Brazilian President Luiz Inácio Lula da Silva during his visit to a school in Salvador, the capital of the northeastern state of Bahia, on October 17 last year, where all the students raised their cell phones to take photos with the leader. Credit: Ricardo Stuckert / PR

By Mario Osava
RIO DE JANEIRO, Jan 27 2025 (IPS)

It was necessary to repel the “invasion” of mobile phones in Brazilian classrooms, even to spark a debate about the use of technology in education, according to Silvana Veloso, an educator with extensive experience on the subject.

On January 13, Brazil enacted a law that bans “the use of personal portable electronic devices by students during classes, recess, or breaks between classes at all levels of basic education,” making it the first Latin American country to impose such a nationwide restriction."Technology must be introduced in each school in an organized manner, avoiding the current chaos”: Bernardo Baião.

An unusual agreement among various opposing political factions allowed the new law to be passed by the National Congress in December 2024. Only a few far-right lawmakers, primarily from the Liberal Party, voted against it.

They wanted students to have access to phones to film “indoctrinating practices” by teachers and expose Marxist ideological activism, which they claim is contaminating Brazilian education. However, even some of their legislators supported the law.

Restricting mobile phones in schools aims to “safeguard the mental, physical, and psychological health of children and adolescents,” as stated in the approved Law 15.100. It includes exceptions for pedagogical use, emergencies involving risks, or health and disability issues.

The new law took immediate effect, with no transition period, and will be enforced starting in February, when the school year begins in this country of 212 million people.

“This law is small and limited, but positive because it mobilizes the community, parents, teachers, and even the school cafeteria staff, sparking debate,” Veloso said. She does not reject technology in schools but advocates for its appropriate use.

As an educator, Veloso led the BH Digital program, a digital inclusion initiative in Belo Horizonte – the capital of the southern state of Minas Gerais, with 2.3 million inhabitants -, from its inception in 2004 until 2012.

The program established telecenters with 10 to 20 internet-connected computers in public institutions like libraries, assistance offices, cultural centers, and NGOs, as well as a mobile unit – a trailer equipped to teach computer classes in neighborhoods.

With 40 of her 60 years dedicated to education, Veloso also served as Secretary of Education for Rio Acima, a municipality of 10,000 residents, from 2022 to 2024. During her tenure, she implemented a technology program in local schools, including robotics labs. She continues to work as a teacher and advisor on the subject.

Rio Acima and many other municipalities received computer equipment, such as desktops and tablets, but lacked the knowledge to use them effectively.

President Luiz Inácio Lula da Silva with the Minister of Education, Camilo Santana, as they enact a law in Brasilia on January 13 that bans the use of cell phones and other mobile electronic devices in classrooms nationwide. Credit: Ricardo Stuckert / PR

Unprepared Schools and Teachers

Just as with the overwhelming presence of mobile phones, schools and teachers are generally unprepared to integrate new technologies into teaching, Veloso lamented. They have not developed pedagogical projects to incorporate these tools.

Regarding mobile phones, which are owned by a vast majority of students, Veloso has witnessed troubling cases. In response to school violence, which surged in late 2022 and early 2023 – with five assaults and 11 deaths in five Brazilian states – students aged nine and ten in Rio Acima organized self-defense networks via WhatsApp.

Instructions on using kitchen knives to “bleed the bandits” who might invade schools and the preparation of Molotov cocktails were part of the group’s discussions, until a mother found out through the students themselves, Veloso told IPS over the phone from Rio Acima, where she lives.

The leader of the movement was just 10 years old and headed several WhatsApp groups. “They were reproducing the violence” they feared becoming victims of, Veloso noted.

Another earlier case, from 2017, came to light when a student was found with cuts on her arm. It involved girls self-harming, encouraged by a website that promoted competitions among those who could cut themselves the most.

Training, particularly for teachers, to manage and leverage technological innovations is the central challenge facing education, Veloso argued.

“Technology does not cause regression; we are the ones responsible. Humanity has always sought interactive communication. What we have achieved is marvelous – phones that allow us to talk while seeing the other person’s image are fascinating,” but they require debate and dialogue for proper use, she concluded.

A poster by the Rio Acima City Hall promoting the use of tablets and computers in the environmental education of students. Credit: Rio Acima City Hall

The Harm of Mobile Phones

Numerous studies highlight the negative effects of mobile phones on learning, including attention deficits, social media addiction, and increased anxiety among students.

Brazil has become the first Latin American country to pass a law restricting mobile phones in schools, following a global trend. A quarter of the 194 member states of the United Nations Educational, Scientific and Cultural Organization (UNESCO) have already adopted restrictive measures, particularly in Europe and Asia.

Although the law takes effect in February, its full implementation requires regulations and protocols for schools managed by states (secondary schools) and municipalities (primary schools).

After political consensus, driven by the proven distraction caused by mobile phones in both schools and workplaces, the new law now prompts reflection on pedagogical projects in schools.

“Technology must be introduced into each school in an organized manner, avoiding the current chaos,” said Bernardo Baião, coordinator of Educational Policies at Todos pela Educação, a nonprofit civil society organization advocating for quality basic education in Brazil.

Two students from Rio Acima participate in the municipality’s school technology program, aimed at better utilizing digital resources in education. Credit: Rio Acima City Hall

The proliferation of mobile phones, combined with social media, has a cognitive dimension, affecting learning. Students themselves admit that it distracts them from their studies.

“More screen time, less learning,” emphasized Baião, a history graduate turned educator, who has worked full-time for the Todos pela Educação movement in Rio de Janeiro for the past three years.

Other aspects of the technological challenge include the emotional impact on those who “cannot live without social media” and the social interaction aspect of “living and playing at school, making it naturally noisy, without the silence of mobile phones, which bring distant people closer while pushing away those nearby,” he told IPS.

“Technology is not the enemy. We must combine different tools. Printed books are better for memorization, but digital ones are more suitable for personalized teaching, addressing different needs and interests,” he added.

“The teacher is more important than the computer or phone screen; technology cannot replace them,” he stressed.

The ban on mobile phones in schools had already been implemented in many private schools, and four of Brazil’s 26 states had passed their own legislation. In fact, 28% of schools had already adopted a total ban, with few exceptions, by 2023, according to the Internet Steering Committee.

This committee includes government and civil society participants, including academics and industry representatives. It assists in internet governance, maintaining neutrality against political and private interests, and established the core principles of Brazil’s internet law, the Civil Rights Framework for the Internet.

The swift passage of the national law was due to near-consensus in public opinion. A survey conducted by the non-governmental Locomotiva Institute in October 2024 showed that 82% of respondents supported banning mobile phones in schools.

Rodrigo Reyes, 18, was forced to drop out of school in 2020, because his family could not afford to pay for the internet or electronic devices that would allow him to attend class online, just when he was about to finish high school and was thinking of studying mechanics, his dream. Since then he has been working as a vendor at his mother's stall in a market on the outskirts of the Peruvian capital. CREDIT: Mariela Jara/IPS

By Mariela Jara
LIMA, Sep 22 2022 (IPS)

“When the pandemic hit, I stopped studying, just when it was my last year of school…My parents couldn’t afford to pay for internet at home,” said Rodrigo Reyes, 18, one of the nearly 250,000 children who dropped out of school in 2020.

This figure includes primary and secondary school students who had enrolled for the school year but did not complete it."I have always believed that study is what pulls people out of ignorance, what sets us free, and that is what we wanted for our children when we came to Lima with my husband. That is why it hurts me very much that we have not been able to afford to support Rodrigo’s plans."-- Elsa García

In March 2020, as a preventive measure against the spread of COVID-19, remote education was adopted in the country, which meant that access to the internet and electronic devices was essential. Online classes continued until 2022, when students returned to the classroom.

But during this period, inequalities in access to and quality of education have deepened, affecting students who live in poverty or who form part of rural and indigenous populations.

Peru is a multicultural and multiethnic country with just over 33 million inhabitants, where in 2021 poverty affected 25.9 percent of the population, 4.2 percentage points less than in 2020, but still 5.7 points above 2019, the year before the outbreak of the pandemic. Monetary poverty officially affected 39.7 percent of the rural population and 22 percent of the urban population, reflecting a huge social gap.

“We are talking about the primary and secondary students who are always the ones who do not manage to thrive in their learning, those who, quote unquote, fail the Student Census Evaluation tests, who live in provinces that occupy the last places in the rankings at the national level,” said Rossana Mendoza, a university professor of Intercultural Bilingual Education.

“They are the same young people who face a number of deficiencies and services, they are indigenous people speaking a language other than Spanish for whom the Aprendo en Casa (learning at home) program launched by the government was not an adequate response,” she added in an interview with IPS at her home in the Lima district of Jesús María.

But students in poor suburbs were also affected. Mendoza said they had to alternate their school work with helping their parents by working to support the family, thus spending very little time on their studies.

Rossana Mendoza, a university professor in the Intercultural Bilingual Education program, says at her home in Lima that “the priority is to recover this population excluded from the education system,” referring to children and adolescents who are marginalized from the classroom, a proportion that has grown since the start of the COVID pandemic. CREDIT: Mariela Jara/IPS

This was the case for Reyes, who had no choice but to drop out of school and put aside his dream of becoming a heavy machinery technician.

“I was going to finish school at 16, I was going to graduate with my friends and then I planned to prepare myself to apply to the institute and become a mechanic… but it didn’t happen,” he told IPS at his mother’s stand where they sell food and other products at the Santa Marta market in his neighborhood, where he has been working full-time since the pandemic began.

Reyes lives in the outlying area of the district of Ate, one of the 43 that make up Lima, located on the east side of the capital. Like a large part of the population of the district of almost 600,000 inhabitants, his family came from the interior of the country in search of better opportunities.

“I have always believed that study is what pulls people out of ignorance, what sets us free, and that is what we wanted for our children when we came to Lima with my husband. That is why it hurts me very much that we have not been able to afford to support Rodrigo’s plans,” the young man’s mother, Elsa García, told IPS sadly.

The pandemic dealt a major blow to the family’s precarious budget, and Rodrigo and his two younger siblings dropped out of school in 2020. The following year, only the younger siblings were able to return to their studies.

“With my help at the shop we managed to save some money and my dad was able to buy a cell phone for my siblings to use and now they share internet. I have to continue supporting them so that they can finish school and become professionals, maybe later I can do it too,” Rodrigo said.

Barriers to education existed before the pandemic in this South American country. This is well known to Delia Paredes, who left school before completing her primary education because she became pregnant. Today she is 17 years old and has not been able to resume her studies.

She lives with her parents and younger sisters in the rural area outside of the town of Neshulla, which has a population of 7,500 and is located in the central-eastern part of Ucayali, a department in Peru’s Amazon jungle region. Her father, Úber Paredes, is a farmer with no land of his own and works as a laborer on neighboring farms, earning a monthly income of less than 100 dollars.

“I haven’t been able to afford to buy my daughter the shoes and clothes and school supplies she needed to continue studying, and after having her baby she became a homemaker helping my wife… I have no money, there is a lot of poverty around here,” he told IPS by telephone from Neshulla.

His younger daughters Alexandra and Deliz are in school and returned to the classroom this year. Alexandra feels sorry for her older sister. “She always repeats that she wanted to be a nurse. I have told her that when I become a teacher and am working, I will help her,” she said.

Early pregnancy, such as Delia’s, considered forced by rights organizations because it is usually the result of rape, reached 2.9 percent among girls and adolescents between 12 and 17 years of age in 2021. Like poverty, it is concentrated in rural areas, where it stood at 4.8 percent, compared to 2.3 percent in urban areas.

Sitting in front of their home in Neshulla, in the Peruvian Amazon region of Ucayali, are farmer Úber Paredes and two of his daughters. Delia, on the right, was forced to drop out of school after she became pregnant and her father could not afford to buy her supplies. Now 17, she has not forgotten her desire to become a nurse. Her sister Alexandra, on the left, has promised to support her in the future. CREDIT: Gladys Galarreta/ IPS

Widening gaps

In 2020, 8.2 million children and adolescents were enrolled in school nationwide, prior to the declaration of the pandemic. The total number of children and adolescents enrolled in May 2022 was close to 6.8 million. Educational authorities expected the gap to narrow over the next few months, but have not reported information on this.

In 2020 almost a quarter of a million schoolchildren were forced to drop out of school at the national level, and in 2021 the number was almost 125,000. However, by 2022, the gap has widened, with nearly 670,000 not enrolled in the current school year, which began in March.

This gap has emerged despite the fact that the Ministry of Education launched a National Emergency Plan for the Peruvian Educational System from the second half of 2021 to the first half of 2022, aimed at creating the conditions needed to bring back children who dropped out of school.

Professor Mendoza said the priority is to bring back to school the segment of the population excluded from the right to education. “A strategy is needed that provides support not only in terms of studying, but with regard to the difficulties dropped-out students face in surviving with their families who due to the pandemic have lost their mother, father or grandparents,” she said.

“You have to see them in that context and not just because they are underachieving in learning. To see that they have a life with terrible disadvantages to get ahead and that they are being excluded from the education system,” she said.

She added that it is necessary to clearly identify the target population. “The Peruvian school management system, which is quite developed, should allow us to know who these children and adolescents are, what their names are, where they live, what has happened to their families and how the school system can provide them with opportunities within their current living conditions.”

Mendoza explained that not only are they outside the system, but their living conditions have changed and they cannot be expected to return to the school system as if nothing had happened after they fell into even deeper poverty or were orphaned.

Preschool students stand in a section of the garden at the El Zaite Children's Center, where teacher Sandra Peña teaches them the importance of healthy eating and the advantages of having a vegetable garden, in El Zaite, a poor neighborhood near Zaragoza, in the southern Salvadoran department of La Libertad. CREDIT: Edgardo Ayala/IPS

By Edgardo Ayala
ZARAGOZA, El Salvador , Apr 11 2022 (IPS)

A group of preschool students enthusiastically planted cucumbers and other vegetables in their small school garden in southern El Salvador, a sign that school feeding programs are being revived as the world emerges from the COVID-19 pandemic.

Although the impacts of coronavirus are still being felt, schools in Latin America, particularly in Central America, have reopened their doors to on-site and blended learning classes.

Gradually, important components of school meal programs, such as vegetable gardens, have begun to come back to life.

“Does anyone know what plant this is?” teacher Sandra Peña, 36, asked the small group of children who had followed her, in line, to the small vegetable garden at the El Zaite Children’s Center, located on the outskirts of Zaragoza, a city in the department of La Libertad in southern El Salvador.

The children responded loudly: “tomato!”, while pointing to a tomato bush, which was already showing some yellow flowers.

With difficulties, because coronavirus hasn’t gone away, schools in Central America are making efforts to continue the school feeding programs, which were making good progress before the pandemic.

According to the United Nations Food and Agriculture Organization (FAO), these programs benefit 85 million students in Latin America and the Caribbean. Moreover, for nearly 10 million children, they are one of the main reliable sources of food received each day.

“Students are returning to classes, in a context that is not yet back to normal, but they are gradually returning,” Najla Veloso, an expert with the Brazil-FAO International Cooperation Program, told IPS from Brasilia.

As a result of this cooperation, at the beginning of the pandemic, in 2020, several Latin American and Caribbean countries carried out joint actions to keep school feeding programs active, as part of the Sustainable School Feeding Network (Raes).

These nations were Belize, Dominican Republic, El Salvador, Grenada, Guatemala, Guyana, Honduras, Peru, Paraguay, St. Lucia and St. Vincent and the Grenadines.

Raes was created by the Brazilian government in 2018, as part of the UN Decade of Action on Nutrition (2016-2025), in order to support countries in the region in the implementation and reformulation of school feeding programs, based on access and guaranteeing the right to an adequate diet.

Teachers Marta Mendoza (l) and Sandra Peña pose with their students at the El Zaite Children’s Center, located in a community that is struggling to get ahead in a context of poverty and violence, like many villages and towns in El Salvador. CREDIT: Edgardo Ayala/IPS

The challenges continue

When the pandemic hit and schools were closed, activity in school gardens and the kitchens where food was prepared ground to a halt. That meant strategies had to be devised to make sure the students had food – not in the schools, but in the homes of families who were under lockdown to curb the spread of the virus.

The stopgap solution was to take non-perishable food to the students’ homes, because meals were not being cooked in the schools.

The FAO expert pointed out that Guatemala and El Salvador did a good job in this regard and, in general, all the Central American countries made an effort to keep their students fed.

“Some countries had to change their laws, because food could only legally be given to students, and with the schools closed they could no longer deliver it to them, and they had to give it to fathers, mothers and the families,” Veloso explained.

The logistics of an already complex program had to be expanded greatly, with components such as local purchases, which involved coordinating the purchase of legumes, grains, vegetables, fruits and other products that were part of the school menus from local farmers.

In some cases, seed kits and farming tools were also provided so that families could plant vegetables in their home gardens, since the school gardens were no longer functioning.

Now that in most of the seven Central American countries schools are open again with a mixture of online and face-to-face learning, food is no longer taken to students’ homes, but rather parents come to the schools to pick up the products.

In the case of El Salvador, the Ministry of Education has invested, for the school year that began in January and ends in November, more than 10 million dollars for the food program to serve more than one million students nationwide, in 5128 public schools.

In this Central American nation of 6.7 million people, two food baskets have begun to be delivered, one containing a 1.1 kilogram bag of corn cereal for breakfast and seven liters of UHT liquid milk, while the other contains rice, beans, sugar, oil, powdered milk and a vitamin-fortified drink.

When IPS visited, parents and teachers at the school in the canton of San Isidro, in the municipality of Izalco in the western department of Sonsonate, were in the process of quarterly delivery of the baskets of items, which for now is replacing the serving of meals at public schools.

The photo shows sprouts planted by students at the El Zaite Children’s Center, in the south of El Salvador, in the school garden that will soon produce vegetables for their school meals again – part of the effort to keep the garden and healthy eating alive, now that schoolchildren are beginning to return to school as the COVID pandemic dies down. CREDIT: Edgardo Ayala/IPS

“We have had to manage to get by during the pandemic, and now we are gradually getting the vegetable garden going again, for example,” said Manuel Guerrero, the school principal.

The school in San Isidro, which has been semi-open since 2021, serves 1,500 elementary and middle school students.

“Teachers are already working with the students in the gardens to make up for lost time,” added the 57-year-old principal.

Before the pandemic, they grew tomatoes, green peppers, yucca, cabbage and a local plant known as chipilín (Crotalaria longirostrata), whose leaves are added to soups for their high vitamin content.

“From our experience, and because I have visited many schools, I would say that the idea of school gardens has been well assimilated from the beginning, and that is why we must work hard to maintain it,” Guerrero added.

A state-of-the-art preschool

At the El Zaite Children’s Center, activities in the kitchen are back in full swing, although not as they were prior to the pandemic, when the cook, Dinora Gómez, took great care to ensure that the menus were to the children’s liking.

Somewhat nostalgically she reminisced to IPS about those days when she toiled away over pots and pans.

“For example, for lunch, I would make them a vegetable mince, with soy meat, tomato sauce and rice,” said Gómez, 50. Other times it was lentil soups and other vegetables.

For breakfast, “I would make scrambled eggs, fried beans and plantains,” she added.

Non-perishable food packages donated by Convoy of Hope, an evangelical organization, are also distributed to the students’ families.

Marta Mendoza and Sandra Peña are part of the teaching team at the El Zaite Children’s Center in southern El Salvador, where they are striving to return to the pre-pandemic standards of education and nutrition. CREDIT: Edgardo Ayala/IPS

Now, although the kitchen is still formally closed, Gómez is preparing something to eat for a small group of students whose parents are unable to provide them with a mid-morning snack.

She also occasionally makes a salad from the vegetables grown in the garden.

This small school in El Zaite, which opened in 1984, serves 110 students ages four to six, and has six teachers.

The school is located in a low-income semi-rural community populated by people who settled here in the 1980s, fleeing bombings and military operations during the Salvadoran civil war (1980-1992). It is now home to 563 families.

“We are on land that used to be the pastures for the cattle of the wealthy people of Zaragoza,” Carlos Díaz, director of Patronato Lidia Coggiola, the NGO carrying out community support initiatives in this area, including the school, told IPS.

The school is a community project that falls outside the network of the Ministry of Education, which follows its curriculum as required but puts an added emphasis on topics such as the right to water or taking care of the environment.

In 1999, as part of the Patronato’s activities, a scholarship and distance sponsorship program was launched with support from donors from Italy, France and the United States, to benefit young people from the community who wished to continue their high school and university studies.

One of the beneficiaries of the initiative was Marta Mendoza, who attended preschool at the center, graduated from university and now returned to the center as a teacher.

“We formed the groups, and we are working on reading,” Mendoza told IPS. “The children came out of the lockdown with very energetic behavior.

“Little by little we are getting back to the dynamics we had in the classroom prior to the pandemic,” she said.

Sub-Saharan Africa, North Africa and Western Asia will not achieve universal early childhood education, according to a UNESCO report. Credit: Joyce Chimbi/IPS

By Joyce Chimbi
Nairobi, Kenya, Apr 7 2022 (IPS)

Marisol Ntalami is one of 747,161 candidates who sat for the national Kenya Certificate of Secondary Education in 2020.

“I come from a pastoral community. My father has five wives and many children. I am the only girl in the family to have completed primary school and now secondary school. My mother fought very hard for me to stay in school. I am a first-year university student studying actuarial science,” she tells IPS.

According to the Ministry of Education, there was almost a 50/50 split between genders in the exams, with 50.90 percent male participants and 49.10 percent female.

