Tag: education

#AfghanGirlsVoices Campaign to Elevate Voices of Young Afghan Girls on Global Stage — Global Issues

The #AfghanGirlsVoices Campaign is a compelling and poignant campaign developed in collaboration with ECW Global Champion, Somaya Faruqi. CREDIT: ECW
  • by Cecilia Russell (nairobi)
  • Inter Press Service

NAIROBI, Aug 14 (IPS) – Two years ago, the then 19-year-old Somaya Faruqi and the Afghan Robotic Team travelled from Herat City to Kabul, the heart of Afghanistan—the Taliban had taken over Herat city, cutting off electricity and internet. The all-girls team’s great passion for science, technology, engineering, and math (STEM) had driven them to Kabul to rehearse for a competition.

“After three days, I woke up, looked outside the window, and saw the Taliban in the streets. I was very shocked and could not believe it. I never imagined that the Taliban could take over Kabul. There were thousands and thousands of people trying to flee the country, and after three days of trying, we flew to Qatar with the help of the Qatari government. I wondered what would become of my sister and classmates who were left behind,” Faruqi tells IPS.

It did not take long for the de facto authority to unveil their plans. Two years down the line, the Taliban has waged a gender war and women and girls are on the receiving end. The Taliban edict has banned adolescent girls from the classrooms. After year six, they are to stay at home, says Yasmine Sherif, Executive Director of Education Cannot Wait (ECW)—the United Nations global fund for education in emergencies and protracted crises.

Yasmine Sherif, Executive Director of Education Cannot Wait (ECW)—the United Nations global fund for education in emergencies and protracted crises, says the ban on girl’s and women’s education has the effect of forcing them to live once again in the shadows. CREDIT: ECW
Yasmine Sherif, Executive Director of Education Cannot Wait (ECW)—the United Nations global fund for education in emergencies and protracted crises, says the ban on girl’s and women’s education has the effect of forcing them to live once again in the shadows. CREDIT: ECW

“Afghan girls are banned from accessing secondary and tertiary education because of their gender, and this is the most ruthless form of discrimination. They cannot understand why they are not allowed to attend school like their brothers. Their pathway to education has been cut, and they are in pain, suffering and (often) struggling with suicidal thoughts. We must stand in solidarity with them, for in the words of Martin Luther King Jr, injustice anywhere is injustice everywhere. Their distress should shake us to the core,” Sherif tells IPS.

She says that the situation in Afghanistan is one of the worst in the world. To elevate Afghan girls’ voices on the global stage, ECW has launched the #AfghanGirlsVoices Campaign. A compelling, poignant campaign developed in collaboration with Faruqi, who is an ECW Global Champion.

Faruqi finished her 12th grade in Qatar, from where she applied to college and received a scholarship from the Qatar Fund for Development to pursue engineering studies in the United States. Her astounding progress and brilliance are a testament to the devasting blow being dealt to millions of Afghan girls.

“The situation in Afghanistan gets worse from one day to the next. Women and girls are prisoners in their own homes, in their own country. They cannot leave their homes without a male guardian- a father, brother or relative. They have been denied the freedom to pursue any interest outside their home, and they sit around with nothing to do. Through this campaign, I want the world to know that there is a country today where girls are denied fundamental human rights, forced out of school and into marriages,” Faruqi explains.

The campaign is to be launched on August 15, the second anniversary of the Taliban’s takeover of Afghanistan.  is in Gordon Brown—UN Special Envoy for Global Education and Chair of ECW’s High-Level Steering Group on the eve of the launch, stressed the need for the international community must hear this poignant call from the heart of Afghan girls and young women.

Faruqi affirms the need to hear from those inside Afghanistan, at the very heart of the ongoing injustice, to hear how their lives have been turned upside down and how a fragile future now hangs in the balance if the global community remains silent.

