Africa

Women ragpickers in Delhi scavenging through a pile of refuse for recyclable material. Credit: Dharmendra Yadav/IPS

By Daud Khan and Leila Yasmine Khan
AMSTERDAM/ROME, Jan 25 2021 (IPS)

Developing countries as a group have been growing faster than developed countries for several decades. As a result the ratio between average incomes between the two sets of countries – albeit still very large – has been shrinking.  This is good news. The other piece of good news is that over this period the number of people living in extreme poverty has also been dropping – from 1.9 billion in 1990 to about 650 million in recent years.  China has recently declared an end to extreme poverty. 

The bad news is that much of increased income and wealth in many developing countries has been concentrated at the top with relatively little going to the poor.  This includes big, fast growing countries such as China and India. 

As a result the bulk of the population in developing countries is living in a society where income inequality is increasing.  This matters for two reasons:  

• Firstly, that the increase in average GDP in the developing countries is not translating as fast as it should into generalised well-being indictors such as such as higher education, real wages, average height and life expectancy. This is very disappointing.  
• Secondly, people are not as happy as they could be.  After all happiness is impacted not just by how much they earn and consume, but also about their place in society and how they stand compared to others. The widening gap between the poor and the rich in many countries creates a sense of depravation and injustice. This makes them highly susceptible to political turbulence and instability, both of which have a high cost in terms of economic performance and wellbeing.

Is the increase in inequality an inevitable part of the development process, or at least of the early stages of growth?  Is it true that one “cannot redistribute poverty”? Is it true that rich tend to save and invest more and therefore some concentration of income and wealth is necessary to generate higher growth? Is it true that only a rich and privileged business class has the confidence and appetite for risk and innovation that is a prerequisite for development?  There is strong evidence that the answer to all the above questions is a “NO”. Growth and development can go hand in hand with reduced inequality and better living standards for the poor.

Developing countries are very much on their own in charting out a pathway out of the current situation of inequality and poverty. The developed countries that used to be on the forefront of well balanced growth have for some time abandoned this role

Historic evidence comes from Western Europe which during the early part of the last century, managed to increase wellbeing indicators in line with, or sometimes even faster, than GDP growth.

To some extent this was due to technical innovations such as those in preventive and curative medicines, but a lot had to do with improved social services in health and education, opening up to trade, social protection programmes, and increasing civil rights, particularly to minorities and vulnerable groups.

More recently, experience in several Latin America countries show how more democracy and strong social welfare programmes can reduce inequality and improve the lives of the poor. 

The need to address inequality has been made more urgent by the COVID-19 pandemic.  The past year has exacerbated inequality by increasing unemployment, cutting workers’ wages and hitting the poorest and most vulnerable communities. 

Weak social safety nets and poor public health systems have left the poor in a dramatic situation. COVID-19 has particularly hit women who have reduced access to health services and jobs. There has been a sharp increase in domestic violence against women and girls. 

Given this worsening situation, can anything be done to make growth more equitable?  Most certainly – in fact there are several things that can be done and they fall into two broad categories – more “pro-poor” growth, and well-designed social welfare programmes.  

One of the most important pro-poor policies relates to macro-economic stability. It is often not appreciated how vulnerable the poor are to inflation, recessions, overvalued exchange rates and high interest rates.  Keeping these key macro–economic variables under control is imperative. It is not going to be easy as Governments battle the COVID crisis but has to be done. 

The other major element of a pro-poor growth strategy is increasing access for the poor to the essential prerequisites for a productive life.  These include improved infrastructure that meet the needs of the poor such as clean water and sanitation, as well as improved electricity and transport services. 

Equally important are better access to health and education; and to physical and financial assets, in particular credit and land in both rural and urban areas.  Of increasingly importance is access to digital services which are an essential prerequisite to accessing new technologies and productivity growth.

Finally, it is essential that developing countries work together to maintain an open trading system which allows them to produce in line with their endowments and skill levels.  

Clearly not all the poor will be able to take advantage of the improved opportunities created by pro-poor growth.  Factors that exclude them include geographical isolation, gender bias, disabilities, ethnicity or sometimes pure and simple bad luck where things “just don’t work out”.  

Currently only a fraction of the population of developing countries has access to comprehensive social protections programmes and safety nets.  This needs to increase dramatically – not as a form of charity but as a form of social responsibility.    

Unfortunately developing countries are very much on their own in charting out a pathway out of the current situation of inequality and poverty. The developed countries that used to be on the forefront of well balanced growth have for some time abandoned this role.  

Income inequality in the developed world also started increasing in the 1980s. This happened not only in highly market oriented economies such as the USA, but also in historically egalitarian countries such as Germany, Denmark and Sweden.

And this is not just as a result of technical or market-driven changes that favour for example the “tech-giants”, but also reflects policy choices such as reduced taxes for the richest.  

The tendency for Governments in developed countries to favour the rich was exacerbated during the 2008 financial crisis where vast amounts of public money were provided in the form of support to the financial institutions and large-scale industrial enterprises considered “too big to be allowed to fail”. 

Early indications are that something similar may happen with the post-COVID recovery effort. Substantial amounts of public funds may end up going to large firms – rather than to the poor – which may exacerbate the trends towards rising inequality. 

In the coming decades, the developing countries have a historical chance not only to closing the gap in terms of average incomes gap with developed countries, but also improving the quality of this growth. 