Kenya’s strides towards Sustainable Development Goal 4 (SDG 4), the education goal, are well documented in the most recent benchmarking report by the UNESCO Institute of Statistics and the Global Education Monitoring Report. The East African country is one of the participating countries that has provided targets it expects to achieve by 2025 and 2030.

Like Kenya, two-thirds of countries identified their targets for 2025 and 2030 relative to six key SDG 4 indicators on early childhood education attendance, school attendance, completion, minimum proficiency in reading and mathematics, trained teachers, and public education expenditure.

The process started in 2021, and the report shows Kenya is “near-universal early childhood education, with plans to increase attendance to 86.7 percent by 2030. Kenya is also on track to achieve universal primary education by 2030.”

According to the respective countries’ benchmarks, not all countries in Sub-Saharan Africa will achieve SDG 4 by 2030.

“Countries that have participated in this benchmarking process have sent a powerful message. They had shown determination in advancing the promises they made seven years ago when they signed the SDGs,” Manos Antoninis, the director of UNESCO’s Global Education Monitoring Report, tells IPS.

“By setting concrete targets, they are no longer hiding behind an unreachable global goal. They are making plans to achieve it. This is a real opportunity for the global community to rally behind them and help their plans come true.”

According to the Ministry of Education, Uganda worked from the Education Sector Strategic Plan commitments to establish achievable benchmarks for education targets between now and 2030.

The report recommends that all countries that have not set their benchmarks do so in time for this year’s review of SDG 4 at the High-level Political Forum in July because it helps bring countries back on track towards bringing all children in Africa to school.

“As we continue to face peaks in the COVID-19 pandemic, data and evidence become even more important. In Rwanda, the close monitoring of national education priorities and the SDG 4 benchmarks will allow us to intervene quickly and in a tailored manner so that we ensure to live by our strong conviction that no child should be left behind,” a statement by Rwanda’s Ministry of Education says.

Overall, sub-Saharan Africa increased its primary education completion rate from 46 percent to 65 percent or by 19 percentage points, roughly one percentage point per year between 2000 and 2020. At this rate, the region is not on track and lags behind others in most education development indicators.

Nevertheless, between 2000 and 2020, a growing list of countries made notable progress in primary education completion rate.

Togo increased its primary education completion rate from 44 percent to 77 percent, Ethiopia from 18 to 57 percent, Burundi from 13 to 52 percent, Sierra Leone from 26 to 70 percent and Sao Tome and Principe from 46 to 57 percent.

By contrast, between 2000 and 2020, the primary completion rate in sub-Saharan Africa almost stagnated in some countries, like the Central African Republic, which showed a smaller increase from 28 to 35 percent, Guinea-Bissau from 20 to 26 percent and Uganda from 35 to 40 percent.

Against this backdrop, Gordon Brown, UN Special Envoy for Global Education and Education Commission Chair, lauds the commitment of countries that have set their national ambitions and contributions towards achieving the global education goal.

“This process, the first of its kind in education, follows best practices in other sectors like climate. These benchmarks demonstrate countries’ drive to accelerate education progress between now and the 2030 deadline,” Brown says.

“This comes at a time when the global education system faces a myriad of challenges. The percentage of trained teachers, for instance, has been declining for much of the past 20 years, with notable but not enough reversal of this trend in recent years.”

Reported slow progress towards SDG 4 continues, even though African countries, alongside Latin American countries, prioritise education more than any other region in their budgets.

The size of the challenge is large, and the budget itself is too small due to low levels of domestic resource mobilisation and largely stagnant external financial assistance. Education experts, like Antoninis, say it would be incorrect to say that sub-Saharan Africa has been derailed.

The region, UNESCO finds, has set off from much lower starting points due to poverty, malnutrition, health, conflict, displacement, and difficulties in managing unique characteristics such as its linguistic diversity.

Many of Africa’s children are taught at school in a language they do not speak at home. Additionally, changes in education take a long time to mature.

According to UNESCO, COVID-19 has also affected countries unequally. Even within the same region in Africa, some countries have kept their schools closed for two years, while others hardly closed them.

These closures are feared to have long-term damaging effects on Africa because of the lack of opportunities and capacity for distance learning. Still, the report finds that the main challenge remains the very low levels of student learning even when schools are open.

In all, just 3 of 10 of those students who complete primary school learn the basic skills expected of their level of education, the report finds.

Yasmine Sherif, director of Education Cannot Wait (ECW), warns that without education other SDGs are in jeopardy.

“Education is the very foundation to achieve all the other Sustainable Development Goals, and human rights …If you provide the right curriculum, socioeconomic, psycho-social support and access to food a lot can be achieved. If we take this holistic approach in the most formative years of each child, including a strong focus on gender equality, there is a great chance of attaining sustainable development and peace,” she said in a recent interview. ECW is the first global fund dedicated to education in emergencies and protracted crises.

Sub-Saharan Africa, North Africa, and Western Asia will not achieve universal early childhood education, the report says. It is estimated that roughly two in three children will be enrolled in early childhood education by 2030.

Further, 8 percent of children of primary school age are predicted to be out of school in 2030. Kenya, for instance, will be far off from meeting SDG 4 for the upper secondary level because the country expects that only 64 percent of young people will complete school by 2030.

Overall, no region is on track to achieve universal completion of secondary education by 2030 because completion rates are expected to land at 89 percent at lower secondary and 72 percent at the upper secondary level by the deadline.

IPS UN Bureau Report

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Yasmine Sherif, Director of Education Cannot Wait, is welcomed by teachers and students at a girls’ primary school in Kabul, Afghanistan. Sherif led the first all-women UN mission to Afghanistan after the Taliban takeover to meet with the new de facto education authorities in October 2021. She has called on the de facto authorities to resume adolescent girls’ access to secondary education. Credit: Omid Fazel/ECW

By Naureen Hossain
New York, Mar 28 2022 (IPS)

The late-night reversal of a decision by Taliban authorities in Afghanistan to allow girls from grades 7 to 12 to return to school has been met with distress from within the country and internationally – and fear that it could herald further restrictions.

A Taliban spokesperson from the Ministry of Education on March 23 made the announcement reversing an earlier decision that all students would be expected to return to school, including girls.

Local media in Afghanistan reported protests, including one held outside the Ministry of Education building. At least 87 percent of the population favor girls’ education across all levels, even among those who may say they would not expect the girls in their family to attend school but would not oppose government schooling otherwise.

The abrupt decision has also taken humanitarian organizations by surprise. Sam Mort, Chief of Communications for UNICEF Afghanistan, spoke at a press briefing at the United Nations headquarters, revealing that this announcement came late.

“Among our staff, there was collective disbelief… and anxiety,” Mort said, speaking of the reaction of field officers and national staff to the news. “We are just as confused as everyone else.”

The Taliban’s decision has been met with swift condemnation from the international community. UNICEF Executive Director Catherine Russell in a statement said the Taliban’s decision was “a major setback for girls and their future” and urging them to “honor their commitment to girls’ education without any further delays”.

Yasmine Sherif, Executive Director of Education Cannot Wait, the United Nations’ global fund for children’s education, said: “With this announcement, an entire generation of Afghan children and adolescents could be left behind.”

Sherif said that “ensuring that both girls and boys can return to school – including the resumption of adolescent girls’ access to secondary education – is key for the development of the country.”

UN Secretary-General Antonio Guterres said the Taliban’s decision was “a profound disappointment and deeply damaging for Afghanistan”.

UN agencies, their partners, and other humanitarian organizations have been involved in discussions with the Taliban since their rise to power last August. Afghanistan’s humanitarian crisis leaves 24.4 million people – or more than half the population – in dire need of aid and protection.

Both sides have been expected to negotiate the involvement of humanitarian organizations and donors in their capacity to provide the necessary services and protections.

The Taliban have expressed their readiness to comply with international organizations in their bid for formal legitimacy. But they have also asserted their code for governance, which they claim would be according to Islamic law and Afghan culture, something humanitarian organizations with education programs are working to adapt. This same reasoning that senior members of the Taliban have used to justify the ban on secondary education for girls. Where was this concern for a standardized curriculum aligning with Islamic law and Afghan culture when boys returned to secondary school in September?

The right to education has been an oft-discussed, critical human rights issue for Afghanistan, especially when it comes to how, or even if, this right is extended to girls. This concern had already been compounded by the forced closure of schools due to the COVID-19 pandemic, which impacted all school-going children and adolescents. While alternative learning pathways, including Community-Based Education centers based in rural and remote provinces for children to attend, have been available, girls’ education in government schools remained a lingering question.

The Taliban’s rise to power raised the fear that the right to education would be denied to girls indefinitely, if not permanently. It would only signal increasing measures to control women’s rights and mobility beyond the domestic sphere.

The last-minute decision may likely indicate infighting between factions that are divided on the issue of girls’ education.

As Heather Barr, Associate Director of the Women’s Rights Division in Human Rights Watch, notes, there are factions that recognize the steps the Taliban must take to receive the funding and legitimacy they want from the international community, and there are hardliner members who believe that girls beyond puberty should not be allowed out for their studies. Given their handling of the issue, it is only indicative of how unprepared the Taliban are to govern and provide the necessary services to a population where over half the population relies on international humanitarian aid.

Barr also notes that their decision speaks to the ingrained beliefs that view women through a misogynistic and reductive lens. She expresses concern that the Taliban’s decision does not bode well for the state of human rights in the country and may “herald a further crackdown, of girls and women, and human rights generally”. The decision to revoke girls’ access to secondary school education is only among several examples of the recent actions taken by the Taliban to police women’s movements across the country, with stricter, more frequent enforcements occurring in provinces outside the capital.

“We’ve been seeing more and more different restrictions put in place, including new rules on women’s freedom of movement and them being blocked from traveling without a mahram overseas, being blocked from traveling… over certain distances,” says Barr. “Taxi drivers being told that women need to wear a hijab before they are allowed to drive them.”

When it comes to girls’ education, if the ban on girls’ secondary education continues, this could escalate to the restriction of access to tertiary education for girls and women in the country.

What is harrowing is that even as public pressure and condemnation come from both sides, the Taliban continues to act upon the principles which even they cannot agree on. International leaders and experts have reiterated that education for all can only guarantee that developing or impoverished countries can walk down a path of peace and prosperity. For the girls and women of Afghanistan, they may not get to walk down that path without a chaperone.

IPS UN Bureau Report

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The African Storybook Project has developed writing and publishing apps that are promoting literacy. Credit: Saide

By Busani Bafana
BULAWAYO, Zimbabwe, Feb 10 2022 (IPS)

Suwaiba Hassan published an engrossing story. She used digital apps that are giving literacy a boost.

The student from Katsina State in Nigeria, Hassan, won a National Reading Competition for a story she created using the African Storybook reader app and the African Storybook maker app. Saide, an education NGO, developed the apps through its African Storybook (ASb) project.

The apps are easy-to-use storybook development tools allowing children to write and publish their own stories, which can be read and shared without internet connectivity.

‘Titi and Donkey, the trickster’ was written by Suwaiba Hassan, a student from Katsina State in Nigeria. Credit: ASB

Hassan turned to the online apps to help her write and publish her award-winning story – Titi and Donkey. The story is about a girl who narrowly escaped losing her grandmother’s money to a cunning donkey. Hassan wanted to inspire other girls to write and read in writing it. She did more. Her story motivated parents in her home state to encourage more girls to go to school after Hassan won a National Reading Competition and all expenses paid scholarships to cover all her education levels. Northern Nigeria has a high number of out-of-school children.

Conquering literacy one story at a time

The African Storybook Project has created a digital library of open license African storybooks to address the challenge of education inclusion and access to appropriate reading materials for young African children. It has been piloted in 15 African countries.

The applications are helping conquer illiteracy one story at a time by providing reading material in home languages that reflect local content for children to read, says Jenny Glennie, Saide Executive Director.

Saide contributes to the development of new open learning models, including the use of educational technology and open education resources in Sub Saharan Africa.

“We are promoting the idea that you have a publisher in your pocket and a library on your phone,” Glennie tells IPS.

On average, 2000 unique storybooks in 222 African languages have been published online, created mainly by students, teachers and librarians. More than 1.5 million children in Africa benefitted from the storybooks downloaded from the ASb website, especially after COVID-19 hit leading to the close of many schools.

The ASb project works with local educators and illustrators, including children, to develop, publish, and use relevant storybooks in children’s language.

According to the United Nations Educational, Scientific and Cultural Organisation (UNESCO), some 40 per cent of the global population does not access education in a language they understand.

UNESCO cautions that literacy promotion should be looked at from a perspective of multilingualism because several international and regional languages have expanded as lingua franca. In contrast, numerous minority and indigenous languages are endangered.

Literacy in local languages encourages reading and writing among learners because they use the material in their mother tongue every day, noted Belina Simushi, Education Programme Officer with the Impact Network Zambia, an education service provider operating schools in Zambia.

In Zambia, she said learners are taught in English, a foreign language.

“Our learners need books to be written in a local language, which I believe can act as a stepping stone for learning how to read and write,” said Simushi. She led a story-writing project in which teachers wrote over 300 storybooks they uploaded online using the ASb Storybook Maker and guide.

“I also believe that by accessing books written in Cinyanja [a language widely spoken in Zambia and Malawi], our learners can read about stories, cultures and other topics that can help them enjoy reading books and develop a love for reading books,”.

Righting illiteracy

Reading is an important skill in the development of young learners. At a primary school in Gwanda, Zimbabwe, pupils enjoy a reading moment. Credit: Busani Bafana/IPS

According to the Lost Potential Tracker, nine out of 10 children in Sub Saharan Africa miss the age ten basic literacy milestones, according to the Lost Potential Tracker, an interactive analysis tool measuring the scale of the global learning crisis. The tool jointly created by the One Campaign, the Global Partnership for Education and Save the Children in 2021, shows the depth of the global learning crisis.

Alice Albright, CEO of the Global Partnership for Education, says reading and writing are essential building blocks for children to succeed.

“This tool shows the depth of the global learning crisis – and what a critical situation the world faces if we do not prioritise education.”

While Inger Ashing, CEO of Save the Children International, warned that the world faces an unprecedented education emergency worsened by the COVID-19 pandemic. Children in some of the poorest and conflict-affected countries are the most badly affected.

“If we are to live up to our commitments to achieving the full range of Sustainable Development Goals and the children’s right to education, then improving literacy levels is a must,” Ashing noted, emphasising that being able to read was a foundation skill that enabled children to realise their full potential.

The ASb apps have also opened new opportunities to promote and preserve some of Africa’s least spoken languages, which are on the verge of dying off because they are not written down, said Dorcas Wepukhulu, the East and West African Storybook Partner Development Coordinator at Saide.

“The apps have enabled a different learning process that goes beyond the usual stringing of words. It is motivating. The fact that the stories they have written can be published and read by others is something children are very proud of and want to do,” said Wepukhulu. She explained that they are encouraging many people across Sub Saharan Africa to use the apps while helping the marginalised talk about their experiences and boost languages that have not been published in creating reading materials.

Smangele Mathebula, African Storybook Partner Development Coordinator for Southern Africa,  noted that the apps had given children a chance to be fully present as they interact with technology in sharing their experiences.

The African Storybook Story Maker App won the 2021 Tech4Good Awards in Education given by UK-based Tech4Good Awards. The awards celebrate fantastic businesses, individuals and initiatives that use digital technologies to improve the lives of others and make the world a better place. Saide was also voted the Winner of Winners in the virtual awards ceremony.

“Emerging as the Winner of Winners in this year’s awards reinforces our efforts to continue promoting the use of the Story Maker across Sub-Saharan Africa as a way of empowering children to tell their own stories and for communities to self-publish,” Glennie said.

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Quality, safe, gender-responsive and inclusive education for Africa’s children increasingly out of reach, say experts. Credit: Joyce Chimbi/IPS

By Joyce Chimbi
Nairobi, Nov 24 2021 (IPS)

Kenya’s secondary schools’ administration has been in the eye of a storm since schools reopened in October 2021. Since then, students have set on fire 35 schools and counting, forcing the government to announce an unscheduled break from school – ahead of the planned December 23 closing.

Sarah Kitana, a secondary school teacher in Kathiani, Machokos County, tells IPS that fewer students are in classrooms after a year of COVID-19-driven disruptions and the ensuing prolonged out-of-school period. This is even more evident in rural areas.

“Those that returned are finding it very difficult to cope with the new fast-paced learning to make up for the lost time. Secondary school students take on eight to 13 subjects. Some schools have their students waking up at 3.00 am to be in class by 4.30 am and to end the day at 10.45 pm,” she says.

“These are efforts to help bring some normalcy to a disrupted, restructured and shortened academic calendar. It will take up to January 2023 for Kenya’s school calendar to regain some normalcy.”

Pre-COVID Africa and more so, sub-Saharan Africa was already off-track to achieve Sustainable Development Goal 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

In 2019, UNESCO’s Institute for Statistics indicated that of all regions, sub-Saharan Africa has the highest rates of education exclusion, as, over one-fifth of children between ages six and 11, one-third of 12 to 14-year-olds and 60 percent of those aged 15 to 17 were not in school.

In July 2021, UNICEF announced that at least 40 percent of all school-aged children across Eastern and Southern Africa were out of school due to COVID-19 and other pre-pandemic challenges facing the persistently fragile education system.

UN data shows there are at least 15 countries with active armed conflict in sub-Saharan Africa. Civil war, adolescent girls’ pregnancies, child marriages, access challenges due to disabilities, climate change-induced displacements, COVID-19 economic shocks will only increase the number of out of school children, says Josephat Kimathi, an educationist at Kenya’s Ministry of Education.

Missing out on education can have lifelong impacts. Save the Children’s July 2020 forecasts suggested that children, at that time out-of-school due to pandemic-driven school closures, could lose out on $10 trillion in earnings.

In 16 out of Kenya’s 47 counties, a baseline survey by UNICEF found that more than 27,500 children with disabilities were out of school.

Not only has an entire generation’s education disrupted in the history of humanity, Kimathi says quality, safe, gender-responsive and inclusive education for Africa’s children is increasingly out of reach.

“In comparison, Kenya is a fairly stable country. But the fact that 1.8 million children and adolescents aged six to 17 years are out of school. Another 700,000 small children, aged four to five years, cannot access early childhood interactive opportunities to prepare them for entry into primary school speaks volumes about less stable nations,” Kimathi tells IPS.

One in four children in Africa live in conflict zones. A new analysis by Save the Children of 12 countries at extreme risk of increased school dropouts show that apart from Afghanistan, Pakistan and Yemen, the rest are African countries, including Cote d’Ivoire, Guinea, Liberia, Mali, Chad, Niger, Mauritania, Nigeria and Senegal.

Across Africa, Kimathi says, the poorest children in rural, drought-stricken, minority and marginalized communities will suffer the most from the devastating effects of the pandemic.

Grace Gakii, a Nairobi-based gender expert, says the pandemic is already pushing even more girls out of Africa’s education system. At least one million girls in Africa may never return to school, according to a 2021 report by the Mo Ibrahim Foundation.

Pre-COVID, nine million girls between six and 11 years, compared to six million boys of the same age, living in sub-Saharan Africa will never go to school, according to UNESCO.

Gakii speaks of escalating challenges in arid, semi-arid and pastoralist communities to enrol and retain girls in school and fears losing gains made.

Elangata Enterit boarding primary school in Kenya’s pastoralist community of Narok South is a perfect example of success. In 2007, the school did not have a single girl sit for the crucial and compulsory Kenya Certificate of Primary Education (KCPE).

With intervention, the number of girls sitting for KCPE rose to 30 students in 2016 and continues to grow.

Despite 42 countries in Africa providing free and compulsory primary school education and the Africa Union Member States striving to invest at least 20 percent of their domestic budget in education, before COVID-19, UNESCO data shows that 100 million children were out of school in sub-Saharan Africa.

In July 2020, Save the Children estimated that the pandemic-driven “recession will leave a shortfall of $77 billion in education spending in some of the poorest countries in the world over the next 18 months.”

Kimathi says that Africa will need context-specific education plans to help build resilience against shocks to an already weak education system to get back on track. It will also need money to implement the action plans. Finally, it will require proactive measures to keep children safe and systems to track and ensure that the continent stays on course.

He lauds Kenya’s efforts to accelerate the implementation of the right to education for all children.

This includes the ongoing ‘Operation Come to School Programme’ targeting 16 rural Counties notorious for out-of-school children.

This, he says, is critical to achieving SDG 4, especially in light of dire predictions by UNESCO estimating that 50 percent of children in sub-Saharan Africa will not complete secondary school education by 2030.

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Yasmine Sherif, Director of Education Cannot Wait, is welcomed by a student at a girls’ primary school in Kabul, Afghanistan. Credit: Omid Fazel/ECW

By Naureen Hossain
UNITED NATIONS, Oct 27 2021 (IPS)

Education Cannot Wait Director Yasmine Sherif urged the world to support their efforts to provide education to children living in Afghanistan – in what she called the “biggest humanitarian crisis” on earth.

“Their education cannot wait. Action cannot wait across all sectors. Financing and funding cannot wait. And our own humanity cannot wait,” Sherif said at a press briefing from Islamabad Airport at the conclusion of an all-women UN delegation to Afghanistan to assess the educational needs in the country.

The ECW mission was a joint effort with UNICEF Afghanistan to assess the situation and the capacity for UN agencies and their partners based in the country to respond to issues.

