mireia Villar Forner: The formulation of the MYRP requires consensus on what it means to deliver quality education for girls and boys affected by crisis situations, and the strategies and initiatives towards this end. The MYRP must start from the needs felt and identified from the different levels, including and most important: the communities affected by the crisis at local level. It must be a response that, in turn, considers the experience accumulated by the different actors who have worked in these contexts and the evidence-based solutions. Colombia’s new MYRP must have cost-effective strategies that have already been proven when tackling the challenges prioritized by the Government and communities. On the other hand, it needs to consider sustainability over time, installing and strengthening local and national stakeholders. Sustainability must consider that Colombia is a multi-layer emergency country, and that over time children must be attended, this consideration is imperative when analyzing the impact of this innovative and joint programming process that the MYRP represents.

To achieve sustainability, it is necessary to generate a collaborative scenario, within a dialogue and assertive listening – dynamics that should be promoted based on the guidelines given by the MYRP Steering Committee and guaranteed through follow-up. Likewise, the Committee must serve as a compass in navigating the technical aspects of the strategies and initiatives for which it is chosen, to guarantee pertinence, coherence and effectiveness.

ECW: Why is learning recovery, with a focus on foundational learning in Colombia, important for sustainable development and security across Latin America, and across the world?

Mireia Villar Forner: A recent analysis by UNICEF, UNESCO and the World Bank estimates that in Latin America and the Caribbean, four out of five 10-year-olds cannot read a simple text. A worrying reality that may be even more shocking for rural areas, due to traditionally wider gaps on learning outcomes of children. Thinking of generations that fail to acquire fundamental learning in the expected times is to speak of a major obstacle to continuing learning throughout their educational trajectories – affecting the rest of their lives and the definition of their future, as well as sustainable development and security of the region.

The difficulty with foundational learning was a reality in Latin America even before the pandemic and was aggravated by long school closures. We are at a point where we can act and make a difference – if policies and strategies are promoted to ensure learning recovery with a proper socio-emotional support, and guarantee that children learn to read by the age of 10, so that they can afterwards read to learn.

ECW: Our readers know that “readers are leaders” and that reading skills are key to every child’s education. What are the three books that have most influenced you personally and/or professionally, and why would you recommend them to others?

Mireia Villar Forner: Some of the most formative books for me have been the ones that opened the gateway to a lifetime of reading. Momo by Michael Ende, The Lord of the Rings by J.R.R. Tolkien, and all Roald Dahl’s classics were the ones that I really enjoyed as a child and brought me to others.

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By Yasmine Sherif
NEW YORK, Jun 5 2023 (IPS-Partners)

Children are not targets. Children are not soldiers. Children are not weapons. As we commemorate the International Day of Innocent Children Victims of Aggression, we call on leaders everywhere to embrace the commitments outlined in the Convention on the Rights of the Child and the Safe Schools Declaration to ensure girls and boys everywhere are able to reach their full potential without fear, without intimidation and without violence.

As the United Nations global fund for education in emergencies and protracted crises, Education Cannot Wait (ECW) is firmly committed to ensuring children everywhere are guaranteed their human rights.

Education is a game changer in protecting these innocent young lives from the grave violations associated with armed conflict, including recruitment and use of children in war, killing, sexual violence, abduction, attacks on schools and hospitals, and denial of humanitarian access.

In countries with high numbers of documented grave violations against children – such as Afghanistan, Burkina Faso, the Central African Republic, Ethiopia, Iraq, the State of Palestine, Mali, Myanmar, Somalia, Sudan and Ukraine – education is the most powerful and most transformative tool in our global efforts to save lives and build towards a lasting peace.

On my recent mission to the border region between Chad and Sudan, I met with vulnerable and desperate children and women traveling alone through a bleak desert land with nothing but the clothes on their backs. Without the safety, protection and hope that quality education provides, these innocent girls and boys face incredible and unimaginable risks. Girls will be forced into child marriage and sexually abused, boys will be forcibly recruited as child soldiers. And the cycle of displacement, poverty, violence and human rights violations will continue.

We can do better. We must do better. As nations worldwide have committed through the ratification of the Convention on the Rights of the Child: “Every child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential.”

Please join Education Cannot Wait, donors and partners across the UN system in ensuring all children – especially those caught in armed conflicts – are guaranteed their human rights.

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Excerpt:

Yasmine Sherif, Executive Director of Education Cannot Wait, speaks with a young Sudanese refugee in Borota during a field visit with UNHCR to the border regions of Chad with Sudan. Credit: ECW

By Joyce Chimbi
NAIROBI & NEW YORK, May 22 2023 (IPS)

As unprecedentedly fierce armed battles play out on the streets of Khartoum, more than 600 people are dead, thousands injured, and over 1 million displaced.

The fighting, which broke out suddenly on April 15, 2023, between the paramilitary Rapid Support Forces and Sundanese Armed Forces, is Sudan’s third internal war – and has exacerbated the humanitarian crisis the region was already facing.

More than 220,000 people have crossed the borders. Without a ceasefire, it will get even worse as a protracted crisis is in the making. UNHCR projects that this number could reach 860,000 as conflict escalates.

Education Cannot Wait’s Executive Director Yasmine Sherif came face-to-face with the effects of the brutal conflict during a recent high-level field mission with UNHCR, UNICEF, the Jesuit Refugee Service, and local partners to the border regions of Chad and Sudan, where they witnessed the impacts of the war. In these remote places, large numbers of incoming refugees – a majority of women and children – have settled in flimsy temporary homemade tents. Children are particularly vulnerable and urgently need the protection and support that emergency education interventions provide.

“What we saw is appalling, a heartbreaking dire situation growing very fast. In just two days, the number of refugees grew from 30,000 to 60,000, and 70 percent of them were school-age children. But I am encouraged by the commendable work that UNHCR is doing on the ground.”

The UN’s global fund for education responded with speed to the escalating Sudan refugee regional crisis by announcing a new 12-month USD 3 million First Emergency Response grant. Sherif says this is a catalytic fund to help UNHCR and its partners, in close coordination with Chad’s government, kickstart a holistic education program.

Before the new crisis erupted in Sudan and despite Chad being one of the poorest countries in the world, Chad was already hosting Africa’s fourth largest refugee population.

ECW’s Yasmine Sherif and Graham Lang walk with UNHCR partners through Borota, where thousands of new refugees, most of them women and children, have arrived after fleeing the conflict in Sudan. Credit: ECW

“Chad is second to last on the Human Development Index, only before South Sudan. The government of Chad is showing very progressive policies and generosity. They have very little resources, and yet they still receive refugees and provide them with much-needed security,” she observes.

Sherif lauded the government’s progressive policy on refugee inclusion within its national education system, stressing that it serves as a model example for the whole region. The new grant brings ECW’s total investments to support vulnerable children’s education in Chad to over USD 41 million. ECW and its partners have reached over 830,000 children in the country since 2017, focusing on refugee and internally displaced children, host communities, girls, children with disabilities, and other vulnerable children.

Funding is urgently needed and critical to implement the regional refugee response plan, which includes an estimated cost of USD 26.5 million for education. While Sudan shares borders with seven countries, including the Central African Republic, Chad, Egypt, Ethiopia, Eritrea, Libya, and South Sudan, nearly all of them are dealing with protracted crises or effects of years of a protracted crisis and require urgent funding to meet the needs of refugees.

“The refugees we met in eastern Chad are in a dire situation. They fled their homes with barely anything and are in very remote and hard-to-reach areas where infrastructures are scarce, and temperatures rise above 40 Celsius. Without emergency relief from international organizations such as UNHCR and UNICEF, it would be difficult for them to survive for long,” she explains.

Despite the government’s best efforts, Chad is dealing with multiple successive shocks, such as climate-induced disasters, large-scale internal displacement, and the Lake Chad and Central African refugee crises, which have eroded the delivery of basic services.

“ECW has made various investments in Chad, including a multiyear resilient program for vulnerable refugee and internally displaced children and their host communities, and other marginalized children in Chad, that has been going on for three years and will be renewed next year. We have also provided USD 2 million in response to the floods or climate-induced disasters affecting Chad,” Sherif says.

“We are now providing this catalytic USD 3 million funding to help UNCHR to provide immediate access to holistic education to the new cohort of refugees arriving from Sudan. ECW’s holistic support enhances school infrastructure and provides school feeding, quality learning materials, mental health, psycho-social services, teachers’ training, and inclusive education approaches. We hope this will inspire other donors and contributors to meet the remaining financing gap.”

Chad’s education performance indicators are among the lowest in sub-Saharan Africa, with 56 percent of primary school-aged children out of school.

UNHCR and its partners in Chad require USD 8 million to implement the education component of the regional refugee response plan. EWC has provided about 40 percent of the budget; the international community should assist with the remaining 60 percent. Sherif hopes that additional support will also be forthcoming for UNICEF and partners to cater to the host communities, who also need support to access quality education.

Young girls in Borota look out from their makeshift shelters. Almost 70% of those who have fled the recent conflict in Sudan into Chad are school-aged children. Credit: ECW

Incoming refugees live in precarious conditions, lacking the most basic facilities, and need urgent assistance and empowerment. As conditions become increasingly dire, ECW funding will provide access to safe and protective learning environments for incoming refugee girls and boys and support the host communities.

The depth and magnitude of this conflict on children and adolescents are such that their learning and development will most certainly be impaired if immediate access to education is not provided. ECW support offers an opportunity for holistic education to mitigate the debilitating long-term effects of war on young minds.

Fleeing children and adolescents will need immediate psycho-social support and mental health care to cope with the stress, adversity, and trauma of the outbreak of violence and their perilous escape. They will need school meals, water, and sanitation.

“To the international community, we must act now. This is a moral issue; we must prioritize and show solidarity. Our support must be generous. The world cannot afford to lose an entire generation due to this senseless conflict,” Sherif stresses.

ECW and its strategic partners are committed to reaching 20 million crisis-impacted children and adolescents over the next four years. To this end, ECW seeks to mobilize a minimum of USD 1.5 billion from government donors, the private sector, and philanthropic foundations.

IPS UN Bureau Report

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By Yasmine Sherif
NEW YORK, May 17 2023 (IPS-Partners)

At this year’s G7 Hiroshima Summit in Japan, world leaders will have a chance to “uphold the international order based on the rule of law and extend outreach to the Global South.” Education, as a binding force that unites us all in our global efforts to protect human rights and ensure sustainable development, should be front and centre on the G7 Agenda.

Through the ground-breaking leadership of Japan, the G7 Summit promises to address a number of interconnected global crises – including nuclear disarmament and non-proliferation, economic resilience and security, climate and energy, food, health and development. By investing in education in emergencies and protracted crises through multilateral organizations such as Education Cannot Wait – the UN global fund for education in emergencies and protracted crises – the G7 has an opportunity to make targeted and responsive investments to these interconnected crises.

During my recent high-level mission to Japan, I was impressed and inspired by the Government of Japan’s growing interest in supporting ECW and our partners in delivering on our four-year strategic plan. In lead up to the G7 Summit, we call on Japan and all G7 global leaders to ensure that funding for education in emergencies is prioritized. There is no greater investment in our shared future.

Education is a key driver in building economic resilience, social cohesion and human security. By investing in an educated, skilled workforce, we are investing in greater economic growth, peace and security today and well into the future. Education for girls is especially critical. Every US$1 spent on girls’ rights and education generates US$2.80 in return. This is equivalent to billions of dollars in additional GDP.

By 2050, as many as 140 million people across South Asia, sub-Saharan Africa and Latin America could be displaced by climate change. By connecting climate action with education action, we have the opportunity to reduce risk, build resilience, and protect our planet from the life-threatening impacts of massive flooding, temperature rises, rising seas and other climate catastrophes.

The war in Ukraine has made the food crisis even more dangerous and painful, especially in places like Africa where recurrent droughts and other climate-related crises are triggering spikes in hunger and displacement. School feeding is essential in responding to famine and achieving our goals for a world without hunger, and good health and well-being for every girl and every boy on the planet. These are their inherent human rights, and this is our international obligation.

In taking a human-centred approach to sustainable development, we must ensure children receive holistic education opportunities, including mental health and psychosocial services, safe and protective learning environments, access to health and hygiene, and other whole-of-child solutions that will nurture the leaders of tomorrow.

By investing in education – especially for the 222 million crisis-affected girls and boys who are left furthest behind in armed conflicts, forced displacement and climate-disasters – the leaders of the G7 have an opportunity to make a mark on history and build a new world order based on universal values and human rights.

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Excerpt:

Joy of Marketing - Ethiopia. Credit: International Seed Federation

By Michael Keller
VAUD, Switzerland, May 16 2023 (IPS)

At long last, momentum is growing for an overdue rethink of climate finance and development assistance to support countries on the frontlines of the climate crisis.

But while investment, aid and compensation are all much needed, another form of currency is equally valuable for climate-vulnerable countries that are also highly dependent on small-scale agriculture: quality seeds.

The latest generation of seeds offers varieties adapted to specific climatic circumstances to provide more reliable food production, as well as improved incomes and livelihoods for farmers, having boosted productivity by 20 per cent for nine key crops in the European Union over 15 years.

Yet improved varieties of many of the world’s staple cereals, vegetables and pulses are too often inaccessible for farmers in Africa, despite having some of the greatest exposure to climate extremes.

For instance, in East Africa, certified quality seed potatoes – which produce higher yields and greater resilience to climatic changes, pests, and diseases – account for just one per cent of all those planted by farmers.

By leveraging the advances and resources of the commercial seed sector – supported and scaled by public and NGO partners – the global community can ensure African farmers receive the tangible, long-term support they need to cope with the impacts of climate change.

Michael Keller

For example, non-profit Fair Planet coached more than 2,300 lead farmers in 65 Ethiopian villages and trained their regional extension agents in improved farming practices. With this training, farmers were able to quickly adopt and maximize their crop yields using locally tested and improved varieties of vegetables.

In total, some 75,000 smallholder farmers in the project’s regions subsequently tripled their vegetable production at a time when the Horn of Africa faced pressing food security challenges. As a result of an historic, ongoing drought, an estimated 22 million people are currently facing acute food insecurity across Ethiopia, Kenya, and Somalia.

According to an external evaluation, more than 95 per cent of households involved in Fair Planet’s work in Ethiopia – or roughly 485,000 people – benefitted from improved nutrition after the increased yields raised household incomes in just one production season by more than 25 per cent. This extra income provided farmers with a greater buffer against climate shocks, and more money to spend on health services and education for their families.

Opening up access to improved varieties of staple crops plays an important role in safeguarding food and nutrition security in the face of climate change, which could reduce levels of protein, iron and zinc in cereals by up to 10 per cent.

This is why the International Seed Federation (ISF), together with Fair Planet, is embarking on a five-year project to increase farmer choice of and access to quality seeds in Rwanda.

The aim is to benefit 84,000 Rwandan farmers by offering increased access to improved, high-quality vegetable, pulses, cereal, and potato varieties alongside downstream value chain projects training to support higher yields and incomes, and climate adaptation.

The final piece of the puzzle is to establish the policies and regulations needed to develop resilient and sustainable seed systems that benefit farmers. This requires policymakers to build an efficient and effective regulatory framework that provides reassurance to farmers that they are receiving the highest quality seed year after year, while also providing the long-term certainty likely to incentivize additional private sector investment.

Quality seeds are clearly the bedrock upon which productive and resilient farming systems are built, yet these technologies up to now remain out of reach for many of Africa’s farmers – one of the many significant challenges they face today.

By investing and collaborating to build resilient seed systems, the private sector can share more broadly the fruits of progress in global crop science through partnerships that ensure farmers receive seeds that are not only fit for purpose but fit for the future.

Improved seeds can then pay dividends by unlocking better productivity, incomes, and climate resilience for those on the frontlines who have for too long been underserved.

IPS UN Bureau

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Excerpt:

By External Source
May 8 2023 (IPS-Partners)

Folly Bah Thibault was appointed as Education Cannot Wait’s Global Champion on 25 April 2023. Through her work for Al Jazeera, France24, Radio France International and Voice of America, Thibault has become one of the most recognized and respected journalists in the world. Her coverage of some of the world’s most pressing events as a journalist for Al Jazeera is shedding light on forgotten crises across the globe.


Born in Conakry, Guinea, Thibault received her bachelor’s and master’s degrees from Howard University and American University in the United States. After graduating, Thibault hosted a show for Voice of America that sought to reunite families separated by conflict in Sierra Leone and Liberia. It wasn’t long before her passion for telling stories and reporting took her to Paris and Radio France Internationale, where she presented the morning show on the English Channel. She later joined France24 television as an Anchor, before joining Al Jazeera English as a Principal Presenter in 2010 and relocating to Qatar. When she’s not at Al Jazeera’s headquarters in Doha, Thibault is a sought-after moderator and public speaker. In 2019, she launched her foundation – Elle Ira à l’Ecole – which helps young girls in Guinea get an education.