 

Daud Khan works as consultant and advisor for various Governments and international agencies. He has degrees in Economics from the LSE and Oxford – where he was a Rhodes Scholar; and a degree in Environmental Management from the Imperial College of Science and Technology. He lives partly in Italy and partly in Pakistan

Leila Yasmine Khan is an independent writer and editor based in the Netherlands. She has Master’s degrees in Philosophy and one in Argumentation Theory and Rhetoric – both from the University of Amsterdam – as well as a Bachelor’s Degree in Philosophy from the University of Rome (Roma Tre). She provided research and editorial support. 

 

The post Closing the Gap between Developed and Developing Countries: Two Steps Forward, One Step Back appeared first on Inter Press Service.

By PRESS RELEASE
GENEVA, Jan 25 2021 (IPS-Partners)

Education Cannot Wait (ECW), the Global Education Cluster (GEC), the Graduate Institute of International and Development Studies, the International Committee of the Red Cross (ICRC), the Inter-agency Network for Education in Emergencies (INEE), Switzerland, UNICEF, the University of Geneva, UNESCO and UNHCR are delighted to announce the launch of the Geneva Global Hub for Education in Emergencies.

The Geneva Global Hub for Education in Emergencies is an ambitious commitment towards the realisation of the right to education for crisis-affected and displaced children and youth and comes at a time of unprecedented humanitarian needs. Of the world’s approximately 257 million primary and secondary school-age children out of school, 127 million live in countries affected by emergencies. The COVID-19 pandemic has exacerbated this situation. We are witnessing a global crisis in which children and youth are at heightened risk of losing years of education.

The urgent need to respond effectively to the education needs of the world’s most vulnerable children and youth is why the co-signatories pledged at the 2019 Global Refugee Forum to making Geneva the Global Hub for Education in Emergencies. The members will work together towards three main goals:

• Growing demand for change: The Hub is a catalyst for partners to come together to increase their prevention and response to education needs in emergencies. It will strengthen policy and integrated approaches across the humanitarian, development, migration and peace spectrum, as well as with other sectors such as health and climate, to better prioritise and deliver quality, inclusive education in emergencies for crisis-affected children and youth through the increased collaboration of International Geneva actors and beyond, including linking up with other relevant initiatives.
• Inspiring commitment: Bringing together the Geneva strategic community of committed thought leaders will inspire political will and influence agenda setting so that governments and partners see education as a top priority before, during and after emergencies and in protracted crises.
• Boosting country-level impact: All children and youth affected by armed conflicts, violence, disasters, epidemics and forced displacement must have their right to a quality education realised. The Hub aims at boosting the country-level impact of education in emergencies preparedness measures and responses through better data, evidence on what works and innovative research and solutions that support the delivery of safe and quality education while building resilient education systems.

Overall, the Hub will be a catalyst to accelerate progress towards SDG 4 in crises and displacement contexts and help realise the commitments set out in the Global Compact for Refugees.

About the Geneva Global Hub for Education in Emergencies

Humanitarian crises, conflict and displacement deny millions of children and youth their right to education. Of the world’s approximately 257 million primary and secondary school-age children out of school, 127 million live in countries affected by emergencies. Nearly 30% of the world’s primary and secondary school-age children and youth live in crisis-affected countries. However, prior to the COVID19 pandemic, they accounted for almost half of all out-of-school children. The situation is even starker at primary level: in 2019, less than one-third of primary-school-age children resided in crisis-affected countries, but almost three-quarters of those out of school resided in these countries.

That is why at the 2019 Global Refugee Forum, Switzerland pledged to promote Geneva a Global Hub for Education in Emergencies to leverage the Geneva international community by convening actors and creating synergies for joint action so that all crisis-affected and displaced children and youth have their right to education fulfilled, respected and protected. The pledge was co-signed by Education Cannot Wait, the Global Education Cluster, the Graduate Institute of International and Development Studies, the International Committee of the Red Cross, the Inter-agency Network for Education in Emergencies, UNICEF, the University of Geneva, UNESCO and UNHCR.

The Geneva Global Hub focuses on school-aged children and youth, meaning access and completion of quality pre-primary, primary and secondary education, including non-formal educational pathways and transition to the formal national education system, in line with SDG 4.1. and 4.2. The Hub is also involved in research and evidence-creation for education in emergencies and data. Furthermore, the Hub’s focus includes all crisis-affected and displaced children and youth, regardless of their status (i.e. refugee, host community, internally displaced children and youth, as well as those affected by conflict, violence, disaster and epidemics).

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Doctors were furious with the government spokesman's comments about politicians' coronavirus deaths.

By Michelle Belisle
NOUMEA, New Caledonia, Jan 25 2021 (IPS)

In 2019, the United Nations General Assembly proclaimed 24 January as International Day of Education, in celebration of the role of education for peace and development. The United Nations’ Sustainable Development Goal 4 challenges all nations to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by the year 2030. As we think about this in the context of the COVID-19 pandemic, and the emerging post-COVID-19 environment, what does inclusive and equitable education look like and how do we ensure that lifelong learning opportunities are benefitted by all?