Sherif says the situation is particularly horrific because girls are simply not being left behind in the education system due to conflict or climate disaster; an official ban is keeping them out of school. As a firm fist pushes millions of girls out of school, the immediate impact is a rolling back of time to a place where women lived in the shadows. This devastating decree means that 50 percent of the population is not able to access education.

“This is not reflective of Islam. The foundation of Islam is learning. The first word in the Quran is read. It does not advocate for girls not to go to school. The ban is unacceptable,” she emphasizes.

The campaign uses moving images by a young Afghan female artist and determined testimonies from Afghan girls. It features a series of equally inspiring, heart-wrenching and determined testimonies from Afghan girls whose lives have been abruptly upended by the ban preventing them to pursue their education and dreams.

Their powerful words are conveyed together with striking illustrations depicting both the profound despair experienced by these Afghan girls and young women, along with their incredible resilience and strength in the face of this unacceptable ban on their education.

ECW invites partners and the wider public to stand in solidarity with Afghan girls by posting messages from Afghan girls across social media every day—from 15 August, the date when the de facto Taliban authorities came into power in Afghanistan 2021, until 18 September, which marks the start of the official ban on school for adolescent girls.

Sherif says the campaign is in line with sustainable development goal 4 and will run through the UN General Assembly on Sustainable Development Goals (SDG) Summit from 18-19 September at the UN General Assembly in New York. The Summit aims to mark the beginning of a new phase of accelerated progress towards the SDGs with high-level political guidance on transformative and accelerated actions leading up to 2030 – progress that cannot be achieved with Afghan girls left behind.

“ECW, through our in-country partners, has invested in formal and non-formal education in Afghanistan since 2014. More than 70 percent of the Afghan population is in dire humanitarian need. It is a country on the brink of collapse in terms of people’s well-being. We are therefore calling for urgent funding to continue to fund community-based education through our grassroots organizations. We should never stop supporting Afghanistan; people are suffering,” Sherif emphasizes.

ECW has been supporting education programmes in Afghanistan since 2017. The ECW-supported extended Multi-Year Resilience Programme (MYRP) in Afghanistan supports more than 250,000 children and adolescents across some of the most remote and underserved areas of the country. The programme delivers community-based education, organised at the local level with support from local communities, and is critical to keep education going. Girls account for over half of all the children and adolescents reached by the MYRP.

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Nigeria to Expand Education Access Through a Student Loan Scheme — Global Issues

  • Opinion by Leon Usigbe (abuja, nigeria)
  • Inter Press Service

ABUJA, Nigeria, Aug 14 (IPS) – Wisdom Ajah, an 18-year-old senior secondary school graduate living in Karshi, a satellite town in Nigeria’s Federal Capital Territory, dreams of a university education that will secure him a good job after graduation and help support his family. But it is a distant dream considering how many obstacles he has faced trying to acquire a secondary school certificate.

Born into a poor family that can barely afford the necessities of life, Wisdom was forced to shoulder responsibilities far beyond his tender age, combining his studies with taking on manual labour at construction sites to pay his way through high school and supplement his family’s meagre income.

Now engaged in menial house painting jobs, a skill he acquired at the construction sites, saving enough money to fund his university education remains a significant hurdle.

But this may be about to change, as Nigeria’s federal government has recently passed a law establishing a student loan scheme aimed at providing financial assistance to individuals from poor backgrounds. Under the scheme, eligible applicants will receive up to N500,000 (approximately $650) per academic session.

Signed into law by President Bola Tinubu on 12 June, the Access to Tertiary Education Act, also known as the Student Loan Act, is expected to provide easy access to higher education for poor students through interest-free loans.

Government officials believe that the initiative will enable indigent students to access federal government loans to fund their university education, much like what happens in the United States and other developed countries.

The scheme ensures equal rights to eligible applicants to access the loan without discrimination based on gender, religion, tribe, social position, or disability.

“The student loan scheme is a boon to our youths, to our students nationwide,” said Dele Alake, the president’s spokesperson.