ECW: Congratulations on your recent appointment as an ECW Global Champion! What do you hope to accomplish as we work together to push education in emergencies and protracted crises to the top of the international agenda?

Folly Bah Thibault: First, let me start by saying, I’m honoured to be joining Education Cannot Wait as a Global Champion. Through this role – and our collective efforts with ECW’s wide group of donors and strategic partners – I’m hoping to continue advocating for increased funding for education in emergencies and protracted crises, to leverage my networks to connect people, resources, know-how and talents, and to ensure our collective storytelling on education does not forget the 222 million crisis-impacted children and adolescents that so urgently need our support.

Education is a game changer. It lifts up lives, transforms economies and societies, and provides renewed hope for an entire generation of girls and boys whose futures have been disrupted by conflict, climate change, displacement and other crises. Taken together with other actions, education is our single best investment in building peace in our times.

I’m thrilled to be working with Education Cannot Wait. As I spoke with its donors and partners at February’s High-Level Financing Conference in Geneva, it became clear to me, ECW is a model for UN Reform and a New Way of Working.

As the UN’s global fund for education in emergencies, Education Cannot Wait is delivering across the globe with humanitarian speed and development depth. This means girls and boys in places like Afghanistan, Bangladesh, Lebanon, South Sudan and beyond have a chance to go to school. And ensuring they can do it safely – to learn, to dream, to find new opportunities, and break cycles of poverty, displacement, hunger and conflict forever. ECW represents the UN at its best and I’m honoured and thrilled to be a part of this movement.

ECW: Following the example of ECW’s new donor, Qatar, which recently announced US$20 million in new funding to ECW, why should new government and private sector donors from around the world – including the Gulf States – invest in education for crisis-affected children living on the frontlines of armed conflict, forced displacement and climate-induced disasters?

Folly Bah Thibault: The new funding investment announced at ECW’s #HLFC2023 by the Qatar Development Fund in cooperation with the Education Above All Foundation provides a clear example of Qatar’s new leadership on the global stage. Qatar has stepped up, and we hope this will inspire others to do the same, as we work together to deliver on our promise of reaching 20 million children and adolescents in the next four years.

Investing in education for children affected by various crises is investing in a better future for the Middle East, the Sahel, and other regions. It’s about investing in the end to hunger and poverty worldwide, it’s investing in more resilient economies and, above all, it’s about investing in our most precious natural resource: our children.

The economic returns are impressive. For private sector donors, investing in education builds economic security, opens and expands markets, and future proofs investments to balance out risk and reward in our fast-changing global marketplace.

The social returns are equally impressive. When you teach girls to read, to write, to excel in science, technology, engineering and math, you are ensuring their equality, empowerment and hope.

For girls like Fatuma in Ethiopia, safe, holistic, quality learning environments mean access to school meals, mental health and psychosocial support, and safe and protective learning environments. For Syrian refugees like Jana and Yara, access to an education means access to new technologies, remote learning platforms and innovative learning methods that will transform the way we deliver education for the world’s crisis-impacted children and adolescents.

ECW: With COP28 on the horizon, the climate crisis is an education crisis for millions of children across the world. With climate change (drought, floods, etc.), increasingly impacting the education of children, notably in the Sahel and the Horn of Africa, why is it crucial to address climate change now, including through education?

Folly Bah Thibault: Climate change has become one of the most pressing issues of our time. It affects every single person on our planet one way or another. At this year’s Climate Talks in Dubai, leaders will address how we can adapt our economy, our society and our people in the face of a changing climate. Given the power of education to transform lives and build a better world, we must connect the dots between climate action and our work to ensure education for all.

We must also consider the power of education in delivering on the targets outlined in the Paris Agreement. Not only will this activate an entire generation of responsible citizens for our troubled planet, but it will also support our efforts to deliver on our promises of a better world as outlined in the Sustainable Development Goals.

This year’s climate talks provide us with a unique opportunity to propel education – especially for the world’s most vulnerable: crisis-affected girls and boys – to the top of the climate agenda and investments across the world.

Imagine what will happen if even more people are impacted by horrific climate-driven disasters like the drought in the Horn of Africa, floods in Pakistan or recurrent desertification and climate displacement events across the Sahel? Nearly half of the world’s children – approximately 1 billion girls and boys – are living in countries that are designated at “extremely high-risk” from the effects of climate change, and some estimates indicate that as many as 140 million more people could be displaced by climate change by 2050 across South Asia, sub-Saharan Africa and Latin America.

The world’s most marginalized and vulnerable children have the most to lose. Without the safety and protection of quality education environments, they are at a higher risk of sexual exploitation, child marriage, adolescent pregnancy, child labour, recruitment by armed groups and other human rights abuses.

So how can education for all help us to address the climate crisis? Education means a pathway to peace, a pathway to reduced risks from natural disasters, a pathway to greater incomes and greater resilience in the face of future emergencies. It is a pathway to a more sustainable future.

ECW: You’ve been named as ‘One of the Most Influential Africans Working Today’. As a journalist, thought-leader and agenda-setter, how do you think education can help transform Africa and how should ECW and humanitarian partners align investments across the humanitarian-development-peace nexus?

Folly Bah Thibault: This is a unique opportunity for us to reimagine education in Africa. The continent is young, vibrant and is on the rise. By 2050, there will be about 1 billion children under the age of 18 across Africa. A dynamic population with limitless potential – but despite progress, millions of African children are still out of school. When they are in school, the quality of education they receive often lags behind.

Imagine what the world would be like if every child in Africa – and indeed every child everywhere – were able to access 12 years of quality, inclusive education. It would enhance the economy and security, and reduce displacement and migration across the continent. In other words, it’s the key to unlocking Africa’s full potential and achieving its development goals.

ECW’s investments work in partnerships with governments, donors, civil society, the private sector, UN agencies and other key partners to deliver humanitarian and development support. We do this by bringing partners together, empowering local organizations, embracing innovation, and working tirelessly to put human rights and human dignity first in everything ECW does, its investments provide the depth and impact we need to really transform education in Africa and support long-term development across the continent.

ECW: Your foundation Elle Ira à l’Ecole helps young girls in Guinea get an education. Why is girls’ education so important to you personally, and so crucial to achieving the Sustainable Development Goals?

Folly Bah Thibault: I come from a family of five girls – born into a culture and a society which for a long time didn’t believe in the value of having girls and did not see women as equal members of society. In my Fulani culture, there’s long been a preference for boys. It is a very patriarchal society which sees boys as future providers while girls are often considered a burden on their family. Well, my mother’s lifelong goal – after having had five daughters – has been to change that perception. She invested all her energy in our education, to prove to society, and even to her own family, that girls, if they are educated, if they’re given the opportunity to learn, can be as successful and accomplish even more than boys. So that’s why girls’ education is important to me personally. I’ve seen what having a good education has done for my sisters and me, it’s empowered us, allowed us to become independent, to make our decisions. And that is what I want to achieve through my foundation, ‘Elle ira a l’ecole’. I want to help little girls in Africa and beyond to have a quality education, so they can have courage and independence to make decisions that affect their lives. Informed decisions on important issues like their health, their reproductive rights and careers.

Girls’ education is not only important for women’s empowerment but it’s also essential to the economic and structural development of any society. It helps break intergenerational cycles of poverty and disadvantage. Education permeates all sectors of society and affects all socio-economic and political decisions of any country. The education of girls today is the best strategy to achieve the Sustainable Development Goals because it reduces poverty in all its forms. It helps end hunger by achieving food security…Educated mothers ensure the education for their own children, thus breaking a vicious cycle of generational poverty. And as I’ve witnessed through the work of our foundation, school is not only a place of learning for many of our girls, it’s also a place of refuge, a safe haven. It provides protection against child marriage. In my home country of Guinea, the majority of girls are married before the age of 18, more than 20 percent before the age of 15. By enrolling and keeping the girls in school, we’re also ensuring that they’re not married off while they’re still underage. The longer a girl stays in school, the less likely she is to be married before the age of 18 and have children during her teenage years. So, educating girls is a crucial springboard for sustainable development in all its forms.

ECW: Our readers would like to know a little about you on a personal level and we know that ‘readers are leaders.’ What are some of the books that have most influenced you, personally and professionally, and why would you recommend them to others?

Folly Bah Thibault: Jacques Ellul’s ‘Propaganda – The Formation of Men’s Attitudes’ which I studied while in college, had a lot of influence on my career as a journalist. It changed the way I looked at the news media and politicians. Ellul argues that propaganda, whether its ends are good or bad is not only a threat to democracy, but the biggest threat to humanity. And authors like Chinua Achebe and Chimamanda Ngozie Adichie have influenced me a great deal. They’re both masterful storytellers who balance the personal, the political, intimate and historical to paint a distinct picture of the African experience. Chinua Achebe’s ‘Things Fall Apart’ is no doubt the greatest work of literature to come out of Africa. It has had a profound impact on me. I had grown up studying French literature, Victor Hugo and Camus, but Achebe’s extraordinary work was a revelation for me. It is the most powerful depictions of colonization and its impact, told in an authentic African voice. It is a timeless reminder for me as a journalist that some stories are best told by the people who live them.

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By Yasmine Sherif
NEW YORK, May 8 2023 (IPS)

A civilian student named Saber was caught in the crossfire in Khartoum. He had two choices: either flee and lose everything; or die. But within a moment his option to choose was violently denied: he died.

As a result of the brutal internal armed conflict in Sudan right now, UNHCR projects that 860,000 people will flee across the borders as refugees and returnees into the Central African Republic, Chad, Egypt, Ethiopia, Eritrea and South Sudan. About 50% will be children and adolescents below 18.

Will they arrive alive? They can’t choose. They can only hope.

Making it worse, none of the neighboring countries has the financial and structural capacity to manage such influx, and yet they too, have no choice.

Indeed, an enormous international response will be required to support the Refugee Response Plan developed by 134 partners, including UN agencies, national and international NGOs and civil society groups, and launched on 4 May 2023.

Fleeing children and adolescents will need immediate psycho-social support and mental health care to cope with the stress and trauma of the conflict and perilous escape. They will need school meals. They will need water and sanitation. They will need protection. In the deep despair of their young lives, they will need a sense of normalcy and hope for their future. They need it now and a rapid response to establishing education can meet these needs.

Or to paraphrase ECW’s new Global Champion, the world-renowned journalist, Folly Bah Thibault – who reaffirms the need for speed and quality: the humanitarian-development nexus in action – in her high-level interview in this month’s ECW Newsletter, “We need to deliver with humanitarian speed and development depth.”

The choice is ours.

ECW is now traveling to the region to support host-governments, UN and civil society colleagues who jointly produced the Refugee Response Plan and who are on the ground working day and night in difficult circumstances. ECW will provide support both through an initial First Emergency Response investment and through our global advocacy.

We all have a choice to act now. Our choice is not between losing everything or die. Our choice is between action or inaction. Between humanity and indifference.

Prior to the breakout of the internal armed conflict in Sudan, Samiya*, a 17-year-old refugee student, wrote in her recent Postcard From the Edge: “Education is our future dream. Education is one of the most important factors to progress in life. Through education, people can thrive in their lives; they can also develop their skills and improve their life quality.”

We can help make Samya’s dream come true at the hardest, darkest moment of her life. Samiya does not have that choice. Only, we have that choice. Let us recognize it for what it is: as a privilege or blessing of choosing responsibility and humanity.

Yasmine Sherif is Director of Education Cannot Wait.

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Dramas, using professional actors and compelling storylines, are used to persuade reluctant parents to have their children immunized against polio. Credit: Ashfaq Yusufzai/IPS

By Ashfaq Yusufzai
PESHAWAR, May 5 2023 (IPS)

Pakistan, one of two polio-endemic countries in the world, has started staging theatrical dramas to promote immunisation in an attempt to encourage parents who refuse to allow their children to be vaccinated.

“Pakistan recorded 20 polio cases in 2022 and has detected one infected child this year. Most of the diagnosed polio kids haven’t been vaccinated mainly reluctance by the parents against oral polio vaccine,” Dr Jamshed Khan, a medical officer in Lakki Marwat district, told IPS. This region reported the first case in 2023.

Khan said the virus was identified in Pashto-speaking districts of Khyber Pakhtunkhwa. Now the medical teams are looking at different strategies to counter opposition to immunisation and inoculate all target kids to eradicate the crippling disease.

In 2022, all 20 polio cases were reported from three districts in Khyber Pakhtunkhwa, one of Pakistan’s four provinces. He said most cases were identified on unvaccinated or partially vaccinated children.

Parents’ hesitancy to administer vaccines to their wards is based on unfounded propaganda that polio drops were a ploy used by Western countries to render recipients impotent and infertile and cut down the population of Muslims.

Khyber Pakhtunkhwa province has been trying innovative approaches to tackle the increasing incidents of refusals due to misconceptions and creating demand for vaccination.

The latest in the series is holding theatrical events to do away with parents’ hesitancy against polio immunisation and protect the kids. Theatres organised in collaboration with the VOA Deewa (Pashto) service aim to convey that vaccination was to safeguard children and prevent disabilities.

“Today, we got a very positive message about vaccination. The drops administered to the children have been approved by the government and the World Health Organisation, are safe for human consumption,” Farman Ali, 16, a 10th grader in Swat district.

Ali, who attended theatre in his school in Swat, where viruses have been found in sewerage water, said that formerly he was opposed to inoculation, but now he wants to scale up awareness about the significance of vaccination in his neighbourhood.

“Prior to Swat, we have also held dramas in other districts. The impact of that is encouraging as the parents who previously refused drops are now willing to allow immunisation of their kids,” writer Noorul Bashar Naveed said.

“During the dramas, we show the people to the audience who had got disabilities due to non-vaccination and prevail upon them that immunisation is significant to protect their kids from preventable diseases,” Naveed said. “We aimed to promote vaccination among students and highlight the role of teachers as spiritual parents in mobilising students and society in general about the significance of essential immunisation, including polio, to prevent the spread of infectious diseases.”

Pakistan has been administering polio shots to 35 million children every year in four door-to-door campaigns, but 500,000 missed the drops due to hesitancy by parents.

Noted actors of the Khyber Pakhtunkhwa perform The Journey of Hope.

These senior artists perform the roles of teachers, students, vaccinators and affected kids who warn the parents against refusals, Naveed said.

Vaccination benefits children, and parents must fulfil their religious and moral obligation by vaccinating them against all preventable diseases.

“We have tried our level best to brush aside all misconceptions and myths about vaccination and pave the way for smooth sailing of the immunisation,” he said.

The plays include messages from religious scholars that according to Islam, the parents are bound to safeguard children against diseases, Naveed added.

A Grade 9 student, Muhammad Qabil, said that after watching the theatre, he was confident that many people who staunchly opposed vaccination would now opt for giving drops to their kids below five years.

“Before attending the theatre, I was against immunisation and thought that it was a tool by the Western countries against Muslims, but that was incorrect,” he said. Qabil said he had heard from religious scholars that vaccination was in accordance with Islam.

Dr Rashid Khan, a child health expert, said that the plays with strong performances by professional actors with powerful dialogues, script and background music keep the participants engaged for two hours, during which the focus remains on the significance of immunisation.

Khan said that Pakistan is also coordinating with neighbouring Afghanistan, another endemic country, to ensure the immunisation of children crossing the border.

Afghanistan, which reported two cases last year, is inoculating 9 million children, with less than 1 percent unimmunised due to refusals or hard-to-reach children.

Polio has been virtually eliminated globally through a decades-long inoculation drive, but insecurity, inaccessible terrain, mass displacement and suspicion of outside interference have hampered mass vaccination in Afghanistan and some areas of Pakistan.

Nek Wali Shah Momin, director of Afghanistan’s National Emergency Operation Center (EOC) for Polio Eradication, told IPS said many more areas could now be reached since the Taliban took over and the fighting stopped.

“Taliban are very cooperative and want to eliminate polio,” he said.

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Credit: UNESCO

By Victoria Galán-Muros, Mathias Bouckaert and Jaime Roser
PARIS, Apr 27 2023 (IPS)

Over the last decades, the global share of women among teaching staff in Higher Education Institutions (HEIs) has increased from nearly 35% in 1990 to close to 45% in 2020.

Yet, behind this overall positive trend lies a different reality for women as their career progression is often impeded by a series of ´glass ceilings and sticky floors´.

In recognition of International Women’s Day last month, UNESCO-IESALC has published a policy brief to outline the current situation of gender inequalities in academia and to propose policy measures to increase women’s access at all levels of academic positions.

Career progression in academia usually follows well-established paths, starting from PhD graduation to gradually move up to associate professor, full professor and academic leader positions. Each of these steps requires going through promotion processes that can raise structural barriers to women’s advancement.