Sherif stated that to support education efforts in Afghanistan, attention must also be given to the other crises within the country. Afghanistan was at risk of an “economic meltdown” and on the “brink of collapse” that would disproportionately impact its citizens. To add to their woes, they were about to go into a devastating winter, and so dire was the situation that teachers had not been paid.

“About 20 years of development and the gains we have made are about to be lost if we don’t take immediate action,” Sherif said. There is an urgency to provide aid and continue running the programmes that work directly with the affected populations, including communities in the hardest-to-reach regions.

She emphasized the need to increase funding for UN agencies, NGOs and regional partners to carry out their work. UN agencies such as UNICEF, UNHCR, and UNWOMEN can negotiate access for children, especially girls, to attend school across all education levels and even pay for teachers’ salaries. UN field agents based in Afghanistan already have the experience and awareness to navigate the systems that would allow them to negotiate access.

Yasmine Sherif is welcomed by teachers and students at a girls’ primary school in Kabul, Afghanistan.
Credit: Omid Fazel/ECW

The ECW has previously provided US$45 million to support education for boys and girls, including a first response emergency grant of US$4 million in the wake of changes in ruling authorities. Sherif stated that an estimated US$1 billion would be needed to cover the cost to run programmes by the UN agencies, including ECW. In addition to education, this would also be distributed to programmes targeting other areas, including but not limited to food security and water sanitation. In this regard, she stated that food insecurity and access to hygiene would influence citizens and impact their quality of life. It would also affect women and children and their access to specialized health.

Sherif urged that it was more important than ever to continue implementing the SDGs in the middle of the current humanitarian crisis. “Education sits at the heart of all the SDGs,” she said.

She advised that a “direct execution modality” approach that would send funds directly to the UN agencies and partners would be critical as it would ensure funding went directly to the agencies that worked with affected communities. Sherif said it was important to maintain an “apolitical approach” to reach the people affected by humanitarian crises.

Access to education in Afghanistan has been challenged due to pre-existing factors such as accessibility to schools, lack of infrastructure and particularly challenging topography, which mean that many live in hard to access rural areas. The ongoing COVID-19 pandemic also posed an issue for schools and communities, forcing schools to close in 2020.

A study from UNICEF found that 3.7 million children in Afghanistan are out of school, 60% of which are girls. Sherif stated that shrinking this significant gap would require a collective effort from UN agencies on the field with civil society organizations, non-government organizations, the private sector, and local, regional, and national authorities.

Sherif revealed at the press briefing that some primary schools in Kabul and the northern and southern regions of Afghanistan had reopened to both boys and girls. Some high schools have also had mixed classes with both boys and girls. In rural areas, partner agencies such as UNICEF will continue to support the Community-Based Education (CBE) programmes, which help establish Community-Based Schools and other alternative pathways to learning for children and adolescents based in hard-to-reach regions.

Concerns over girls’ access to education were raised when the Taliban assumed power on August 15, 2021. While they established a channel for communication with foreign groups, they have sent conflicting messages regarding education. They declared that high schools would reopen for their male students but did not mention when girls would return. This was interpreted as an effective ban on girls’ right to school.

The ECW-UNICEF team met with the authorities to determine the steps needed to promote access to education for girls. The authorities have allegedly expressed an interest in preserving women’s rights and access to education. They have stated that they are formulating plans but would need time. Sherif expressed that she was “cautiously optimistic” about the Taliban’s openness to negotiation.

The extent of the reforms and actions needed to improve access to education will remain to be seen. What is more urgent at this stage, Sherif reiterated, is immediate action and funding to agencies and partners to address different issues before it is too late.

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Many families in the Solomon Islands and across the Pacific Islands region struggle to keep their children in school due to COVID-19 related economic hardship. Credit: Catherine Wilson/IPS

By Catherine Wilson
CANBERRA, Australia , Aug 27 2021 (IPS)

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.

It’s an issue that has consequences for the region’s future development, given its large youth population. The Pacific Islands is home to about 11.9 million people, more than half aged below 23 years. And 90 percent of Pacific Islanders reside in the southwest Melanesian countries of Fiji, Papua New Guinea (PNG) and the Solomon Islands.

“Many factors affect education retention in the Pacific region, and COVID-19-related disruptions to education have added to the list. It is very possible that, in instances where families are responsible for some or all of the fees for secondary education, some students will not be able to continue their education for economic reasons,” Michelle Belisle, Director of the Educational Quality and Assessment Program (EQAP) at the regional development organization, Pacific Community, in Fiji told IPS.

“The teenage years are an important time in a young person’s life and, unfortunately, experience has shown that students who leave school before the end of secondary are not likely to return to education until later in their adult life, if at all,” she continued.

Many families, now on lower incomes or affected by unemployment since the COVID-19 virus emerged in early 2020, are struggling to afford the costs of transport, fees, and educational materials for their children to attend schools where they are open.

In the Solomon Islands in the southwest Pacific, a nation of about 721,000 people scattered across more than 900 islands, less than half of all children finish primary school. Josephine Teakeni, President of Vois Blong Mere, a civil society organization in the capital, Honiara, told IPS that: “Some families have had to delay their children’s education while they find ways to get money to pay school fees…to send their children back to school in 2022. Some families have taken the risk of taking loans from formal and informal financial institutions to pay for school fees or support income-generating initiatives to pay school fees.”

For years, many Pacific Island countries had strived and successfully boosted universal education. But, while net primary enrolment is high across the region, the numbers of students starting school have not been matched by those completing it. In the Cook Islands, 100 percent of youths aged 10-14 years are enrolled in education, but this declines to 57 percent of those aged 15-19 years. Similarly, 93 percent of people aged 10-14 years are in school in the Solomon Islands, in contrast to 68 percent of the older age group.

Now, the closure of schools, as part of national lockdown restrictions, is exacerbating the loss of learning. UNICEF, which is working with Pacific Island governments to retain students in education, advocates that ‘with the COVID-19 pandemic now well into its second year, safely reopening schools has become an urgent priority. School attendance is critical for children’s education and lifetime prospects.’ It claims that extending school closures in the Asia Pacific region could result in losses of up to US$1.25 trillion in future productivity and lifetime earnings for the current generation.

As of 12 August, a total of 93,346 cases of COVID-19 were recorded in the Pacific Islands. The majority were located in Fiji, where there were 38,812 cases and PNG with 17,806.

In both nations, education institutions have shut for periods since the beginning of last year. In PNG, primary and secondary schools closed their doors from March to May 2020, and then again in March 2021, as virus cases rapidly rose. Restrictions were lifted in May, but the Pacific Community reports that many schools have chosen not to reopen because of ongoing fears about infection. Meanwhile, the lockdown in Fiji, which began on 20 April, is into its fourth month, and students are being encouraged to turn to online learning.

However, while about 50 percent of Fiji’s population has access to the internet, this drops to 11 percent in PNG. In the region’s most populous nation of about 9 million people, one-third of women and one-quarter of men aged six years and over never attended school prior to the pandemic. Many students, especially in rural areas, have faced significant barriers to participating in tuition being offered via radio, television, and the internet.

“There are lessons provided on TV and radio. Unfortunately, for most children, these lessons cannot be accessed due to radio stations in the provinces having poor signals and connections. Similarly, with TV. If electricity is not provided, lessons on TV are useless,” Dr Kilala Devette-Chee, Leader of the Universal Basic Education Research Program at PNG’s National Research Institute, told IPS. She added that high rates of illiteracy in rural communities also reduced the ability of many parents to support their children with home-based learning.

A rapid assessment by the PNG Government last year revealed that less than half of students in more than 72 percent of schools across the country had electricity at home. Only 22 percent of schools reported that most of their students had radios.

Children celebrate Youth Day this month, however, there is concern that COVID-19 lockdowns impacted on the education of children in the Pacific region. Credit: Pacific Community

“The lack of accessible alternate learning pathways for students outside of formal secondary education completion [across the region] leaves school leavers in many areas with no options for continuing and completing their education,” Belisle said. The digital divide could increase inequality in education outcomes, with rural and remotely located students the most vulnerable.

As a development organization with the capacity to draw from expertise across the region, the Pacific Community plays a vital role during this crisis. It’s providing governments and educational institutions with research, data, and insights into how the pandemic affects educational practices and outcomes, supporting informed decisions and response plans at the national level.

The organization’s gathering and analysis of student learning data, literacy and numeracy assessments and the performance of students in relation to their curriculum “is a priority to understand how the COVID-19 disruption is impacting learners differently and to assess risk factors for different segments of the population,” Belisle explained.

“In a post-COVID-19 environment, understanding the challenges of adapting teaching and support of students around disruptions to classroom-based learning, and how to support students learning at home for extended periods, will be critical to maintaining equitable access to quality education for all students.”

The work of the Pacific Community’s EQAP program, which receives major donor funding from Australia and New Zealand, also includes ensuring the quality and recognition of job-related skills training programs, which lead to micro qualifications, in fields ranging from business management to the sports professions. These initiatives aim to upskill Pacific Islanders to adapt to the changing landscape of work opportunities and build their resilience in times of economic setbacks.

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COVID pandemic allowed artists to find expression. Credit: Fuzia.com

By Fairuz Ahmed
New York, Aug 11 2021 (IPS)

Screens, devices, and smartphones replaced the human touch and day-to-day interactions as COVID-19 protocols forced millions of people into harsh lockdowns and prolonged isolation.

According to a report published by UNICEF, even with more than 90 percent of the countries adopting digital and broadcast remote learning policies, more than 1 billion children were at risk of falling behind due to school closures.

With school closures, remote learning and work from home, the world also faced issues with mental health, depression, coping with the loss of loved ones and heightened stress.

Irene Zaman, who has been working with teens and adolescents in New York schools for more than 15 years, told IPS in an interview that the mental health of children, teen and their parents was a significant issue.

Artist Muthulakshmi Anu Narasimhan says art helped with mental health during the COVID-19 pandemic. Credit: Muthulakshmi Anu Narasimhan

“We have got many requests from parents to offer mechanisms to assist the mental and emotional well-being of the children. This was something we never experienced, and the adaptation had to be quick,” Zaman said.

“Children, teens and even parents were facing challenges, severe or prolonged feelings of depression or sadness. As a new routine, the schools started to call homes, offering therapy and support. Among these, of the most engaging of them was art therapy for dealing with stress.”

A pilot study published in Child and Adolescent Psychiatry and Mental Health and completed during the pandemic showed that “emotion-based directed drawing intervention and a mandala drawing intervention may be beneficial to improve mental health in elementary school children.” These interventions could take place both online and via video conferencing.

Artist and entrepreneur Muthulakshmi Anu Narasimhan agrees with the findings. “One thing that is vital about art, especially during COVID, has been how therapeutic it is. Throughout my life, I have leaned on art to get me through difficult times. It helps me stop thinking about everything else and focus on creating something from nothing,” she said in an exclusive interview with IPS.

“When I bring to the world a physical representation of an idea I had, it gives me not just joy but a sense of triumph and accomplishment. Going through a lockdown and caring for two children as a single mom was difficult, but my art helped me rebalance and give a creative outlet to my fears and exhaustion. This not only resulted in a wider clientele and happier mental state but also better art! My art grew leaps and bounds because of how much I relied on it.”

Ironically while artists, performing artists, and musicians suffered financially during the pandemic, it was these things that kept people engaged. The World Economic Forum estimated that a six-month shutdown cost the music industry alone more than $10bn in sponsorships. It noted that innovative platforms were beginning to change this downward trajectory.

Riya Sinha, a co-founder of online platform Fuzia, told IPS that her platform had quickly adapted and had increased its focus on arts and learning.

“Earlier this year, with a focus on skill development and microlearning, we launched a series of webinars, quizzes, e-books and courses. We also provided a free platform and international audience base for upcoming artists to share their work,” Sinha said. “Word of mouth and international engagement has been unprecedented in helping create what we are today.”

Fuzia is an online hub that aims to drive women empowerment and gender equality by providing inspiration, empathy, and creativity, Sinha says. Any user with internet access can share this safe space and express themselves to an audience of about five million users.

Fuzia’s co-founder, Shraddha Varma, agrees: “Freedom of expressing creative personas and learning are the steps towards self-discovery and empowerment. Through us, learning and engagement opportunities are accessible and affordable to every individual worldwide with internet access”.

Fuzia harnessed the need to be creative and to share experiences. It created a safe place where women and others, could meet, and share their art – and at times also build a career.

Humaira Ferdous Shifa, who is currently a full-time student and working as an illustrator at Fuzia, says she started her journey as a user and ended up with a position as a graphic artist.
“I was interested in making friends and having an audience to share my work, and this was the best medium to explore. I found incredible growth in my professional and personal life.”

The platform celebrates its 9th anniversary in August with a Fuzia Creative Summit. The summit will offer a three-day virtual gathering bringing together experts, artists, and industry leaders, all under one remote roof. Here upcoming artists will have an opportunity to showcase their talents and immerse themselves in creative expression.
This article is a sponsored feature

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According to the United Nations, some 23.8 million additional children and youth (from pre-primary to tertiary) may drop out or not have access to school next year due to COVID-19’s economic impact alone. Credit: Umer Asif/IPS

By Samira Sadeque
UNITED NATIONS, Aug 7 2020 (IPS)

Countries with low human development are facing the brunt of school lockdowns, with more than 85 percent of their students effectively out of school by the second quarter of 2020, according to a United Nations policy brief on the impact of COVID-19 on education.

At the launch, U.N. Secretary General António Guterres, said the pandemic “has led to the largest disruption of education ever”.

According to the brief, school closures resulting from the pandemic have affected 1.6 billion learners across more than 190 countries.

In the United Kingdom, there’s a difference in what’s affecting students and what’s affecting parents and teachers., according to professor Anna Mountford-Zimdars, who teaches social mobility at the University of Exeter. With students now attending schools remotely, she said, parents, teachers and guardians are prioritising issues such as safety, well-being and nutrition — not educational achievements. However, the students are “very concerned about their attainment and progression and how this affects their future prospects”.

Mountford-Zimdars spoke with IPS following the release of the U.N. policy brief. In May, her office at the university’s Joint Director of the Centre for Social Mobility published results of a survey about how school lockdowns are affecting parents and students across the United Kingdom.

“Students reported a sense of ‘loss of power’ with regards to shaping their next steps as the framework of attainment and opportunities for further education,” Mountford-Zimdars told IPS on Tuesday.

According to the brief, “some 23.8 million additional children and youth (from pre-primary to tertiary) may drop out or not have access to school next year due to the pandemic’s economic impact alone”.

The pandemic is worsening already-existing problems in the field, hampering learning for those living in poor or rural areas, girls, refugees, persons with disabilities and forcibly displaced persons.

‘Loss of power’

“In the most fragile education systems, this interruption of the school year will have a disproportionately negative impact on the most vulnerable pupils, those for whom the conditions for ensuring continuity of learning at home are limited,” the brief read.

It pointed out that the Sahel region is especially susceptible to some of the effects as the lockdown came when many schools in the region were already shut down due to a range of issues such as security, strikes, climate concerns.

According to the report, 47 percent of the world’s 258 million out-of-school children (30 percent due to conflict and emergency) lived in sub-Saharan Africa before the pandemic.

Meanwhile, with children now remaining at home full time may mean challenges for the parents, and could further “complicate the economic situation of parents, who must find solutions to provide care or compensate for the loss of school meals”.

This is present in Mountford-Zimdars’ findings as well. She told IPS that their research shows that the parents perceive the current situation as “crisis schooling” and not as “home education” or remote learning.

Silver lining

There are, however, some silver linings. When faced with the pandemic and lockdown, educational institutions responded with “remarkable innovation” to address the gap, the brief stated. It has also given educators an opportunity to reflect on how education systems going forward can be “more flexible, equitable, and inclusive.”

Mountford-Zimdars said their survey in particular showed that students with special education needs are “thriving more in the forced home-schooling than they did in mainstream schools.”

“There are lessons to be learnt of the factors that make home-education a better choice for some children – including the opportunity to tailor material to individual interests and needs, taking breaks and having fun together as a family,” she said.   

Acknowledging that often school  is a safe space for many children, she added, “We also need to recognise that there are divergent experiences of the school closure and there are also children and families who experience this as an opportunity to rethink how and why they are doing schooling the way they are.”

Going forward

The U.N. brief further discussed measures to take into account steps going forward — whether it’s for their return to the classrooms or to improve digital teaching. The brief recommends solutions designed around the issues of equal connectivity for children as well as making up for their lost lessons.

Mountford-Zimdars added to this list two important elements: a safe space for the students to share their at-home experience, and reflections on how they processed the pandemic. 

“It is important to create safe spaces for young people to talk about their experiences of being at home education,” she said, adding that for many students it hasn’t been a positive experience, owing to family circumstances, lack of access to nutrition, economic, social or cultural resources and technology.

“Now is an opportunity to provide spaces for talking through these experiences and, if necessary, offer further specialist support,” she added. “It would be immensely beneficial for mental health support to be available, widely advertised, and open through self-referral by young people themselves as well as those working with them in schools.”

Furthermore, she said, parents and teachers should guide students to reflect on positive lessons from the school closures.

“I would strongly recommend that instead of focusing solely on the lost learning of particular curricula, that the school reopening needs to be accompanied by a period of reflection. What have students learnt? How is this helpful for the future?” she added.

In Senegal, although gender parity has been achieved in favour of girls in primary education, the dropout rate at secondary school among female learners is high and few older girls remain at school and complete their education. Credit: Mikaila Issa/IPS

By Mantoe Phakathi
MBABANE, Jul 13 2020 (IPS)

When Fatima* became pregnant in the middle of the school year and dropped out, she was disowned by her parents. Hers is a story that could have ended as another statistic of dropout rates among female learners in Senegal.

But Fatoumata Fall, a member of the Réseau Siggil Jigéen (RSJ), an NGO that promotes and protects women’s rights in Senegal, heard about Fatima’s story from health officers at the Keur Massar Health Post. She approached municipal authorities for assistance.

Moustapha Mbengue, the mayor of the Keur Massar Municipality, offered moral and financial support for Fatima, enabling her to receive prenatal care. And the combined efforts of Fall and Mbengue also convinced Fatima’s parents to welcome their daughter back home. Mbengue also undertook to assist Fatima in continuing with her studies after childbirth.

It was a happy ending for Fatima.

Though many other girls in the West African nation face different realities.

According to the United Nations Educational, Scientific and Cultural Organisation (UNESCO), although gender parity has been achieved in favour of girls in primary education, where for every 100 boys enrolled, there are about 104 girls, the dropout rate at secondary school among female learners is high.

“Dropping out of school is significantly common not only in the transition from primary to secondary but also within secondary education,” observed UNESCO in its 2011/12 Global Partnership for Girls’ and Women’s Education fact sheet.

Alongside economic challenges, UNESCO mentions teenage pregnancy and early marriage as some of the reasons why girls do not remain at school and complete their education.

Fatou Gueye Seck, from the Coalition of Organisations in Energy for the Defence of Public Education (COSYDEP Senegal), told IPS the 2016 Multidimensional Review attributes the limited access to education for women and girls to early marriage, among other reasons.

Quoting a 2017 Organisation for Economic Co-operation and Development (OECD) report, Seck said 25 percent of girls aged 15 to 19 were married in 2014, compared to 4.6 percent of boys in the same age group.

• According to the U.N.Population Fund’s (UNFPA) report, “Against My Will: State of World Population 2020”, states the adolescent birth rate of girls aged 15 to 19 is 78 per 1,000 births.

“In Senegal, the gender index is still against girls,” Seck told IPS.

As a result, said Seck, the scale of illiteracy, especially among women in rural Senegal, is also symptomatic of the poor access to education. According to UNESCO, Senegal’s literacy rate for the population aged 15 years and above is 64.81 percent for males and 39.8 percent for females.

“This phenomenon remains very recurrent among women in rural areas where only 25.9 percent of them are literate,” Seck said.

Seck said a 2014 regional analysis of the phenomenon shows that the regions of Ziguinchor (62.3 percent) and Dakar (61.9 percent) have the best literacy rates. In contrast, the regions of Matam (24.9 percent), Tambacounda (26.6 percent), Diourbel (29.8 percent) and Kolda (33.1 percent) stand out with the lowest rates.

Quoting an OECD report, Seck said since 2016, enrolments in Functional Literacy Centres, which give dropouts a second chance at learning, have fallen by more than half. The number of learners – 92.5 percent of whom were women – dropped from 34,373 to 15,435.

The OECD attributed this underperformance to the inadequacy of the overall amount of funding towards the National Ministry of Education, Illiterate Youth and Adult Basic Education, which is below 1 percent of public spending on national education.

“In this regard, the 2007 Bamako conference [African Regional Conference in Support of Global Literacy] on the financing of non-formal education recommended that States increase this ratio to 3 percent,” said Seck.

Seck is also the president of the education theme of the Deliver for Good Senegal campaign, an evidence-based advocacy and communication platform that promotes the health, rights and wellbeing of girls and women.

Powered by Women Deliver and various partners, part of the campaign’s activities are to help the country achieve Goal 4 of the Sustainable Development Goals – access to quality education for all. The campaign is calling for the increased funding for school-based reproductive health education to keep young people in school. 

According to Seck, since the launch of the Deliver for Good campaign, the authorities of targeted municipalities have been successful in addressing issues related to education and sexual and reproductive health.

“As an example, [Mbengue] has been proclaimed ‘Mayor Champion of Education’ by his peers. In fact, the mayor made a commitment to increase the budget allocated for the reproductive health of adolescents and young people and declared himself a spokesperson for this cause to his fellow deputies of the National Assembly,” she said.