EQAP Director Michelle Belise

Pacific Island Literacy and Numeracy Assessment (PILNA) results have provided us with rich data that identifies trends in literacy and numeracy for primary school students in the region. The PILNA data in recent cycles have also provided additional insights that speak to learning more broadly in terms of the learning skills that primary students are developing. PILNA 2018 data indicates that problem-solving and critical thinking skills are a challenge for many students in the Pacific region. For example, over 70% of year 6 students struggled with questions that required interpretation and reasoning in numeracy. Similarly, over 50% of students were unable to provide an explanation for their responses to questions in literacy that asked them to interpret what they had read or to make a decision or support an opinion, based on their reading.

At the senior secondary level, student results for the South Pacific Form Seven Certificate (SPFSC) have shown similar trends in recent years. Higher-order questions requiring students to apply their knowledge and problem solve in subjects across the spectrum, but particularly in the sciences and maths, are challenging. Students are generally able to respond to questions by applying recall or direct application of skills and knowledge, but struggle when asked to inter-relate multiple concepts, to address real-world situations or to extend their thinking into a more abstract use of skills and knowledge.

“…traditional education has frequently focused on problems that already have solutions…”

How do we equip learners for the demands of lifelong learning in an ever more rapidly changing world? Traditional education has focused on skills and facts, the kind of education many of us have experienced and the kind of education that has long been a staple of formal education systems around the world. It has frequently focused on problems that already have solutions and in supporting students in getting to those solutions. In recent years there has been increasing recognition that if learning is a lifelong effort, education needs to provide learners with skills that will allow them to solve problems that don’t yet have solutions.

Learning in the twenty-first century should be less focused on facts and figures, which are far more readily available than was the case in past centuries. Instead, education for lifelong learning must emphasise the importance of critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information, as well as collaboration and digital literacy skills. Gaining these skills, however, involves different ways of engaging in learning that are often not as readily available in large classrooms or in settings where students are not encouraged, or perhaps even overtly discouraged, from questioning what the teacher is saying. The efforts to develop the many skills needed by learners are complicated by the added challenge of disruptions to learning caused by the pandemic and efforts to fill the gaps with distance learning and virtual gatherings.

As we navigate the COVID crisis, we have a unique opportunity to reset standards in education, by providing the tools to ensure future generations embrace critical thinking both here in the Pacific, and globally.

Michelle Belisle Director, Educational Quality and Assessment Programme Pacific Community (SPC)

 

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The post Inclusive and Equitable Education in the Pacific appeared first on Inter Press Service.

Soldiers prevented him leaving his house in case he organised protests against disputed elections.

A former United Nations staff member, a UN volunteer in New York city, shows medical supplies that were donated to fight COVID-19. Credit: United Nations/Robert Macpherson

By Simone Galimberti
KATHMANDU, Nepal, Jan 25 2021 (IPS)

After the pioneer Global Technical Meeting on Volunteerism last July, a recently-held on-line follow up helped gathering new insights from experts and practitioners from the world on how to move forward with positioning volunteering at the center of development agenda.

The main outcome of the July’s forum, jointly organized by UNV and International Federation of the Red Cross and Red Crescent, was a new blueprint, the global Call for Action, aimed at boosting and reinvigorating the role volunteerism in promoting a better, more equal and more sustainable world.

We have now a new strategic approach that can truly leverage the power of volunteering by focusing on innovation, inclusion and informal actions, the latter a big breakthrough that recognizes how deeply ingrained the foundations of volunteerism are in so many societies and cultures, especially in less economically developed nations.

There is now also a new momentum to break away with a silos approach that saw volunteering as an “add on” in an already packed development agenda.

Instead, its complementarity role together with balancing local and informal traditions while embracing social innovation, including data driven new technologies, is now going to shape a new volunteering paradigm.

It also recognizes it as a tool for personal and professional development that could benefit those excluded from the benefits of the globalization, for example youth out of the job market and out of education as well as other disenfranchised citizens.

Thanks to the online follow conversation enabled by UNV, we know that on the grounds there are many best practices and such forums help establishing a global community of volunteerism promoters that can learn from each other and move forward the agenda.

Among the insights, many developing countries normally considered as “laggers” are instead pioneers in policies, legislation and institutions focused on volunteerism.

For example, Nigeria, also thanks to the active role of the civil society, has developed a very interesting blueprint to promote volunteerism across the country.

In Togo there is a specific law enacted in 2011 regulating volunteerism and since 2014 the National Agency for Volunteering in Togo, ANVT, is the national enabler of volunteering action within the country.

Always in Western Africa, Sierra Leone has a network of volunteering promoting agencies while Kenya has a national volunteering policy and a national volunteering service program directly promoted by the President of the country.

Young volunteers clean garbage from the Yamuna River banks in India. Credit: UNDP India/Sudhanshu Malhotra

In the Asia Pacific region, the Philippines has one of the strongest volunteering “infrastructures” while Nepal, another country rich in local forms of self-help, is also working on a volunteering policy.

Yet despite these positive stories, volunteering keeps being sidelined and struggles to gain the deserved “notoriety” within the development agenda.

The fact that the Global Technical Meeting was entitled “Re-imagining Volunteerism” is itself heartening because, after all, with the new Decade of Action started, we really need to double our efforts to re-vitalize volunteerism not just as a tool for a better and more effective policy making that is able to involve and engage the citizens, but also as a way of living to be embraced by more and more people.

In a way volunteering or the BIG V as I like to call it, should become a new norm, a new way of living that should be literally become a natural component of our lives.

It is not going to be easy but we have to give a big try not only at policy level but also at grassroots levels, better recognizing what already exists while also conquering new grounds, making volunteerism more attractive and appealing for those who never embraced it in life.