The government is confident that students facing financial hardships, including individuals like Wisdom, who meet the set criteria, will be able to access the loan and repay over a period of 20 years interest-free.

“A typical public university student can survive effectively on a tuition fee of N250,000 ($325) per session, and an all-in-one annual loan of N500,000 ($650) can take a student through each academic year,” affirmed Dr. Dasuki Arabi, the Director-General of the Bureau for Public Sector Reform.

“With what we have now, nobody should say it was a lack of money that did not allow them to go to school. The opportunity will be there. It will be inclusive, and it will be equitable,” said David Adejoh, Permanent Secretary in the federal Ministry of Education, in an interview with Africa Renewal.

The Nigerian Education Bank will supervise and co-manage the loan scheme starting September 2023.

The law stipulates two years imprisonment or a fine of N500,000 ($650) or both for students who default in repayment, or anyone found aiding defaulters.

Nigeria has up to 18 per cent annual school dropouts attributed to financial constraints.

The National Association of Nigerian Students (NANS) has welcomed the scheme as necessary to address the dropout challenge, as well as help combat suicidal tendencies and deter desperate poor students from engaging in vices.

“The rate at which students commit suicide due to depression when they drop out of school and the prevalent of vices among female students carried in order to pay their fees will decrease or cease because there will be no more financial pressure to warrant such acts,” said Akinteye Afeez, a spokesperson of the student association.

However, the Academic Staff Union of Universities (ASUU), an organisation that represents Nigerian public university lecturers, has doubts about the practicability of the new scheme due to the country’s high rate of graduate unemployment

Nigeria’s Punch newspaper reports that approximately 40 per cent of those holding a Bachelor’s degree and 59 per cent of those with Higher National Diplomas are currently unemployed.

Also, the renowned global tax and audit services firm, KPMG, projects that Nigeria’s unemployment figure will rise to 40.6% in 2023, from 37.7% in 2022.

With the current economic conditions in Nigeria, a student loan scheme will create more problems than the ones it is attempting to solve, said Prof. Emmanuel Osodeke, the President of ASUU.

“ASUU will never support the issue of education banks because the poor will not benefit from it,” he insisted.

The union maintains that the best solution to the problems of Nigerian universities is adequate funding.

Anticipating an increase in access to tertiary education, the government plans to put in place supportive structures and implement economic reforms that will absorb more graduates into the work force.

Source: Africa Renewal, United Nations

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With Quality Education, Youth are Empowered with the Green Skills to Save Our Planet — Global Issues

  • Opinion by Yasmine Sherif (new york)
  • Inter Press Service

NEW YORK, Aug 12 (IPS) – International Youth Day Statement by ECW Executive Director Yasmine SherifTo save our people and our planet from the life-threatening risks of the climate crisis, we must invest in the education of today’s youth. They will be the climate activists, climate scientists, climate innovators, game-changers and leaders of the 21st century green economy.

On International Youth Day, ECW and our global partners urge world leaders in the public and private sectors to ensure today’s youth have the green skills they need to save our planet. The climate-change challenges and the detrimental impact are enormous – severely affecting the planet, as well as basic services and our very survival.

According to the recent position paper by the United Kingdom Foreign, Commonwealth & Development Office (FCDO): “Addressing the climate, environment, and biodiversity crises in and through girls’ education”, the climate crisis is impacting the education of 40 million children every year. “Education is an assumed, but hugely undervalued, component of responses to climate change impacts, and efforts to mitigate and adapt to them. It is essential for reducing vulnerability, improving communities’ resilience and adaptive capacity, identifying innovations, and for empowering individuals to be part of the solution to climate and environmental change,” states the position paper.

Recent global estimates from Education Cannot Wait (ECW) – the United Nations global fund for education in emergencies & protracted crises – indicate that the number of crisis-impacted children who urgently need education support has spiked by as much as 25 million over the past year.