To address the gender gaps in academic positions, governments can rely on a wide range of measures using five broad policy instruments: regulation, funding, information, provision of services and collaboration.

Overall, effective strategies to promote women representation in academic positions often require complementing general gender policies for the society as a whole as a baseline (by addressing violence against women, promoting work-life balance, addressing equal pay, etc.), with a range of specific measures targeting academia.

Among the policy measures targeting the academic sector, implementing monitoring systems to collect data on the distribution of women and men at different stages of academic careers is critical because the factors contributing to gender inequality in academia vary significantly between countries, HEIs and across time.

Monitoring systems allow identifying where the gaps in gender equality occur and implement the most appropriate set of policies to address them.

If the gender gap is already present in student enrolment, policy would first need to address cultural and structural barriers that discriminate girls in the education system.

If the main gender gaps are identified at the PhD level or in early-career positions, policies should aim at increasing the attractiveness of the academic profession for women.

If the gender gaps occur at more senior academic positions, policies should focus on changing appointment practices in HEIs by requiring the use of a diversity of performance metrics or gender quotas.

Some governments also develop specific initiatives to support the progression of women in academia such as funding programmes or training, mentoring, and networking opportunities to enhance women’s opportunities to access leadership positions.

Many of these measures should be co-designed by governments and universities given the high autonomy of HEIs and their diversity.

The variety of policy options that governments can use to address gender inequalities in academia is further discussed in the latest policy brief from UNESCO IESALC, along with specific country examples.

Raising awareness on these different policies, as well as on their possible uses and limitations, is critical to feed the broader conversation about gender distribution in academia and fill the need for evidence-based strategies to end persistent inequalities.

Source: UNESCO

Victoria Galán-Muros is Head of Policy Analysis and Technical Cooperation; Mathias Bouckaert is Analyst – Policy Analysis and Technical Cooperation; Jaime Roser is Junior Analyst – Policy Analysis and Technical Cooperation

IPS UN Bureau

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The renowned journalist and humanitarian will join the UN’s global fund for education in emergencies in raising awareness and advocating for education for the world’s most vulnerable children.

By External Source
NEW YORK, Apr 26 2023 (IPS-Partners)

The acclaimed international journalist Folly Bah Thibault today accepted her appointment as a Global Champion for Education Cannot Wait (ECW), the United Nations global fund for education in emergencies and protracted crises.

“Folly Bah Thibault is a visionary journalist and humanitarian. As one of the world’s leading advocates for education, we are delighted to announce her as our new Education Cannot Wait Global Champion. With champions like Folly, we continue to build a global movement to ensure children affected by armed conflict, climate change, forced displacement can access the safety, hope and opportunity that only a quality education can provide,” said Yasmine Sherif, Executive Director of Education Cannot Wait.

Through her work for Al Jazeera, France24, Radio France International and Voice of America, Thibault has become one of the most recognized and respected journalists in the world. Her coverage of some of the world’s most pressing events as a journalist for Al Jazeera is shedding light on forgotten crises across the globe. The New African Magazine has named Thibault as one of the ‘Most Influential Africans’ working today.

With more than 20 years of experience as a journalist, Thibault has covered some of the world’s most important news stories, including the Arab Spring and marquee specials for Al Jazeera on the United Nations. She has interviewed heads of state, Nobel Prize winners, artists and influencers the world over.

“It is truly an honour for me to have been selected as an Education Cannot Wait Global Champion. I’ve spent many years advocating and fighting for the welfare and education of children around the world – especially in Africa. I truly believe education is the only way we can build a sustainable and rewarding future for millions of children who would otherwise be left behind. I strongly believe my new role as Education Cannot Wait Global Champion will allow me to continue that work and reach even more children who need and deserve to have access to quality education,” said Thibault.

Thibault was the Master of Ceremonies at the Education Cannot Wait High-Level Financing Conference this February in Geneva, Switzerland, where world leaders came together to announce a ground-breaking US$826 million in support of ECW. Together with its strategic partners, ECW is looking to mobilize more than $1.5 billion for the 2023-2026 strategic period. As an ECW Global Champion, Thibault will advocate for increased funding and support for the 222 million crisis-impacted children and adolescents worldwide who urgently need quality education in our global push to deliver on the Sustainable Development Goals, especially SDG4, inclusive, equitable quality education for all.

Born in Conakry, Guinea, Thibault received her bachelor’s and master’s degrees from Howard University and American University in the United States. After graduating, Thibault hosted a show for Voice of America that sought to reunite families separated by conflict in Sierra Leone and Liberia. It wasn’t long before her passion for telling stories and reporting took her to Paris and Radio France Internationale, where she presented the morning show on the English Channel. She later joined France24 television as an Anchor, before joining Al Jazeera English as a Principal Presenter in 2010 and relocating to Qatar.

When she’s not at Al Jazeera’s headquarters in Doha, Thibault is a sought-after moderator and public speaker. In 2019, she launched her foundation – Elle Ira à l’Ecole – which helps young girls in Guinea get an education.

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By External Source
Apr 24 2023 (IPS-Partners)

 
Colombia’s government is expanding its educational response to the Venezuelan regional crisis, and its efforts are supported by Education Cannot Wait (ECW), which announced USD 12 million grant. However, the need is great, and ECW estimates financial support of USD 46.4 million is needed for the multi-year resilience response.

ECW High-Level Mission to Colombia ECW Executive Director Yasmine Sherif meets a young female student at the ECW-supported learning facility ‘Eustorgio Colmenares Baptista’, in Cúcuta, Colombia. Disability and inclusion are at the forefront of ECW-supported learning activities. Credit: ECW

By Joyce Chimbi
NEW YORK & NAIROBI, Apr 24 2023 (IPS)

The largest external displacement crisis in Latin America’s recent history is unfolding as countries open their borders to an influx of refugees from Venezuela following unprecedented political turmoil, socio-economic instability, and a humanitarian crisis.

“Venezuela’s ongoing regional crisis is such that more than 6.1 million refugees and migrants have fled the country, triggering the second largest refugee crisis today. Colombia alone is host to 2.5 million Venezuelan refugees and migrants in need of international protection,” Yasmine Sherif, Executive Director of Education Cannot Wait (ECW), tells IPS.

Sherif applauds Colombia for opening its borders despite ongoing challenges within its borders. For, 2.5 million refugees and migrants from Venezuela are in addition to Colombia’s own 5.6 million internally displaced persons (IDPs).

“The Government of Colombia has taken remarkable measures in providing refugees and migrants from Venezuela with access to life-saving essential services like education. By supporting these efforts across the humanitarian-development-peace nexus, we are creating the foundation to build a more peaceful and more prosperous future not only for the people of Colombia but also for the refugees and migrants from Venezuela above all,” she emphasizes.

An influx of refugees and IDPs has heightened the risk of children and adolescents falling out of the education system. As life as they knew it crumbles and uncertainty looms, access to safe, quality, and inclusive education is their only hope.

Girls, children with disability, and those from indigenous and Afro-Colombian peoples are highly vulnerable as they are often left behind, forgotten as a life of missed learning and earning opportunities beckons.

ECW High-Level Mission Delegation, led by Executive Director Yasmine Sherif, and in-country partners, Fundación Plan, Norwegian Refugee Council, Save the Children, UNICEF, World Vision at the ECW-supported learning facility ‘Eustorgio Colmenares Baptista’ in Cúcuta, Colombia.
Credit: ECW

To avert an education disaster, as many children risk falling off the already fragile education system, ECW intends to continue expanding its investments in Colombia. To deliver the promise of holistic education and give vulnerable children a fighting chance.

ECW has invested close to USD 16.4 million in Colombia since 2019. The fund intends to extend its support with an additional USD 12 million for the next three-year phase of its Multi-Year Resilience Programme, which, once approved, will bring the overall investment in Colombia to over USD 28 million.

The new Multi-Year Resilience Programme will be developed during 2023 – in close consultation with partners and under the leadership of the Government of Colombia – and submitted to ECW’s Executive Committee for final approval in due course.

Sherif, who announced the renewed support during her recent one-week visit to Colombia, stresses that ECW works closely with the Ministry of Education and other line ministries in Colombia to support the government’s efforts to respond to the interconnected crises of conflict, forced displacement, and climate change and still provide quality education.

This collaboration is critical. Despite the government’s commendable efforts to extend temporary protection status to Venezuelans in Colombia, children continue to miss out on their human right to quality education.

In 2021 alone, the dropout rate for Colombian children was already 3.62 percent (3.2 percent for girls and 4.2 percent for boys). The figure nearly doubles for Venezuelans to 6.4 percent, and reaches 17 percent for internally displaced children.

“But even when children are able to attend school, the majority are falling behind. Recent analysis shows that close to 70 percent of ten-year-olds cannot read or understand a simple text, up from 50 percent before the COVID-19 pandemic shut down schools across Colombia,” Sherif observes.

Against this backdrop, she speaks of the urgent need to provide the girls and boys impacted by the interconnected crises of conflict, displacement, climate change, poverty, and instability with the safety, hope, and opportunity of quality education.

ECW’s extended programme will advance Colombia’s support for children and adolescents from Venezuela, internally displaced children, and host-communities, as well as indigenous and Afro-Colombian communities impacted by these ongoing crises.

“ECW’s investment closely aligns with the Government of Colombia’s strategy on inclusion and will strengthen the education system at the national level and in regions most affected by forced displacement. The programme will also have a strong focus on girls’ education so that no one is left behind,” she says.

A young girl does arts and crafts at the ECW-supported Yukpa indigenous school of the Manüracha community in Cúcuta, Colombia. Credit: ECW

As of November 2022, over half a million Venezuelan children and adolescents have been enrolled in Colombia’s formal education system. ECW investments have reached 107,000 children in the country to date.

“Financing is critical to ensure that no child is left behind. But funds are currently not enough to match the challenges on the ground and the growing needs. An estimated USD 46.4 million is required to fully fund the current multi-year resilience response in Colombia,” Sherif explains.

 ECW’s Multi-year Resilience Programme in Colombia is delivered by UNICEF and a Save the Children-led NGO consortium, including the Norwegian Refugee Council (NRC), World Vision, and Plan International.

ECW investments in Colombia provide access to safe and protective formal and non-formal learning environments, mental health and psychosocial support services, and specialized services to support the transition into the national education system for children at risk of being left behind. A variety of actions to strengthen local and national education authorities’ capacities to support education from early childhood education through secondary school.

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The removal of Mughal history from textbooks is seen as a political move which downplays the rich diversity of the Indian subcontinent. This artwork stems from this period. Credit: Govardhan. Jahangir Visiting the Ascetic Jadrup. ca. 1616-20, Musee Guimet, Paris

By Ranjit Devraj
NEW DELHI, Apr 20 2023 (IPS)

The removal from school textbooks of chapters covering the Mughal period of Indian history spanning three centuries has raised a storm of protests from academics.

The Mughals, who ruled much of the Indian sub-continent between the 16^th and 19^th centuries, left behind an indelible stamp on science, art, culture, and overall development. Their legacy is visible today mainly in a number of monuments recognised as UNESCO World Heritage Sites, including the Agra Fort, Fatehpur Sikri, Red Fort, Humayun’s Tomb, Lahore Fort, Shalamar Gardens, and the Taj Mahal.

UNESCO’s India representative, Hezekiel Damani, said the organisation advises that the curriculum represents a conscious and systematic selection of knowledge, skills and values that shape the way teaching, learning and assessment processes are organised by addressing questions such as what, why, when and how students should learn.

“Therefore, a quality curriculum must pave the way to the effective implementation of inclusive and equitable quality education,” Damani says. “Subject-specific curriculum development, reform and revision are entirely the decision of member states; they must be conscious of today’s curriculum, and future needs while making any intervention.”

“The issue here is that Mughal rule does not align well with present-day politics — it is no surprise that chapters that refer to that period are being deleted by the National Council for Education Research and Training (NCERT),” says Ruchika Sharma, who teaches history at the Delhi University.

Sharma says that from an academic point of view, the Mughal period presents a well-researched part of Indian history because of the rich documentation they left behind. “Removing an entire chapter dealing with such an important period of history from class XII textbooks would certainly affect students’ career choices — they will see a mismatch between visible legacy and the curriculum.”

Sharma referred in particular to the chapter titled ‘Kings and Chronicles, the Mughal Courts,’ from the NCERT history book Themes of Indian History-Part II, which describes how the Mughals encouraged peasants to cultivate cash crops such as cotton grown over a “great swathe of territory that spread over central India and the Deccan plateau.”

The Mughal period saw India becoming the world’s biggest exporter of cotton as well as cotton manufactures such as calico and fine muslins that were shipped to the European markets by the Dutch and English East India Companies that were allowed to set up ‘factories’ or fortified trading posts along the Indian coasts.

Other revenue-generating crops included sugarcane and oilseeds such as mustard and lentil that were grown alongside staples like rice, wheat and millets, the deleted chapter said. The section on ‘Irrigation and Technology’ noted that under the Mughals, cultivation rapidly expanded with the help of artificial irrigation systems and the introduction of crops from the new world, such as tomatoes, potatoes and chilli.

Swapna Liddle, historian and author, says that much of India’s built heritage, language, arts, agriculture and land tenure systems are a legacy of the Mughal period. “It is important to study how India was also progressing in the scientific fields during that period,” says Liddle.

The Mughal period saw a flowering of the sciences, especially astronomy, mathematics, medicine, architecture and engineering, that had an impact long after the dynasty ended in 1857. Akbar’s reign (1556—1605), for example, saw the establishment of medical schools and dispensaries, while his successor, Jehangir, patronised the study of mathematics and astronomy.

On April 7, a group of ‘Concerned Historians’ issued a statement saying: “We are appalled by the decision of the NCERT to remove chapters and statements from history textbooks and demand that the deletions from the textbooks be immediately withdrawn.”

“The decision of the NCERT is guided by divisive motives. It is a decision that goes against the constitutional ethos and composite culture of the Indian subcontinent. As such, it must be rescinded at the earliest,” said the statement, which has been endorsed by hundreds of academics.

According to the statement, the textbooks were designed to be inclusive and provide a sense of the rich diversity of the human past both within the subcontinent as well as the wider world. “As such, removing chapters/sections of chapters is highly problematic not only in terms of depriving learners of valuable content but also in terms of the pedagogical values required to equip them to meet present and future challenges.”

The director of the NCERT, Dinesh Kumar Saklani, has stated that the chapters were removed as part of “rationalisation aimed at reducing the burden on schoolchildren following the COVID-19 pandemic.” He claimed that the rationalisation was vetted by experts and denied that there was any political agenda behind the move.

Says Ajay K. Mehra, a political scientist currently attached to the independent think tank, the Observer Research Foundation: “It would have been far better to modify the chapters on the Mughal and Islamic periods than delete them altogether — this way a very large and important period of mediaeval Indian history is going to be lost to impressionable young students and to future generations.”

The changes to the textbooks, says Mehra, are deliberate and part of a larger, declared political agenda to restore the past glory of Hindu dynasties that existed before the arrival of Islam in India. This can be seen in the renaming of roads and cities, he said, citing the renaming of Allahabad city in 2018 to Prayagraj to reflect its importance as a Hindu pilgrimage site at the confluence of the sacred Yamuna and Ganges rivers.

“What is lost here is the fact that Mughal rule saw enormous economic advancement that lasted three centuries because of a compact with Hindu Rajput (princely) feudatories. “Rajput princes not only led Mughal armies but also entered into marital alliances — two of the important Mughal emperors, Jehangir and Shah Jahan, were born of Rajput princesses, for example,” Mehra said.

Makkhan Lal, distinguished fellow at the Vivekananda International Foundation, a think tank considered close to the government, says that there is a case for the Mughal period getting “disproportionate description and allotment of space” in history textbooks and this needed to be rectified.

Lal, who has taught history at the Banaras Hindu University and worked with the NCERT, said the “correction being made now is a step in the right direction and should have been taken earlier.”

Apart from academics, leaders of opposition parties have also denounced the changes to the textbooks. Sitaram Yechury, general secretary of the Communist Party of India, said the changes made to class textbooks were regrettable because of India’s diversity.

“The lands of India have always been the churning crucible of civilisational advances through cultural confluences,” Yechury says.

Pinarayi Vijayan, who leads a communist party government in the southern Kerala state, Tweeted: “They resort to rewriting history and masking it with lies. So, we must strongly protest the decision of the BJP government to delete certain sections from NCERT textbooks. Let the truth prevail.”

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Matiullah Wesa worked with community and tribal leaders in remote areas in Afghanistan to advocate for education and bring learning closer to communities.