Locally, Alice Chadwick and Bianca Fadel in a paper for the International Association for Volunteer Effort, IAVE, that in the past 6 months held a series of important online discussions, highlight how “community volunteering should not be a means of delivering externally defined agendas, but rather should start from the premise that community-based volunteers are already designing and delivering responses to challenges based upon their community’s priorities and in turn building their own resilience”

They call this approach “supportive solidarity” in which external forms of help, including formal volunteering, strengthen rather than erase localized forms of community centered development.
Galina Bodrenekova, a pioneer of volunteerism in Russia, highlights the importance of volunteering centers that could be run by local NGOs but also by local youth clubs.

Affordability and cost-effectiveness indeed are going to play a big part if we want to expand such local infrastructures to be able to attract, together with new online platforms, new volunteers.

Involving and engaging learning institutions at all the levels is going to be paramount: while universities could do much more to promote a culture of altruism and solidarity, primary and secondary schools have a big role to play as well.

Now we need more awareness, visibility and willingness to do more.

We also need more resources.

Certainly, UNV and the Red Cross and Red Crescent movement have a huge task ahead and hopefully they will receive the much-needed support from the international community to scale up their operations and help making volunteering becoming a natural choice for the majority of world citizens.

Partnerships are going to be key as recognized by the global Call for Action: locally, nationally and internationally, we need more collaborations, we need more synergies and a stronger and better marketing “plan” to attract more people to service.

While harnessing the traditions already on the ground, we need big corporates to step up their game.

Many of them already promote corporate volunteerism but we need to do more to create a global enabling system to strengthen volunteerism everywhere.

The national volunteering awards, often supported by UNV globally, should become the “grand finale” of months of joint activities implemented by networks, formal and informal as well, engaging local actors eager to promote volunteerism.

Perhaps we need some global icons to help leveraging volunteerism as one of the best mechanisms to achieve the SDGs and ensure a more resilient and sustainable planet.

There is no challenge faced by the planet Earth that cannot be addressed by also tapping into volunteers’ skills and creativity.

The ongoing climate action activism is one of the best expressions of this force in action.
Perhaps we need partnerships with national and global social media companies that are now in need to mend many of their practices.

Maybe we could partner with global broadcasters to showcase every 5th of December, the International Volunteer Day, the global best practices and engage the masses.

At policy level, we need to make stronger the case of volunteerism.

If we want to achieve the SDGs, we need more volunteers not to play the role of substitutes of the governments but rather be there on the ground as their allies.

This would be one of the best ways to do what in jargon is called “localizing” the SDGs.

Negotiations are going on to decide the format of the 2021 High Level Political Forum where members of the United Nations will voluntarily disclose their national efforts to achieve the SDGs.

There will be a whopping 44 nations, some of them presenting their results and future plans for the first time while others doing it for a second or even third time.

Would it make sense to make it mandatory in these Voluntary National Reviews (VNRs) as these presentations are called, to embed the contributions of volunteerism in their overall efforts?
Some nations are already doing it but without being given the due credit and recognition.

To make the Decade of Action a truly success, we need to have stronger volunteerism enabling and promoting systems everywhere, locally and globally.

It is truly the time to be bold and innovative.

E-mail: simone_engage@yahoo.com
LinkedIn: https://www.linkedin.com/in/simone-galimberti-4b899a3/

 

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Simone Galimberti is Co-Founder of ENGAGE, a not-for-profit NGO in Nepal. He writes on volunteerism, social inclusion, youth development and regional integration as an engine to improve people’s lives.

The post Volunteerism in the Decade of Action appeared first on Inter Press Service.

Remains of some of the over 800,000 victims of Rwanda’s genocide, which will soon be relocated to a new memorial site to preserve them. Jacqueline Murekatete, a survivor of the Rwandan genocide and founder and President of the Genocide Survivors Foundation (GSF). highlighted the importance of centring these discussions on genocide around survivors. Credit: Edwin Musoni/IPS

By Samira Sadeque
UNITED NATIONS, Jan 25 2021 (IPS)

Women and young girls are disproportionately affected by conflict and genocide, and that is why they should be a central part of conversations on the issue, according to Jacqueline Murekatete, a survivor of the Rwandan genocide and founder and President of the Genocide Survivors Foundation (GSF).

“Survivors need to be invited to the table to share their testimonies,” Murekatete told IPS. “When people hear personal stories they’re more likely to want to get involved. It makes a huge difference to have their testimony.”

It’s also crucial for the narrative to distinguish between women survivors and survivors who are young girls in order to highlight the nuances of how young girls are affected when they are subject to sexual violence at a tender age, she said.

“I have friends who were raped at the age of nine. A nine-year-old child being raped and some of them being infected with HIV/AIDS means their whole life can be ruined. Raising awareness about the fact that it’s not just women, it’s also little girls, really elevates what genocide is. When you see children who are nine or ten, being gang-raped — it’s another level of violence, of evil that needs to be brought to light,” Murekatete said.

Jacqueline Murekatete. Courtesy: Genocide Survivors Foundation (GSF)

Murekatete spoke with IPS following a U.N. panel on “Women and Genocide” last week. The panel specifically highlighted the issue of how women were impacted during the Holocaust — where between 1941 and 1945 Nazis systematically murdered over 6 million Jewish men, women and children — and the Rwandan genocide of 1994 — where in just 100 day over 800,000 people, ethnic Tutsis and moderate Hutus, were murdered.