Seck stressed the important role of women in the family and in society, in general, adding that the more educated she is, the more crucial her place is in the economic and social development of the community. She said a society in which the percentage of educated women is high has more opportunities to access knowledge, economic, health and cultural assets than one made up mainly of illiterate women.

“Within the family, the role of the mother in the educational success of children in the family has been the subject of numerous studies, which have shown that children whose mother has a certain level of education are more likely to have successful studies than those whose mother is illiterate,” she said. 

She said Senegal’s 10-year Education and Training Programme, which put in place an important strategy and resources for achieving parity within the deadlines of the Education For All goal, are beginning to pay off.

“Indicators have started to evolve in favour of girls even if the gains must be maintained in view of the cases of early pregnancies which constitute a real obstacle to the development of girls,” Seck said.

*Not her real name

In this photo dated 2014, Buda Kirsani of the Bonda tribe tells IPS how he had to walk 12 kilometres across hill ranges, navigating steep hills to get to his classroom everyday. He dropped out in fifth grade and took admission in the local tribal residential school that the Odisha government opened for children like him. Current school closures because of coronavirus has sent thousands such disadvantaged children home uncertain if they will return to schooling anytime soon. Credit: Manipadma Jena/IPS

By Manipadma Jena
BHUBANESWAR, India, Jul 7 2020 (IPS)

High up at an altitude of between 1,500 to 4,000 feet in India’s eastern Odisha state, live the Bonda people — one of this country’s most ancient tribes, who have barely altered their lifestyle in over a thousand years.

Living isolated in these high forests, largely antagonistic to outsiders, this region has been the stronghold of left-wing extremists since the 1990s. Despite these challenges the Odisha government has provided education and opened schools for the present generation of Bonda students.

Bringing in a universal Right to Education law it established teaching in 21 dialects for the tribal communities that make up almost a quarter of its population. Painstakingly it had reached a state-wide 100 percent school enrolment with a dropout rate of merely 5 percent.

But years of progress risked being lost with the outbreak of the COVID-19 pandemic.

In mid-March schools had to close overnight across the state, and the country too. Unfortunately it coincided with that time of the year when Odisha’s six million school children were to sit for their examinations.

‘Social, income and digital divides have put the most disadvantaged at risk of learning losses and dropping out,’ warned the United Nations Educational, Scientific and Cultural Organisation’s 2020 Global Education Monitoring Report.

At these times of soaring infection rates and mandatory social distancing, class lessons could only reach students through digital modes. But how prepared was Odisha for this crisis, with 3 out of 10 people living in poverty? IPS set out to find the answers.

Our results were disheartening.

We learned of the story of 13-year-old G. Lela Reddy, the eldest child of a single mother, who works as a rag-picker, in Bhubaneswar, Odisha State. Initially she had no education. But six years ago she was part of a bridging course that allowed her to integrate and attend mainstream schooling.

Before COVID-19, she had made it to eight grade. She had been fortunate that she was one of the pupils who benefited from a digital learning platform set up by social enterprise, Aveti Learning that she accessed from a rehab centre, Ashayen.

During the lockdown, however, things changed. Many of the children like her, who had received access through digital learning, were now at home. The centre couldn’t have them on the premises, neither did they have enough tablets to loan these to all their students.

Reddy’s chances of lifting herself out of a life of poverty was put on pause. So too was the life of millions of adolescent girls marginalised by the growing divide during the lockdown.

A day after IPS published our report E-learning Divide Places World’s Disadvantaged Children at Risk of Dropping Out, citing a range of local voices including those of the deprived, and backed by UNESCO’s authoritative data, the State’s School and Mass Education Minister Samir Ranjan Dash for the first time came out with the actual figures. 

This is what he said:  out of six million school students in Odisha, 3.8million students have no access to online education while the remaining 2.2 million students who had access, had access of varied quality.

Several media organisations took up this issue immediately after the IPS report came out. The issue was one waiting to be highlighted because there appeared to be no clarity even though the government announced classes would continue digitally.

Parents were largely confused and felt ill-equipped to guide their children with their digital studies. And public school teachers were not adequately trained to create digital content or even communicate this effectively on a screen inter-face.

Agitated by the minister’s figures that were skewed against students from disadvantaged economic backgrounds, within a week of the IPS report the largest Parents Association wrote to the Odisha Human Rights Commission to ensure all students had access to online classes.

The School and Mass Education Minister has had to assure that a committee is reviewing the situation so that classroom, course-related materials reach all students.

Schools, according to the latest government decision, will remain closed till Aug, 31. But uncertainty still dogs the August school reopening and digital studies may continue for longer than anticipated.

• India’s total COVID-19 positive cases have reached over 719,000 and deaths are around 20,000. Around 20,000 new cases are added every day. 

But Odisha’s education department is now scrambling, after getting caught on the backfoot, to get its online study material to students without further delay.

The Odisha School Education Programme Authority (OSEPA), a key government body, has now several committees in place to conceptualise and develop content for online education, according to Dash.

“Many students in the State are yet to come under the online education system due to lack of necessary infrastructure,” Dash told regional television channels. Over 21,000 tribal villages in Odisha are without electricity. For them teachers will physically mentor their students, while for those who have internet access and smart phones, WhatsApp groups are to be the main mode of online class work.

Ambassador Amina Mohamed, an international civil servant and the current Kenyan minister for education, science, technology and innovation, is this year’s recipient of the African Woman of Excellence award.

By Tharanga Yakupitiyage
UNITED NATIONS, Aug 9 2018 (IPS)

This year, the African Union and the Diaspora African forum are honouring the first woman minister for education in Kenya for her long and outstanding work in girls’ education and governance.

The annual African Women of Excellence Awards (AWEA) recognises and honours women of Africa and the diaspora who have contributed to the struggle for political, social and economic independence.

This year’s theme pays tribute to the first iconic recipient of the AWEA Committee’s Living Legends Award Winnie Madikizela Mandela."Girls fail to acquire an education because of violence, which includes kidnapping, maiming as well as sexual abuse, exploitation and bullying. Statistics indicate that less than five percent of girls in rural-conflict settings in Africa complete secondary education." -- Ambassador Amina Mohamed, Kenya's minister for education, science, technology and innovation.

Receiving the honour during a celebration in Sept. 29 to 30 will be Ambassador Amina Mohamed, an international civil servant and the current Kenyan minister for education, science, technology and innovation.

Previously, Mohamed served as the minister for foreign affairs and international trade, deputy executive director of the United Nations Environment Programme and permanent secretary in the ministry of justice, national cohesion and constitutional affairs where she played a key role in creating the 2010 Constitution in Kenya.

Most recently, she has worked tirelessly in the arenas of women’s empowerment and girls’ education in Kenya and around the world, especially as co-chair of the Commonwealth High Level Platform for Girls’ Education which works to put 130 million out of school girls back in the classroom.

IPS spoke to Ambassador Mohamed about her inspirations, career, and ongoing challenges in education. Excerpts of the interview follow:

Inter Press Service (IPS): What does it mean for you to be receiving the African Woman of Excellence award? How does this award advance the key issues you work on?

Amina Mohamed (AM): The AWEA is a great honour which I accept with humility and gratitude; and which I share with my family, colleagues and friends who have encouraged me all along.

The award is recognition that I have made a demonstrable contribution towards the progress of my country and in enriching the lives of our people. It is a very important award that will no doubt inspire other women in the country, and especially young girls, to develop confidence in themselves and in their ability to make positive and tangible impact in their communities and nations.

The award reinforces my commitment to bequeath the youth a legacy greater than my heritage. I feel re-energised and challenged to keep doing more.

IPS: You have a long and distinguished career as a diplomat and international civil servant. What drove you where you are today?

AM: I have always believed that the script of your life is yours to write.

I grew up in a society where existing norms defined a lesser role and position for women—a notion I was uncomfortable with from an early age having been brought up by a strong mother. I therefore made a conscious and deliberate decision to cultivate my own success in the knowledge that great careers are not hereditary; they must be seeded, grown and nurtured.

My humble upbringing reinforced my commitment to serve others and to emphasise with different situations in the knowledge that every challenge has a solution and everyone has the capacity to live a dignified life and to make a contribution.

At every stage in my professional journey, I have learned to embrace those virtues that define successful careers particularly those moral and civic values that are needed to not only make us better people but to also make our country a better place in which to live for all.

IPS: Would you say that the millions of girls who don’t go to school is a global crisis? What have been some of the challenges you have faced or seen working towards girls’ access to education, and what has Kenya done differently to address this issue?

AM: It certainly is a global crisis. The Global Education Monitoring Report, 2018 indicates that only 66 percent of countries have achieved gender parity in primary education, 45 percent in lower secondary and only 25 percent in upper secondary. Other statistics are more frightening—UNESCO [U.N. Educational, Scientific and Cultural Organisation] estimates that 130 million girls aged between six and 17 are out of school. An additional five million girls of primary-school age will never enter a classroom.

What this means is that millions of girls are being denied a fair and just chance in life. Without education, girls are exposed to serious insecurities and dangers, including early marriage, sexual exploitation, diseases, poverty and servitude. This crisis goes beyond the unfulfilled lives of girls who miss out on education and involves serious loss of economic benefits and opportunities.

Among the critical challenges that impede girls’ education are poverty, conflict and violence, early marriages, harmful traditional practices, long distances to school, and inadequate menstrual hygiene.

In Kenya, we have been implementing wide ranging measures to address these challenges including readmission of girls who get pregnant while in school; outlawing FGM [Female Genital Mutilation] and introducing rescue centres for girls running away from FGM or early marriages; provision of sanitary towels to girls in public primary schools; and introduction of free primary and day secondary education, which has ensured that no child, boy or girl, misses out on education needlessly.

As a global crisis, concerted global action is required to ensure all girls access education. Multi-sectoral approaches and the sharing of best practices in a collaborative effort involving governments, civil society organisations, multilateral organisations and the private sector holds the key to addressing this crisis.

IPS: Conflict has proliferated in many parts of the world, making education even more inaccessible for many children. How should the international community address the issue of education for refugee or displaced children?

AM: Emergencies and protracted conflicts ruin the education systems of affected countries. Girls fail to acquire an education because of violence, which includes kidnapping, maiming as well as sexual abuse, exploitation and bullying. Statistics indicate that less than five percent of girls in rural-conflict settings in Africa complete secondary education.

Humanitarian aid for education is acknowledged as a way forward in ensuring provision of education for refugee and displaced children.

Despite this recognition, humanitarian aid for education remains very low—catering, by 2015 estimates, for only two percent of requirements. To overcome this challenge, a possible way forward is for humanitarian agencies and development actors to come together and set up a specialised funding stream that meets the other 98 percent of the requirements for education in conflict situations.

IPS: Recently the ministry of education launched a policy on disaster management in response to the impacts of heavy rains on schools and the education sector. How important is it to have such a policy, especially as extreme weather and disasters become more prevalent? Is this a move that other countries should consider?

AM: We have experienced many disasters in Kenya, including droughts, floods, fires, and even conflicts. These have routinely disrupted learning and damaged education infrastructure in affected areas.

While efforts to address climate change gets underway, it is clear now that extreme weather events are getting more frequent and intense. There is every indication, therefore, that we will experience severe flooding, landslides and droughts into the future.

We must therefore prepare for these eventualities so that we do not experience the same disruptions and losses in the education sector that we have undergone in the past. This underscores the need for comprehensive disaster risk reduction and management policies. The launch of this policy was in fact long overdue.

In the modern world, preparedness or risk reduction is a necessity not a choice. Countries that fail to plan will bear the heaviest burden as the effects of climate change intensify.

IPS: What is your message to Kenyans in light of this award?

AM: The well-being of our country, now and in the future, lies in our hands. Building a country is a collective responsibility and exercise in which each one of us has a role to play and a contribution to make. In making our contribution, in whatever capacity, we must embrace the virtues of hard work, careful reflection, patriotism, honesty, accountability, justice and fairness and the pursuit of public good. I believe that my adherence to these virtues have inspired this award.

In so doing, I recall the words of the late Nobel Laureate Professor Wangari Mathai that: “Every one of us can make a contribution. And quite often we are looking for the big things and forget that, wherever we are, we can make a contribution. Sometimes I tell myself, I may only be planting a tree here, but just imagine what’s happening if there are billions of people out there doing something. Just imagine the power of what we can do.”

Excerpt:

By Samuel Musyoki
LUSAKA, Zambia, Nov 26 2015 (IPS)

The long-awaited African Girls’ Summit on Ending Child Marriage is here.

It presents an opportunity to share experiences and reflect on what we need to do differently if we want to step up our efforts towards ending child marriage, an issue close to my heart.

I’ve seen what being a child bride can do to a girl.

I have five sisters, three of whom were married as children. As such, my sisters did not get a good education. They gave birth at an early age and now they are faced with challenges and limited opportunities. Now I am a father to three girls. I want a different life for them and for all the other girls growing up across Africa – and the rest of the world.

The summit, hosted by the Government of the Republic of Zambia, is taking place in Lusaka this week. It follows the launch at the May 2014 Africa Heads of State meeting in Addis Ababa of the campaign to end early and forced child marriage.

Both the campaign and summit are significant for a continent, home to an estimated 7 million child brides.

While we have made good progress working in the Southern Africa Development Community (SADC) and national levels to influence policy and legal changes, more needs to be done at the grassroots level.

Long-term engagement with communities is key if we want to end child marriage across Africa.

Child rights organisation Plan International is dedicated to tackling child marriage and we’ve learnt time and time again, the perception of this issue is almost universally negative.

Yet why does it still happen?

Marriage for a 14 year old girl should not be seen as the only option for parents or for children. That’s fundamentally flawed.

If we want to make a difference, we need to look at how governments and civil society can change with communities to help them realise the impact of child marriage. We need to work with girls to help them understand the value of education and the benefits of the life they can have if they stay in school. But transforming attitudes and practices that have become acceptable over time requires investment in innovative approaches that draw on and build on the knowledge of all relevant actors at policy and grassroots levels.

Plan International has been working against child marriages alongside community-based organisations, regional traditional leaders, media and national governments. By creating local and regional platforms to raise awareness, to discuss and to take action, the pressure is building up to eliminate early child marriage in Africa.

Focusing on Southern Africa, Plan International´s “18+ Programme” on ending child marriages in Tanzania, Malawi, Zimbabwe, Zambia and Mozambique has been engaging with and transforming communities and societies. It contributed significantly to convince the Malawian Parliament, which recently passed a law to declare 18 as the minimum legal age for marriage.

Now, more than ever, is the time to bring all actors together and tackle the issue of early child marriage across the continent. After all, we can neither keep the promise of the African Children’s Charter, nor attain the new Sustainable Development Goals if young girls and women continue to suffer early child marriage.

Progress is being made and it’s heartening to seeing discussions taking place across the board. It gives us hope that it is possible to end child marriage within a generation.

(End)

Excerpt:

By N Chandra Mohan
NEW DELHI, Nov 11 2015 (IPS)

Times are a-changing for Bihar, a state popularly described as a state of mind. The recent elections have brought back Nitish Kumar as the chief minister for the fifth time. Since his first innings as a developmental CM from 2005, he has transformed Bihar from being an archetype of India’s backwardness to one of its fastest growing states. Besides improving governance, he has also politically empowered women in that benighted state. Not surprisingly, the women’s vote was decisive for his electoral success. He now has the historic opportunity to shift gears towards sustainable gender-based development.

N Chandra Mohan

To encourage more girls to attend school, the state administration provided free bicycles for school-going children. This resulted in an uptrend in female literacy rates, rising over 20 percentage points between the two decennial census years, 2001 and 2011. This was much more than was observed in the case of males in that state or nationally, for that matter. Promoting greater gender parity in school enrolment thus has been a consistent objective of Nitish Kumar’s stints in office as CM. The priority must now include drastically reducing the numbers of girls without access to schooling.

Kumar’s thrust on education must continue with greater vigour as there is a vast unfinished agenda. When his government first took office in 2005, there were 2.4 million children out of school. This has now been halved to 1.2 million in 2014 according to the “National Sample Survey of Estimation of Out-of-School Children in the Age 6-13 in India” done for the Sarva Shiksha Abhiyaan, a flagship government scheme for the universalisation of elementary education. This works out to a higher percentage of 4.9 per cent than the 3 per cent of 204 million school-going children at an all-India level.

The fact that Bihar is still a poor state amidst potential plenty – it has a much higher percentage of its rural population in poverty – cannot be an argument for not pushing the limits of development. Bangladesh is also poor when compared to India, but that hasn’t prevented it from improving the socio-economic conditions of women. According to the Nobel laureate Amartya Sen, due to the official focus on women in Bangladesh, a much higher proportion of workers such as school teachers, family planning workers, health carers, immunization workers and even factory workers are women as are in garments.

Bihar (and even India) of course has a long way to go to catch up with the higher rates of female labour force participation in Bangladesh. This measures the number of women above 15 years of age who are engaged or are willing to be engaged in economic activity as a share of women’s population above 15 years of age. In Bihar, this is a lowly 9 per cent as against 57 per cent in Bangladesh. A factor that makes it easier for Bihar to encourage more women to work is that the CM has already politically empowered them since 2006 to participate in decentralized administration at the panchayat or village level.

Despite the best agro-climatic conditions, this state is the bastion of semi-feudal agriculture and there is a preponderance of marginal holdings with low productivity. The relations of production act as barrier on technological change. While beefing up rural infrastructure is imperative, technological change will not take place unless the relations of production also change. The hope is that with better governance, a difference can be made on the poverty front that is essentially one of low agricultural productivity. To plug gaps in development works, the CM has made a beginning by appointing more teachers, doctors, engineers, policeman and officials. Tapping the latent energies of women can help him realise these objectives more efficaciously.

While Bihar no doubt has the advantage of faster growth to impact rural poverty, Bangladesh has managed to achieve much more on human development despite slower growth than India. In 1990, the life expectancy at birth was higher in India but that position rapidly reversed in the next couple of decades. Between 1990 and 2014, it rose by 12 years from 59 to 71 years in Bangladesh. They thus have a life expectancy that is four years longer than Indians or Biharis, for that matter. The huge gains in health are reflected in the dramatic reduction in infant, child and maternal mortality rates.

These are the prospects ahead of Bihar’s developmental CM. He needs to accelerate the pace of progress on education and health so that the workforce of the state has the best prospect of taking advantage of the so-called demographic dividend of a predominantly young population. All these possibilities have suddenly opened up with his fifth innings as CM. With a mandate for governance and development, he faces the challenge of converting these possibilities into probabilities and transforming lives of 108 million people in Bihar through improvements in gender-sensitive social sector spending.

The last thing the people of Bihar need is another regime that will trigger another caste war and plunge the state into darkness and anarchy as happened in previous decades. However, there is change in the air. There is hope that this state can economically empower its women as it has done politically. That it can also reap the dividends that its eastern neighbouring country has achieved in bringing about a many-sided improvement in human development in the fastest possible time. Bihar must leverage its faster growth to ensure better outcomes in sustainable development.

(End)

Excerpt:

By Vani S. Kulkarni and Raghav Gaiha
PHILADELPHIA AND BOSTON, Nov 10 2015 (IPS)

Few dispute that women’s autonomy and betterment of their lives are moral imperatives. But whether these are also key to economic development is contested.

In an admirably cogent article, Esther Duflo (2013) evaluates a bi-directional relationship between women’s empowerment and development. Although somewhat overemphatic about the role that development alone can play in driving down gender inequality, she highlights that affirmative action has an important role, too. Amartya Sen, in several influential writings, however, has forcefully argued that continuing discrimination against women can hinder development. We are inclined to this view as “masculinity” is unrelated to development.

Dominance and control over women are set in male attributes and behaviour (“masculinity”), regarded as a shared social ideal. Masculinity is characterised by two factors — namely, “relationship control” as a behavioural attribute and “attitudes towards gender equality” as an underlying value. Behavioural changes are, however, slower than changes in male attitudes (UNFPA, 2014).

Women’s empowerment is defined “as improving the ability of women to access the constituents of development—in particular health, education, earning opportunities, rights, and political participation” (Duflo, 2012).

Gender equality and empowerment of all women and girls are enshrined in SDG 5. This is an ambitious goal. The litany of sub-goals is impressive but daunting. These include ending of all forms of discrimination against all women and girls; elimination of all forms of violence against them in the public and private spheres, including trafficking and sexual exploitation; ensuring their full participation in opportunities for leadership in political, economic and social spheres; universal access to sexual and reproductive health and reproductive rights; and equal rights to all economic resources including land.

Duflo argues that gender inequality is often greater among the poor, both within and across countries. Moreover, within countries, gaps between boys and girls persist in poorer and more isolated communities. But economic growth, by reducing poverty and expanding livelihood opportunities, has the potential for reducing gender inequality.

Are girls treated differently than boys? Yes, but only during crises. In India, for example, the excessive mortality rate of girls, relative to boys, spikes during droughts. So, in extreme circumstances, improved access to health services would disproportionately help girls, even if parents do not change their behaviour toward them. This flies in the face of mounting evidence of female foeticide, infanticide and pervasive neglect of girls in education, and wage disparities in some of the more affluent northern states in India. In fact, the selective abortion of female foetuses, usually after a first born girl, has increased over the past few decades, and has contributed to a widening imbalance in the child sex ratio. Cultural taboos prevent women from reporting, for example, gynaecological disorders unless they become acute. So we are far less sanguine about improved access to health services as a by-product of growth –a somewhat dubious proposition in itself – benefiting girls and women disproportionately.