By David Kode
JOHANNESBURG, Apr 19 2023 (IPS)

Matiullah Wesa’s crime was to try to ensure young people got an education in Afghanistan. His recent forceful abduction by the Taliban offers the latest stark reminder that global solidarity and coherent action from the international community are needed to prevent the complete loss of the rights of women and girls in Afghanistan.

Matiullah has been at the forefront of advocating for access to education as a co-founder and leader of Pen Path. For more than a decade, Pen Path has worked with community and tribal leaders in remote areas in Afghanistan to advocate for education and bring learning closer to communities. It works to enlighten communities about the importance of education, particularly girl’s and women’s education, organises book donations, runs mobile libraries in remote areas and reopens schools closed by years of conflict and insecurity. Pen Path has reopened over 100 schools, distributed more than 1.5 million items of stationery and provided education facilities for 110,000 children – 66,000 of them girls. This is what Matiullah is being punished for.

The abduction of Matiullah and many others advocating for the rights of education point to a concerted effort by the Taliban to try to restrict women’s and girls’ access to education and silence those advocating for education and an inclusive society.

There are sadly many other instances. In November 2022 around 60 Taliban members stormed a press conference organised to announce the formation of Afghan Women Movement for Equality. They arrested conference participants and deleted all images from their phones.

Immediately after taking power in August 2021, the Taliban instructed women to stay at home and avoid travelling. In December 2022, the Ministry of Higher Education announced it had suspended university education for women until further notice. Taliban officials argued that female students did not wear proper clothing on campus and announced it was enforcing gender segregation in schools. These decisions have been accompanied by others that force thousands of female workers to stay at home and prevent women and girls entering public spaces such as parks.

In December 2022 the Taliban banned women from working for international and national civil society organisations. This was a move that could only be counter-productive, since women play a vital role in providing essential services that people need. Banning women from working for civil society organisations affects millions in dire need of humanitarian assistance and services to women and children, as well as further increasing unemployment. The Taliban urged organisations to suspend female staff under the pretence that workers did not adhere to the regime’s strict dress code.

Most recently, women have been banned from working for United Nations agencies that are operating in Afghanistan. The United Nations may have to pull out.

It has taken just months for the Taliban to reverse the gains made over the years before their return that saw Afghan women claim visibility in public life and work such roles as broadcasters, doctors and judges.

Women in Afghanistan are fighting but can’t succeed alone

These restrictions on women’s rights should be seen in the context of the closing of civic space and attacks on other fundamental rights. As a result, Afghanistan’s civic space rating was recently downgraded to closed, the worst category, by the CIVICUS Monitor, a research partnership that tracks civic space conditions in 197 countries.

Despite the ongoing restrictions against women, the brave women of Afghanistan refuse to back down. They continue to organise what protests they can against restrictions and women human rights defenders continue to advocate for the rights of all women and girls to access education and participate in decision-making processes.

When women protest against restrictions, they risk harassment, physical and psychological torture and detentions. Some have been forcefully abducted from their homes. In January 2022, Taliban gunmen raided the homes of women human rights defenders Parwana Ibrahimkhel and Tamana Zaryab and abducted them.

No society can reach its real potential without the participation of women. The international community must double its efforts to support women and girls in Afghanistan. States should respond proactively to the United Nations 2023 appeal for Afghanistan. Aid should however be made conditional on guarantees to uphold the fundamental rights of women and girls. The international community should accompany aid with a strategy to build a more inclusive and open society.

Not to do so would be to abandon the likes of Matiullah Wesa, the many others like him penalised for standing up for education and rights, and the women of girls of Afghanistan being forced into silence.

David Kode is the Advocacy and Campaigns Lead at CIVICUS, the global civil society alliance.

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By External Source
Apr 13 2023 (IPS-Partners)

 
Mr. Khalifa Jassim Al-Kuwari is the Director General of the Qatar Fund for Development (QFFD), managing the State of Qatar’s foreign aid and international development activities. Since 2014, he led the establishment, strategy-setting, operationalization, partnerships and funding programmes of the Qatar Fund for Development in various developing countries.

Previously, Mr. Al-Kuwari was the Chief Operating Officer of the Qatar Investment Authority (QIA), where he oversaw the entire business support infrastructure and led several initiatives to improve the performance of support functions. Prior to that, Mr. Al-Kuwari was the QIA Executive Director of Joint Venture and International Business, where he managed investment joint ventures and government-to-government relations.

He has been appointed to the boards of leading companies and institutions such as Harrods, Volkswagen Group, Fairmont Raffles Group, Songbird Real Estate, Qatar Exchange, Katara Hospitality and Mowasalat. He was also appointed Chairman of the Board of Directors of the Islamic Bank of Britain, and Qatar and Algeria Investment. Mr. Al-Kuwari has served as the President of Qatar Leadership Centre Alumni Association Council and a member of the Board of Directors & Chairman of the Audit Committee of Qatar Mining Company. He is also interested in social work within the State of Qatar and was elected to the Board of Directors of Qatar Foundation for Social Work, which includes social institutions such as Nama, Ehsan, Shafallah, Dreama, Wifaq and Aman. Presently, he is the Vice President of Qatar University Alumni Association and also Chairman of the Qatar Academy for Science and Technology Board of Advisors.

Mr. Al-Kuwari started his career as an accountant and investment manager and handled various responsibilities at the Qatar Central Bank, Ashghal & Urban Planning Authority. There, he acquired in-depth experience in accounting, auditing, financial analysis and investment management.

Mr. Khalifa Al-Kuwari holds an Executive MBA in Business Administration from the London Business School in the UK, a Master’s in accountancy from Cleveland State University in the USA and a Bachelor of Business Administration from Qatar University. He graduated from the Leadership Development Program at Harvard Business School and Qatar Leadership Center. Mr. Al-Kuwari also passed the Chartered Accountants’ Examination in Ohio, USA.

ECW: The Qatar Fund For Development (QFFD) announced an initial US$20 million contribution to Education Cannot Wait at our High-Level Financing Conference in Geneva. Why is supporting ECW’s efforts to reach 20 million crisis-impacted children over our four-year strategic period important for Qatar?

Mr. Al-Kuwari: The Qatar Fund For Development’s US$20 million contribution to Education Cannot Wait (ECW) reflects Qatar’s strong commitment to supporting access to, and the quality of, education in crisis-affected countries. This stems from Qatar’s recognition that education is a fundamental human right and its attainability is essential for promoting peace, stability and development in conflict and disaster-affected countries.

Children are often the most vulnerable of their communities, facing significant barriers to education. In many contexts, children are marginalized and at the precarity of displacement, poverty, discrimination and conflict. This risks them being left behind, missing out on the opportunity to develop their full potential. By supporting ECW’s work to reach 20 million crisis-impacted children in the next four years, Qatar aims to invest in a better future for these vulnerable children and contribute to the global efforts to leave no one behind.

Additionally, we believe that every dollar spent on better education has a direct bearing and impact on the long-term development and stability of countries in crises. Education can help break the cycle of poverty and conflict, promote inclusive economic growth, and build more resilient communities. As such, Qatar, through ECW and along with other partners, would be promoting the values of cooperation and solidarity in places of need.

To this end, the complexity of disrupted education in crises-affected countries is far bigger than the ability of one nation, donor or agency to solve it alone. That is why proactive and collective approaches to mitigating the long-term impacts of out-of-school children in conflict contexts are imperative, due to the complexity and inter-windedness of such a problem. At Qatar Fund for Development, we work closely with our strategic partners at Education Above All (EAA) to tackle these issues in more than 40 countries worldwide. And, in the same vein, this contribution also demonstrates how we perceive the importance and effectiveness of forging strategic partnerships for a common cause.

ECW: Globally 222 million girls and boys impacted by armed conflicts, forced displacement, climate-induced disasters and protracted crises urgently need quality education. How can QFFD and ECW work together to deliver on our joint goals? (e.g., expanding partnerships and scaling-up investments across the Arab world could be an example).

Mr. Al-Kuwari: The scale of the crises affecting millions of children worldwide demands a collaborative effort to deliver quality education to those who need it the most. Qatar Fund and ECW will work together to achieve this joint goal through expanding partnerships and scaling-up targeted investments in this sector.

We must leverage our resources and expertise to identify and prioritize high-need areas and populations. This can be done by combining our efforts to provide targeted, relevant educational support and make a meaningful difference in the lives of millions of children. We can also explore new partnership opportunities with other interested stakeholders – in the Arab world, specifically – such as grant foundations, high net-worth donors and other blended financing modalities. By expanding our networks and building strong partnerships, we can increase our reach and impact.

Additionally, we must improve the design and implementation of educational programmes. This can be done by investing in joint research and analysis to identify the most effective approaches for delivering quality education in crisis-affected areas and use these findings to inform programme design and implementation. By sharing best practices, lessons learned and research findings, we can continuously improve the efficiency and effectiveness of our programmes. This will ultimately provide a better dividend to those we serve and equip children with the skills and knowledge they need to overcome the challenges they face and build a better future for themselves and their communities.

ECW: The QFFD works with a clear vision to “Give hope and promote peace and justice through sustainable and inclusive development.” How can education – especially for the ‘world’s most vulnerable children – support this vision, and how can it help support efforts towards peace in the Middle East and other regions in the world?

Mr. Al-Kuwari: In today’s world, education is vital to our lives, and the absence of it leaves one with a chronic disadvantage. For us at Qatar Fund, education is not only a basic human right, it is a form of freedom. Being educated allows one to enhance their skillset and acquire innovative tools for creating endless opportunities to earn a decent and dignified living. We also believe that education helps promote values such as tolerance, respect and empathy, that can have a bearing on building more inclusive and cohesive societies – reducing the risk of conflict and thus promoting peace.

This is especially important for the Middle East and other crisis-impacted regions. Education can play a critical role in promoting peace and stability. Regardless of the background or circumstances, education can expand the horizon of kids and young people, giving them hope and choices for their future, rather than succumbing to harmful ideologies and groups. It can also help promote understanding and reduce tensions between different groups. Education can also help build the skills and knowledge needed to be part of and promote economic growth. Eventually, and as evidenced by countless examples across continents, education impacts poverty reduction, strengthens social development, and bridges the chasm of inequality and injustice.

Since 2013, Qatar Fund’s commitments to the education sector, and in close cooperation with our strategic partner Education Above All, has amounted to more than US$1 billion. We have supported more than 70 recipient countries through building schools, universities and kindergartens. We have also supported teachers and helped in printing curriculums and books, and given scholarships to students from developing countries. Indeed, this was delivered closely with United Nations agencies, and other national and international organizations.

One of our flagship educational programmes is the Qatar Scholarship Initiative, where we collaborate with leading educational institutions in Qatar to offer scholarships for the best and brightest international students out there. This programme covers the tuition fees, accommodation, and living expenses for the duration of the student’s programme of study and stay in Qatar.

Moreover, and with the increase in the numbers of Syrian refugees and internally displaced people within Syria due to a protracted civil war, Qatar Fund for Development launched the ‘QUEST’ educational initiative to support Syrian refugees in 2016. This initiative was co-founded and implemented by our strategic partners including Education Above All Foundation, Qatar Charity, the Qatar Red Crescent, Spark, and UN agencies including the UNHCR and UNRWA. The QUEST initiative, which was successfully wrapped up last year, has addressed the educational needs of the most vulnerable communities directly affected by the Syrian crisis.

ECW: How can we make sure girls have access to education everywhere, notably in Afghanistan, where bans on girls’ education at the secondary and tertiary levels are destroying the hopes and dreams of millions of girls and inevitably will dramatically impact Afghanistan’s economy and society?

Mr. Al-Kuwari: As an active participant on the global stage, the State of Qatar has continued extending its support to alleviate suffering and to promote development across the world. Whether through targeted access to healthcare services for underprivileged and deprived communities, providing educational facilities and resources for out-of-school children, or building necessary infrastructure such as roads, water and sanitation networks, Qatar Fund for Development (QFFD) projects have helped millions of people around the world overcome basic barriers to human needs and essential freedoms.

More specifically, education is a cornerstone of our work at QFFD, as it is the quickest and most effective way to pull children out of poverty. In this context, QFFD aims to ensure that girls have access to quality education. Educated future mothers will benefit from this and ensure their families are fed better, clothed better, and enjoy a better life with a higher family income.

While girls’ education has become trivial in many parts of the world, it is still a significant issue in places such as Afghanistan. Beyond being a fundamental right and not a privilege, in war-torn countries, better girls’ education impacts the reduction in girls’ and women’s trafficking, fosters equality, and shatters the self-feeding stereotypes and stigma that put girls at a harmful disadvantage. But ensuring that girls have access to education in Afghanistan requires a multifaceted approach that involves the cooperation and coordination of multiple stakeholders, including the Afghan government, international organizations and civil society groups.

To this end, I firmly believe that supporting programmes and initiatives that improves girls’ education can be an effective strategy. These can vary in offering scholarships, cash transfers, and material support that can help cover and reduce the costs of quality education. Furthermore, investing in female teachers is vital and can also help increase the number of girls who attend school. These can serve as role models for girls and also. above all, provide a safe and ‘trusted’ environment conducive to girls’ participation in learning. In addition, to increase access to education, it is essential to ensure that the quality of education and its relevance are preserved. This can be achieved by improving teachers’ training, providing relevant, contextualized and up-to-date curriculum materials, and ensuring that schools have the necessary resources – including textbooks, classrooms technology, and basic facilities like dedicated toilets for girls, sanitation infrastructure and clean water.

Overall, addressing the issue of girls’ education in Afghanistan requires a comprehensive and sustained effort from all stakeholders. By working together, we can help ensure that girls receive their right to access quality education and enable them to fulfill their potential, which can benefit both them and their societies.

ECW: You have served as a Board Member for a number of high-level companies and organizations that have included Harrods, Volkswagen Group, Fairmont Raffles Group, Songbird Real Estate, Qatar Exchange, Katara Hospitality, and Mowasalat. Why is private sector funding crucial and how can we increase private sector funding for, and engagement with, ECW through partnerships like QFFD?

Mr. Al-Kuwari: ECW’s partnership with QFFD can play a critical role in increasing private sector funding and engagement. This can help tremendously in raising public awareness, leveraging impactful new technologies, and utilizing innovative financing mechanisms to mitigate the impacts of the various prolonged educational crises. Our partnership can be positioned to create the necessary trust springboard for the private sector to engage. Various private sector actors could be approached, including private grant-making foundations, high-net-worth individuals, private social enterprises, and large multinational corporations with CSR initiatives.

Due to the size and complexity of the issue, private sector funding can play a critical role not only through offering financial resources, but also expertise and technical know-how to scale up interventions’ reach and impact. ECW can create a shared value-base with select private sector partners, who are likely to support initiatives that align with their corporate social responsibility goals. As such, I benefit from this opportunity here to encourage ECW to explore diversifying its funding sources towards more innovative public-private co-investments formats, such as pay-for-results instruments (e.g., social impact bonds, outcome funds, social impact incentives). These alternative, blended financing models can help mobilize private sector funding and engagement for ECW’s critical work.

ECW: Our readers know that “readers are leaders” and that reading skills are key to every child’s education. What are the three books that have most influenced you personally and/or professionally, and why would you recommend them to others?

Mr. Al-Kuwari: Among the many books that have drastically helped the way I perceive the world, and the quality of my personal and professional life, I would recommend “Outliers” by Malcolm Gladwell, “Development as Freedom” by Nobel Laureate Professor Amartya Sen, and “Politics of Humanity – the Reality of Relief Aid” by John Holmes.

“Outliers” is a thought-provoking book that examines the factors that contribute to high levels of success in individuals. Gladwell argues that it’s not just individual talent or effort that leads to success but also a combination of environmental factors such as family background, cultural upbringing and opportunity. It can be a valuable read for anyone looking to understand the complexity of success and the factors that can contribute to it. It can also inspire individuals to think about their own circumstances and how they can leverage their strengths and opportunities to achieve their goals.

“Development as Freedom” by Nobel Laureate Professor Amartya Sen highlights education as one of the key tools for overall economic prosperity and human development. This book is applauded by various development practitioners and has impacted the foreign aid sector for the better.

“Politics of Humanity – the Reality of Relief Aid” by John Holmes is another book relevant to the field of humanitarian aid, which is a great read. The book portrays the stark hardships that humanitarian workers face in delivering timely emergency aid in various contexts. Most importantly, it underlines that humanitarian aid is a moral imperative and not part of a political strategy. It has to be given purely on the basis of need, objectively assessed, if it is going to be effective and acceptable to populations in need.

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By External Source
Apr 12 2023 (IPS-Partners)

 
The United Nations High Commissioner for Refugees, Filippo Grandi, speaks at the Education Cannot Wait (ECW) High-Level Financing Conference in February 2023 in Geneva. The event mobilized a record US$826 million for ECW and the global challenge to support the education of the 222 million girls and boys living in crises, positioning education in emergencies as a top priority on the international agenda.