Dr. Sarah Cushman, Director of the Holocaust Educational Foundation at Northwestern University, discussed the issue of gender and the Holocaust.

“Gender has been a part of Holocaust studies from the start,” she said. “Early explorations centred on the notions of a German crisis of masculinity – scholars saw this as a response to World War I.”

This supposed threat to their masculinity was “fertile soil for the emergence of a masculinist bellicose revival in the form of the Nazi party, and the person of Adolf Hitler,” she added.

“I don’t necessarily think they were trying to preserve ‘the gender hierarchy’ per se, but rather they sought to reestablish Germany as a masculine nation among other nations,” Cushman told IPS. “They viewed the ‘Jewish influence’ as creating a liberalistic, soft, effeminate and ineffective democracy. They aimed to put an end to that (among other things).”

Cushman was joined by Sarah E. Brown, Executive Director of the Centre for Holocaust, Human Rights and Genocide Education at Brookdale Community College, who spoke on the 1994 Rwandan genocide.

The genocide left thousands of orphans like Murekatete, who lost her family at the age of nine. Murekatete currently runs GSF to make sure other survivors have a safe haven to process their trauma.

Excerpts of the full interview below.

The gates of World War II concentration camp, Auschwitz. Approximately 1.1 million people — of whom 960,000 were Jewish — were killed in the biggest extermination camp from World War II. Photo by Jean Carlo Emer on Unsplash

Inter Press Service (IPS): Can you share how you realised as a woman, there are different implications of a genocide for you?

Jacqueline Murekatete (JM): I was nine when the genocide happened. I was a young girl, not a woman. Growing up in the aftermath of the genocide, and now as I work with genocide survivors, I have spoken with so many girls and women who have suffered so much because of their gender. During a genocide, every member of the targeted group suffers but women and girls have a higher level of suffering in that most of them are always victims of sexual violence.

During the Rwandan genocide, rape wasn’t just a random act. The Hutu extremists actually got on the radio to encourage Hutu men to make sure they rape Tutsi women and Tutsi girls before they killed them.

IPS: Sarah Brown said at the talk Hutu men ‘deliberately impregnated’ Tutsi women to make sure there are ‘Hutu children’ and also knowingly passed on HIV/AIDS. Can you speak to that?

JM: There have been women who were infected by Hutu men knowingly, who told the women they were going to die a very, very slow death. Many of these women contracted HIV/AIDS during the genocide. Although it’s been more than 25 years, the consequences of the genocide are still a daily reality for them. Some say they can’t forget because they still take pills everyday for HIV/AIDS.

Many say, everyday they look at their child and she/he looks like their rapist. So for these women, everyday is a reminder of what they suffered and they are still living with the physical and mental consequences of the genocide.

The relationship between these moms and their children was and remains very complicated. Many gave up their children for adoption because everyday was a reminder of what happened to them. Meanwhile, in some cases, these children were the only relatives these women had because the women or the girls’ families had been killed.

IPS: Sarah Brown also said women were given more leadership roles following the genocide, and the Rwandan government removed a bunch of laws that made women second-class citizens. Are women’s rights in Rwanda better after the genocide?

JM: This partly happened out of necessity. In many villages, sometimes you’d find that there were so many men that had been killed that women would end up taking roles that they had never taken on before.

This led to a cultural shift in women doing more work and having more leadership roles — including in politics. As women came into positions of power, a lot of women’s rights got better. For example, women couldn’t own property in Rwanda, and that has changed; and domestic violence is addressed with more access to services.

IPS: Can you elaborate on why it’s crucial for survivors to be present — and highlighted — at talks about genocides?

JM: I always highlight the importance of including people who are the actual survivors in conversations, for them to come and share their stories. I always say, we cannot be here debating about people’s lives who are not at the table, it’s just wrong. There is progress being made, but there’s still a long way to go in making sure that the voices that need to be at the table are actually at the table.

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The post Q&A: Why Survivors Should be at the Centre of Discussions on Genocide and Gender Violence appeared first on Inter Press Service.

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By Yasmine Sherif
NEW YORK, Jan 23 2021 (IPS)

Looking back upon 2020, we all bear the scars of a devastating year; none so much as girls and boys around the world. The COVID-19 pandemic disrupted education for over 1.6 billion children and youth globally and continues to do so. It has also deepened socio-economic inequities and heightened insecurities around the world, further impacting the lives of girls and boys everywhere. Ongoing, protracted conflicts, forced displacement and the worsening climate crisis were no less forgiving.

Yasmine Sherif

2020 was, in short, a brutal year for the world’s children and youth – most markedly upon the 75 million children and youth whose education had already been disrupted by emergencies and protracted crises, and who are now doubly-hit by COVID-19 – and the impacts continue to this day. It is crucial that we take a moment to reflect upon and mark the International Day of Education on 24 January 2021. It is exactly now that we need to reinforce our commitment to education as the crucial tool to carve a path forward for all the world’s children and their futures, as was hammered home to me again on my recent trips to Burkina Faso and Lebanon – both reeling from multiple crises.

Conflict and insecurity have driven a million people from their homes in Burkina Faso in recent years. Educational facilities have been targeted, teachers and students have been attacked and school closures due to attacks doubled from 2017 to 2019, disrupting the education of more than 400,000 children.