According to the new ECW Global Estimate Study: “Climate change interacts with underlying crisis drivers to increase crisis severity and worsen education outcomes. For example, droughts in East Africa deplete livelihoods, boost displacement, and undermine food security, worsening access to education and learning and accelerating protection needs.”

As we ramp up efforts to deliver on the Paris Agreement, Sendai Framework for Disaster Risk Reduction and Sustainable Development Goals at this year’s SDG Summit and Climate Talks (COP28), we must ensure that quality education, as a critical response to climate change adaptation, mitigation and resilience – especially for children and adolescents caught in emergencies – is inserted into the climate agenda, funding decisions and global policy. Because, climate change is not a stand-alone sector. It impedes and prevents the education of 224 million children and youth today, and their ability to survive and protect our planet tomorrow.

As we build toward COP28, ECW will work closely with the Green Climate Fund, Global Environment Facility, Adaptation Fund and other multilateral and bilateral funds – along with the private sector – to develop solution-oriented and actionable commitments to ensure that education in emergencies both responds to immediate crises, while also equipping communities with the knowledge and skills they need to adapt, mitigate, and build resilience in the face of an uncertain future.

For today’s youth, this means ensuring they receive a quality education in some of the highest-risk climate disaster areas on the globe. It also means to empower them with the knowledge and skills they need to develop, access and advance the green economy, and have the capacity to lead and make sustainable decisions for their communities and countries.

Youth are the human power of a green economy and of climate action and climate resilience. Financial investments in climate change mean financial investments in the education of 224 million children and adolescents. Empowered with an education, they will save their communities, their countries and our planet. If not them, who? Without them, how?

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Time to Ensure Equity in Global Research Vocabulary — Global Issues

Categorizing countries into “low- and middle-income countries” and “high income countries” is not appropriate for studying healthcare systems and population health. It is misleading to categorize countries for convenience of data analysis and interpretation. Credit: Charles Mpaka/IPS
  • Opinion by Ifeanyi Nsofor, Sowmya R Rao (abuja)
  • Inter Press Service

ABUJA, Aug 11 (IPS) – A recent publication in the journal PLOS Medicine reviewed the relationship between COVID-19 and mental health in eight low- and middle-income countries, collectively referred to as LMICs. As important as this publication is, we are appalled by the widespread use of the term “low- and middle-income countries” utilized in this article, and indeed in the majority of the global health literature and discourse.

This term vastly oversimplifies the relationship both between individual LMICs, and between LMICs and High-income countries (HICs). It isn’t an exaggeration to say that the term is colonial and racist. It divides rather than unites. It is time to change the narrative and use an equitable term to describe countries in the Global South.

We are both from the Global South and now work in the Global North. Sowmya is from India while Ifeanyi is from Nigeria. We both live in the U.S. Indeed, Sowmya has lived there for more than 30 years. In our global health careers, we have experienced inequities meted to us and people like us simply because of where we are from.

Terms such as “low- and middle-income countries” perpetuate these inequities and use the same brush to paint 85% of the world’s population as the same. The Global South has almost six times the population of the Global North, is incredibly diverse, and has pockets of high-, middle- and low-income communities. Even within a single LMIC there is incredible diversity.

Without a doubt, categorizing countries into “low- and middle-income countries” and “high income countries” is not appropriate for studying healthcare systems and population health. It is misleading to categorize countries for convenience of data analysis and interpretation.

According to Google Scholar, so far in 2023, over 12,100 publications have used “low-and-middle income countries ” in their titles or in the text. A couple of editorials calling for a change in the classification were published in 2022 and yet, the same journal has over 15,000 publications since 2022 (more than 6000 in 2023) using these terms. Is this classification appropriate for healthcare-related research? We also do not believe that World Bank classification of countries using the gross national income (GNI) is appropriate in this scenario.

Furthermore, funding agencies and peer-reviewed journals perpetuate this problem by requiring the investigators to generalize studies conducted in one country (even one city/town/village) to not only the entire country but beyond that to other “low- and middle-income countries”.