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Anna Ikeda. Credit: Soka University of America Photography

By Anna Ikeda
NEW YORK, Apr 10 2023 (IPS)

The current war in Ukraine has shown that nuclear deterrence is deeply flawed. It relies on the assumption of “rational actors” in power and credibility of threats, which we know are far from reality, especially in times of conflicts.

Beyond their potential use, nuclear weapons continue to threaten us through their mere presence. For instance, resources spent on those weapons hinder the advancement towards achieving the SDGs and building the post-pandemic world. Therefore, they tangibly affect other priority areas to be addressed at the G7 summit.

Thus, this year’s G7 summit presents an opportunity to seriously rethink our understanding of security and international peace.

The 2022 SGI Peace Proposal, authored by our international president Daisaku Ikeda, urges that we must “detoxify” ourselves from current nuclear-dependent security doctrines. Based on this, I offer some recommendations on controlling nuclear weapons:

1. Adopt a No First Use policy

To reduce current tensions and create a way toward resolving the Ukraine crisis, the nuclear-weapon states must urgently initiate action to reduce nuclear risks. With nuclear arsenals in a continuing state of high alert, there is a considerably heightened risk of unintentional nuclear weapon use.

For this reason, SGI has renewed its commitment to advocate for the principle of No First Use to be universalized as the security policy of all states possessing nuclear weapons as well as nuclear-dependent states.

We believe that adopting the doctrine of No First Use by nuclear-armed states would significantly stabilize the global security climate and help create a much needed space for bilateral and multilateral dialogue toward ending the conflict.

A No First Use policy would also operationalize the recent statement by the G20 leaders that the use or threat of use of nuclear weapons is inadmissible, as well as the statement by the P-5 countries in January 2022 that “a nuclear war cannot be won and must never be fought.”

Certainly, such declaratory policy must be accompanied by changes in actual postures and policies, such as taking all nuclear forces off hair-triggered alert, in order to build mutual trust.

Overall, No First Use would be a critical step toward reducing the role of nuclear weapons in national security and serve as an impetus to advance nuclear disarmament. We therefore urge G7 leaders to seize the opportunity to discuss and announce strategies of risk reduction, de-escalation, and disarmament, particularly by declaring the policy of No First Use.

2. Engage productively in multilateral disarmament discussions and take bold leadership

It is critically important that G7 leaders take bold leadership and renew their commitment to fulfill obligations for disarmament stipulated under Article VI of the NPT.

Equally important would be to further explore the complementarity between the NPT and the Treaty on the Prohibition of Nuclear Weapons (TPNW). We especially hope Japan will fulfill its commitment as a bridge-builder by engaging productively in the TPNW discussions, recognizing that, despite divergent approaches, all countries share grave concerns about the potential use of nuclear weapons.

We strongly urge G7 countries to work cooperatively with the TPNW States Parties by committing to attend meetings of states parties to the treaty in the future.

3. Commit to work towards the elimination of nuclear weapons

It is often said that a world without nuclear weapons is the “ultimate goal.” However, we have to be sure this goal is achieved before nuclear weapons destroy our world. There have been some calls by experts to set the year 2045 as the absolute deadline for the elimination of nuclear weapons. At the Hiroshima Summit, G7 leaders could possibly agree on setting such a timeline and determine to begin negotiations accordingly.

4. Support disarmament and nonproliferation education initiatives

Lastly, we call on G7 leaders to demonstrate their support for educational initiatives at every level. We strongly hope that they set an example by visiting the Hiroshima Peace Memorial Museum and meeting the atomic bomb survivors, to directly hear from them, and learn from their experiences.

To shift the current security paradigm, we must transform the way people think about peace and security, and challenge the dominant narrative that nuclear weapons keep us safe. We need to raise the public’s awareness that the surest way to avoid a nuclear war is by eliminating these catastrophic weapons.

A 2009 nuclear abolition proposal by the SGI president states that, if we are to put the era of nuclear terror behind us, we must confront the ways of thinking that justify nuclear weapons; the readiness to annihilate others when they are seen as a threat or as a hindrance to the realization of our objectives.

For this reason, we ask for the G7 leaders’ commitment to make available the opportunity for everyone, especially but not limited to young people, to learn about the humanitarian consequences of nuclear weapons.

We welcome Prime Minister Kishida’s initiative for the Hiroshima Action Plan, and establishing a “Youth Leader Fund for a world without nuclear weapons.” We hope Japan will exercise its leadership to affirm that the purpose of such initiatives is not to provide only the education about disarmament, but education for disarmament.

To close, the current tensions and uncertainties in the global security climate elevates, not undermines, the value and role of dialogue and diplomacy. Forums like the G7 and the United Nations serve more important functions than ever.

Anna Ikeda is representative to the United Nations of Soka Gakkai International (SGI), and the program coordinator for disarmament of the SGI Office for UN Affairs, where her work focuses on nuclear abolition and stopping killer robots. This is a slightly shortened transcript of her paper presented to the conference on ‘Advancing Security and Sustainability at the G7 Hiroshima Summit‘ at Soka University, Tokyo on March 29, 2023.

IPS UN Bureau

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Credit: UNICEF/UN0658410/But

By Robert Jenkins
NEW YORK, Apr 6 2023 (IPS)

With schools now reopened around the world, countries are called to take transformative action on education financing to recover and accelerate learning for all children, especially the poorest and most marginalized.

Findings from our recent study, however, reveal that we have yet to overcome hurdles to equitable education financing: in far too many countries, the poorest children often benefit the least from public education funding.

To transform education for every child, governments must address all three aspects of education financing: adequacy, efficiency, and equity. Our analysis covering 102 countries zeroed in on the equity challenge in education.

Many dimensions of equity are important to address, as vulnerable children can face simultaneous disadvantages related to poverty, disability, gender, location and more.

However, our study focuses on the poorest children, often hit the hardest by multiple, compounding barriers to quality education and learning.

Unfortunately, children from the poorest households often benefit the least from public education spending. On average, the poorest learners receive only 16 per cent of public funding for education, while the richest learners receive 28 per cent.

In 1 out of every 10 countries, learners from the richest 20 per cent of households receive four or more times the amount of public education spending than the poorest.

In Guinea, Mali and Chad, the richest learners benefit from over six times the amount of public education spending compared to the poorest learners.

Moreover, despite repeated commitments towards equitable financing – including the Incheon Declaration adopted at the World Education Forum 2015, the Paris Declaration of the 2021 Global Education Meeting, and most recently at the Transforming Education Summit in 2022 – data suggests that progress in delivering on these promises has been far too slow.

Evidence from 46 countries indicates that public education spending has become more inequitable in 4 out of every 10 countries. The data speaks for itself: the poorest learners are not receiving their fair share of public education funding, and we must intensify efforts to address these inequities.

Equitable education spending is critical and can reverse the effects of the global learning crisis before an entire generation loses its future. Our analysis shows that if public education spending stagnates, a one percentage point increase in the allocation of public education resources to the poorest 20 per cent is associated with a 2.6 to 4.7 percentage point reduction in learning poverty rates – translating to up to 35 million primary school-aged children that could be pulled out of learning poverty.

How can we address the equity challenge and ensure education funding reaches the poorest? One way is to ensure public funding prioritises lower education levels.

This financing principle refers to ‘progressive universalism’, by which resource allocation initially prioritises lower levels of education, where poor and marginalized children tend to be more represented. These first few years of learning lay the groundwork for children to acquire basic foundational skills. Then, when coverage at lower levels is near universal, resource allocation is gradually increased to higher levels, with a continued focus on the poorest and most marginalized.

Finally, it is important to note that inequity issues exist not only in domestic education financing, but also in international aid to education.

For instance, over the past decade, official development assistance (ODA) to education allocated to the least developed countries (LDCs) has never exceeded 30 per cent, far from the 50 per cent benchmark set forth by the Addis Ababa Action Agenda.

Moreover, appeals for education in emergencies often receive just 10 to 30 per cent of the amounts needed, with significant disparities across countries and regions. On average, the education sector receives less than 3 per cent of humanitarian aid.

The global community must come together to ensure that children living in the poorest countries and in emergencies can benefit from equitable education financing.

To respond to the equity challenge in education, we call on governments and key stakeholders to take the following key actions:

• Most critically, unlock pro-equity public financing to education through broader coverage and volume of decentralized allocations, resources to schools, resources to students of disadvantaged backgrounds (by education and social protection ministries), and strengthened resource allocation monitoring.
• Prioritize public funding to foundational learning by securing funding for all in pre-primary and primary education and targeting the poor and marginalized at higher levels of education.
• Monitor and ensure equitable education aid allocation in developmental and humanitarian contexts between and within countries, including sub-sector levels, when applicable.
• Invest in innovative ways of delivering education to complement gaps in existing public funding through multiple and flexible pathways, including quality digital learning.

We cannot hope to end the learning crisis if we invest the least in children who need it the most.

We must act now to ensure education resources reach all learners and progress towards achieving the goal of inclusive and quality education for all – allowing every child and young person a fair chance to succeed.

Source: UNICEF Blog

The UNICEF Blog promotes children’s rights and well-being, and ideas about ways to improve their lives and the lives of their families. It brings insights and opinions from the world’s leading child rights experts and accounts from UNICEF’s staff on the ground in more than 190 countries and territories. The opinions expressed on the UNICEF Blog are those of the author(s) and may not necessarily reflect UNICEF’s official position.

IPS UN Bureau

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By External Source
Apr 1 2023 (IPS-Partners)

 
This is David.

He is becoming an exceptional chess player.

This is Mai.

She loves beaches and the ocean.

This is Kwame.

He is a passionate architect.

The only thing these people have in common…

…is that they all identify as Autistic.

Autistic people have a wide range of talents and challenges that are often not recognized by the world they are born into.

They continue to face discrimination and other challenges.

Levels of awareness and acceptance vary dramatically from country to country.

In recent years, however, major progress has been made in increasing awareness and acceptance.

Thankfully, we are moving away from the narrative of curing or converting autistic people.

We now focus much more on education, support and inclusivity.

This is a major transformation for all autistic people, their allies, and neurodiversity.

It enables autistic people to claim their dignity and self-esteem.

And to become fully integrated as valued members of societies.

Without stigma.

This year, we celebrate World Autism Awareness Day with a pivotal theme:

Transforming the narrative: Contributions at home, at work, in the arts and in policymaking

Together, we must transform the narrative around neurodiversity to overcome barriers and improve the lives of autistic people.

IPS UN Bureau

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By Saima Wazed and Zain Bari Rizvi
DHAKA, Bangladesh, Mar 31 2023 (IPS)

When is too much Autism awareness still not enough? This thought recurs every April as we near World Autism Day on April 2, and parents reach out to me after reading enthusiastic and well-meaning news and journal articles – which are actually harmful and hurtful.

Saima W. Hossain

Today, we feel our work in Bangladesh, through effective national and international partnerships with equally dedicated parents and professionals, has impacted the country. Professional training, extensive awareness activities, and inclusion in social situations are demonstrable. The best part is that parents no longer view themselves as victims punished by fate for having a child with a disability.

Despite all the efforts in educating people in the many sectors of our country, including the formulation of a detailed National Strategic Plan, it is shocking to still find blatant disregard for the truth. I have, therefore, requested a parent, a former Shuchona Foundation head of operations and now a member of our executive board, to share her thoughts. Nothing speaks the truth louder and stronger than the person who has been on the receiving end of the discriminatory, hurtful, and unethical behaviour than the parent who hears it over and over again.

Here below excerpts of what I learned from Zain Bari Rizvi

If I had a Taka (Bangladesh currency) for each time someone said: ‘But he looks so normal,’ when I share that my son is on the Autism Spectrum, I would have been able to take early retirement at a villa in the Maldives!

Zain Bari Rizvi

As I watch my feisty, opinionated and uber affectionate ASD child thrive in a typical school and social setting thanks to early childhood interventions and therapy, I shudder at the thought of what could have been our reality if I had paid heed to the photos of what Autism looks like in Bangladesh media.

I hope those reading this will take heed. Autism is a complex state of being, and no two autistics are alike. Every time I meet and spend time with someone with Autism, I am amazed at how unique, creative, and what a gift they are to the world. I want to change how we treat those we deem to be different, not change who they are.

For centuries all we have done is find creative ways to separate the majority from the minority. I hope the two years of the global pandemic will finally make us realize that when one group of people mistreat another, be it through military, financial or social power, we all suffer, not just the ones we discriminate against.

Saima Wazed Hossain is Advisor to the Director-General, World Health Organization (WHO), on Mental Health and Autism. She is Chairperson, National Advisory Committee for Autism and NDDs, Bangladesh and Chairperson, Shuchona Foundation. She is a specialist in Clinical Psychology and an expert on Neurodevelopment disorders and mental health. Her efforts have led to international awareness, policy and program changes, and the adoption of three international resolutions at the United Nations and WHO.

Zain Bari Rizvi is a Board Member of Shuchona Foundation, an Operations and Finance professional who is a passionate advocate for people with Autism and a mother of two children.

IPS UN Bureau

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Excerpt:

The Government of Colombia expands its educational response to the Venezuelan regional crisis. ECW high-level mission highlights need to expand education response to the world’s largest refugee and displacement crisis. Urgent financial support required to fill US$46.4 million funding gap for the multi-year resilience response.

By External Source
BOGOTÁ, Colombia, Mar 30 2023 (IPS-Partners)

Education Cannot Wait (ECW) Executive Director Yasmine Sherif announced today that ECW intends to continue to expand its investments in Colombia. ECW’s support to the current Multi-Year Resilience Programme exceeds US$12 million, and the Fund has allocated an additional US$12 million for the next three-year phase, which, once approved, will bring the overall investment in Colombia to over US$28 million.

The new Multi-Year Resilience Programme will be developed during the course of 2023 – in close consultation with partners and under the leadership of the Government of Colombia – and submitted to ECW’s Executive Committee for final approval in due course. The catalytic grant funding expands the Multi-Year Resilience Programme in support of the Government of Colombia’s efforts to respond to the interconnected crises of conflict, forced displacement and climate change, and still provide a quality education.

“The National Government seeks to coordinate efforts among various sectors to strengthen actions to guarantee protection and care of Venezuelan families, especially children. Our greatest challenge for the effective integration of this population is to guarantee health, education and food sovereignty for all children, adolescents, and young people, with an emphasis on those in vulnerable conditions,” said Aurora Vergara Figueroa, Minister of Education, Colombia.

The extended programme will advance Colombia’s support for children and adolescents from Venezuela, internally displaced children, and host, indigenous and Afro-Colombian communities impacted by these ongoing crises. The investment closely aligns with the Government of Colombia’s strategy on inclusion and will strengthen the education system at the national level and in regions most affected by forced displacement. The programme will have a strong focus on girls’ education. An estimated US$46.4 million is required to fully fund the current multi-year resilience response in Colombia.

On a high-level mission to Colombia this week, ECW Executive Director Yasmine Sherif called on world leaders to scale up the global response to the education and learning crises in Colombia to leave no child behind and deliver on the targets outlined in the Sustainable Development Goals.

“We must act now to provide the girls and boys impacted by the interconnected crises of conflict, displacement, climate change, poverty and instability with the safety, hope and opportunity of a quality education. The Government of Colombia has taken remarkable measures in providing refugees and migrants from Venezuela with access to life-saving essential services like education. By supporting these efforts across the humanitarian-development-peace nexus, we are creating the foundation to build a more peaceful and more prosperous future not only for the people of Colombia, but also for the refugees and migrants from Venezuela above all,” said Yasmine Sherif, Executive Director of Education Cannot Wait, the United Nations global fund for education in emergencies and protracted crises.

The Venezuela regional crisis has triggered the second largest refugee crisis in the world today. Colombia is host to 2.5 million Venezuelan refugees and migrants in need of international protection. The country also has 5.6 million internally displaced people. Indigenous and Afro-Colombian peoples, girls and children with disabilities are also often left behind.

Despite the efforts of the Government of Colombia to extend temporary protection status to Venezuelans in Colombia, children continue to miss out on their human right to a quality education. In 2021, the dropout rate for Colombian children was 3.62% (3.2% for girls and 4.2% for boys). The figure nearly doubles for Venezuelans to 6.4%, and reaches 17% for internally displaced children.

Even when children are able to attend school, the majority are falling behind. Recent analysis indicates that close to 70% of ten-year-olds cannot read or understand a simple text, up from 50% before the COVID-19 pandemic shut down schools across Colombia.

As of November 2022, over half a million Venezuelan children and adolescents have been enrolled in Colombia’s formal education system. ECW investments have reached 107,000 children in Colombia to date. ECW’s Multi-year Resilience Programme in Colombia is delivered by UNICEF and a Save the Children-led NGO consortium including the Norwegian Refugee Council (NRC), World Vision and Plan International.