Teachers and students in Kaya, the fifth-largest city in Burkina Faso, where many displaced families have fled to from insecurity and violence, showed me their tragic, challenging reality last week. Schools severely lacked infrastructure to house students, teaching materials were missing, and water and sanitation were non-existent. Some classrooms have tripled in size, now holding over a hundred pupils each.

On top of this, the pandemic resulted in the closure of all schools for several months in 2020. Currently, there are more than 2.6 million children out of school and in the six most severely affected regions of Burkina Faso, the primary school completion rate is only 29%.

Yet even in these ill-equipped and overcrowded schools, hope and positivity have not been extinguished and are being kept alive by teachers, workers and the irrepressible enthusiasm of the students themselves. Rodrigue Sawodogo, a nine-year-old boy displaced by conflict, told me, “I would like to become a policeman to save my country, because I want everyone to live in peace.”

The crisis in Burkina Faso and in the whole Central Sahel region is among the fastest deteriorating in the world. We can either watch and do nothing at all to help give a chance to children like Rodrigue to achieve their dreams, or we can actually act right now, by investing in children and adolescents to empower them to achieve their full potential and to become positive change agents for their communities.

Education Cannot Wait – the global fund dedicated to education in emergencies and protracted crises — in partnership with the Government of Burkina Faso, UNICEF and Enfants du Monde, has launched a multi-year programme that aims to provide education to 800,000 children and adolescents in crisis-affected regions in the country. ECW is providing an initial $11.1 million for three years of seed funding. But that is not enough. We are calling on public and private donors to raise a further $48 million to reach every vulnerable child.

Just a few weeks before my visit to Burkina Faso, I also travelled to Lebanon in December 2020 to review the education crises the country is facing and to advocate globally for more funds to facilitate access to education for all. Lebanon hosts the largest proportion of refugees per capita of the local population in the world. Since 1948 it has been home to a large Palestinian refugee community, while more than one million Syrians have crossed the border since 2011.

Compounding economic, health and political crises are putting over a million children and youth at risk in Lebanon. According to ECW’s 2019 Annual Results Report, over 630,000 Syrian children and 447,400 vulnerable Lebanese children faced challenges accessing education.

The banking system has collapsed and more than half the country is living in poverty, according to a 2019 report by the UN Economic and Social Commission for Western Asia. And that was before COVID-19 deepened the economic recession and before Beirut’s port was ripped apart by a catastrophic explosion in August, killing 200 people, leaving 300,000 homeless and damaging 140 schools. Within a month of the blast, ECW approved a $1.5 million emergency fund to rapidly rehabilitate 40 schools and to support 30,000 girls and boys to resume learning.

During this latest mission, ECW worked alongside the Lebanese government, local NGOs and United Nations partners to establish multi-year resilience programmes in Lebanon. These aim to bridge the gap between short-term humanitarian responses and longer-term development interventions. A similar multi-year resilience programme for the education sector is about to be launched for Burkina Faso, Mali and Niger. Education is a development sector and it requires sustained investments to save millions of girls from early marriage, early childbirth and boys from joining armed terror groups.

To do so, Education Cannot Wait needs the funds required to fully fund these multi-year programmes. We are urgently appealing to public and private sector donors to help close the funding gap to provide inclusive, quality education to both internally displaced, refugee children and to vulnerable host communities.

Our past does not define our future. The violence, insecurities and crises that have defined 2020 will only inspire us to do more, to act quicker and to build a stronger and more resilient foundation. On this International Day of Education, we hope you can take a moment to reflect upon how education has impacted your life. Are you ready to share your privilege with others less fortunate?

We encourage you to think about the millions of children in multiple crises and how we all share a responsibility to help. We have all been affected by the pandemic. We share a common humanity and a common human experience. Let us serve the most vulnerable – crisis-affected children and youth – and let us be there for them when they most need us. Let our moral choices be translated into financial support. Let’s make Sustainable Development Goal 4 a reality for all those left furthest behind.

The author is Director, Education Cannot Wait

 

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President Yoweri Museveni sees off another challenger despite the expectation surrounding Bobi Wine.

Cancels Canadian Tar Sands Pipeline Keystone XL

By Stephen Leahy
Jan 22 2021 (IPS)

I wasn’t going to stop for the school bus stuck in the mud outside of Fort McMurray, Alberta in the heart of the Canada’s tar sands industry but my kids insisted. It had been raining most of the week and the grassy field was soaked and slick. We stopped and got out and looked at the 12,000 kilogram bus uselessly spinning its wheels, digging deeper into the mud. Someone got the driver to stop, essentially saying you’re making a bad problem worse.

Stephen Leahy

No one had a vehicle large enough to tow or push the bus which would have likely become mired as well. A few other people came by, and collectively, we came up with ideas. I thought it an impossible task for a handful of people barely able to stand in the muck ourselves. A few trials, some planks of wood and a gleeful bouncing up and down inside the back of the bus produced the unexpected result of freeing the vehicle.

I was surprised we’d done it and by my own feelings of intense satisfaction at what we strangers had collectively accomplished. By not making a bad problem worse, we figured out a way to solve it together.

Keystone XL would have added 110 millions tons of CO2

President Biden’s cancellation of the Keystone XL (KXL) oil pipeline is an example of not making a really bad problem worse. The Need-to-Know here is that KXL would have added up to 110 million tons of climate-heating CO2 into the atmosphere every year for at least 50 years a study in journal Nature Climate Change reported in 2014. That’s country-sized emissions — enough to put it on the list of the top 35 worst carbon-polluting countries in the world, as I wrote in Vice at that time.