At all level of incomes, women do the majority of housework and care and, correspondingly, spend less time in market work. Constrained in these ways, they are more likely to be engaged in informal but hardly remunerative home-based enterprises. So if economic development frees their time, they are more likely to switch to more productive activities. But this overlooks the imperfections of credit markets that deny them credit for being not creditworthy. Besides, social norms restrict their mobility.

Are labour market outcomes likely to be more favourable? A recent World Bank study (2015) is far from reassuring. It reports that in the workplace, females earn between 20 per cent and 80 per cent lower average wages than do males, depending on the country. Evidence from India’s Labour Bureau is more definitive. The data show that there has been little progress in terms of parity of salaries for men and women for equivalent work. Even more alarming is the fact that, in some spheres of activity in rural areas, the divide has widened. As of 2013, the discrimination in wages paid to women tends to be higher in physically intensive activities (such as ploughing and well-digging), but lower in the case of work such as sowing and harvesting.

So development alone will not accomplish much –indeed, much less than conjectured by Duflo – in empowering women. She doesn’t of course overlook the case for affirmative action to ensure greater participation of women in the political, economic and social spheres. But she remains sceptical of women’s empowerment contributing substantially to development as women are not always the best decision-makers.

Let us consider two examples from her research in which women made a positive contribution to development.

In an earlier but highly influential study (with Chattopadhyay) of Panchayats (village councils) in two Indian states, headed by women elected through quotas, it is demonstrated that these Panchayats invest more in infrastructure that is directly relevant to the expressed development priorities of women. In West Bengal, for example, where women complained more often than men about water and roads, the Panchayats invested more in water and roads. In Rajasthan, where women complained more often about drinking water but less about roads, the councils invested more in water and less in roads. Whether such choices would have been made in the absence of quotas for women heads of Panchayats is highly unlikely. Besides, there may be dynamic gains through changes in male attitudes towards women as decision-makers. Questions, however, remain about complaints by women as a preference revelation mechanism in a rural setting, as also about women Panchayat heads’ autonomy or ability to ignore or circumvent investment allocation priorities handed down from “above”.

In a test of whether income in the hands of women of a household has a different impact on intra-household allocation than income in the hands of the men, she found that pensions received by women in South Africa translated into better nutrition for girls. In contrast, no such effect was found when the pension was received by a man and no corresponding effects were obtained for boys.

Duflo is, however, far from convinced that women generally make the best decisions for development and thus there is a real risk of exaggerating their contribution. The fact that returns on loans given to women to run small enterprises are lower (or even zero) relative to those run by men is not conclusive evidence of women entrepreneurs’ inefficiency. This is a muddled inference for two reasons: as noted by her, women are often compelled to engage in home-based but hardly remunerative enterprises by their family responsibilities and binding time constraint. Relaxation of not just this but other constraints enhances their returns substantially.

A recent World Bank study (2015), as a synthesis of empirical evidence, is illuminating.

Women running subsistence-level firms are prone to external pressures to divest some of the cash from loans or grants to relatives or household expenses.

Evidence shows that women’s demand for saving accounts is high. A review of nine randomized field experiments in countries covering different regions (including Kenya, Philippines, Nepal and Guatemala) shows that savings are a promising way to improve rural women’s productivity. In Western Kenya, for example, women with access to savings accounts invested 45 percent more in their businesses and were less prone to sell business assets during health emergencies.

Capital in-kind (e.g. a physical asset such as livestock) works better than in cash to nudge women to keep the money in the business rather than to divert it for household use or pass it on to relatives.

Many of women’s additional constraints can be overcome by simple, inexpensive adjustments in programme/intervention design.

A two-month grace period versus immediate repayment requirements for poor urban women borrowers in Kolkata, India, significantly raised long-run (three-year) business profits by encouraging risk taking.

Women enjoy greater autonomy if they are able to use mobile money services to conduct financial transactions in private, receive reminders to save and obtain information on prices in real time without having to travel long distances.

Panel household survey data for Bangladesh, covering a twenty-year period, show a beneficial effect, greater for females than for males, of 20-year cumulative microcredit borrowing on household per capita income and the reduction of extreme poverty.

Business skills matter. A vocational training programme in slums in New Delhi imparting skills in tailoring enhanced employment, self- employment and earnings of women but attrition rate was high due to lack of child care support and distance.

In conclusion, the evidence supports the view that economic development and women’s empowerment reinforce each other. If women’s empowerment is a by-product of development, it is just that. That women’s empowerment is a major driver of development is contested but highly plausible.

(End)

Excerpt:

By H.R.H. Princess Sarah Zeid
AMMAN, Oct 30 2015 (IPS)

The 193 member states of the United Nations have adopted an ambitious 15-year sustainable development agenda, the 2030 Global Goals.

H.R.H. Princess Sarah Zeid

To enter through the school gates, I had to negotiate a fetid stream of sewage, broken glass and garbage. The condition of the school building itself was terrible, and even worse were the bathrooms. You could see their appalling state because they had no doors, and thus, zero privacy. All this in a place where the temperature can reach above 120 degrees Fahrenheit (49 degrees Celsius) – it was so hot I felt as if my cheeks were frying.

I look back at this now through the eyes of a mother, and my horror is all the greater. No girl could go to this school, because no girl could go to the bathroom. No child could safely attend this school, because no child could do so without being exposed to disease.

With daughters denied education, confined to home and sons locked in a cycle of exposure to ill health, how can we expect women to participate in commerce, politics, peace and sustainability? How do we think the next generation is going to be educated, skilled and healthy enough to make a positive contribution?

The solutions to women’s and children’s dignity, health and wellbeing lie well beyond the health sector alone, and demand instead an integrated approach, including solutions that deliver water, sanitation and hygiene (WASH) in health and in education.

No one’s needs divide neatly into our professional sectors, and sustainable wellbeing and prosperity will not come from fragmented interventions. A holistic approach spanning across all these domains is urgently needed.

The linkages between WASH, health, education and nutrition for that matter are stark. In the Democratic Republic of the Congo, for example, more than half the cases of measles in the country are caused by lack of clean water, and poor WASH conditions are a leading cause of malnutrition.

Illness and death in childbirth, and in maternal and child health, are not only the result of the lack of access to quality medical care, nursing or pharmaceuticals. They also happen because nearly 40 per cent of health facilities worldwide have no source of water.

In low-income countries – where preventable mortality is at its highest – an estimated 50 per cent of health care facilities lack access to the electricity they need to boil water and sterilize instruments.

WASH also helps promote gender equality. If water, sanitation and hygiene are designed so that the practical burdens women carry daily are reduced, they will be able to play broader and more creative roles in their community’s development, paving the way towards equitable development in countries and globally. Everyone benefits from these contributions.

There is recognition of the importance of joining up. Last autumn, 16 researchers from the World Health Organization, Unicef, WaterAid and others came together to call for action on joining water, sanitation and hygiene to efforts on maternal and newborn health. The World Health Organization has launched an action plan to address the need for water, sanitation and hygiene in healthcare facilities.

This new sustainable development agenda and, quite frankly, the state of the world today, demands of us another dimension of this integration, too: an integration of our development and humanitarian efforts.

The renewed Every Women Every Child Global Strategy for Women and Children’s Health is working to make this happen. Headed by the Office of the UN Secretary General and supported by a global movement of governments, philanthropic institutions, multi-lateral organizations, civil society organizations, the business community and academics, the renewed Strategy gives new priority to humanitarian and fragile settings and pledges the needed integration to save more lives as life is given.

After all, the right to live life in dignity, the rights to health and to water and sanitation are human rights, universal and indivisible. They are rights to be upheld even in the toughest of situations and at the hardest of times. However, without joined-up pipelines of delivery to enable that flow of human dignity for everyone, everywhere, the promise of the Global Goals will just drain away.

(End)

Excerpt:

Cloud from an atmospheric nuclear test conducted by the United States at Enewetak Atoll, Marshall Islands, in November 1952. Photo credit: US Government

By Ramesh Jaura
HIROSHIMA, Aug 28 2015 (IPS)

A three-day landmark U.N. Conference on Disarmament Issues has ended here – one day ahead of the International Day Against Nuclear Tests – stressing the need for ushering in a world free of nuclear weapons, but without a consensus on how to move towards that goal.

The Aug. 26-28 conference, organised by the Bangkok-based United Nations Regional Centre for Peace and Disarmament in Asia and the Pacific (UNRCPD) in cooperation with the Ministry of Foreign Affairs (MOFA) of Japan and the city and Prefecture of Hiroshima, was attended by more than 80 government officials and experts, also from beyond the region.

It was the twenty-fifth annual meeting of its kind held in Japan, which acquired a particular importance against the backdrop of the 70th anniversary of the atomic bombings of Hiroshima and Nagasaki, and the founding of the United Nations.“In order to achieve a world free of nuclear weapons, it is extremely important for political leaders, young people and others worldwide to visit Hiroshima and Nagasaki and see for themselves the reality of atomic bombings. Through this, I am convinced that we will be able to share our aspirations for a world free of nuclear weapons” – Fumio Kishida, Japanese Foreign Minister

Summing up the deliberations, UNRCPD Director Yuriy Kryvonos said the discussions on “the opportunities and challenges in nuclear disarmament and non-proliferation” had been “candid and dynamic”.

The Treaty on the Non-Proliferation of Nuclear Weapons (NPT) Review Conference from Apr. 27 to May 22 at the U.N. headquarters drew the focus in presentations and panel discussions.

Ambassador Taous Feroukhi of Algeria, who presided over the NPT Review Conference, explained at length why the gathering had failed to agree on a universally acceptable draft final text, despite a far-reaching consensus on a wide range of crucial issues: refusal of the United States, Britain and Canada to accept the proposal for convening a conference by Mar. 1, 2016, for a Middle East Zone Free of Weapons of Mass Destruction (WMDs).

Addressing the issue, Japan’s Foreign Minister Fumio Kishida joined several government officials and experts in expressing his regrets that the draft final document was not adopted due to the issue of WMDs.

Kishida noted that the failure to establish a new Action Plan at the Review Conference had led to a debate over the viability of the NPT. “However,” he added, “I would like to make one thing crystal clear. The NPT regime has played an extremely important role for peace and stability in the international community; a role that remains unchanged even today.”

The Hiroshima conference not only discussed divergent views on measures to preserve the effective implementation of the NPT, but also the role of the yet-to-be finalised Comprehensive Test Ban Treaty (CTBT) in achieving the goal of elimination of nuclear weapons, humanitarian consequences of the use of atomic weapons, and the significance of nuclear weapon free zones (NWFZs) for strengthening the non-proliferation regime and nuclear disarmament.

Speakers attached particular attention to the increasing role of local municipalities, civil society and nuclear disarmament education, including testimonies from ‘hibakusha’ (survivors of atomic bombings mostly in their 80s and above) in consolidating common understanding of the threat posed by nuclear weapons for people from all countries around the world regardless whether or not their governments possess nuclear weapons.

UNRCPD Director Kryvonos said the Hiroshima conference had given “a good start for searching new fresh ideas on how we should move towards our goal – protecting our planet from a risk of using nuclear weapons.”

Hiroshima Prefecture Governor Hidehiko Yuzaki, the city’s Mayor Karzumi Matsui – son of a ‘hibakusha’ father and president of the Mayors for Peace organisation comprising 6,779 cities in 161 countries and regions – as well as his counterpart from Nagasaki, Tomihisa Taue, pleaded for strengthening a concerted campaign for a nuclear free world. Taue is also the president of the National Council of Japan’s Nuclear-Free Local Authorities.

Hiroshima and Nagasaki city leaders welcomed suggestions for a nuclear disarmament summit next year in Hiroshima, which they said would lend added thrust to awareness raising for a world free of nuclear weapons.

Though foreign ministry officials refused to identify themselves publicly with the proposal, Japan’s Foreign Minister Fumio Kishida, who hails from Hiroshima, emphasised the need for nuclear-weapon and non-nuclear weapon states to “work together in steadily advancing practical and concrete measures in order to make real progress in nuclear disarmament.”

Kishida said that Japan will submit a “new draft resolution on the total elimination of nuclear weapons” to the forthcoming meeting of the U.N. General Assembly. Such a resolution, he said, was “appropriate to the 70th year since the atomic bombings and could serve as guidelines for the international community for the next five years, on the basis of the Review Conference”.

The next NPT Review Conference is expected to be held in 2020.

Mayors for Peace has launched a 2020 Vision Campaign as the main vehicle for advancing their agenda – a nuclear-weapon-free world by the year 2020.

The campaign was initiated on a provisional basis by the Executive Cities of Mayors for Peace at their meeting in Manchester, Britain, in October 2003. It was launched under the name ‘Emergency Campaign to Ban Nuclear Weapons’ in November of that year at the 2nd Citizens Assembly for the Elimination of Nuclear Weapons held in Nagasaki, Japan.

In August 2005, the World Conference endorsed continuation of the campaign under the title of the ‘2020 Vision Campaign’.

Foreign Minister Kishida expressed the views of the inhabitants of the cities of Hiroshima and Nagasaki when he pointed out in a message to the UNRCPD conference: “… the reality of atomic bombings is far from being sufficiently understood worldwide.”

He added: “In order to achieve a world free of nuclear weapons, it is extremely important for political leaders, young people and others worldwide to visit Hiroshima and Nagasaki and see for themselves the reality of atomic bombings. Through this, I am convinced that we will be able to share our aspirations for a world free of nuclear weapons.”

Edited by Phil Harris   

So extreme are gender inequalities in South Sudan that a young girl is three times more likely to die in pregnancy or childbirth than to reach the eighth grade – the last grade before high school – according to Plan International, one of the oldest and largest children’s development organisations in the world.

A vast majority of South Sudanese girls will have been victims of at least one form of gender-based violence in their young lives, but those living in Eastern Equatoria State face a particularly abhorrent practice which is a tradition among at least five of the state’s 12 tribes – being given away as ‘blood money’.

Dina Disan Olweny, Executive Director of the non-governmental Coalition of State Women’s and Youth Organisations, is one of the rights activists pushing for an end to harmful traditions and injustices facing young girls in South Sudan. Credit: Miriam Gathigah/IPS

“When a person kills another person, the bereaved family expects to be given ‘blood money’ as compensation,” Dina Disan Olweny, Executive Director of the non-governmental Coalition of State Women’s and Youth Organisations, told IPS.

Most tribes demand compensation when a life has been taken in one of the regular conflicts over cattle and pasture, revenge killings and other inter-village conflicts, and although 20 to 30 goats is what many tribes demand in form of compensation, Olweny explained that “most families can either not afford or are unwilling to pay so much, and prefer to give away one of their girls as compensation.”

According to child protection specialist, Shanti Risal Kaphle, “a young girl is taken as a commodity that can be given in lieu of someone’s lost life, or as ‘blood money’, to keep the family and community in peace.”

Kaphle explained that the girl’s life is negotiated “without her information and consent and is subject to violence, abuse and exploitation.”

The practice of girl child compensation has not escaped the eye of the government, which set an estimated 500 dollars as the amount for compensation for a life, but tribe people still prefer to be given a girl, saying that the figure set by the government is too little.“A young girl is taken as a commodity that can be given in lieu of someone’s lost life, or as ‘blood money’, to keep the family and community in peace” – child protection specialist Shanti Risal Kaphle

Experts say that a girl is also preferred as compensation by a bereaved family because she can either be married to one of their own without having to pay a bride price, or she can be married off when she turns 12 and attract a herd of goats.

Many of the girls handed over as compensation are often as young as five years. They are expected to forget their birth families and start afresh, severing all contacts with their natural families once the exchange has been concluded.

At this point their lives can take a dramatic turn for the worse through multiple abuse. These girls may be “subjected to child labour, and to sexual, physical and emotional abuse – to escape this hell, more of them now prefer to commit suicide,” said Olweny.

Residents here say that customary laws which perpetuate and rubber stamp these forms of abuse are seen to play a vital role in conflict resolution because they are considered cheap, accessible and the decisions are made on the basis of customs they are familiar with.

Kaphle said that customary laws and decisions are also perceived as more amicable and less time-consuming.

However, girl child compensation is just one of a multitude of abuses that the girl child in South Sudan faces.

The state of Western Bahr El Ghazal, for example, has a notorious tradition of widow compensation which has seen many young girls denied an opportunity to go to school because they are forced into early marriages.

Linda Ferdinand Hussein, Executive Director of the non-governmental organization Women’s Organisation for Training and Promotion, explained how this tradition works.

“When a man’s wife dies for whatever reasons, the man can demand to be given back the bride price that he had paid.” This price varies from one family to the next “but most families are unwilling to pay back the bride price so they give the man one of the deceased wife’s younger sisters as compensation.”

Four years after South Sudan won its independence and became the world’s youngest nation, child protection specialists like Hussein are raising the alarm. “Gender-based violence against young girls continues to be perpetrated in a variety of ways in both peacetime and during conflict,” she said.

A report released Jun. 30 by the United Nations Mission in the Republic of South Sudan (UNMISS) revealed that the Sudan People’s Liberation Army (SPLA) and associated armed groups recently carried out a campaign of violence against the population of South Sudan, which was marked by a “new brutality and intensity” and included the raping and then burning alive of girls inside their homes.

A report released last year by leading humanitarian organisation CARE, titled ‘The Girl Has No Rights’: Gender-Based Violence in South Sudan, highlighted the extreme injustices faced by young girls in the country.

These injustices continue to serve as obstacles towards accessing education and later exploiting the opportunities that life presents for those who have gone through school.

According to Plan International, 7.3 percent of girls are married before they reach the age of 15 years and another 42.2 percent will have been married between the ages of 15 and 18. And, although 37 percent of girls enrol in primary school, only around seven percent complete the curriculum and only two percent of them proceed to secondary school.

Edited by Phil Harris

By Sipho Mthathi
JOHANNESBURG, Jun 12 2015 (IPS)

Africa is known as the ‘paradox of plenty’. How can a continent so rich in natural resources be so poor?

Economic growth is predicted to increase by 4.5 percent across the continent this year, despite falling oil prices and the Ebola crisis. South Africa’s economy, the second biggest in Africa is expected to continue to grow by 3.5 percent this year; Nigeria will grow by an enviable 5.5 percent.

Sipho Mthathi, Executive Director of Oxfam South Africa

However, millions across Africa are struggling.  Economic inequality is on the rise, and public coffers are insufficient due to an increasing demand for public services like health, education and housing.

Recently, Thomas Pogge and other distinguished academics have written about the cost of progress. Surprisingly, history provides us with examples of countries where, if there is a balance between economic growth and public spending, it is possible to address inequality.

There is no time to waste in looking for ways to address this widening gap across Africa.

It is urgent that, collectively, African nations look at the billions of dollars flowing out of the continent every year, most of which can be attributed to corporate tax dodging.

In January, the report of the High Level Panel on Illicit Financial Flows (IFFs) from Africa, chaired by former South African President Thabo Mbeki, contended that IFFs from Africa increased from about 20 billion dollars in 2001 to 60 billion in 2010 in the merchandise sector alone.

According to Global Financial Integrity’s 2014 report on IFFs from developing countries, South Africa alone may have lost more than 122 billion dollars between 2003 and 2012 in IFFs.

This is a lost opportunity for money that could have been reinvested in advancing Africa’s development and increased access to public goods for her Africa’s people.“It is urgent that, collectively, African nations look at the billions of dollars flowing out of the continent every year, most of which can be attributed to corporate tax dodging”

But this is only the half of the story. Multinational companies are gaining at the expense of African people through other ‘legal’ forms of corporate tax dodging, and through negotiated tax breaks. This is happening because of a lack of fair global tax rules, and behind-closed-door deals between corporations and governments, rushing to seal deals under pressure.

Africa’s astounding growth is affecting human development. And these losses in tax revenue come at a time when the role of official development assistance to Africa is declining.

Fair and progressive tax systems should be providing financing for well-functioning government programmes to enable governments to uphold citizens’ rights to basic services (such as healthcare and education), and cement trust between citizens and governments.

Establishing an effective tax system is critical if Africa is going to mobilise the resources it needs to tackle poverty and inequality.  Africa is home to six out of ten of the world’s most unequal countries – South Africa, Lesotho, Namibia, Botswana, Zambia, and Central Africa Republic.  Some estimates on Africa’s financing needs include 40-$60 billion dollars per year to finance the post-2015 development agenda.

This is not just Africa’s problem. Around the world, many lower-income countries have been subject to harmful tax practices, including transfer pricing, whereby a transfer price may be manipulated to shift profits from one jurisdiction to another, usually from a higher-tax to a lower-tax jurisdiction.

After revelations of how multinational enterprises (MNEs) such as Starbucks, Google and Apple deliberately structured themselves to minimise their tax bills, the Organisation for Economic Cooperation and Development (OECD) launched an effort to reform this base erosion and profit shifting (BEPS) practice. This reform is expected to wind up by the end of 2015.

However, since the launch of the BEPS Action Plan, developed countries have not had a real voice or influence in the process.  Just four African countries, including South Africa as a G20 member country, have been invited to participate as observers.  These countries are bringing attention to the many mining corporations which are offered lucrative tax incentives which must be addressed in the BEPS plan.

The African Tax Administration Forum (ATAF) is a regional tax body that has been invited by the OECD/G20 to participate in the BEPS reform process.  This should provide further scope to influence the BEPS process with an African perspective.

