Out of global crises spring opportunities for change. In crisis, change is not an option. It is a necessity. And, as Plato famously noted: “Necessity is the mother of invention.” Education Cannot Wait (
ECW) is an invention that sprang out of crisis and was borne of necessity.
With the 2020 Nobel Peace Prize bestowed on the Rome-based World Food Programme (WFP), the United Nations and its affiliated agencies continue to hold a monopoly of one of the world’s most prestigious annual awards.
The coronavirus pandemic has the potential to bring about positive changes for cities, and give leaders the opportunity to make long-term, transformative changes as a result, according to renowned architect Norman Foster, who was speaking at the first ever Forum of Mayors 2020.
As governments worldwide struggle to contain COVID-19, recent reports suggesting armed groups like
Islamic State are resurging offer a sobering account of the many challenges that the global community now faces.
The people of Potrerillos, a village located in northeastern El Salvador, worked hard to achieve something that many doubted they could do: harness the waters of the Carolina River to install a community mini hydroelectric plant, which supplies them with cheap energy.
In August, police intercepted the trafficking of 31 people to Mozambique. The victims, all Malawians, included 17 children and 6 women. Their two traffickers, also Malawians, had coerced them from their rural village in Lilongwe district with a promise of jobs in estates in neighbouring Mozambique. But they were saved in large part thanks to their own community.
Participation in global and regional supply chains has been one of the most reliable economic growth strategies, especially for developing countries in Asia and the Pacific. Smooth and efficient connectivity in both trade and transport has been indispensable to the region’s pursuit of the 2030 Agenda for Sustainable Development.
Industrial policy – or the promotion of particular investments, technologies, industries, regions and enterprises – has been practiced by a variety of governments to try to accelerate economic growth and transformation.
Lockdowns, social distancing, face-masks and other restrictions on personal and social behaviour have helped slow the progress of the COVID-19 virus. Enough to allow health systems to start catching their breath, for doctors to work out treatment protocols, and for work to start on a vaccine. There is now a need to take stock of the many other impacts the pandemic is likely to have, particularly at the economic and political level.
As COVID-19 shapes and re-shapes the “new normal” in the Pacific, organic food and products will be a key to community adaptation and resiliency in the region’s economies and livelihoods, with the opportunity to advance a more inclusive gender and people centred approach.
This World Teachers’ Day, celebrated under the theme, “Teachers: Leading in crisis, reimagining the future”, the Global Partnership for Education, Education Cannot Wait, UNESCO and UNICEF are calling for the resumption of salary payments for around half of the Yemeni teachers and school-based staff (estimated 160,000) who have not received regular salary payments since 2016. With suspended salary payments and schools regularly coming under attack, many teachers have been forced to find alternative sources of income to provide for their families.
One day, while the rest of his family were out at work, Kamlesh Pravasi from Jigarsandih village in Azamgarh district of Uttar Pradesh was “abducted when I returned home one day from school, by a contractor’s goons,” he told IPS. The then 12-year-old Pravasi, who was in the sixth grade, was forced to work in bonded labour in a brick kiln because his father could not repay a Rs 5,000 ($68) loan he had taken out from the contractor in order to pay for medical treatment for Pravasi’s sick brother.
Teachers are at the heart of children and young peoples’ educational experiences. Teachers play multiple roles in their students’ lives by supporting their learning, providing them with inclusive and safe environments to grow and develop, and helping them become more confident as they make their way in the world. As we commemorate
World Teachers’ Day on Monday, 5 October and its theme--
Teachers: Leading in Crisis, Reimagining the Future--we must recognize the inspiring and transformative role that teachers working in armed conflicts, forced displacement, climate change induced disasters and protracted crises play in their students’ lives.
The way forward for energy transition and its link to an economic recovery after the depression caused by the covid-19 pandemic is focusing attention in Latin America and Europe, according to the 2nd Madrid Energy Conference (MEC), which concluded this Friday 2.
Sarudzai Moyo, a former teacher, has begun a new career as a fishmonger. Once a week she makes the 450km journey from Bulawayo to Binga, on the shores of Lake Kariba, where she buys between 100 and 150 kilograms of fish for resale as the demand for cheaper dietary options increase in Zimbabwe.
Since before the COVID-19 pandemic, feminists across the Middle East and North Africa (MENA) have been increasingly shedding light on the global shifts that will shape the Future of Work. From their perspective, those shifts would mainly be driven by the Fourth Industrial Revolution, the impact of climate change and the looming global care crisis.
“Investing in nature is investing in a sustainable future,” was one of the key messages from yesterday’s first-ever United Nations Summit on Biodiversity where world leaders and experts agreed on the urgency to act swiftly to preserve biodiversity globally.
The United Nations Deputy Secretary General, Ms Amina Mohammed recently commended “
Kenya’s exemplary role in its response to COVID-19 and in advancing Agenda 2030”.