“Education is the best engine for creating new life opportunities and personal growth. It allows rebuilding and strengthening the resilience of communities that live in violence and extreme poverty. All the actors around the education system have to act together and bring their best knowledge, their best professionals and, thanks to the investment of ECW, we are achieving great changes in the education of thousands of girls and boys in Colombia,” said Norwegian Refugee Council, Plan International, Save the Children, UNICEF and World Vision in a joint statement.

ECW investments in Colombia provide access to safe and protective formal and non-formal learning environments, mental health and psychosocial support services, specialized services to support the transition into the national education system for children at risk of being left behind, and a variety of actions to strengthen capacities of local and national education authorities in order to support education from early childhood education through secondary school.

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Dr. Ameenah Gurib-Fakim

By Ameenah Gurib-Fakim
PORT LOUIS, Mauritius, Mar 30 2023 (IPS)

On 12th March 2023, The Republic of Mauritius celebrates 55 years of post-independence history. It would be an understatement to just say that there has been a lot of water under the bridge on our journey to self-determination!.. Indeed, we have made massive progress since we lowered the Union Jack and unfurled our own flag. It was and remains a moment of great pride whenever I see our flag in any international event, I participate in.

We are a small vulnerable island, deprived of natural resources and at the time of independence, we were flanked with a monoculture economy, high unemployment, low education and low income were amongst the major challenges. We had been relegated to being a basket case. Even by Nobel prize winners concluded that because of our isolation from the then major capitals; climate challenges etc. we were doomed at a time when our per capita income hovered around 200USD.

We were more a recipe for disaster than that of a success story. Still over time, with leadership and vision, we proved to the world that another outcome was feasible, but more importantly, that profound transformation was possible, and we succeeded within one single generation.

We became the shining star especially South of the Sahara and our experience brings useful insights into the dynamics and pitfalls of an economic transformation journey. Nonetheless, this transformation has been conducted in such a manner that the economic landscape, society and institutions were modernised simultaneously, albeit at various speeds, taking into consideration the political, human, institutional and economic realities and constraints of the time. The approach was largely inclusive because the major asset then and now remains our diverse, talented population.

Our story had been based on the following foundational stones: political leadership, strong institutions, ethnic diversity, a class of versatile indigenous entrepreneur and a well-structured private sector engaged in dialogues on policy matters. Coupled with this, the balance has been between economic and social objectives, with a strong focus on the human capital, through free education since 1976, free health care, and a minimum basic social safety net for the most vulnerable.

Still the strength of our institutions were a key guarantee for investment, entrepreneurship and innovation. While acknowledging that significant progress has been achieved in the last 50+ years, the global dynamics call for more and more reforms if our country wants to avoid the middle-income trap and join the club of high-income countries within the realm of a changing climate. There are already indications of worrying signals: the average growth rate has been stabilizing at less than 5%, necessary to enable incremental changes, but insufficient to steam up the engine to the next level. Beyond the redesigning and re-engineering of the economic landscape, some implementable reforms will have to be addressed.

The main weaknesses are found in our education system. While we have a 99% enrolment rate at the primary level, but what comes next is disappointing. Let’s take the hypothetical 100 children entering our primary school, 80 will manage to pass their primary school exam to enter secondary school; only 60 will manage to succeed after the first 3 years, 40 will pass the Grade 5 (O-level) exams and with only 20-30 will reach the end of the secondary school cycle. This is in total contradiction to the requirements of a high-income country; one that ambitions to attract High Tech investment. The curriculum needs to move away from being too academic and with little openings for technical and vocational training.

Also, labour market reforms need to ensure flexibility. A diversified economic base only makes sense if it is possible for people to move across sectors. Currently, the stiffness of labour market and employment schemes that go with it, makes it difficult for people to move around. The basic principle must remain the protection of the people as opposed to jobs.

Finally, Mauritius must step up efforts to plug into regional and global value chains. We must continue to build on the regional market and must upgrade our participation in the global value chains, by capturing activities with higher value addition. Our regional market penetration remains weak. In the last decade it has been estimated that Mauritius export to the SADC region amounted to only 1.3% while its imports from the SADC region amounted to 2.5%. Similarly, we still have too big a bias towards our traditional markets to export low value added products.

Competition over concepts rather than over processes will be increasingly necessary to have a meaningful role. To achieve this, increased investment in quality education, innovation, research and development and technology, the appropriate ecosystem for start-ups, is crucial. We are at a crossroad in our economic transformation. The latter can remain a continuous process as we have had a good track record so far. The challenge for our country now lies in combining sustained domestic reforms with efforts required to keep up with international trends to become a global player. This demands that we align all our talents, competence and resources.

Next door to us, a giant is waking up – The African continent and the AfCFTA presents a huge opportunity, for, inter alia, our manufacturing sector, provided we engage with her, like in any relationship, seriously, and not just pay lip service. We have to keep reminding ourselves that the world we embraced in 1968, is now fast mutating. We were born in a bipolar world and now living in an increasingly multipolar world. Our foreign policy must remain agile as it is going to be a rocky road especially as we will have to count the presence of new emerging African middle-income countries that are increasingly catching up with their economic trajectory.

We will only succeed if we manage to navigate through competition, build trust and strengthen our institutions, acknowledge our diversity as strength, ensure meritocracy and by turning challenges into potential opportunities as ONE people and ONE Nation, in Peace, Justice and Liberty.

IPS UN Bureau

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Excerpt:

An abandoned school in Pama, Burkina Faso. Credit: Norwegian Refugee Council (NRC)

By Marine Olivesi
OUAGADOUGOU, Burkina Faso, Mar 23 2023 (IPS)

Over a million children in Burkina Faso are currently affected by school closures with 6,134 academic institutions shut as of February 2023, an increase of over 40 per cent since the end of the last school year.

Nearly one out of four schools country-wide are now out of service due to rampant insecurity and violence, which has forced close to two million people into displacement.

On the eve of the high-level conference on Education in Emergencies, organised by the European Commission and the United Nations Children’s Fund in Brussels, the Norwegian Refugee Council together with the Education Cluster in Burkina Faso and the FONGIH, two umbrella entities representing 87 national and international organisations operating in the country, called for increased access to education for children left behind, whether they are internally displaced or live in enclaved areas.

“Only about a quarter of the children driven out-of-school have been given new classrooms. The majority are left without access to education, robbing them of their childhood and of their chance to become independent adults and citizens,” said Hassane Hamadou, NRC’s country director in Burkina Faso.

“The longer this situation drags on, the graver it becomes, the harder it will be to reverse this trend and protect their futures. The authorities in Burkina Faso as well as humanitarian and development organisations must urgently renew their efforts to stop this educational hemorrhage.”

Out of eight schools, only two are operational in the blockaded town of Pama in the East region, one of the three regions with the highest number of school closures along with Sahel and Boucle du Mouhoun. Six teachers and a few volunteers are currently serving over 1,000 children in Pama.

“For those of us who are still here, it’s a very personal decision to stay,” explained a teacher. “Education is a universal right, so we feel it’s our duty to carry on. But fear doesn’t go away easily. Often, we have to stop classes because we hear gunshots here or there.

Threats loom large, and conditions are tough, but we can and must overcome challenges to assist children who never wished to be put in this situation.”

Over 31,000 teachers have been affected by the education crisis nationwide, of which about 6,300 have been redeployed so far in schools hosting large numbers of internally displaced students. The reopening or relocation of around 300 schools since January marks a welcome step in the right direction.

However, it is now crucial to increase the use of “double shifts approach” in operating schools, to set-up more classrooms wherever possible, and to accelerate the reassignment of teachers to new sites in displacement areas.

This crisis has disproportionately impacted girls. A study conducted by Plan International revealed that girls are 2.5 times more at risk of being driven out of schools than boys in a crisis situation. Meanwhile, ongoing efforts to help teachers meet the growing psycho-social needs of students often traumatized by displacement and conflict must be sustained and increased nationwide.

“Insecurity is a big part of why so many schools close, but food insecurity in the Sahel and East regions is also a driver of school dropouts,” said Tin Tua’s director, Yembuani Yves Ouoba. “Guaranteeing that schools and non-formal education centers provide meals and children are being fed are effective ways of keeping them in the system.”

“We are witnessing an accelerating assault on education. Teachers are threatened and parents are frightened. Children are paying the heaviest price. When a child is not at school, he is more at risk of being exploited, being a victim of violence and trafficking, or even being recruited by armed groups,” said the Representative of UNICEF in Burkina Faso, Sandra Lattouf.

“We welcome the effective partnership and collaboration with the Ministry of National Education, Literacy, and Promotion of National Languages, which is strengthening access to education in challenging contexts. We must act now to not lose the next generation and renew efforts to strengthen emergency and alternative education solutions.”

Parties to the conflict must do more to protect school infrastructures from attacks and not occupy academic buildings. We welcome the upcoming inter-ministerial order to set up national and regional committees in charge of the implementation of the Safe School Declaration and hope they help make schools safe for all Burkinabè children.

• At the end of February 2023, 6,134 schools were closed in Burkina Faso, a 44% increase since May 2022 (4,258). This represents 24% of all academic structures in the country. (Source: Ministry of Education’s statistical monthly report on Education in Emergencies from February 28, 2023)
• Number of closed schools in other West and Central African countries due to insecurity: 3,285 in Cameroon, 1,762 in Mali , 1,344 in the Democratic Republic of Congo, 878 in Niger, 181 in Nigeria, 134 in Chad and 13 in Central African Republic (Source: Unprecedented School Closures Jeopardise the Future of Millions in West and Central Africa, NRC, UNHCR, UNICEF, Education Cannot Wait, March 2023).
• The regions of Boucle du Mouhoun, East and Sahel in Burkina Faso are the most impacted by school closures and each hosts between 1000 and 1200 closed schools. (Source: Ministry of Education’s statistical monthly report on Education in Emergencies from February 28, 2023)
• School closures impact 1,050,172 students as well as 31,077 teachers. 262,388 of these children have so far reintegrated a formal classroom. (Source: idem)
• Girls are 2,5 times more at risk of being driven out of school than boys in a crisis situation according to a 2020 study conducted in Mali and Burkina Faso (Adolescent girls in crisis, voices from the Sahel, Plan International, August 2020)
• Two schools out of eight are currently operational in Pama, with 6 teachers and 6 volunteers serving over 1,000 children. (Source: NRC interviews of teachers in Pama, March 2023)

Marine Olivesi, is Advocacy Manager for Norwegian Refugee Council in Burkina Faso

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By Yasmine Sherif
NEW YORK, Mar 20 2023 (IPS-Partners)

Only forty-five days into our new Strategic Plan 2023-2026, Education Cannot Wait secured 55 percent of its total requirement for the coming four years, reaching $826 million at #HLFC2023. This is a significant milestone for education in emergencies and protracted crises, and ECW will continue to pursue fund-raising year-round in the coming four years. The goal is to reach the target of 20 million children and adolescents affected by armed conflicts, climate-induced disasters and forced displacement.

At the Education Cannot Wait High-Level Financing Conference, hosted by Switzerland and co-convened by Colombia, Germany, Niger, Norway and South Sudan, the education community from around the world came together and, inspired by the UN Secretary-General’s Transforming Education Summit 2022, provided tangible action towards results.

By embracing UN Reform and the New Way of Working, by breaking down silos and by supporting humanitarian-development coherence amidst crises, ECW’s stakeholders recognize and embrace ECW’s added value: the UN’s global fund designed specifically to move with efficiency and effectiveness to collectively deliver quality education in emergencies and protracted crises.

New donors, including Qatar, Italy, the Global Business Coalition for Education and Zürcher Kantonalbank, joined ECW with significant and important new commitments, bringing the total to 24 donors, including governments, foundations and private sector.

ECW’s partners across government, UN agencies, civil society, the private sector and more continue to go above and beyond the call of duty in supporting our global advocacy movement. At the HLFC, we saw these partners unite in key sessions on Spotlight on Afghanistan, A Transformative Agenda, A Proven Model Across the Nexus, Leading During Crisis, Climate Change, Armed Conflict, Better Financing, Support for Teachers, Advancing Gender Equality and the Empowerment of Girls, Championing Early Learning, Addressing Holistic Needs Through Education and more.

This is just the beginning. We need to stay ambitious and hungry, results-driven and passionate about the cause, because the grand total of children and adolescents in urgent need of a continued and inclusive quality education in crises amounts to 222 million. There is indeed scope for more donors, bigger contributions, and even deeper commitment to building a better world.

We cannot forget the girls of Afghanistan and the hundreds of millions of children and adolescents across sub-Saharan Africa, Asia, the Middle East and Latin America whose education is disrupted and denied due to conflicts and forced displacement. We cannot ignore the world’s forgotten crises as we build back together and work to create a more just, more equal world, as The Rt. Hon. Gordon Brown, UN Special Envoy for Global Education and Chair of the ECW High-Level Steering Group so passionately highlighted in his Opening Session remarks.

One of my favourite quotes is that of Martin Luther King, Jr., who said: “If you can’t fly, run. If you can’t run, crawl, but by all means keep moving!”

Education Cannot Wait is a global movement. We move for the 222 million children and adolescents left furthest behind, holding on to their dreams. For this very reason, and together, we must be unstoppable!

Yasmine Sherif is Director of Education Cannot Wait.

IPS UN Bureau

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The 67th session of the Commission on the Status of Women (6-17 March) gets underway at UN headquarters in New York . Credit: UN Photo/Manuel Elías

By Dana Abed
BEIRUT, Mar 10 2023 (IPS)

This month, government and civil society organization representatives gathered in New York for the United Nations’ 67th session of the Commission on the Status of Women (CSW) to discuss technology as a tool to facilitate access to education for women and girls.

But what should have been discussed were the basic issues of gender equality in education. As more than 85% of the world is living under austerity, and with 70% of countries cutting funding to education services, access to education for women and girls is being devastated by the lack of public funding.

The gap between boys and girls when it comes to school enrolment continues to be major, and quite concerning. Data consistently shows – particularly in low- and middle- income countries – that girls from poor families are the children most likely to be, and remain, out of school.

And the cost of education is one of the main barriers for access – which raises the question of affordability when it comes to technological integration.

While technological innovation has the potential to support instruction and education governance, we cannot turn a blind eye to the reality of digital inequality, the possibility of increased fees, and the privatization of education.

That is on top of the existing risks that are associated with the use of technology, including online violence and abuse and the lack of digital protection for girls, further locking girls out of their rights to education.

Austerity measures, public funding cuts, and privatization severely limit the goal of universal education. In a report published last November, Oxfam found that austerity is a form of gender-based violence.

And during CSW67, we emphasized that access to public and quality education is fundamental to gender equality and the realization of the rights of women and girls.

Oxfam does not claim that austerity measures are designed to hurt women and girls, but as policy makers design those policies, they tend to ignore the specific needs of women and girls and turn a blind eye to the disproportionate impact that those policies have on our communities.

We’ve reached this conclusion by gathering evidence from around the world, which showed that governments do not prioritize the needs to women and girls. For instance, more than 54% of the countries planning to cut their social protection budget in 2023 have minimal or no maternity and child support.

In their misguided attempts to balance their books against a looming global economic crisis, governments are treating women and girls as expendable. Women, particularly those from marginalized racial, ethnic, caste, and age groups, are inherently discriminated against when it comes to economic and social opportunities and accessing available public resources. Additional cuts to inequality-combatting public services mean these groups are the hardest hit.

Cuts to both the public wage bill and public health and social protection services – measures that women and their families rely on for survival – mean that women and girls bear the brunt of this austerity because health, education, feeding the family, paying the bills, caring for children and elderly all fall most heavily onto them.

For example, cutting wages in the public work force – especially in sectors like health where women represent 90% of the workforce or education where they represent 64% of the workforce – will directly impact job security.

We must resist austerity and should instead be taxing the wealthiest corporations and people properly. A progressive tax on the world’s millionaires and billionaires could raise $1.1 trillion more than the savings that governments are currently planning to make through their austerity cuts.

With such funding, governments could adopt feminist budgeting across all sectors that put women and girls in all their diversity at the heart of policy making, including ensuring access to quality, and public education.

Feminist movements have for years pushed for bold alternatives to our neo-liberal, capital-oriented economies, and Oxfam raises its voice with them. The integration of technology in education must be looked at from an intersectional lens, taking into consideration barriers to access for girls and low- and middle-income countries, and should not come with an additional cost to the education bill.

We need to stand in solidarity with the women’s rights and feminist movements in demanding that our leaders stop peddling the gender-based violence of austerity as the solution and support more feminist progressive representation beyond identity politics.

We must resist creating societies that prioritize the needs of the most privileged at the expense of everyone else – and instead work to create communities and policies that reflect our diverse backgrounds and identities.