At the same time, the South Africa Revenue Services (SARS) is going after billions lost through wasteful incentives and trade mispricing. SARS has recovered 5.8 billion rand (460 million dollars) over the three-year period 2011-2014, 55 percent (3.4 billion rand or 274 million dollars) of which is attributed to the mining industry.

South Africa’s membership in the G20 (and its role as co-Chair of the G20 Development Working Group) provides an enormous opportunity to insist on broad inclusion of all nations in the BEPS reform process.

At a recent conference convened by ATAF, South African Finance Minister Nhlanhla Nene called for “Africa to protect its own tax base, and advance domestic resource mobilisation through a common voice, a common concern and a common action plan.”

It is time that all African finance ministers wake up to the possibility that tax revenues for financing essential services for their citizens, or investment in small-holder agriculture or infrastructure, could come from the recovery of billions of dollars lost from corporate tax dodging and unfair tax competition.

Tax breaks provided to six large foreign mining companies in Sierra Leone, for example, are equivalent to 59 percent of the total budget of the country – or eight times the country’s health budget.

It is time for a global inter-governmental body on international tax cooperation to allow for a more inclusive and coordinated approach to ongoing tax reform, beyond BEPS.

All countries should be able to participate in tax negotiations on an equal footing, which guarantees one country, one vote, and where representatives will have the political mandate to speak on behalf of their governments.  Simply relying on the BEPS process to re-write tax rules will not be enough to end international tax dodging.

Through the BEPS reform process and this new tax body, there would be real potential for an African taxation renaissance.

Edited by Phil Harris

The views expressed in this article are those of the author and do not necessarily represent the views of, and should not be attributed to, IPS – Inter Press Service. 

Excerpt:

We are witnessing a shift in the original rationale behind the unique relationship between the European Union and the African, Caribbean and Pacific countries of the ACP group, which goes beyond the logic of “unilateral aid transfer”, “donor-recipient approach” and “North-South dialogue”.

“The [ACP] Group will have to transform itself if it wants to realise its ambition of becoming a player of global importance, beyond its longstanding partnership with the EU” – Dr Patrick I. Gomes, ACP Secretary General
In November last year, in his mission letter to the newly appointed European Commissioner for International Cooperation and Development, Neven Mimica, European Commission President Jean-Claude Junker said: “The first priority is the post-2015 framework and the second priority of my mandate is the future of EU’s strategic partnership with African, Caribbean and Pacific (ACP) countries.”

With the agreement for that partnership coming to an end in 2020, both the European Union and the ACP group are currently stimulating intense debates on a critical review of the past and future perspective as well as challenging issues for the future “acquis” between the ACP countries and Europe under the umbrella of the Cotonou Agreement.

Last month’s Joint Session of the ACP-EU Council of Ministers held in Brussels (May 28-29) May offered an occasion for discussing innovative options to outline new bases of common interests, needs and difficulties, and to forge forthcoming cooperation, particularly in terms of the post-2015 agenda, financing for development, migration, international trade, climate change and democratic governance.

At ACP level, there is a growing awareness among members that “the Group will have to transform itself if it wants to realise its ambition of becoming a player of global importance, beyond its longstanding partnership with the EU,” said ACP Secretary General, Dr Patrick I. Gomes.

“There is the need to re-balance the ACP-EU partnership in favour of the ACP Group” was one of the key messages from the 101^st ACP Council of Ministers held on May 27-28 to re-align ACP positions before the Joint Session with the European Union.

Within the European Union, there is also recognition of the relevance of the EU-ACP relationship. “Our exchanges of view on a number of key issues such as the post-2015 development agenda and migration once again underlined the importance of our partnership,” said Zanda Kalniņa-Lukaševica, Latvian Parliamentary State Secretary for E.U. Affairs, in a statement.

Zanda Kalniņa-Lukaševica (right), Latvian Parliamentary Secretary of State for E.U. Affairs and Meltek Livtuvanu, Minister for Foreign Affairs of Vanuatu and President of the ACP’s Council of Ministers. Photo Credit: EU Council

On paper, the Cotonou Agreement remains the most sophisticated framework for ACP-EU cooperation, covering political, trade, economic and development cooperation issues.

According to the last figures for the E.U. budget for 2014-2020, a package of 30.5 billion euros is specifically provided to ACP regions and countries. In fact, the ACP still remains the biggest group of states with which the European Union has a partnership.

The European Development Fund (EDF), an implementing instrument of the Cotonou Agreement, will finance E.U. development cooperation projects until 2020 to assist partner countries in poverty eradication. These funds will target the people most in need and finance different sectors such as health and education, infrastructure, environment, energy, food and nutrition.

Looking towards the future, the ACP is determined to move from being on the receiving end of development assistance to asserting its aim to speak with “one voice in global governance institutions”, in the words of ACP Secretary-General Gomes.

The need to consider and treat ACP countries as “responsible partners” at the global level despite the reluctance of the international community, emerged strongly during the E.U.-Africa Summit in  April 2014, with ACP members hoping for a lift-up effect on the ACP’s political leverage.

According to observers, ACP countries matter for the European Union partly to help overcome the effects of the economic crisis. Some ACP countries in the North African region, for example, have witnessed upturns in economic growth since 2004. At the same time, the abundance of natural resources in ACP countries provides an alternative to the volatile Middle East, Russia and some other countries as a source of energy and raw materials.

On the issue of financing for development, Alexandre Polack, European Commission Spokesperson for Humanitarian Aid and Crisis Management & International Cooperation and Development told IPS: “We need to come away from Addis with a comprehensive agreement which covers all the means of implementation for the post-2015 development agenda.”

He was referring to the Third International Conference on Financing for Development which will take place in Addis Ababa, Ethiopia from Jul. 13 to 16 this year.

“This,” added Polack, “means addressing non-financial aspects, including policies. We need an agreement which puts domestic actions and domestic capacities at the heart of poverty eradication and sustainable development, and adheres to the principles of universality in terms of shared responsibilities.”

Observers also point out that the ACP countries can also be important interlocutors during the U.N. Climate Change Conference this coming December in Paris.

While the Western industrialised and emerging countries are the main greenhouse gas emitters, many ACP countries – particularly Small Island Developing States (SIDS) – are directly threatened by the consequences of climate change through, for example, natural disasters, hurricanes and tornados, flooding and drought.

Their voice on this, along with their experience and good practices developed in countering or mitigating the drastic effects of climate change, can make a useful contribution to the deliberations in Paris.

Meanwhile, the ACP-EU Joint Council has endorsed recommendations concerning the migration crisis, including enacting comprehensive legislation on both trafficking in human beings and smuggling of migrants, stressing the differences between both phenomena, while also implementing relevant national laws.

The co-President of the Joint Council, Hon. Meltek Sato Kilman Livtuvanu of Vanuatu, speaking on behalf of the ACP ministers, said: “We consider that even if the military and security approach is meant to discourage and respond immediately to the issue, there is an urgent need to have a comprehensive approach to deal with the root causes of this phenomenon, in partnership with all the countries involved.”

Edited by Phil Harris   

Spanish radar works silently and ceaselessly from the top of Mount Hacho overlooking Ceuta, identifying migrants trying to reach the enclave, but many of the inhabitants of the area will tell you that they have never seen the enormous fences that stand in the middle of the hills just four or five kilometres away from the city centre. Credit: Andrea Pettrachin/IPS

By Andrea Pettrachin
CEUTA, Spain, Jun 3 2015 (IPS)

A few kilometres before the border between the Spanish enclave of Ceuta and Morocco, a sign informs passers-by that this outpost of Spain on African soil stands in a privileged position for those who wish to observe the annual migration of birds across the Strait of Gibraltar, their shortest route from Africa to Europe.

At the border itself, huge fences have been erected to block the daily attempts of human migrants seeking to escape hunger, despair and often conflict, a phenomenon that the people of Ceuta are less proud to advertise and about which they prefer silence.

That silence was dramatically broken at the beginning of May when a border control X-ray machine detected Abou, an eight-year-old boy from Cote d’Ivoire, inside a suitcase being carried into the Spanish enclave.

That was only the most recent of a number of (more or less ingenious) strategies used by migrants amassed in the Moroccan woods next to the Spanish border to try to enter the so-called ‘Fortress Europe’.“What strikes the visitor most about Ceuta is its incredible contradictions. The city, with its population of just over 80,000 people living in 18.6 square kilometres and proudly Spanish since 1668, gives the idea of wanting to live as if the migrants and their attempts to reach the enclave do not exist”

Ceuta is one of the main (and few) ‘doors’ leading from northern Africa to the territory of the European Union, and is a ’door’ that has been closed since the end of the 1990s, when the Spanish authorities started to build two six-metre fences topped with barbed wire – complete with watch posts and a road running between them to accommodate police patrols in case of need – that surrounds the whole enclave (as in the other Spanish enclave in Africa of Melilla).

Even if they do not catch the attention of the media as in the case of Abou, every day Ceuta is the scene of young African migrants, almost all aged between 15 and 30, trying to reach Spanish territory in ways that are as, if not more, dangerous than the one chosen by Abou’s father.

The vast majority of them attempt to do so by sea, mainly in dinghies or hidden under the inflatable boats usually used by children on the beach. In February 2014, 15 Africans died  trying to swim around the fence, when border guards fired rubber bullets at them in the water. Others attempt the border crossing hidden in secret compartments under cars, and some even try scaling the fences.

What strikes the visitor most about Ceuta is its incredible contradictions. The city, with its population of just over 80,000 people living in 18.6 square kilometres and proudly Spanish since 1668, gives the idea of wanting to live as if the migrants and their attempts to reach the enclave do not exist.

On one of the days that Abou was capturing the headlines of media around the world, the main news reported on the website of one of the enclave’s two newspapers was the results of an opinion poll on upcoming administrative elections.

The “Centre for Temporal Stay of Immigrants”, where all migrants that manage to enter the enclave are accommodated, is an enormous structure which is incredibly hidden and impossible to be seen from any point in the city and from the hills behind it.

Spanish radar works silently and ceaselessly from the top of Mount Hacho overlooking Ceuta, identifying migrants trying to reach the enclave, but many of the inhabitants of the area will tell you that they have never seen the enormous fences that stand in the middle of the hills just four or five kilometres away from the city centre.

The enclave, described by the Lonely Planet travel guide as looking like a “grand social experiment concocted by rival political systems” and a sort of “cultural island”, is unique from a demographical point of view in that 50 percent of the population is Moroccan or of Moroccan origin.

The city is divided into a sort of well-established and quite rigid “caste system”.

The first and richest group is that of the Spanish, generally very conservative, very religious and devoted to traditions. The Popular Party has governed the city for decades and mostly opposes any change in the status quo – thus, for example, the Arabic language is not taught in schools.

The second group is that of the “Moroccan Ceutans”, sometimes Spanish citizens with Moroccan origin, in other cases Moroccan citizens with regular residence and work permits. Many of them have adopted the Spanish lifestyle and speak Spanish better than Moroccan Arabic but most of them respecting the religious precepts of their fathers.

Some of these “Moroccan Ceutans” have accumulated huge amounts of money thanks to the flourishing illegal smuggling of goods across the border and live in the most elegant and beautiful houses of the city, while others – many others – live in the degraded district of El Principe, where friction with the Spanish population is sometimes serious.

This latter sub-group contains a small but significant number of stateless children, born in the Spanish enclave of Moroccan parents who, mainly as a consequence of expiry of their residence permits having left them in an illegal position in Spanish territory, have never had the possibility to register the births of their children in Morocco.

None of these children have access to school, even if Spanish law has established the right to education for all the children in Spanish territory, irrespective of their nationality or legal position.

The third group is that of the so-called transfronterizos, Moroccan citizens residing mainly in the nearby Moroccan village of Fnideq who cross the border every day to work in the enclave city or, more often, to buy and sell goods in the black market.

They can be seen every day in the Poligono area next to the border post, carrying enormous packs of goods on their shoulders to be sold on the other side of the border. Police on both sides observe this continuous movement of people in silence – under an agreement signed by the Moroccan and Spanish governments in the 1960s, goods that a person is able to carry on the shoulders are exempt from customs duties.

A fourth group is that of the “black people”, the “caste” that the city tries to ignore and hide, not considering that they are the source of its major wealth – the funds that are assigned to the local authorities by the Spanish state and the European Union every year – and that their presence in fact provides many jobs in the public and security sectors.

Ceuta has always been and continues to be above all a military outpost. The number of police, guardia civil and soldiers patrolling or simply passing through the few roads of the enclave is impressive, as is the number of military training exercises that take place in the enclave, but just a few hundred meters beyond the border post and the Poligono is what appears to be part of another world.

The tiny village of Benzù sums up the contradictions of the whole enclave. Situated at the end of the beautiful coastal road in the western part of the enclave, it is the last Spanish establishment before the northern frontier post, and has been closed to the passage of people for many years.

With its beautiful sea and coloured houses facing the Spanish coast on the other side of the Strait of Gibraltar, the village would not be out of place on a Greek holiday island. However, two hundred metres beyond the village, the presence of the last pillars of Ceuta’s border fences contaminate the crystalline water of the bay of Beliones.

The sea is discretely but constantly patrolled by the rubber boats of the army and police of both Spain and Morocco. The distance between the last Spanish houses and the first houses of the Moroccan village of Beliones is only of a few metres, divided by the iron and steel of the two fences covered with the barbed wire. You bump into them walking along the small road of the village, between a bakery and a small shop.

Nobody is outside, the silence all around is deafening. Groups of midges cross the border undisturbed without having to show passports to the border authorities. Three metres beyond, the beginning of another country, another time zone, another culture.

Looming over the landscape is Jebel Musa, the so-called Mujer Muerta (Dead Woman), a spectacular rocky mountain constantly covered by clouds that are constantly scurrying as if to compensate the slowness of the human movements blocked by the fences. Here, the spectre of death, the death that many people have met trying to cross this border, lingers even in the name of the mountain.

The Moroccan woods behind the village of Beliones are populated by groups of monkeys which, before construction of the border fences, periodically reached the hills of the Spanish enclave. A small group of monkeys still lives, however, in Ceuta’s “San Amaro” park not far from the city centre – closed in a cage.

Edited by Phil Harris   

Slums in a Kenyan shanty town. Africa has more than 570 million slum-dwellers, according to UN-Habitat, with over half of the urban population (61.7 percent) living in slums. Photo credit: Colin Crowley/CC BY 2.0 via Wikimedia Commons

By Jeffrey Moyo
HARARE, May 22 2015 (IPS)

Nompumelelo Tshabalala, 41, emerges from her dwarf ‘shack’ made up of rusty metal sheets and falls short of bumping into this reporter as she bends down to avoid knocking her head against the top part of her makeshift door frame.

“This has been my home for the past 16 years and I have lived here with my husband until his death in 2008 and now with my four children still in this two-roomed shack,” she told IPS.

Tshabalala lives in Diepkloof township in Johannesburg, South Africa, in a densely populated informal settlement – a euphemism for slums, where an estimated 15 million of the country’s approximately 52 million people live, according to UN-Habitat, the U.N. agency for human settlements.

Neighbouring Zimbabwe has an estimated 835,000 people living in informal settlements, according to Homeless International, a British non-governmental organisation focusing on urban poverty issues. “Local authorities in African countries should strike a balance in developing both rural and urban areas, creating employment so that people stop flocking to cities in huge numbers in search of jobs” – Precious Shumba, Harare Residents Trust

“Slum-dwelling here in Africa has become normal, a trend to live with, which is difficult to combat owing to numerous factors ranging from political corruption to economic inequalities necessitated by the growing gap between the rich and the poor,” Gilbert Nyaningwe, an independent development expert from Zimbabwe, told IPS.

Overall, out of an estimated population of 1.1 billion people, Africa has more than 570 million slum-dwellers, reports UN-Habitat, with over half of the urban population (61.7 percent) living in slums. Worldwide, notes the U.N. agency, the number of slum-dwellers now stands at 863 million and is set to shoot up to 889 million by 2020.

Development agencies in Africa say slum-dwelling remains a continental trend despite the U.N. Millennium Development Goals targets compelling all countries globally to achieve a significant improvement in the lives of at least 100 million slum dwellers by 2020.

According to the United Nations, that 100 million target “was met well in advance of the 2020 deadline”, and in African countries such as Egypt, Libya and Morocco the total number of urban slum dwellers has almost been halved, Tunisia has eradicated them completely, and Ghana, Senegal and Uganda have made steady progress, reducing their slum populations by up to 20 percent.

However, sub-Saharan Africa continues to have the highest rate of “slum incidence” of any major world region, with millions of people living in settlements characterised by some combination of overcrowding, tenuous dwelling structures, and poor or no access to adequate water and sanitation facilities.

Hector Mutharika, a retired economist in late Malawian President Kamuzu Banda’s government, blamed poor service delivery for the increase in slums in Africa.

“The increasing numbers of slum dwellers in Africa is due to poor service delivery here by local authorities which more often than not worry most about filling their pockets from local authorities’ coffers instead of channelling proper housing facilities to poor people, which then pushes homeless individuals into building slum settlements anywhere,” Mutharika told IPS.

For Rwandan civil society activist Otapiya Gundurama, the roots of the problem go far back in time. “Shanty homes in Africa are a result of the continent’s urban infrastructure set up during colonial rule at which time housing and economic diversification were limited, with everything related to urban governance centralised, while towns and cities were established to enhance the lifestyles and interests of a minority,” Gundurama told IPS.

Some opposition politicians in Africa, like Gilbert Dzikiti, president of Zimbabwe’s opposition Democratic Assembly for Restoration and Empowerment (DARE), see the trend of growing slums here as a result of government failure. “The perpetual rise of slum settlements in Africa testifies to persistent failure by governments here to invest in both rural and urban development,” Dzikiti told IPS.

African civil society leaders blame rising unemployment on the continent for the continuing rise in the number of slums. “Be it in cities or remote areas, slums in Africa are a result of huge numbers of jobless people who hardly have the means to upgrade their own dwellings,” Precious Shumba, director of the Harare Residents Trust in Zimbabwe, told IPS.

In order to reverse the trend of growing slums across the continent, Shumba said, “local authorities in African countries should strike a balance in developing both rural and urban areas, creating employment so that people stop flocking to cities in huge numbers in search of jobs.”

African slum-dwellers like South Africa’s Tshabalala accuse city authorities of ignoring the mushrooming of informal settlements for selfish reasons.

“Slums here are sources of cheap labour that keeps the wheels of industry turning, which is why local authorities are not concerned about our living standards because they [local authorities] are getting more and more revenue from firms thriving on our sweat,” Tshabalala told IPS.

Meanwhile, rising slum settlements in Africa are also having a knock-on effect for other development goals in the education and health sectors for example.

“The United Nations Millennium Development Goal of universal attainment of primary education for all by the end of this year is certainly set to be missed by a number of countries here in Africa, especially as many of these sprouting slum settlements have no schools to help the children growing in the communities get any education,” a senior official in Zimbabwe’s Ministry of Primary and Secondary Education told IPS on the condition of anonymity for professional reasons.

At the same time, “there are often no toilets, no water and no clinics in most slum-dwelling areas here, exposing people to diseases, consequently derailing the MDG of halting the spread of HIV/AIDS and other diseases in informal settlements,” Owen Dliwayo of the Youth Dialogue Action Network, a lobby group in Zimbabwe, told IPS.

Edited by Phil Harris   

The European Commission is calling for SDGs to address poverty eradication and sustainable development together in three dimensions – economic, social and environmental. Photo credit: UNFPA Sudan

By Ramesh Jaura
BRUSSELS, May 5 2015 (IPS)

In the run-up to the international Conference on Financing for Development from Jul. 13 to 16 in Addis Ababa, Ethiopia, the European Union has called for a “true paradigm shift” in global development cooperation.

The Addis Ababa conference will be followed by the U.N. post-2015 Summit in New York and the Climate Change conference in Paris in December. “These meetings will define our future and will set the level of ambition of the international community for the years and decades to come,” according to European Union Commissioner for International Cooperation and Development Neven Mimica.

The Addis Ababa conference on development financing in July and the Paris climate conference in December offer a “once in a lifetime” opportunity “to end poverty, achieve shared prosperity, transform economies, protect the environment, promote peace and ensure the respect of human rights” – Neven Mimica, European Union Commissioner for International Cooperation and Development
This, Mimica believes, offers a “once in a lifetime” opportunity “to end poverty, achieve shared prosperity, transform economies, protect the environment, promote peace and ensure the respect of human rights.”

The European Commission, which represents the interests of the 28-nation European Union, believes that the sustainable development goals (SDGs) to be agreed in New York in September should not only cover “traditional” development challenges such as poverty, health and education, but go much further and address poverty eradication and sustainable development together in three dimensions – economic, social and environmental.

The Commission is pleading for “moving towards a universal agenda”. This means that the goals and targets to be agreed in New York will apply to all countries, challenging them to achieve progress domestically, while contributing to the global effort. “Such a far-reaching agenda can only be delivered through a true global partnership,” said Mimica.

The E.U. Development Commissioner is backed by an eminent group of experts from Finland. France, Germany and Luxembourg, who have authored the fifth edition of the European Report on Development (ERD), which focuses on ‘Combining Finance and Policies to Implement a Transformative post-2015 Development Agenda’.

Mimica wants the agenda to serve to mobilise action by all countries and stakeholders at all levels: governments, private sector and civil society, all of which would need to play their part.

The key message of the ERD report, launched on May 4, is that policy and finance go together and that they are both crucial to implement a transformative post-2015 development agenda.