Countries vary in their population sizes, demography, cultures, type of governments, education systems, health care policies, health care access, diseases, and socio-economic problems. Summarizing data across these countries and studying them as a unit to find a one-size-fits-all solution undermines the problems.

For instance, Nigeria has an estimated population of more than 200 million, more than 250 ethnicities that speak over 500 languages. On the other hand, India is the most populous country in the world, with a population of over 1.4 billion. It has more than 2000 ethnic groups that speak over 19,000 languages or dialects.

First, begin to rectify this issue by ensuring that studies are customized to each country so appropriate policies can be implemented to improve healthcare in the country being studied. Most problems and solutions are local and must be studied in this context.

Second, funding institutions and peer-reviewed journals should not insist on generalizability of the results beyond the targeted populations but focus on the possibility of the solutions being adaptable to different populations and situations.

Studies that can positively impact these populations even if small are worth being conducted and published. It may then be further researched and adapted as necessary in different settings but that should not be a condition for funding or publishing.

Third, knowledge transfer should be bi-directional and not unidirectional as is currently done. Therefore, countries in the Global North should be open to learning from solutions found in the Global South (what are also termed as “resource-limited or resource-poor” countries).

There are many lessons in this regard: African Union’s coordination of country COVID-19 responses through the Africa Centre for Disease Control, and diverse experiences on managing epidemics in the Global South.

Finally, researchers must tap into the power of local knowledge. This means including Ministries of Health and local investigators to identify the main problems that need studying and finding solutions to mitigate them – another step towards creating equity.

Having countries from the Global South involved with setting study priorities and also funding portions of studies will ensure that they are vested in the process and are equal partners in studies that impact their own populations. Indeed, no country has infinite resources as was seen during the recent COVID-19 pandemic and any solution that uses the available resources efficiently should be welcomed.

LMICs and HICs are vestiges of colonialism. They divide instead of unite by making the most populous parts of the global community inferior to the least populous. Most importantly, they perpetuate inequities which pose serious consequences for global solidarity.

Using ‘Global South’ versus ‘Global North’ to refer to LMICs and HICs respectively in global research vocabulary is the most equitable thing to do.

Dr. Ifeanyi M. Nsofor, MBBS, MCommH (Liverpool) is Senior New Voices Fellow at the Aspen Institute, Senior Atlantic Fellow for Health Equity at George Washington University, 2006 Ford Foundation International Fellow.

Dr. Sowmya R Rao is a Senior Research Scientist with the Department of Global Health at Boston University School of Public Health (BUSPH), a Fellow of the American Statistical Association and a biostatistician primarily interested in global health disparities.

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Lets Shape Tech to be Transformative & Meet Every Childs Learning Needs — Global Issues

Credit: UNICEF Sujan
  • Opinion by Robert Jenkins – Lauren Rumble – Verena Knaus (united nations)
  • Inter Press Service

UNITED NATIONS, Aug 11 (IPS) – Did you know that the power of computers has been doubling roughly every two years since the 1960s? Every day it seems there’s a new app or piece of tech that unlocks new and efficient ways to do things; to better engage with the world, or with learning.

However, the COVID-19 pandemic exposed the longstanding gender digital divide. Even though digital tech can be used to continue education at scale and is rapidly becoming core to the educational enterprise, it only benefits those who can access it.

And millions of girls often don’t have access to digital technology for many reasons: because communities, schools or families think that technology is a male-only domain, because of online safety risks, because they have been uprooted from their homes or forced to leave school before they learn to use computers, or because they never go to school in the first place.

Even when girls can access digital learning, the content may be rife with harmful gender norms – just as it often is in textbooks. Stereotypes are perpetuated and girls’ education suffers.

Providing access to the tech hardware can make an enormous difference, but it is not a silver bullet. Digital learning isn’t just putting existing materials on a screen instead of on a chalkboard or in a textbook.