IPS UN Bureau

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Excerpt:

By Yasmine Sherif
NEW YORK, Mar 8 2023 (IPS)

On International Women’s Day, let us remind ourselves of the power of education. We have all benefited from an education that less than a century ago was not a given for a girl and which still remains a distant utopia for millions of young girls.

I know from my own life and that of my daughter that a quality education empowers us. This is a universal truth for every girl in the world. Education empowers girls to realize their dreams and achieve their goals, and most of all to empower other girls. A quality education expands the mind, nurtures the soul, and equips us with a tool to realize our full potential during our life’s journey.

With over 120 million girls enduring armed conflicts, forced displacement and climate disasters unable to benefit from a quality education, we cannot and must not turn a blind eye to their humanity, their rights, their potential and their dreams.

We must stand up ¬– united as a global community of the 21st Century – and say no to gender-based violence, say no to child marriage, say no to workplace inequities, and say no to the deprivation of a quality education for women and girls everywhere.

We must apply a laser focus on the millions of girls left furthest behind in emergencies and protracted crises. Because of their suffering and dispossession, because of the depth of despair in which they live, I am firmly convinced these girls have a unique capacity and potential to achieve unknown and extraordinary heights in any profession of their choice. Their resilience, combined with a quality education, has the magical strength of contributing greatly to their society, their country and the world at large. We cannot afford to lose out on this treasure for the sake of all of us.

To make good on our commitments, we must ensure every girl is ensured 12 years of quality education. For girls caught in conflicts in places like Ukraine and the Sahel, for the millions of girls denied their human right to an education in Afghanistan, and for the girls displaced from their homes in South America, Asia, the Middle East, Africa and even Europe and North America, education is the key that will unlock a better life for them and a better world for all.

What we can and must do is empower them to break the chains of thousands of years of inequity to once and for all break through that glass ceiling and declare this generation of girls as “Generation Equality!”, and with that also, “The generation that unleashed humanity’s potential.”

The challenges are daunting. ECW partner UNESCO estimates that around the world, 129 million girls are out of school, including 32 million in primary school and 97 million in secondary. For girls caught in conflict and crises, the situation is even worse. Two out of every three girls in humanitarian crises won’t start secondary school. And if current trends continue, by 2025, climate change will be a contributing factor in preventing at least 12.5 million girls from completing their education each year, according to the Malala Fund.

Our investment in girls’ education is our investment in the future for all of humanity, our civilization, our evolution, and above all for human rights and the Sustainable Development Goals. As the UN global fund for education in emergencies and protracted crises, ECW has achieved gender parity between girls and boys in its First Emergency Response and Multi-Year Resilience Programme investments. The Fund has also committed to support gender-equitable investments in the new Strategic Plan period 2023-2026. And through smart investments like our new Acceleration Facility Grants for gender equality, we are building the public goods and global movement we need to create transformational change in the sector.

Imagine the economic and social impact if every girl on planet earth was actually able to go to 12 years of school? A World Bank study estimates that the “limited educational opportunities for girls, and barriers to completing 12 years of education, cost countries between US$15 trillion and $30 trillion in lost lifetime productivity and earnings.” Imagine the transformation of a world that badly needs to move from extreme poverty to equity, and a world that establishes peace and security, and human rights for all. We made that promise in 1945 in the UN Charter. It is not an utopia. It is a real possibility. We know what needs to be done: Empower her through a quality education.

Indeed, education is the answer.

Yasmine Sherif is Director of Education Cannot Wait.

IPS UN Bureau

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Excerpt:

By Katja Iversen
NORMA, Italy, Mar 7 2023 (IPS)

International Women’s Day is right around the corner and it presents an obvious opportunity to dig into what female and empowerment means for different people.

INXO invited their female CEO and two female board members to answer five sharp political and personal questions.

The following is a shortened version of my answers. It is an adapted version of the original Danish version, which can be found here.

Katja Iversen

I think: “More of that”…. We need more gender equality. We need more women in economic and political power. And we need more women to feel more in the driver’s seat, be more powerful and more valued in their personal and professional lives.

– Where do you see the biggest obstacle to Women’s Empowerment – in the individual woman?

Women are often brought up to be liked. We are often socialized to put others’ needs before our own, to be seen not heard, to smooth conflicts, and not to spoil the party – and taught that we indeed do spoil it, if we are too loud, or claim our rights, and rightful share of power.

Hence, many girls and women don’t articulate their own needs and what they themselves want, but – consciously or unconsciously – live a life in service for others, whether it is the children, the partner, the parents or the workplace.

This is not only an individual problem, but very much also a systemic problem, which is underscored by the statistics, documenting that women shoulder by far the largest share of the unpaid care work at home, as well as the largest part of the unpaid voluntary work at work, adding up to more than US$10 trillions a year.

– … and the obstacle to Women’s Empowerment – in the outer world?

Apart from the current political push back on gender equality, women’s rights, and not least sexual rights, I see three groups of obstacles: systems, stereotypes and language.

Many of the existing power structures and systems in societies are keeping men in power.

The world values production, but not reproduction. We already spoke about the unpaid care work which needs to be recognized, reduced and redistributed. But add to that the motherhood penalty – the systematic disadvantage that women encounter in the workplace when they become mothers – and how sector’s and jobs with predominantly women in them often have lower worth and salaries. And don’t get me started on the tax systems or systematic lack of diversity and inclusion in top leadership.

Then there are the norms and stereotypes: How many times haven’t we heard women in power be called too loud, too much, too aggressive, or criticized on their body, dress, looks? “Good girls” are typically described and defined as sweet, caring, quiet and beautiful, while “real boys” must be strong, fast, energetic and assertive.

Let it be clear that these stereotypes don’t just hold women back, they also hold men back. When men for example, do not live up to the stereotypical image of the ‘real man’, who is tall, powerful, never cries, and earns a lot of money, they too can feel inadequate.

Language is gendered. There are so many phrases in our language that denigrate or disparage women – bossy, nasty, catty, chatty, ditzy, slutty, mousy, moody, flakey, blond, kept. Or reproduce the man as the one with influence and power: Chairman, fireman, business man, manmade, manpower, mankind. And if you want to diminish or make less of a man, there are plenty of gender slurs like sissy, queen, cunt, bitch available – or just tell him that he acts, run or cries like a girl.

Luckily how language reproduces gender norms HAS gained much more attention, and it has begun to change, not least thanks to young people, who are challenging that and gender stereotypes at large.

– How have you empowered yourself throughout life?

You can be what you can see, and I have always had good female role models who were inspiring and strong in different ways – Pippi Longstocking, Rosa Parks, Virginia Woolf, Eleanor Roosevelt, Ngozi Okonjo-Iweala, Christine Lagarde and my grandmother just to name a few.

Also, I followed by my grandmother’s strong advice of getting an education and never become financially dependent on a man.

Even if my family does not come from money, I know I am privileged – and that I am fortunate that my parents instilled in me from an early age that I am good, loved and worthy, just the way I am. I know, I don’t have to be perfect to be loved, and I’m allowed to make mistakes. This has made me confident in trying new things, without fear of failing.

I’m also good at forgiving myself – and others. I actually think, that I am both smart, beautiful and talented, even if I don’t live up to the standard norms. If someone says otherwise, I don’t listen.

In general it is a way of holding women down and back, indicating that SHE is the less capable, less confident, less good at this or that. But it is not the women who need to be fixed, it is the systems.

– … and what is your best advice to other women if they want to empower themselves?

The first piece of advice: You are good enough, you are strong enough, and you have enough worth in yourself. All women should remember that. We are not only worth something in relation to others. We are not only worth something or worthy of something when we give, care and nurture.

The second: We must stand up for ourselves and stand up for each other. Show some good old sister solidarity – and not just to women who look like us, or are privileged like us. Women should play each other good, and lift each other up.

The third: Be aware of what you want and what you desire – and this is both in relation to sexual desire and life in general. Desire (and pleasure) is a good thing and can be a huge positive, driving force, as can breaking habits and being more conscious about the choices you make every day.

Imagine if you for a period of time consistently could asked yourself: What do I want to do? Who do I want to see? How do I want to show up in life today? Imagine what an energy and power that could unleash.

Katja Iversen is Executive Adviser, Author, Advocate, and Professional Board Member

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A cell phone gives rural women access to financial services, training, networks, and, importantly, information and knowledge. Credit: Prashanth Vishwanathan (CCAFS)

By Nicoline de Haan
NAIROBI, Kenya, Mar 6 2023 (IPS)

While 100 million people worldwide are using the AI chatbot ChatGPT to get ahead on homework and try out for top jobs at Google, more than 370 million women in developing countries lack the services of a simple cell phone.

The world may be witnessing a quantum leap in the digital revolution, but cell phones and mobile internet would give these women enough of a foothold to access unprecedented opportunities to improve their incomes, nutrition and health.

For rural women and girls in low-income countries who rely on small-scale agriculture, ICT can unlock financial services, training and networks, and, importantly, information and knowledge. Without these core technologies, women are farming with one hand tied behind their backs, making up just a quarter of registered users of agricultural applications in Africa.

The potential of digital technology to transform farming and agriculture in countries across the Global South is increasingly compelling. Producers in sub-Saharan Africa who adopted online services were found to increase their incomes by up to 40 per cent while new forecasting and early warning systems can also help farmers stay ahead of climate shocks. Digital innovations are therefore an essential component of agricultural research strategies to strengthen food and economic security around the world.

Nicoline de Haan

Women in sub-Saharan Africa are 15 per cent less likely to own a cell phone and more than 40 per cent less likely to use mobile internet than are men. Yet when women were given cell phones, SIM cards and time charge cards in one study in Tunisia, 75 per cent said they benefitted either through better connectivity to agricultural information, such as veterinary advice, or greater levels of communication.

Meanwhile, a project to provide app-based drone delivery of livestock vaccines is set to allow women in Ghana to overcome gender norms that dictate men farmers liaise with men veterinarians, and better care for their chickens and goats.

But to ensure that women get maximum benefit, both the technology and the training to use it must be optimized to account for different needs and contexts – and this needs ongoing investment into gender-responsive agricultural research.

While cell phones and SMS have increased the reach of agricultural information services, disproportionate levels of illiteracy among women require innovative forms of delivery to be impactful. For example, developing interactive voice response (IVR) technology and voice messages in local languages can allow women to receive the same valuable information in a format that acknowledges gendered differences in education levels.

Similarly, complementary technologies ensure that greater access translates into greater benefit. Using radio programming in combination with SMS, and avoiding gendered greetings such as “dear brother farmer”, can improve both women’s access to and capacity to leverage information.

Perhaps the greatest barrier when it comes to closing the digital gender divide are the norms that continue to limit women’s access to technology, and the slow social and cultural acceptance of women making use of digital tools in agriculture.

One approach is to support efforts to work with the gatekeepers of technology within the community, whether fathers, clerics or elders, to encourage behaviour change. Another promising tactic is for governments and research partners to develop community-based opportunities for women to access and act upon information technologies collectively.

Radio Listeners Clubs in Rwanda were found to help remove the significant disparities in awareness, access and use of climate information that usually exist between women and men smallholder farmers. The greatest improvements in income and social standing as a result were among women.

Digital innovations can themselves play a part in deconstructing gender norms. #BintiShujaaz (“Heroine Girl”), a social media campaign launched in Tanzania, used posts, videos, comics and two online panel discussions to showcase positive examples of young women in the chicken business. The campaign reached 4.4 million young Tanzanians, with more than 500,000 engagements, to help improve the perception of women in the poultry business.

Access to information through digital technologies can be a powerful leveller and a critical weapon in the arsenal. And when it comes to gender inequality, it can generate multiple benefits, not only for women but for their families, communities and economies.

It is vital that governments, development partners and agricultural research institutes do everything they can to ensure women not only have access to the information and knowledge they need but are empowered to use it in their best interests.

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10-year-old Veronica visits the ruins of a high-rise building in the centre of Borodianka, Ukraine. Credit: UNICEF/UN0780457/Filippov

By Yasmine Sherif
NEW YORK, Feb 24 2023 (IPS-Partners)

Today with heavy hearts we mark 365 days of a brutal against Ukraine.

Through this illegal act of aggression, over 450 children have been killed and another 900 injured. The shelling and bombing has damaged 3,000 educational institutions, and completely destroyed 420 schools and learning centers. As many as 5.7 million children have had their education disrupted, with no end in sight.

Why waging a war and leaving a legacy of so much suffering? This is not leadership. It is a violation of International Humanitarian Law and the UN Charter, deliberately and systematically attacking human beings and therewith their human rights.

Attacks on schools, hospitals and other vital infrastructure are senseless, cruel and inhumane. Why is it so difficult to grasp the basic imperative that every girl and every boy impacted by this war is entitled to safe and protective learning environments? They cannot and must not be targets. These innocent children are entitled to experience hope.

In all an estimated 2 million children have been forced to flee their homes in Ukraine, with the war creating seismic ripple effects across the globe. In Africa, food prices increases are forcing children to go to school hungry, in Europe and North America energy price spikes and inflation are creating growing economic uncertainty, and across the world, resources are diverted from essential services such as education, healthcare and humanitarian relief for forgotten crises in places like the Sahel.

The girls and boys of Ukraine are not alone. Worldwide, the number of children in high-intensity conflict zones has grown in recent years to a total of 230 million. This is more than the total populations of the Germany, Italy and the United Kingdom combined.

We live in a shameful era of human history. We have mismanaged the earth and humankind. The war against Ukraine indicates that we are nowhere close towards greater humanity and decency, peace and security.

With a quality education fit for the 21st Century, we need an education for all that provides proficiency in reading and mathematical skills, psycho-social and mental health services to children and adolescents traumatized by war and disasters, social-emotional skills to advance social cohesion, critical thinking to question harmful practices and poor governance, empathy to feel for their neighbors, society and the world, and an education that encourages an unstoppable will and confidence to change the destiny of our world. Nothing less will do.

Today, we honor the students, their parents, their teachers and school administration in Ukraine, as well as those in sub-Saharan African, Asia, the Middle East and Latin America. May they be the ones that one day turn the tide.

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A girl reads a story book with lessons on life skills at an ELA club in Uganda. Credit: Uganda/BRAC

By Naureen Hossain
UNITED NATIONS, Feb 22 2023 (IPS)

BRAC’s Empowerment and Livelihood Program (ELA) has benefitted tens of thousands of girls, and its recently released report shows an organization willing to adapt to the circumstances to continue to ensure adolescent girls and young women receive meaningful sexual and reproductive health rights support.

The report titled Adolescent Empowerment at a scale: Successes and challenges of an evidence-based approach to young women’s programming in Africa was launched on February 15, 2023, at a BRAC  and the United Nations Population Fund (UNFPA) jointly hosted event. The report was written with the support of the Spotlight Initiative, an UN-led, multi-partner initiative that aims to respond to and eliminate violence against women and girls, with a particular focus on family and intimate partner violence, sexual and gender-based violence, and harmful practices.

The history of BRAC’s Empowerment and Livelihood Program (ELA), which was designed to provide sexual and reproductive health education and livelihood training to adolescent girls and young women, is covered in the report. The program was launched in Uganda in 2006 and has since been implemented in Sierra Leone, South Sudan, and Liberia. During the program’s peak from 2013 to 2015, BRAC hosted over 1800 clubs with over 80,000 members.

“The reason that we partnered with BRAC, [and] have partnered with them in the field… is because of the incredible work that they do in this very efficient, kind of way,” said moderator Satvika Chalasani, a Technical Specialist for UNFPA who oversees programs for adolescent girls and ending child marriage.

BRAC’s report Adolescent Empowerment at a scale: Successes and challenges of an evidence-based approach to young women’s programming in Africa talks about its successes and also the need to change programs to ensure their success in a changing society. Credit: BRAC

Chalasani observed that BRAC had gotten to tens of thousands of women on the African continent through their program, Empowerment, and Livelihood for Adolescents, and it was important to learn from their experiences of 15 years in the field.

Willibald Zeck, UNFPA’s Chief of Sexual and Reproductive Health and Rights, also noted BRAC’s record with youth empowerment programs in his opening remarks while adding that demographic changes in certain regions have influenced how such programs must be designed and implemented. It is estimated that over 60% of Africa’s population is under 25.

“As you know, in UNFPA, we really work across the continuum of sexual reproductive health and rights… And we see in certain regions around the globe the new demographics that are showing that there will be more adolescents in the population, but especially on the African continent. Which is a great opportunity in so many ways, but it also brings more challenges.”

Sarah Tofte, a research and policy consultant, and the report’s primary author, presented her findings, breaking down the program’s initial model and implementation and its eventual reset and adaptations.

