In September 2021, children in the northern hemisphere returned to school after the summer break. For some, the end of the holidays signaled a return to normalcy and to the joys of learning after facing months of school closures due to the Covid-19 pandemic. For the majority of children in the Global South, however, the return to reality looked grimmer.
“Now is the time for a stronger, more networked and inclusive multilateral system anchored in the United Nations,” said UN Secretary-General António Guterres in his latest report “Our Common Agenda.” Indeed, there is a fork in the road: we can either choose to breakdown or to breakthrough.
is the CEO of The LEGO Foundation. Ms. Albrectsen has spent almost 30 years in fields of international development, human rights and diplomacy, most recently holding the position of Global CEO at Plan International since September 2015.
China was one of the architects of the United Nations and was the first signatory of the UN Charter in San Francisco in 1945.
But it was only in October 1971, with the Chinese delegation led by Mr. Qiao Guanhua, that China’s representation at the UN resumed. Since that time, the UN has had the great privilege of witnessing and supporting China in achieving one of the greatest periods of socio-economic progress in world history.
This year’s International Day of the Girl theme, Digital Generation, Our Generation
, celebrates the potential of digital technologies while calling for the inclusion of all girls in accessing technology. The digital revolution will not be realized if girls without access to digital solutions are left behind. For years, advocates of technology for development have been repeating the mantra that technology is not a panacea
. Yet in racing to connect, catch up, and create greater access, we ignore at our own peril the inconsistent or non-existent household- and community-level access girls have to technologies. While digital solutions are available and evolving all the time, they should be accompanied by hybrid methods which include new ways to use analog technologies, so that existing local resources are reimagined and redistributed in ways that support more girls learning.
When the Islamic Emirate of Afghanistan receives the political blessings of the 193-member General Assembly-- and eventually inherits its seat at the United Nations-- it will have to ultimately prove its credentials as a member of good standing by adhering to the UN Charter and the Universal Declaration of Human Rights (UDHR) – as all member states do.
On this World Teachers’ Day, Education Cannot Wait (ECW), the United Nations global fund for education in emergencies and protracted crises, announced it has reached more than 4.6 million children and adolescents (48% of whom are girls) with quality education in more than 30 of the worst humanitarian crises around the world.
The USA and its allies have repeatedly stated that promoting women’s rights was one of the key reasons they were in Afghanistan. The US military top brass, in a letter to marines stated that they were in Afghanistan “for the liberty of young Afghan girls, women, boys, and men who want the same individual freedoms we enjoy as Americans”.
The COVID-19 pandemic has changed the face of education globally, but for children in emergencies and protracted crises, its blow has been particularly devastating.
Telemedicine and health-related information have experienced a massive uptake since the COVID-19 pandemic began last year. While online health services are seen as a panacea for many ills, disinformation and fake news reports have tarnished their credibility.
I assume channel surfing and internet browsing contribute to a decrease in people’s attention span. I am not familiar with any scientific proof, though while working as a teacher I found that some students may be exhausted when five minutes of a lesson has passed and begin fingering on their smartphones. They might also complain if a text is longer than half a page, while finding it almost impossible to read a book.
– On the sidelines of this year’s United Nations General Assembly, public, private and philanthropic donors announced a total of US$138.1 million in new contributions to Education Cannot Wait (ECW).
Policy responses to the COVID-19 pandemic and resulting economic crisis have exacerbated rather than reduced global inequalities. On the one hand, the net wealth of billionaires has risen to record levels since the outbreak of the pandemic (increasing by more than US$ 5 trillion to US$ 13.1 trillion from 2020 to 2021), on the other hand, the number of people living in extreme poverty has also increased massively (by approx. 100 million to 732 million in 2020).
Kabul 1990. I land in the capital of Afghanistan for my very first mission with the United Nations. Controlled by the government, Kabul was surrounded by the Mujahedeen. As a young female professional, living and working across the country, I felt protected by the Afghans, whether walking in the bustling cities or meeting with the Mujahedeen in the rural countryside. Afghanistan had already been at war for over ten years and we all worked with the hope that the fighting would come to an end soon.
A pre-pandemic report published by the International Labor Organization, ILO, the Global Employment Trends for Youth 2020
, offered a sober analysis on the job market prospects for youth.
H.E. Dr. Tariq Al Gurg
was appointed as Chief Executive Officer of Dubai Cares in 2009 and as Vice-Chairman in July 2021.
Al Gurg has been a primary driver behind the organization’s success. He has enabled Dubai Cares
to contribute to the evidence-base in education, leverage funding and invest in strategic relationships and programs that support the global education agenda. His focus has been to develop Dubai Cares as a recognized best-case practitioner and a global leader in education program design and innovation that is grounded in a philosophy of continuous monitoring and evaluation and rigorous research.
The Taliban takeover of government in Kabul is just days old, and the eyes of Afghans and the world are cautiously watching and hopeful to see them stand by their word and ensure that girls’ education be promoted and protected.
Like most of us, I rely on news media to find an explanation to tragedies I watch on TV. Neverthelss, some of my opinions about the Afghan tragedy have furthermore been influenced by talks I once had with my friend Bernth Dagerklint. We had for some years been working as teachers at a high school, though this was not Bernth’s main occupation. Most of the time, he served as an officer during international, armed campaigns supported by the Swedish government. He had been to former Yugoslavia, the West Bank and not the least in Afghanistan, where he since 2003 on several occasions worked as ”instructor” for Afghan officers.
There are several points of similarity between the war in Afghanistan and the war in Viet Nam. The Taliban, like the North Vietnamese and the Viet Cong, proved to be formidable tacticians and fighters. They managed to contain a far better equipped opponent and mount effective counteroffensives; access sufficient domestic and foreign funding to pay their fighters and support their families; build a formidable intelligence network; and acquire necessary technical capabilities in areas such as repair and maintenance of small arms.
Before the pandemic, many Pacific Island countries grappled with low numbers of students completing secondary education. Now experts in the region are concerned that the closure of schools to contain the spread of COVID-19, and the economic downturn, will lead to even more students dropping out of education early.
When 11-year-old Mitali Padhi hugged her childhood friends to say goodbye, she felt a deep-seated foreboding.