Based on existing evidence and specific country experiences, the report shows that finance alone is not enough – it seldom reaches the intended objectives, unless it is accompanied by complementary policies, the right combination of financing and enabling policies, says the report.

According to Mimica, “the findings and analysis contained in the report provide a most valuable research-based contribution to the debate, particularly in view of the Addis Conference on Financing for Development – but also beyond”.

“In this crucial year for international development cooperation, the 2015 European Report on Development can serve as a key point of reference, not just for the European Union, but for the international community at large,” Mimica said at the launching of the report.

The findings of the report are in line with three major guidelines which would drive the E.U. Commission’s action to implement the new development agenda:

• if it is not sustainable, it is not development
• if it is not resilient, it is not development
• if it is without women, it is not development

In many ways, the report complements and supports the work of the Commission in advocating a comprehensive approach to the means of implementation for the post-2015 development agenda. At the same time, it challenges the Commission to keep pushing our thinking forward, said Mimica.

The significance of the report is underlined by the fact that the European Union as a whole has consistently remained the biggest global aid donor, even in times of significant budgetary constraints.

According to latest figures, the European Union’s collective official development assistance (ODA) (by E.U. institutions and member states) has increased to Euro 58.2 billion (up by 2.4 percent from 2013) – growing for the second year in a row, and reaching its highest nominal level to date. Collective European Union ODA represented 0.42 percent of E.U. gross national income (GNI) in 2014.

A 0.7 percent ODA/GNI target was formally recognised in October 1970  when the U.N. General  Assembly adopted a resolution including the goal that “each economically advanced country will progressively increase its official  development  assistance  to  the  developing  countries  and  will  exert  its  best  efforts  to  reach  a minimum net amount of 0.7 percent of its gross national product at market prices by the middle of the decade.”

To date, the target has not been achieved but it has been repeatedly re-endorsed at the highest level at international aid and development conferences.

“We are committed to playing our full part in all aspects of the post-2015 agenda, including means of implementation,” Mimica stressed.

He added: “In our February Communication [on a Global Partnership for Poverty Eradication and Sustainable Development after 2015], the Commission was very clear. We proposed to the Member States a collective E.U. re-commitment to the 0.7 ODA/GNI target – and we hope indeed that there will be agreement amongst Member States on this ahead of Addis.”

Official development assistance will certainly remain important in a post-2015 context – in particular for the least developed countries (LDCs), according to Mimica.

“At the same time, we expect other partners – including other developed economies and emerging actors – to also contribute their fair share. The efforts of the European Union alone will not be enough.”

Aware that this is a rather controversial issue, he added: “To be able to speak of an ambitious outcome in Addis and New York, we will all need to raise our level of ambition. The EU is ready to engage with all partners to achieve this. We have been active and constructive in the negotiations so far, and we will continue to do so, taking a responsible, bridge-building approach.”

Edited by Phil Harris    

By Joaquín Roy
MIAMI, Apr 14 2015 (IPS)

U.S. President Barack Obama has earned a place in history for taking the first steps towards rectifying a policy that has lasted over half a century without ever achieving its primary goal of ending the Castro regime in Cuba.

At the Seventh Summit of the Americas, held in Panama City Apr. 10-11, Obama set aside the tortuous negotiations with his Cuban counterpart Raúl Castro and the impossible pursuit of consensus with his domestic opponents. Going out on a limb, he made an unconditional offer. He knew, or he sensed, that Castro would have no option but to accept.

Joaquín Roy

The Cuban economy is on the verge of collapse and the regime is receiving subtle pressure from a population that has already endured all manner of trials.

Signs of weakening in Venezuela, its protector, with which it exchanged social favours (in the fields of health and education) for subsidised oil, are gathering like hurricane storm clouds over the Raúl Castro regime

Instead of shaking the tree to knock the ripe fruit to the ground, Obama chose to do the unexpected: to prop it up and instead encourage its survival.

Obama is committing to stability in Cuba as the lesser evil, compared with sparking an internal explosion, with conflict between irreconcilable sectors and the imposition of a military solution more rigid than the current level of control. Washington knows that only the Cuban armed forces can guarantee order. The last thing the Pentagon aspires to is to take on that unenviable role.

Thus, between underpinning the Raúl Castro government and the doubtful prospect of attempting instantaneous transformation, the pragmatic option was to renew full diplomatic relations and, in the near future, lift the embargo.

Raúl Castro, for his part, yielded ground on the oft-repeated demand for an end to the embargo as a prior condition for any negotiations, and has responded wisely to the challenge. He contented himself with the consolation prize of reviewing the history (incidentally, an appalling one) of U.S. policy towards Cuba, in his nearly one-hour speech at the Summit.

“Obama is committing to stability in Cuba as the lesser evil, compared with sparking an internal explosion, with conflict between irreconcilable sectors and the imposition of a military solution more rigid than the current level of control”
To sugar the pill, however, he generously recognised that Obama, who was not even born at the time of the Cuban Revolution, shares no blame for the blockade. In this way, Castro contributed decisively to Obama’s triumph at the summit.

Venezuelan President Nicolás Maduro has emerged from this inter-American gathering as the clear loser. The key to his failure was not having calculated his limitations and having undervalued the resources of his fellow presidents. Initially, Maduro logically exploited Obama’s mistake in decreeing that Venezuela is a “threat” and imposing sanctions on seven Venezuelan officials.

A large number of governments and analysts criticised the language used in the U.S. decree. In the run-up to the summit, Obama publicly recanted and admitted that Venezuela is no such threat to his country.

Maduro’s weak showing at the Summit was due to a combination of his own personality, the reactions of important external actors (significantly distant from the United States), the weak support of many of his traditional allies or sympathisers in Latin America, and the absence of unconditional support from Cuba.

It should be noted that the United States barely made its presence felt over this issue, although U.S. State Department counsellor Thomas Shannon made an effort to smooth over Maduro’s excesses and visited the Venezuelan president in Caracas ahead of the summit.

Maduro’s actions were already burdened by the imprisonment of a number of his opponents on questionable charges. As a result, protests spread worldwide, especially in Latin America, but also in Europe.

A score of former Latin American presidents signed a protest document which was presented at the summit.

Although these former presidents might be regarded as conservative and liberal, they were joined by former Spanish president José María Aznar (a notorious target of attacks by the late Venezuelan president Hugo Chávez and, afterwards, Maduro himself) and former Spanish socialist president Felipe González, who offered to act as defence lawyer for Antonio Ledezma, the mayor of Caracas, who is one of those imprisoned by the Venezuelan regime.

Maduro’s attempt to have a condemnation of the U.S. decree included in the summit’s final communiqué ended in another defeat. Although efforts were made to eliminate direct mention of the United States, the outcome was that the summit issued no final declaration because of lack of consensus.

In spite of the loquacity of its partners and protégés in the Bolivarian Alliance for the Peoples of Our America (ALBA), Venezuela’s Latin American supporters showed caution and avoided direct confrontation with Washington.

The same was evidently true of the Caribbean countries; fearful of losing supplies of subsidised Venezuelan oil, they made their request to Obama for preferential treatment by the United States at the meeting of the Caribbean Community (CARICOM) in Jamaica earlier in the month.

But Maduro’s main failure was not realising that Raúl Castro would have to choose between fear of diminished supplies of cheap Venezuelan crude and rapprochement with Washington. It remains unknown how Cuba will be able to continue supplying Cuban teachers and healthcare personnel to Venezuela, until now the jewel in the crown of the alliance between Havana and Caracas in the context of ALBA.

Translated by Valerie Dee/Edited by Phil Harris   

The views expressed in this article are those of the author and do not necessarily represent the views of, and should not be attributed to, IPS – Inter Press Service. 

Joaquín Roy can be contacted at jroy@Miami.edu

Excerpt:

By Fredrik S. Heffermehl and Tomas Magnusson
OSLO, Apr 10 2015 (IPS)

The Nobel Peace Prize is about to bow out to critics. As of Jan. 1, the Oslo-based Norwegian Nobel Committee that selects the winners has a new secretary, Olav Njølstad, who announced that “changes loom” in a recent interview.

However, Njølstad added, the changes “will not be dramatic”, making it unlikely that they will satisfy the full makeover demanded by The Nobel Peace Prize Watch, a newly-formed advocacy group wishing to reverse and undo international militarism.

Fredrik S. Heffermehl

In a letter sent in February to the Nobel Prize awarders, the group pointed to the purpose Alfred Nobel actually had in mind and presented a selection of candidates among the 276 nominated for the 2015 prize who are actually qualified to win. The Nobel Prize awarders have promised to respond to the letter, which, along with the valid candidates, is posted on the group´s website.

The group has chosen to ignore the wishes of the Nobel Committee that has a policy of strict secrecy around candidates and the selection process. By publishing, for the first time, the full nominations of the 25 “valid candidates”, the group has made it possible for everyone to see what types of peace work Nobel actually intended the prize to promote and its “imperative urgency” in the current period.

For over one hundred years, the secrecy rule has shielded the awarders from being held responsible for its neglect of the true Nobel “champions of peace” and they have been able to get away with assertions that the winners Nobel had in mind no longer exist.

According to the group this is untrue. It says that the committee ignores the simple, indisputable – and never disputed – evidence showing that when he designated his prize to the “champions of peace”, Nobel “meant the movement and the persons who work for a demilitarised world, for law to replace power in international politics, and for all nations to commit to cooperating on the elimination of all weapons instead of competing for military superiority.”

Tomas Magnusson

To make the prize comply with its actual purpose will require a dramatic change of the award policy. The Nobel Peace Prize Watch therefore doubts that the impending changes, described as “undramatic”, will be sufficient to satisfy the legislation on wills and foundations and the decisions of two public agencies in Sweden tasked with overseeing that foundations spend their funds in accordance with the law.

Even if the nominations are secret, The Nobel Peace Prize Watch was able to identify 24 names properly nominated for the 2015 prize. The list of valid candidates for 2015 is dominated by Americans and by people involved is nuclear disarmament, with nominees like Japanese hibakusha (nuclear survivors) Samiteru Taniguchi and Setsuko Thurlow; U.S. lawyer Peter Weiss and the International Association of Lawyers against Nuclear Arms (IALANA), David Krieger and the Nuclear Age Peace Foundation.

Further candidates are David Swanson, the U.S. activist for full disarmament; whistleblowers Kathryn Bolkovac, Daniel Ellsberg, Chelsea Manning and Edward Snowden, all from the United States; veteran organisers of a law-based world order, such as lawyers Benjamin Ferencz and Richard Falk, also from the United States; and the Womens´ International League for Peace and Freedom, formed during the First World War.

It seems as if Norwegian politicians, imbued in Western militarism and loyalty to the North Atlantic Treaty Organisation (NATO), are unable to understand Nobel´s idea of peace: to liberate the nations of the world from weapons, warriors and war. The idea to be supported by his will was that all nations must cooperate on disarmament.

Laureates like U.S. President Barack Obama in 2009 and the European Union in 2012 both believe in military means and clearly are not the type of winners to whom Nobel dedicated his award.

If the world succeeded in realising the Nobel peace plan, this would release enormous funds to cater to human needs. It would cost only a tiny fraction of the world´s military expenditure to secure everyone access to food, clean water, housing, education, health care. It would become possible to secure decent circumstances for all people, all over the globe, poor and rich, East and West, North and South – and make them more secure in the bargain.

To a realist it must be obvious that a world filled with weapons and warriors, even nuclear weapons, is inherently an unsafe world.

In the letter requesting changes, The Nobel Peace Prize Watch refers to basic rules of law regarding wills and foundations and furthermore invokes decisions passed by two Swedish public agencies during the last few years.

The authorities expect the purpose of the Nobel testament to be respected and also that the Nobel Foundation in Stockholm will keep its Norwegian sub-committee for the peace prize under strict and effective supervision and also refrain from paying the prize amount to a winner outside the purpose Nobel actually had in mind.

The Norwegian Nobel Committee, elected by the Parliament of Norway, now has until Apr. 17 to decide whether it will serve the great mandate that Nobel entrusted to it, to illuminate and promote the vision of preventing future war by what Nobel in his will called “creating the brotherhood of nations”.

Governments and citizens all over the world should unite in demanding that Norwegian parliamentarians respect Nobel and help liberate us all from the very dangerous common enemy called militarism. (END/IPS COLUMNIST SERVICE)

Edited by Phil Harris    

The views expressed in this article are those of the author and do not necessarily represent the views of, and should not be attributed to, IPS – Inter Press Service. 

* Fredrik S. Heffermehl is a Norwegian lawyer, former Vice President of the International Peace Bureau (IPB) and author of Peace is Possible and The Nobel Peace Prize: What Nobel Really Wanted. Tomas Magnusson is a Swedish civil servant in immigration and integration issues, and former president of the International Peace Bureau (IPB). The two are founding members of the Lay Down Your Arms Association and organisers of The Nobel Peace Prize Watch

Excerpt:

For Cherie Blair (left), founder of the Cherie Blair Foundation for Women and wife of former British Prime Minister Tony Blair, “empowering women and girls to access education isn’t an option, isn’t a nice thing to do, it’s an imperative”. Credit: A.D. McKenzie/IPS

By A. D. McKenzie
PARIS, Feb 26 2015 (IPS)

Providing women with greater access to mobile technology could increase literacy, advance development and open up much-needed educational and employment opportunities, according to experts at the fourth United Nations’ Mobile Learning Week conference here.

“Mobile technology can offer learning where there are no books, no classrooms, even no teachers. This is especially important for women and girls who drop out of school and need second chances,” said Phumzile Mlambo-Ngcuka, Executive Director of UN Women.

The agency, which focuses on gender equality and the empowerment of women, joined forces with its “sister” organisation, the U.N. Educational, Scientific and Cultural Organisation (UNESCO) to host the Feb. 23-27 conference this year.“Mobile technology can offer learning where there are no books, no classrooms, even no teachers. This is especially important for women and girls who drop out of school and need second chances” – Phumzile Mlambo-Ngcuka, Executive Director of UN Women

The aim, UNESCO said, was to give participants a venue “to learn about and discuss technology programmes, initiatives and content that are alleviating gender deficits in education.”

Participants from more than 70 countries shared so-called best practices and presented a range of initiatives to address the issue, including reducing the costs of access to mobile services in some developing countries, and providing training and free laptops to women teachers in countries such as Israel.

“There is still a persistent gender gap in access to mobile technology,” said keynote speaker Cherie Blair, founder of the Cherie Blair Foundation for Women and wife of former British Prime Minister Tony Blair.

In an interview on the side-lines of the conference, she told IPS that “anything that encourages the education of girls is important” and that it was “particularly significant” that UNESCO and UN Women had joined forces to work together in this area to achieve results.

“We need to encourage women to use technology and we also need to involve men to provide support,” Blair said. She cited research showing that a woman in a low- or middle-income country is 21 percent less likely than a man to own a mobile phone. In Africa, the figure is 23 percent less likely, and in the Middle East and South Asia 24 percent and 37 percent respectively.

“The reasons women cite for not owning a mobile phone include the costs of handsets and data plans, lack of need and fear of not being able to master the technology,” Blair said.

Yet, according to the International Telecommunications Union (ITU), mobile phones are the “most pervasive and rapidly adopted technology in history”, with six billion of the world’s seven billion people now having access.

If there existed gender parity in this access, women could benefit from the technology in a number of ways, including getting information about healthcare and other services, experts said.

They could also potentially follow massive open online courses (MOOCS) such as those offered by an increasing number of universities and other institutions, despite on-going controversy about their benefits. Currently, the majority of students enrolled in MOOCs are men, and often from wealthy backgrounds, surveys suggest.

Whether women live in low-income or rich countries, learning how to use technology could have future benefits especially regarding employment, said Mark West, a UNESCO project officer.

“Ninety percent of jobs in the future are going to require ICT skills,” he told IPS in an interview. “So any idea that it’s not socially or culturally acceptable for women to use technology is extremely dangerous.”

He said the fact that 25 percent fewer women than men currently access the Internet “was alarming” and that changes needed to occur early in education so that girls were not left out of future jobs.

“We don’t often realise how gendered our perceptions of technology are,” he added. “Women are taught from a young age to not like technology, taught that maths and science are not for them, and this is a big problem.”

At university level, only about 20 percent of female students are pursuing careers in computer science, and in the technology sector, only six percent of CEOs are women, according to the ITU.

“We should do more to get women in STEM fields,” said Doreen Bogdan, ITU’s Chief of Strategic Planning and Membership Department, referring to the academic disciplines of science, technology, engineering and mathematics.

Some participants highlighted current programmes to keep girls interested in science, such as camps run by the California-based semiconductor company Qualcomm, which brings sixth-grade female students together to learn coding and tech skills, and does follow-up work with them as they continue their education.

“All of the tech companies are fighting for the same talent pool and there are not enough females in that talent pool because not enough girls are studying it,” said Angela Baker, a senior manager at Qualcomm.

“There’s a ton of research that shows that when you have more women in the industry, companies tend to do better … so we have a vested interest in building that pipeline of girls and women,” she told IPS.

Apart from the STEM fields, girls have made great strides in education over the past 30 years, but there is “still a long way to go,” said experts, who cited U.N. figures showing that globally there are seven girls to every 10 boys in school.

Both UNESCO Director General Irina Bokova and Cherie Blair described education as a “human rights imperative” as well as a development and security imperative.

They stressed that the goal of achieving gender equality in education will continue for the post-2015 development agenda, and that technology has an important role to play.

“Empowering women and girls to access education isn’t an option, isn’t a nice thing to do, it’s an imperative,” Blair said.

Edited by Phil Harris    

Children having a daily lunch meal at a kindergarten in a poor community in Salvador, Bahia. Brazil's National School Feeding Programme is an example of one of the far-reaching programmes implemented in line with the Millennium Development Goals (MDGs). Credit: Carolina Montenegro/WFP

By Daniel Balaban
BRASILIA, Jan 29 2015 (IPS)

With the current Millennium Development Goals (MDGs) expiring at the end of this year to be replaced by the Sustainable Development Goals (SDGs) which will set priorities for the next fifteen years, 2015 will be a crucial year for the future of global development.

As a country with an outstanding performance in reaching the MDGs, Brazil can play an important role in shaping and achieving the SDGs.

Extensive consultations with governments and civil society have been held in recent years, and consensus around many issues has been established and channelled into a series of documents that will now guide the final deliberations on the exact content of the SDGs. September 2015 has been set as deadline for their endorsement by U.N. member states.

Daniel Balaban, Director of WFP’s Centre of Excellence against Hunger. Credit: Carolina Montenegro/WFP

A Working Group has identified 17 goals encompassing issues such as poverty, hunger, education, climate change and access to justice. While some of these topics were already covered by the MDG framework, there is a new set of goals with emphasis on the preservation of natural resources and more sustainable living conditions, meant to reverse contemporary trends of overuse of resources and destruction of ecosystems.

As governments quickly move to adopt the SDGs, they must capitalise on what has been achieved with the MDGs to secure new targets that will go beyond the lowest common denominator.

Brazil has a compelling track record in achieving the current MDGs, and it can use its experience to influence the final negotiations of the SDGs towards ambitious targets.

The country has already reached four of the eight targets – eradication of extreme poverty and hunger, achieving universal primary education, promoting gender equality and combating HIV – and it is likely to achieve the remaining targets by the end of the MDG deadline.“As governments quickly move to adopt the SDGs, they must capitalise on what has been achieved with the MDGs to secure new targets that will go beyond the lowest common denominator”

Through a set of innovative and coordinated policies, Brazil has tackled these different areas and demonstrated that it is possible to radically decrease poverty and hunger within a decade, giving special attention to the most vulnerable groups.

The National School Feeding Programme, for example, is one of the far-reaching programmes implemented so far. In 2009, the existing policy was upgraded to recognise school feeding as a right, whereby all students of public schools are entitled to adequate and healthy meals, prepared by nutritionists and in accordance with local traditions.

At least 30 percent of the food used to prepare these meals must be procured from local producers, with incentives to the purchase of organic produce.

The programme also devotes additional resources to schools with students of traditional populations, often exposed to food insecurity.

Another feature of the policy is the participation of civil society through local school feeding councils, which oversee the implementation of the programme, as well as financial reports produced by municipalities.

Altogether, the programme tackles a wide range of issues, combining action to combat hunger, ensure adequate nutrition (including of the most vulnerable groups), support local farmers and involve civil society, in line with principles of inclusion, equity and sustainability, which are also guiding principles of the future SDGs.

It is a good example of how the incorporation of innovative features to existing policies can result in more inclusion and sustainability while optimising resources.

As it occupies a more prominent role on the world stage, Brazil has been active in promoting such policies in multilateral fora, in addition to investing in South-South cooperation to assist countries to achieve similar advances.

The WFP Centre of Excellence against Hunger is the result of such engagement. In the past three years, the Centre been supporting over 30 countries to learn from the Brazilian experience in combating hunger and poverty.

Brazil is now in a position to showcase tangible initiatives during the SDGs negotiations to prove that through strong political commitment it is possible to build programmes with impact on a range of areas.

Such multi-sectorial action and articulation will be required if countries around the globe are determined to tackle humanity’s most urgent needs related to hunger, adequate living standards for excluded populations, and development, while reversing the trend of climate change and unsustainable use of natural resources.

The world is at a crossroads for ensuring sustainability. If the right choices are not made now, future generations will pay the price. However daunting the task may be, this is the moment to do it.