I first learned of KXL more than ten years ago and ended up writing a dozen articles about it, including how Canada’s spy agencies were monitoring KXL protestors as potential threats to national security. The 36-inch diameter pipe was intended to pump 830,000 barrels of bitumen per day from the Alberta tar sands down to US Gulf Coast for refining. Calgary-based TransCanada Pipelines, now renamed TC Energy, originally claimed the pipeline was needed for US energy security, but environmentalists said it was to be refined into diesel and exported to Europe. An interesting Need-to-Know today is that the US doesn’t need the oil and Europe doesn’t want dirty diesel. In fact, Europe bought nearly 1.4 million electric vehicles in 2020, more than any other country in the world.

Here’s where things got interesting in 2020

TC Energy began pipeline construction in Alberta after Jason Kenney’s provincial government agreed in March 2020 to fund the first year of construction with a C$1.5 billion investment. Kenney also guaranteed C$6 billion worth of loans, all as part of an effort to jump-start the northern portion of project ahead of the US Presidential election. Last summer about 90 kilometres of pipeline was built in Alberta.*

As expected on Inauguration Day President Biden signed an executive order rescinding KXL permits. Expect Jason Kenney to scream loud and long. Although it’s really Albertans who should be screaming about the blatant waste of their tax money on the long predicted cancellation of the project.

The last thing an escalating climate crisis needs is to increase fossil fuel infrastructure. That’s a clear case of making a very bad problem much worse. To repeat another Need-to-Know: The 2015 Paris climate agreement means all countries agreed to phase out fossil fuel use. That’s essential in order to keep climate change under 2 degrees C.

Instead of wasting $1.5 billion on the doomed KXL pipeline, Alberta’s Kenney should have used that public money to help workers in the oil industry with re-training and financial support during the required phase down of the industry.

A Need-to-Know is that the fossil fuel industry is not a major employer in Canada or most countries. It’s a capital intensive sector, not job intensive. Less than 1% of Canada’s workforce are employed in those industries in total. A 20-year phase out of Canada’s fossil fuel sector is entirely doable and would not disrupt the economy, said economist Jim Stanford in a new report.

Undeniable: fossil fuels will disappear

A 20-year phase out would reduce fossil employment by about 8,500 positions per year—as many as Canada usually creates every 10 days. The industry already shed twice that number of jobs in 2020 due to poor oil prices and pandemic-induced recession. Most of those jobs aren’t coming back. Stanford, who heads the Vancouver-based Centre for Future Work said:

“It is now undeniable: fossil fuels will disappear from most uses in the foreseeable future.”

The industry and it’s supporters will continue to deny the undeniable, making a bad situation worse. For example the U.S. Chamber of Commerce claims the cancellation of KXL “….will put thousands of Americans out of work…” The very influential US Chamber has been a long-time denier of climate change and played a key role in getting former President Trump to pull the US out of the Paris agreement.

Continuing to deny the undeniable is why many once-prosperous past societies collapsed anthropologists report in a new study: “When Good Governments Go Bad”. In studying 30 different societies they concluded that collapse could very likely have been avoided but citizens relied on their leaders to act in societies’ best interests. Instead, leaders protected their own interests, and those of the elite in society.

Let’s not continue to repeat past mistakes.

*Note: In 2012 KXL was split into two projects with a southern leg from Cushing, Okla., to the Gulf Coast and northern leg from Hardisty, Alberta to Steele City, Nebraska. Construction for much of the southern leg was completed in 2014.

Stephen Leahy is an award-winning environmental journalist and author based in Canada. He was lead international science and environment correspondent at IPS and now publishes Need to Know: Science and Insight, a free weekly bulletin bringing fresh ideas and perspective on the pandemic, and existential crisis of climate change and unravelling of nature’s life supports.

 

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Excerpt:

Cancels Canadian Tar Sands Pipeline Keystone XL

The post President Biden Refuses to Make our Climate Crisis Worse appeared first on Inter Press Service.

Likuangole in Pibor County, one of the counties that have been hardest hit in the past years due to relentless conflict and organized violence as well as catastrophic floods. Crerdit: Marwa Awad

By Marwa Awad
Likuangole, South Sudan, Jan 22 2021 (IPS)

Located in Jonglei state, one of the most underdeveloped regions of South Sudan, Likuangole is a town badly hit by floods and often battered by conflict. Despite the lack of secondary schools and industry, its residents aspire to transform their lives. But real investment is needed to spur development.

The constant threat of insecurity hangs over the town of Likuangole in South Sudan, with persistent tit-for-tat attacks over land, livestock, water that make peace in the world’s youngest country a challenging prospect in 2021.

It is one of nine towns in greater Jonglei, one of the most under-developed regions of South Sudan. Its people have very few opportunities for economic growth besides cattle and sheep herding, and subsistence farming. Chronic bouts of organized and localized violence fuel divisions between communities.

But this year brought even more suffering as devastating floods swallowed up homes, farmlands and livestock, wiping out harvests and cutting off the region from land access. Farmers see little point in cultivating in the face of such constant setbacks. With their livelihoods destroyed and access to food disrupted, people are pushed ever closer to the brink.