The report includes findings from academic evaluations conducted by experts, randomized control trials (RCTs) conducted in the regions where ELA programs were hosted, and nearly 100 field interviews with participants and ELA staff.

The findings reveal an overall positive reception and impact on participants and their communities.

Tofte, the co-founder of Understory Consulting, a research and policy consulting firm, noted that the interviewees reported a greater, newfound sense of self through the ELA program, which they connected to making well-informed decisions and contributing productively to the community.

“So based on these positive academic results, and then what I was hearing from field interviews and what participants have been saying over many years, ELA really became a model for other adolescent and youth empowerment programming around the globe, including at the World Bank and at USAID.”

As the report explains, implementation challenges would surface as the program continued. Tofte, the co-founder, noted that while the program’s initial results had been positive, it had slowly ceased to achieve its intended impact.

“By 2017, anecdotal reports had emerged within BRAC about lagging performance of ELA clubs in several countries, including drops in attendance and gaps in the delivery of programming,” she said.

The decline in the program quality and the resulting challenge of sustaining the program over long periods of time also made it difficult to secure funding that would have gone toward addressing the decline. The program had become repetitive for some participants and staff, and issues of deeper community engagement had presented a hurdle for the program’s success.

In 2020, ELA would undergo a “reset” significantly through making fundamental and necessary changes to the curriculum. This would not only update the discussions on reproductive health and livelihood training but would make it more relevant to the economic and social circumstances of the girls they were intended for – while placing more emphasis on providing vocational and livelihood training and financial literacy. Other changes to the curriculum included adjusting the weekly ELA club meetings to optimize engagement and a new graduation model for students to leave the program after one year of completion. The resets were applied at a reduced scale to approximately 140 clubs in the countries where ELA programs were already present.

“Early feedback from this curriculum revamp from the participants suggest that the new curriculum is well received by participants and is driving a positive outcome in attendance and program impact,” Tofte said.

The ELA program adjustments are critical to modernizing the curriculum. What should be of note were the considerations taken to improve community engagement.

“Another big focus of the reset was to deepen community engagement. Prior, a lack of formalized mechanisms for community engagement resulted in some pushback at times from parents of community members who may not have fully bought into the ELA model,” Tofte said. She added that in some cases, the pushback was targeted at the sexual and reproductive health components when the content went against community norms around matters such as child marriage and sexual health.

In response, BRAC, through ELA, has taken measures to establish formal channels with community stakeholders and parents of the participants. By directly engaging with the community’s village elders, religious leaders, and other respected community members, ELA staff members can obtain their support before establishing a program. Formal community leadership committees are also formed, working with ELA staff to ensure smooth operations.

Rudo Kayombo, Regional Director of Africa for BRAC International, pointed out how the findings through field research and the trials were able to be synthesized and focused enough that they could be incorporated into the new program structure, which included paying attention to community members and groups that BRAC did not commonly work with in the past.

“One of the DNAs of BRAC is being able to learn and adapt it quickly,” she said. “…We have now managed to integrate all the lessons into a bigger multicultural program, and some of the key lessons were that they need to support the frontline workers.”

When asked to elaborate, Kayombo added that BRAC would provide technical training and the infrastructure to help monitor and use digital technology. “[Frontline workers] are the heart of delivering the value of the ELA program and all its components.”

Another significant change to the rollout of the new ELA program was the introduction of sexual and reproductive health programs targeted at adolescent boys. Boys were included in the program partly to fill a gap in youth-empowerment programs that had thus far been only directed at adolescent girls and women. Through a series of RCTs conducted in 50 rural communities, trial programs similar to ELA were conducted with boys and young men, targeting them specifically.

“[There was] the need to also incorporate adolescent boys and young men, because that formalizes our commitment to getting community buy-in,” said Kayombo.

Manisha Shah, a professor of public policy at UCLA who worked with BRAC to conduct the randomized trials, elaborated that the rationale was to include boys since they were already involved in the decisions and issues that girls and women had to contend with when it came to their health.

“Unless we get these boys on board with the agenda, it’s going to be really hard to think about how we improve the outcomes related to female sexual reproductive health,” she said.

A follow-up survey conducted in those communities two years after the trial programs ended revealed a decrease in intimate partner violence between 20 percent and 60 percent, with a “significant change in these boys’ attitude around violence” and an overall more positive reception and understanding of sexual and reproductive health.

“This just proves that we also need to be targeting the other side of the coin, which is the boys and the young men,” Shah said.

The event also showcased how other organizations partnered with BRAC through the ELA program, such as other NGOs like the Bill and Melinda Gates Foundation. The Foundation’s deputy director for women’s empowerment Diva Dhar remarked that it was critical to recognize that adolescents deal with “really important transitions from school to work, to marriage, to financial, economic independence, to employment.”

“[Adolescents] are a very important age group… because that attitudes and norms crystallize at this age and can have long-term implications, including for future generations,” Dhar said.

When looking at women’s economic empowerment, Dhar stated that further causal evidence would be needed to explore the intersections between economic independence and family planning and health outcomes.

For the Gates Foundation, this has involved investing in programs that build up skills and training for girls and women, including non-traditional opportunities that will build empowerment.

The ELA program in Africa is a testament to BRAC’s success as an NGO, given its ability to inspire similarly multifaceted youth-empowerment programs and its model to evolve and improve their work. However, the report makes it clear that this is achievable through the continued support from partners and donors and from fostering community engagement. Only then can the communities’ women and girls be empowered through the knowledge and skills they obtain through the program.

“One of the key findings we are taking from this is that the role of mentors and community assistance are so important,” Kayombo said. “We are creating room for them to engage from an empowered perspective, and building their own agency, to give room for them to engage and build themselves up before they can empower others in the community.”

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From climate change to child marriage, education is seen as the solution. ECW Director Yasmine Sherif protests early marriage with young delegates at the Education Cannot Wait Conference held in Geneva. Credit: ECW

By Joyce Chimbi
GENEVA & NAIROBI, Feb 17 2023 (IPS)

From southern Ethiopia to northern Kenya and Somalia, the most severe drought in the last 40 years is unfolding. It is simply too hot to go to school on an empty stomach, and close to 3 million children are out of school, with an additional 4 million at risk of dropping out entirely across the Horn of Africa.

Further afield, months after unprecedented floods and landslides ravaged Pakistan, villages remain underwater, and millions of children still need lifesaving support. More recently, while children were sleeping, a most devastating earthquake intruded, and an estimated 2.5 million children in Syria and 4.6 million children in Turkey were affected.

Today, child delegates from Nigeria and Colombia told the world that climate change is ruining their childhood and the world must act now, for 222 million dreams are at stake. They were speaking at the Education Cannot Wait High-Level Financing Conference held in Geneva.

Nafisa from Nigeria reminded delegates at the Education Cannot Wait High-Level Financing Conference held in Geneva that the climate emergency is a child’s rights issue. Credit: ECW

“I am a girl champion with Save the Children and a member of the children’s parliament in Nigeria. Children are least responsible for the climate crisis, yet we bear the heaviest burden of its impact, now and in the future. Climate emergency is a child’s rights crisis, and suffering wears the face of a child,” said Nafisa.

In the spirit of listening to the most affected, most at risk, Pedro further spoke about Colombia’s vulnerability to climate change and the impact on children, and more so those in indigenous communities and those living with a disability, such as his 13-year-old cousin.

Pedro and Nafisa stressed that children must play a central role in responding to the climate crisis in every corner of the world. They said climate change affects education, and in turn, education has an important role.

This particular session was organized in partnership with the Geneva Global Hub for Education in Emergencies, Save the Children, and Plan International, in the backdrop of the first-ever High-Level Financing Conference organized in close collaboration with the Governments of Colombia, Germany, Niger, Norway, and South Sudan, ECW and Switzerland.

Birgitte Lange, CEO of Save the Children Norway, stressed that climate change is not only a threat to the future, “for the world’s 2.4 billion children, the climate crisis is a global emergency crisis today that is disrupting children and their education. Climate change contributes to, increases, and deepens the existing crisis of which children are carrying the burden.

“Last year, Save the Children held our biggest-ever dialogue, where we heard from at least 54,000 children in 41 countries around the world. They shared their thoughts on climate change and its consequences for them. Keeping children in school amidst a climate crisis is critical to the children’s well-being and their learning. Education plays a lifesaving role.”

Rana Tanveer Hussain, Federal Minister for Education and Professional Training in Pakistan, spoke of the severe impact of the floods on the country’s education system, “more than 34,000 public education institutions have been damaged or destroyed. At least 2.6 million students are affected. As many as 1 million children are at risk of dropping out of school altogether.

“During this crisis, ECW quickly came forward with great support, extending a grant of USD 5 million through the First Emergency Response Program in the floods-affected districts in September and October 2022, targeting 19,000 children thus far. In addition, ECW multiyear resilience program has also been leveraged to contribute to these great efforts. But the need is still great.”

Gregorius Yoris, a young leader representing Youth for Education in Emergencies in Indonesia, said despite children being at the forefront of the climate crisis, they have been furthest left behind in finding solutions to climate change.

Folly Bah Thibault, broadcast journalist, Al Jazeera, and Founder and President, Elle Ira A L’Ecole Foundation Kesso Bah moderated the session on climate change in which child delegates told how children are being left furthest behind in the climate crisis. Credit: ECW

With one billion children, or nearly half of the world’s children living in countries at extremely high risk of climate change and environmental hazards, Dr Heike Kuhn, Head of Division, Education at the Federal Ministry for Economic Cooperation and Development in Germany, told participants it is time to raise climate resilient children.

“Weather-related disasters are growing, and young people are the most affected; we need three things in place: climate resilient schools, climate resilient teachers, and climate resilient students. We need climate-smart schools to stay safe when disaster strikes,” she explained.

“We must never forget about the teachers, for they must be agents of change, and teach children to use resources such as water and energy in a sustainable way. Children must also be taught how to behave during extreme weather changes such as earthquakes without leaving behind the most vulnerable children.”

As curtains fell on the landmark two-day conference, Yasmine Sherif, the Director of Education Cannot Wait, told participants, “The greatest feeling comes from the fact that all ECW’s stakeholders are here and we have raised these resources together, governments, civil society, UN agencies, private sector, Foundations.

“When I watched the panels and the engagements, I felt that everyone has that sense of ownership. Education Cannot Wait is yours. The success of this conference is a historic milestone for education in emergencies and protracted crises.”

In all, 17 donors announced pledges to ECW, including five contributions from new donors – a historic milestone for education in emergencies and protracted crises and ECW. Just over one month into the multilateral Fund’s new 2023-2026 Strategic Plan, these landmark commitments already amount to more than half of the USD 1.5 billion required to deliver on the Fund’s four-year Strategic Plan.

On the way forward, Sherif said ECW is already up and running, but with the additional USD 826 million, the Fund was getting a big leap forward toward the 20 million children and adolescents that will be supported with holistic child-centered education. This is in line with the new Strategic Plan, whose top priorities include localization, working with local organizations at grassroots levels, youths, and getting the children involved as well.

“We can no longer look at climate-induced disasters and education in silos. Conflict creates disruptions in education, so does climate-induced disasters and then the destiny of children and adolescents having to flee their home countries as refugees or forcefully displaced in-country,” she emphasized.

“Most of all, as we have seen in Afghanistan and across the globe, the right for every girl to access a quality education. And we are moving already, and that is where we are going from here. Thanks to the great contribution in the capital of humanitarian settings, we are bringing the development sector of education to those left furthest behind. Thank you, Switzerland, for hosting us.”

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Faruqi, Education Cannot Wait Global Champion and Captain of the Afghan Girls Robotics Team speaking during the Spotlight on Afghanistan at the ECW High-Level Financing Conference in Geneva, Switzerland. Credit: ECW/Michael Calabrò

By Busani Bafana
GENEVA & BULAWAYO, Feb 16 2023 (IPS)

It has been more than 500 days since the Taliban regime in Afghanistan shut down schools and shattered the education dreams of girls and women like Somaya Faruqi, who has been forced to leave her homeland to continue her education.

Faruqi, a student and engineer, has appealed for global intervention in securing the right to education for the millions of girls and women stopped from attending school and university after the Taliban regime that took power in the war-scarred nation in September 2021 closed girls out of school.

“Exactly 514 days ago, my heart was shattered along with the dreams of millions of girls in Afghanistan after the Taliban took over the country; they unleashed terror upon us, tearing apart families and our homes and leaving us hopeless and in a world that no longer feels like our own,” Faruqi, a Girls’ Education Advocate and Captain of the Afghan Girls Robotics Team, said at the Education Cannot Wait (ECW) High-Level Financing Conference in Geneva, Switzerland this week, calling on the world to take decisive action against the Taliban.

ECW, the UN global fund for education in emergencies and protracted crises, convened a two-day conference to marshal support to raise $1.5 billion to roll out its four-year strategic plan to support children and adolescents affected by crises to learn in safety and without fear. The conference seeks to mobilize the resources to meet the educational needs of the 222 million children and adolescents in crisis.

International correspondent and author Christina Lamb, who moderated a panel discussion on Afghanistan, highlighted that war and natural disasters posed a challenge to children’s education and dominated the news agenda. Today Afghanistan was one country that has dropped out of the headlines where girls and women need help more than any other place on earth.

“Two decades of educational progress has literally been wiped out in 18 months by the return of the Taliban and the devastating restrictions that have been imposed on women and girls,” remarked Lamb, who has been reporting on Afghanistan for over 30 years as a  foreign correspondent.

“Afghanistan today is the only place on earth today where girls are banned from high school … one Afghan girl recently told me, ‘Soon they will say there is a shortage of oxygen, so only men are allowed to breathe.’”

Speakers at the Spotlight on Afghanistan session asked the world not to forget the plight of girls in the country. They were speaking at the ECW High-Level Financing Conference in Geneva. Credit: ECW/Sandra Blaser

Describing education as the key to unlocking the limitless potential in every child, Faruqi—now a refugee in the United States— lamented that millions of children are today deprived of their basic right to education because of the Taliban’s quest to suppress women’s rights.

Calling the denial of education a “tragedy beyond measure,” Faruqi says girls and women in many parts of the world are in a predicament—from the banned education in Afghanistan to child marriages in Ethiopia to the insecurity of girls in schools in Nigeria.

“222 million children are missing the  opportunity of education, and it means that we are missing 222 million for incredible talent; future leaders, the scientists, the writers and the doctors, the engineers, and many more,” she said, adding that, “We can’t afford to waste any time and the hope of all these children is on you the leaders and donors to support and help to fund the education system in every crisis-affected country … solidarity without action cannot do anything.”

Pakistani education activist and 2014 Nobel Peace Prize laureate Malala Yousafzai recalled the time she was unable to attend school when the Taliban banned education in her country and fears that the world will forget the plight of Afghan women and girls.

“We should not accept the excuses given by the Taliban; what is the justification given by the Taliban … it is time for world leaders to unite and become one voice for Afghan women and girls. It is time we find ways in which we ensure that the Afghan people and children are not left behind,” Yousafzai said in a video message to the ECW conference.

ECW Executive Director Yasmine Sherif told a press conference that ECW was committed to ensuring that girls’ education continued in Afghanistan. Credit: ECW

​Education Cannot Wait’s Director Yasmine Sherif said that about USD 70 million had gone to education in Afghanistan, and nearly 60 percent of that funding has gone to supporting girls.

“We have an ongoing program that has continued—it did not stop,” Sherif said at a press briefing, noting that there was a short suspension after the Taliban issued the decree banning education for girls, but the education program had now resumed.

“We have informal discussions with the de facto Ministry of Education, and we are able also at the local community level, through our partners, to continue delivering education to girls, and we will not stop,” said Sherif, adding that the program to support secondary girls education was soon to launch a USD 30m investment.

“We have informal discussions with the de facto Ministry of Education, and we are able also at the local community level, through our partners, to continue to deliver education to girls, and we will not stop.”

Fawzia Koofi, a Women’s Rights Activist and Former Deputy Speaker in the Afghan National Parliament, called on the world to put pressure on the Taliban to respect transformation in Afghanistan and secure the rights to education for girls and women.

“We should take the situation of Afghanistan as a global humanitarian crisis,” Koofi urged, requesting the international community to provide study opportunities to Afghan women and girls outside Afghanistan.

Gordon Brown, UN Special Envoy for Global Education and Chair of ECW’s High-Level Steering Group, said the fight for girls and women in Afghanistan must not be lost.

“It is absolutely fundamental that no regime nor religious order nor dictator should prevent a girl having a right to an education; that is why we must turn words into action now,” Brown said, urging the world to stand in solidarity with all the girls demonstrating against the Taliban and support community schools.

Faruqi appealed to the global audience: “We have to work together and fund the education system because every child and every girl deserves to live a life at least by having the simplest human right, which is education. Words without action are not enough. This is a real and meaningful action that can make a positive difference.”

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