It is about taking the opportunity to make education systems better and more responsive to the gender-specific needs of children and young people and equipping teachers with the skills to do so. It can only do that if we’re intentional about how we want to use it.

Recently, the Transforming Education Summit (TES) has committed to doing just that: to “harness the power of the digital revolution to ensure quality education is provided as a public good and a human right, with a particular focus on the most marginalized.”

Unlocking the power of digital learning for these children and young people, especially girls, relies on three keys:

  • Connecting children to digital learning irrespective of their gender identity, or where they live or where they come from, UNICEF is working to connect every school to the Internet by 2030 through the Giga initiative.
  • Developing and adapting high quality learning content so that it’s context-specific, curriculum-aligned, and accessible to all. UNICEF with UNESCO and partners launched Gateways to Public Digital Learning, a new global initiative to ensure that every learner, teacher, and family – especially the most marginalized – can easily access and use high-quality digital education content. To facilitate access to high quality content, UNICEF’s Learning Passport is helping meet the specific needs of learners- especially those forced to leave their homes – and educators in over 28 countries reaching three million children.
  • Equipping teachers with the capacity to use digital technology to improve learning as well as with gender-responsive pedagogical skills so they can support children in all their diversity to develop the skills they need for school, life, and work – including supporting girls and young women to develop digital literacy.

One way UNICEF is forging this third key is through the new Gender Responsive Digital Pedagogies guide for educators. The Guide uses practical exercises to help teachers produce gender-responsive lesson plans, learning materials, and instruction, as well as guidance on protecting girls and boys from online bullying, violence, and sexual violence – critical skills in the digital age.

It also outlines strategies to engage parents and caregivers in their child’s learning using digital tools. In Lebanon, UNICEF has worked closely with the Center for Educational Research and Development (CERD) – a national organization charged with modernization and development of education, based on educational planning – to integrate part of the guide into their teachers’ training curricula.

This national uptake reflects our commitment:

We want to ensure that, as the world accelerates the use of digital technologies for education, we don’t simply carry over existing biases and harmful gender norms into teaching and learning.

With digital tech, learning tools can easily be replaced or updated – unlike printed materials. Educators can thus hone materials to be context-specific and, critically, remove harmful gender references and stereotypes from curricula.

How teachers interact with girls and boys can model more equal and gender-transformative expectations of themselves and each other.

Digital learning has the advantage of being mobile, opening doors for alternative learning pathways for children and adolescents who are excluded or need flexible arrangements.

It can make quality learning accessible to children who speak minority languages and children and young people on the move – especially important for girls on the move, some of the most vulnerable people in the world.

In situations that are otherwise hostile and uncertain, digital learning can be a way to help children to feel included and prepare them to succeed in school, work, and life.

Ensuring that girls’ access to digital technology is keeping pace with its proliferation and technological changes is and will not be easy. But it is essential.

The new Guide is a global public good – a critical building block for action on the TES commitments. Furthermore, as the 67th Conference on the Status of Women focuses on how innovation and education in the digital can promote gender equality, policymakers can be catalyst for digital learning.

To keep pace, our learning tools, practices, and policies need to stay up to date to match the technology – and champion the rights of all children, in all their diversity.

Robert Jenkins is the Global Director of Education and Adolescent Development at UNICEF; Lauren Rumble is the Associate Director of Gender Equality at UNICEF; Verena Knaus is the Global Chief of Migration and Displacement at UNICEF.

Source: UNICEF

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Afghan Girls, Women Deprived of Education, Find Hope in Africa — Global Issues

Shabana Basij-Rasikh, co-founder and President of SOLA, speaks at the Women Deliver conference in Rwanda. Credit: Aimable Twahirwa/IPS
  • by Aimable Twahirwa (kigali)
  • Inter Press Service

KIGALI, Aug 01 (IPS) – When providing education to her small group of Afghan girls, who had been studying at a boarding school back home, became tenuous, Shabana Basij-Rasikh, relocated them to Rwanda.