Aerial shot of Jonglei State, one of the most inaccessible and isolated regions of South Sudan. Credit: Marwa Awad

Martha Thiro, 29, says that she never stops worrying. “The women in Likuangole live in continuous fear. The floods may have stopped, the water is subsiding, but I don’t know whether to be happy or afraid, because the end of the floodwaters means violence will return.”

Martha prepares herself and children ahead of these looming raids, which tend to occur at set times in the year. “The children know they must run to the bush and find shelter near trees where the Gul or Lalob fruit grows,” she says. Gul is a bitter-tasting red fruit found in the wild bush. It is used as a source of food for people hiding when the violent attacks occur.

With 26,000 residents, Likuangole is one of 55 hard-to-reach areas where WFP must airdrop food to support isolated populations. Floodwaters and the damage they cause have meant doubling food assistance and extending distributions for longer periods to make up for the scarcity of food grown because of violence and climactic shocks. In the past two months, WFP reached 80,000 people in the Pibor area.

But food aid alone is not the solution for bringing peace to South Sudan. Tackling the deeply rooted isolation and inequity that often breeds conflict, poverty and hunger must go beyond immediate food needs. WFP aims to create an enabling environment for South Sudanese communities through alternative livelihoods that allow people to make a living and live in peace.

Too much time on their hands

To reach the remote town, we took a motorboat across the Pibor river. The skipper checks the fuel and soon we are gliding across smooth waters at speed. Large trees and bushes line the muddy riverbanks. As rays of sunshine glisten on the water and birds soar in the sky, you could almost forget that beneath this beguiling landscape lies long-standing conflict, deep hunger and abject poverty.

Credit: WFP/Musa Mahadi

Likuangole’s shore is lined with sinking houses, surrounded by children swimming in murky floodwater to cool off, and women washing clothes. Without any infrastructure, the town is bare, with no clearly marked roads, making movement nearly impossible. Residents use muddy pathways and skirt around puddles.

Surrounded by swamps, pasturelands contaminated with standing water from this year’s floods, and no schools or skills training, young men loiter with very little to do. Bored and restless, they pace up and down the market dirt road. With no work or any social outlet, these young men see no opportunity besides joining gangs to capture cattle from other communities. In this scarce environment, cattle raiding becomes one of few ways to become socially mobile and acquire the social status needed to afford marriage.

Secondary schools or any educational institutions are non-existent, save for one primary school. Illiteracy and the lack of learning means that children are left idle, their potential wasted. “We need schools for the children to learn and have the knowledge to live in a peaceful way,” Martha says. More than 2.2 million South Sudanese children are out-of-school.

At the end of the meagre market is a young man in his 30s who told us that his hometown needs more than airdrops of food. “Can you teach us how to become carpenters?” he asks, adding that woodworking would be a popular source of livelihood for men in Likuangole.

Another man nearby chimes in: “Your food helps us survive, but a job would give us a future.” The residents who were scattered in the quiet marketplace now joined our group and offered more ideas. To avoid the flooded areas they live in, the nearby towns of Boma and Labarab – a two to four days walk – could house the training workshops needed for carpentry. Both towns remain drier than most of their surrounding all year round.

Credit: WFP/Musa Mahadi

It was heartening to listen to the residents’ aspirations for a better life. Generating more livelihood possibilities in and around remote hotspots such as Likuangole will set the groundwork for self-reliance and stability.

In other less troubled areas across South Sudan, WFP creates alternative livelihoods for young people by training young men and women to build much community assets such as roads to connect their villages to local markets or training in constructing dykes to control flooding. These access roads bring opportunities to isolated communities by linking them to economically vibrant areas.

Investing in such training programmes that teach people the skill of building critical assets such as wells and multi-purpose ponds has helped to reduce fighting amongst communities over precious water resources. These livelihoods opportunities offer dividends. For one, it lifts villages out of isolation and the subsequent poverty that comes when livelihoods are limited or nonexistent. Beyond that, it gives local communities an opportunity to put their heads and hands together and work on a unifying project that benefits the collective, harnessing a sense of connectedness that can be an antidote to violence.

In Likuangole, there is a market for carpentry, the two young men said to me. Basic furniture is needed by families while the forests offer plenty of trees which men and women forage for firewood. A carpentry project as such would engage the idle youth and jobless men, thereby tackling inequity and isolation and giving people the independence to generate their own income. Even in times of desperate humanitarian need and catastrophic food insecurity, these critical livelihoods activities must continue operating. They go hand-in-hand with emergency food assistance in preventing the rapid deterioration of humanitarian conditions.

Credit: WFP/Musa Mahadi

For 2021, humanitarian organisations must go beyond emergency aid and gear up their livelihoods programmes in the Pibor area because of the unparalleled levels of food insecurity there as well as the scarcity of livelihoods opportunities. For South Sudan to thrive, we cannot lose sight of our contribution to peacebuilding programmes which need to grow and remain permanent across the year if we are serious about helping South Sudanese build a prosperous future for themselves.

Bottom line: If donor governments are serious about helping South Sudan, they must invest in early development projects and support WFP’s livelihoods work. Food rations alone will only serve to create dependency, and this is not a sustainable approach to the nascent country.

The writer is an official of the World Food Programme, the 2020 recipient of the Nobel Peace Prize.

 

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Central African Republic, two-thirds controlled by rebels, is "at grave risk" the UN envoy says.