Edited by Phil Harris   

The views expressed in this article are those of the author and do not necessarily represent the views of, and should not be attributed to, IPS – Inter Press Service. 

* Daniel Balaban, an economist, is the Director of World Food Programme’s (WFP) Centre of Excellence against Hunger. He has also led the Brazilian national school feeding programme as President of the National Fund for Education Development (FNDE), which feeds 47 million children in school each year. In 2003, he served as the Special Advisor to the Secretary of the Council of Economic and Social Development under the Presidency of the Federative Republic of Brazil.

Excerpt:

In the wake of last week’s attack on French satirical weekly Charlie Hebdo that left 12 people dead, a heated battle of opinion is being waged in France and several other countries on the issue of freedom of expression and the rights of both media and the public.

On one side are those who say that freedom of expression is an inherent human right and a pillar of democracy, and on the other are representatives of a range of views, including the belief that liberty comes with responsibility for all sectors of society.

“I’m worried when one talks about our being in a state of war,” said John Ralston Saul, the president of the writers group PEN International, who participated in a conference here Jan. 14 on “Journalism after Charlie”, organised by the United Nations Educational, Scientific and Cultural Organization (UNESCO).

“The war against fundamentalists isn’t going to work,” he said, arguing that education about freedom of expression has to start at a young age so that people know that “you have to have a thick skin” to live in a democracy.“Ignorance is the biggest weapon of mass destruction, and if ignorance is the problem, then education is the answer” – Nasser David Khalili, Iranian-born scholar and philanthropist

PEN International, which promotes literature, freedom of expression and speaks out for “writers silenced in their own countries”, has strongly condemned the attacks on Charlie Hebdo, but the organisation is also worried about how politicians are reacting in the aftermath.

It called on governments to “implement their commitments to free expression and to desist from further curtailing free expression through the expansion of surveillance.”

In the Jan. 7 assault, two hooded gunmen gained access to the offices of Charlie Hebdo during an editorial meeting and opened fire, killing cartoonists, other media workers, a visitor and two policemen. The attackers were in turn killed by police two days later, after a huge manhunt in the French capital, where related attacks took place Jan. 8 and 9.

In the other acts, a gunman killed a young female police officer and later held hostages at a kosher supermarket, where police said he murdered four people before he was killed by the security forces.

Charlie Hebdo had been under threat since 2006 when it republished controversial Danish cartoons of the prophet Muhammad originally published in 2005, and in 2011 its offices were firebombed after an edition that some groups considered offensive and inflammatory.

Several critics accused the magazine of Islamophobia and racism, while the cartoonists defended their right to lampoon subjects that included religious leaders and politicians.

Before the attacks, the magazine’s circulation had been in decline, with readers apparently turned off by the crudeness of the drawings, but the publication is now being given wide moral and financial backing.

More than three million people of different ethnicities and faiths marched in Paris and other cities last Sunday in support of freedom of expression, including some 40 world leaders who joined French government representatives.

Among those marching, however, were officials from many countries active in “restricting freedom of expression”, according to PEN International and other groups. “This includes murders, violence and imprisoned writers on PEN’s Case List. These leaders, when at home, are part of administrations which are serious offenders,” said the organisation.

Saul told IPS that in the last 14 years, PEN International has noted a “shrinking in freedom of expression” in Western countries, “not only of writers and journalists but of citizens”. He said that the main problem for the organisation was impunity.

While everyone condemned the Charlie Hebdo attacks, some participants at the UNESCO conference argued that the media need to act more responsibly, especially as regards the portrayal of minority or marginalised communities.

As the debates took place, the latest edition of the magazine was being distributed, with another cover portraying Muhammad, this time holding a placard saying “Je Suis Charlie” and with the caption “All is forgiven”.

“The media must mediate and refrain from the promoting of stereotypes,” said French senator Bariza Khiari, in a segment of the conference debate titled “Intercultural Dialogue and Fragmented Societies”.

She said that most adherents of Islam were “quietly Muslim”, keeping their religion to themselves while respecting the secular values of the countries where they live. “But we have to recognise the existence and importance of religion as long as religion does not dictate the law,” she argued.

Khiari told IPS that the radicalisation of some French youth was taking place because of their hardships in France and the humiliation they faced on a daily basis. These include Islamophobia, joblessness and stops by the police.

The senator said she hoped that young people as well as the media would reflect on what had happened and draw some lessons that would result in positive advances in the future.

Annick Girardin, the French Secretary of State for Development and Francophonie, said that democracy meant that all newspapers of whatever belief or political learning could publish in France and that people have access to legal avenues. But she acknowledged that there was a failure of integration of everyone into society.

Regarding the protection of journalists, UNESCO Director-General Irina Bokova told IPS that “now was the time” for the United Nations and particularly UNESCO “not just to reaffirm our commitment to freedom of expression” but to consider other initiatives.

“Something that is probably not so well known to the general public is that we are constantly in contact with governments where these cases (attacks on journalists) have happened in order to remind them of their responsibilities and asking for information on the follow-up measures, and I would say that even if they are not spectacular, we’ve still seen more and more governments who are taking this seriously.”

Alongside journalists and cartoonists, the UNESCO conference included Jewish, Muslim and Christian representatives who called on the state to do more to educate young people about the co-existence of secular and religious values and ways to live together in increasingly diverse societies.

“Ignorance is the biggest weapon of mass destruction, and if ignorance is the problem, then education is the answer,” said Nasser David Khalili, an Iranian-born scholar and philanthropist who lives in London.

One topic overlooked however was the less discernible attacks on journalists, in the form of press conglomeration, cuts in income and a general lack of commitment to quality journalism.

“Freedom of expression has no meaning when you can’t find a job and when media is controlled by big groups,” said a former journalist who left the conference early.

Edited by Phil Harris

Ahmad (right), a 19-year-old student of engineering and one of Bab Al-Tabbaneh’s fortunate young people, chatting with a friend. He has been able to go to university, thanks to a grant from the Ruwwad Al Tanmeya NGO. Credit: Oriol Andrés Gallart/IPS

By Oriol Andrés Gallart
TRIPOLI, Lebanon, Jan 10 2015 (IPS)

“People get used to war. During the last battle, children were still coming to play. Can you imagine, a seven-year-old boy running through the bullets just to play video games,” says Mohammad Darwish, a calm man with a curled beard framing his face.

Sitting behind the counter of his cybercafé, located in one of the main streets of the Bab Al-Tabbaneh neighbourhood in this northern Lebanese city, Darwish says that his young customers have resigned themselves to the persistence of armed conflicts.“People get used to war. During the last battle, children were still coming to play. Can you imagine, a seven-year-old boy running through the bullets just to play video games” – Mohammad Darwish, owner of a cybercafé in the Bab Al-Tabbaneh neighbourhood of Tripoli

Despite their age, they are pretty sure that clashes – which have become routine here over the past six years – will erupt again sooner or later. Even when calm reigns, the shelled and bullet-riddled buildings in Tabbaneh stand as a reminder of previous clashes.

The last eruption of violence was in late October 2014. Clashes between the army and local Sunni gunmen paralysed Tripoli for three days and destroyed part of the historic old city, leaving at least eight civilians, 11 soldiers and 22 militants dead. The army now controls Tabbaneh, with soldiers and tanks deployed on every street corner.

Curiously, flags and posters of the Islamic State (IS) can be seen displayed in houses and shops.

“I support IS [Islamic State] and the [Al-Qaeda-affiliated] Jabhat Al-Nusra (JN)”, says 19-year-old unemployed Hassan with a smile, explaining that he thinks IS will give him rights “to have a job, to live peacefully according to Islamic precepts, to move freely.”

Tabbaneh is probably the hardest neighbourhood to grow up in the whole of Tripoli. Despite being the second largest city in Lebanon, barely 80 kilometres north of Beirut, policy neglect by various central governments has left this Sunni-majority city suffering from alarming poverty, unemployment and social exclusion, and Tabbaneh is one of its poorest and most marginalised areas.

Seventy-six percent of Tabbaneh inhabitants live below the poverty line, according to a study on ‘Urban Poverty in Tripoli’, published in 2012 by the U.N. Economic and Social Commission for Western Asia (ESCWA).

These circumstances, aggravated by the political exploitation of sectarianism within a very conservative society, have fuelled the frequent rounds of violence, mainly between Tabbaneh and the neighbourhood of Jabal Mohsen.

A giant poster on a balcony in Bab Al-Tabbaneh in memory of a young boy killed during clashes in the neighbourhood. Credit: Oriol Andrés Gallart/IPS

Both neighbourhoods are separated just by one street, but while Bab Al-Tabbaneh inhabitants are mostly Sunni (like the main Syrian rebel groups), most of Jabal Mohsen’s inhabitants are Alawites (the same sect as Syrian President Bashar al-Assad).

This sectarianism has determined a rivalry that dates back to the Syrian occupation of Lebanon which began in 1976 and ended in 2005, but which has turned violent again since 2008, and especially since the beginning of Syrian civil war in 2011. During the last three years, more than 20 rounds of fights have broken out in Tripoli, most of them between Tabbaneh and Mohsen militias.

“We fight to defend our people, to achieve peace,” says 19-year-old Khaled, who usually works in a bakery but also belongs to a local militia. But Ahmad, who is of the same age, is sceptical: “People fight because they don’t have money or work.”

Ahmad is studying engineering, thanks to a grant provided by Ruwwad Al Tanmeya, a regional NGO that works in the area through youth activism, civic engagement and education. Because his father served in the army, the state paid the major part of his school fees when he was younger and he was able to study in private schools outside Tabbaneh.

Hoda Al-Rifai, a Ruwwad youth officer, agrees with Ahmad: “Many families don’t have incomes. Whenever the conflict starts, the fighters get paid. And these fighters also give money to children to fulfil specific tasks. They can have three dollars a day and this is better than going to school. Their parents also think this way.”

Stereotypes also contribute to make things hard for Tabbaneh’s youth – including finding a job outside the neighbourhood – and shape their personality, explains Hoda. “When we started, the youth had no self-confidence. The media do not produce an image of these neighbourhoods as areas where you can find brilliant young men, willing to study. They just underline the clashes and all kinds of negatives things.”

“There are no members of JN or IS here,” Darwish tells IPS, adding that many in Tabbaneh see the IS flags as a way of showing dissatisfaction over the government’s alleged abandonment of the Sunni community and specifically of Tabbaneh.

“This is not a religious conflict but political. When politicians want to send a message to each other, they pay for clashes here,” adds Darwish’s 49-year-old aunt, veiled and dressed completely in black. “In this city, you can give 20 dollars to a boy so he starts a war,” explains Darwish.

Nevertheless, various studies have found that only a small percentage of the estimated up to 80,000 Tabbaneh inhabitants take part in combats, and Sarah Al-Charif, Lebanon director of Ruwwad, stresses the immediate improvements observed in Tabbaneh and Mohsen youths who participate in the NGO’s projects.

“They become aware of their shared interests, values and pain,” she says. “They became more open-minded, especially the girls.”

For Sarah, in addition to public investment and job opportunities, any solution must include awareness and education, to which Hoda adds: “First of all, citizens need to understand why the clashes take place.”

(Edited by Phil Harris)

Primary school children like the ones pictured here in Zimbabwe's capital Harare often drop out of school, casting doubts on this Southern African nation's capacity to achieve universal primary education for all by December 2015. Credit: Jeffrey Moyo/IPS

By Jeffrey Moyo
HARARE, Dec 24 2014 (IPS)

Zimbabwe boasts of one of the highest rates of literacy across Africa but, but without free primary education, achieving universal primary education here may remain a pipe dream, educationists say.

It would also defeat Zimbabwe’s quest to reach the United Nations Millennium Development Goals (MDGs) by the deadline of 2015.

One of the MDGs requires countries the world over to achieve universal primary education by the end of 2015 and reintroduce free primary education. But more than 34 years after gaining independence from Britain, educationists say Zimbabwe is far from attaining universal primary education for all.

“Hordes of pupils enrolled in schools after independence at a time the Zimbabwean government made education free at primary school level,” Thabo Hlalo, a retired educationist from Zimbabwe’s Midlands Province, told IPS.“Without free primary education, school attendance has become intermittent, meaning that achieving universal primary education in line with the U.N. MDGs may remain imaginary for Zimbabwe” – Thabo Hlalo, retired educationist from Zimbabwe’s Midlands Province

”But now without free primary education, school attendance has become intermittent, meaning that achieving universal primary education in line with the U.N. MDGs may remain imaginary for Zimbabwe.”

At independence in 1980, the Zimbabwean government abolished all primary school tuition fees, but they have now crept in and crept up. Parents not only contend with fees that they cannot afford but also with expensive essentials like notebooks and uniforms.

Early this year, Zimbabwe reportedly approached the United Kingdom for funds to help cover fees for an estimated one million pupils who would otherwise be forced out of school. The cash-strapped government said it was unable to finance its Basic Education Assistance Module (BEAM), a scheme meant for poor children.

The U.K. government provided 10 million dollars from its Department for International Development but warned it may be the last contribution.

The school fees have been defended by Zimbabwe’s Education Minister Lazarus Dokora, who has gone on record as saying that parents who default on the fees should be taken to court.

Dokora’s “warning” comes despite the fact that at least 95 percent of Zimbabweans voted in a referendum in March last year to adopt a new Constitution expressly granting free primary education to all. Specifically, Section75 (1) (a) of the Zimbabwean Constitution provides for the right to state-funded basic education.

Despite this constitutional provision, it is still a sad story for many children like 9-year-old Tobias Chikota from Harare’s Caledonia informal settlement located about 30km south-east of Harare, the Zimbabwean capital.

“I dropped out of school early this year because my unemployed parents couldn’t afford to pay my school feels,” Chikota, who at the time was in Primary Four, told IPS.

While it is a requirement for nations to ensure a predictable and adequate state budget allocation to education under the MDGs, civil society activists here say the Zimbabwean government seems way off the mark in terms of prioritising education.

“Despite the impending deadline for the attainment of the MDGs, our government has not been and remains inconsistent in its budgetary structures in practically directing money towards education, which may make the attainment of universal primary education for all difficult, if not impossible, by 2015,” Catherine Mukwapati, a civil society activist and director of the Youth Dialogue Action Network, a democracy lobby group in Zimbabwe, told IPS.

Earlier this year, the Zimbabwean government allocated 919 million dollars to the country’s education sector in its 2015 national budget announcement, but for Mukwapati these were “mere void commitments made on paper, hardly followed by action as customary with our government.

Through UNICEF’s Education Transition Fund (ETF), the Zimbabwean government distributed 13 million textbooks to 5,575 schools countrywide in 2010, resulting in each pupil in primary schools countrywide receiving a set of four basic textbooks.

In spite of this gesture, a 2012 report by Zimbabwe’s Parliamentary Portfolio Committee on Education found that the country’s rural teachers are overwhelmed with work, operating at a ratio of one teacher to 60 pupils, far over the government-pegged teacher-pupil ratio of one to 40.

According to Save the Children, for over 3.2 million children enrolled in primary and secondary schools in Zimbabwe, there are only about 102,000 teachers.

A UNICEF report on the Status of Women’s and Children’s Rights in Zimbabwe released in 2012 says that at least 197,000 pupils drop out of primary schools each year, a situation that development experts here say hinders Zimbabwe from achieving universal primary education for all in line with the MDGs.

“School dropouts owing to lack of school fees, mostly at primary level, are peaking up annually and, therefore, talking about Zimbabwe achieving primary education for all by 2015 is a non-starter,” independent development expert Evans Dube told IPS.

And for many parents like 43-year-old Tambudzai Chihota, a widow whose six children are out of school due to non-payment of school fees, the promise of universal primary education means little.

“My children didn’t go beyond Grade [Primary] Five here because I had no money to pay their school fees and the universal primary education you talk about may not be my business as long as my children are still without access to further education,” Chihota told IPS.

The crisis facing the education system here has also been worsened by the flight of about 20,000 teachers from the country between 2007 and 2009 at the peak of Zimbabwe’s economic crisis.

Besides extremely low salaries, the Progressive Teachers’ Union of Zimbabwe (PTUZ), a teachers’ trade union organisation in Zimbabwe, says that morale is low among teachers, negatively affecting the quality of the country’s education.

An average teacher earns 400 dollars a month, well below the poverty datum line of 511 dollars a month for an average family of five in this Southern African nation.

“Universal education may be far from being achieved here by 2015 due to poor teachers’ salaries, causing a deterioration of the quality of education,” Raymond Majongwe, Secretary General of PTUZ, told IPS.

With just over 12 months left before the deadline for achievement of the MDGs, it appears unlikely that Zimbabwe will meet the target of universal primary education for all.

(Edited by Lisa Vives/Phil Harris)

Inequality out in the open. Credit: A.D. McKenzie/IPS

By A. D. McKenzie
PARIS, Dec 12 2014 (IPS)

For years, many policy makers, including economists, have clung to the belief that if states do nothing to boost income equality, market forces will cause wealth to trickle down to the poorest citizens and contribute to overall growth.

That theory is now being increasingly debunked as experts affirm that the broadening gap in income is creating far-ranging problems for many societies.

In a new report  published on Dec. 9, researchers at the Paris-based Organisation for Economic Cooperation and Development (OECD) argue that “reducing income inequality would boost economic growth”.

Their research shows that countries where income inequality is decreasing actually “grow faster than those with rising inequality,” and the analysts would like to see governments take stronger action to reduce inequity.“Today, the richest 10 percent of the population in the OECD area earn 9.5 times the income of the poorest 10 percent; in the 1980s, this ratio stood at 7:1 and has been rising continuously ever since” – OECD

“The single biggest impact on growth is the widening gap between the lower middle class and poor households compared with the rest of society,” says the report titled ‘Trends in income inequality and its impact on economic growth’, and “education is the key: a lack of investment in education by the poor is the main factor behind inequality hurting growth.”

According to Michael Förster, a senior analyst in the OECD’s Social Policy division, one reason “the poor and lower middle classes are being left behind in unequal societies” is that they do not have the resources to spend on their own or their children’s education, compared with wealthier citizens,.

He said that governments needed to revise strategies that are based on outdated economic theories.

“The common assumption used to be that the more you did to enhance equality, the more you would hinder growth,” he argued. “So the idea was that if you take too much from the top earners, through taxes, you will have less growth. We haven’t found evidence for that. What we have found is that increasing inequality is bad for growth.”

For example, rising inequality is estimated “to have knocked more than 10 percentage points off growth in Mexico and New Zealand over the past two decades up to the Great Recession,” says the OECD.

Meanwhile, in the United Kingdom, Italy and the United States, the “cumulative growth rate would have been six to nine percentage points higher had income disparities not widened.”

OECD Secretary-General Angel Gurría said that this “compelling evidence” proves that addressing high and growing inequality is “critical to promote strong and sustained growth” and needs to be at the centre of global policy discussions.

“Countries that promote equal opportunity for all from an early age are those that will grow and prosper,” he added.

However, some scholars maintain that the consequences of inequality are hard to prove. American economist Jared Bernstein and others have pointed out that it is difficult to establish a firm connection between the inequities in education and economic growth.

These analysts acknowledge that wealthier parents do spend more overall on educational tools and “goods”, and that children from rich families often study at elite institutions in contrast to children from poor backgrounds who may attend lower-quality schools, but they have disagreed on the social or economic effects.

With the “new evidence”, OECD researchers say that the main means through which inequality affects growth is by “undermining education opportunities for children from poor socio-economic backgrounds, lowering social mobility and hampering skills development.”

“People whose parents have low levels of education see their educational outcomes deteriorate as income inequality rises. By contrast, there is little or no effect on people with middle or high levels of parental educational background,” the OECD said in a statement.

According to researchers, anti-poverty programmes will not be enough to create greater equality of opportunities in the long term.  Essential measures will include “cash transfers and increasing access to public services, such as high-quality education, training and healthcare”, the OECD says.

Förster stressed that the inequality study focused on income and not wealth. But recent discussions have centred on both, particularly in France since the election of Socialist President François Hollande in May 2012.

Soon after his election, Hollande announced plans for a 75 percent tax on all income over one million euro, and a watered-down version of the plan was approved by French courts a year ago, even as many wealthy families fled to Belgium and elsewhere.

Economists of different political colours have argued about whether the increased taxation is good for the economy, and the debate has grown more heated with last year’s publication of Capital in the Twenty-First Century by renowned French economist Thomas Piketty.

A lecturer in Paris and internationally, Piketty advocates a global tax on wealth. He has carried out studies showing that income inequality has grown in many countries, alongside 30 years of declining tax levels.

The gap is particularly marked in the United States, but even in “egalitarian” France, the top one percent earned an average of 30,000 euro monthly in 2010, compared with 1,500 euro per adult of the poorest 50 percent.

According to the OECD, a similar situation exists in many of its 34 member countries, which include European nations and others such as Mexico, Chile and the United States.

“Today, the richest 10 percent of the population in the OECD area earn 9.5 times the income of the poorest 10 percent; in the 1980s, this ratio stood at 7:1 and has been rising continuously ever since.”

Bucking the trend, income inequality has been falling in Chile and Mexico, but the incomes of the richest are still more than 25 times those of the poorest in these two countries.

The OECD’s Latin American Economic Outlook 2015, produced with regional partners and also launched on Dec. 9, focuses on the role of education and skills, and experts said more needed to be done to “raise educational standards and address persistent and substantial socioeconomic inequalities.”

Förster told IPS that the organisation hoped governments would consider the findings as a basis to change policy, “otherwise we won’t get out of the current situation.”

(Edited by Phil Harris)