She had set up a pioneering school under the project SOLA, the Afghan word for peace, and a short form for School of Leadership Afghanistan. But as the Taliban swept to power in August 2021, she closed the doors of the school, destroyed any school records which could help identify the girls, and on August 25, relocated 250 members of the SOLA community, including the student body and graduates from the programme, totally more than 100 girls, to Rwanda.

Basij-Rasikh, co-founder and SOLA’s President said a major challenge had been the lack of resources and capacity to teach Afghan girls after the return of the Taliban deprived right to education of girls in secondary schools and above.

As the Taliban swept back into power in Afghanistan in the summer of 2021, Shabana Basij-Rasikh, the founder of the nation’s only all-girls boarding school, initially ran the school out of a former principal’s living room. But that soon became untenable.

Speaking on the sidelines of The Women Deliver 2023 Conference (WD2023), which took place in Kigali from 10-20 July 2023, Basij-Rasikh, who completed her undergraduate studies in the United States, explained that when Kabul fell under the control of the Taliban, she managed within a short time to evacuate the entire school community to Rwanda.

“Although we managed to move the school to a safe country, it is still embarrassing and shameful for me since Afghanistan is the only country in the world where women and girls’ access to education has been suspended,” she said.

Initially, SOLA started as a scholarship program where Afghan youth would be identified and could access quality education abroad and, later on, go back to their home country as highly-skilled Afghans in whichever profession they chose.

“When the US announced that they were to withdraw their troops in Afghanistan, it created a lot of anxiety among young Afghans who were in the West hoping to return to the country.”

Basij-Rasikh regrets that some of her former students, who were able to leave Afghanistan after the Taliban’s return, are still struggling to continue their education overseas.

“We wish to see many Afghan girls return to schools,” she said, explaining that the migration status of the students in many countries restricted their access to education.

Since the school opened last year’s admissions season, Shabana Basij-Rasikh and her team have been inviting Afghan girls worldwide to apply and join the rest in Rwanda. Last year they enrolled 27 girls in their first intake.

“The major challenge is that there are several hundreds of thousands of girls who want to join our campus, but space is limited, and so places are being granted on merit and need,” Shabana told IPS.

Shabana argues investing in girls’ education is a smart investment; she is convinced that the current situation in Afghanistan must and should not be accepted or supported by any country around the world.

On September 18, 2021, a month after taking over the country, the Taliban ordered the reopening of only boys’ secondary schools. A few months later, in March 2022, according to human rights organizations, the Taliban again pledged to reopen all schools, but they officially closed girls’ secondary schools.

“These girls deserve the opportunity to realize their full potential, and the international community has an important role to play,” Shabana said.

UNESCO’s latest figures show that 2,5 million or 80 percent of school-aged Afghan girls and women are out of school.  The order suspending university education for women, announced in December last year, affects more than 100,000 students attending government and private institutions, according to the UN agency.

On the sidelines of the Women Deliver Conference 2023, Senegalese President Macky Sall pledged that his government would offer 100 scholarships for women who have seen their right to education decimated under Taliban rule in Afghanistan to pursue their university degrees in Senegal.

Rwanda is one of several African countries that agreed to temporarily host evacuated Afghans.

Sall, who was reacting to the concerns raised by Basij-Rasikhat, said his Government was ready to give chance to Afghan girls to pursue their studies.

So far, SOLA school has received 2,000 applications across 20 countries where some Afghans are living.

In 2022, it received 180 applications from Afghans living in 10 countries, but only 27 girls were admitted.

“That explains how families in Afghanistan are ready to support the girls in moving abroad to pursue their education,” Shabana said.

“Boarding schools that allow Afghan girls to study and live together are the best way to promote their education.”

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Financing Biggest Hurdle to Providing Children with Quality Education in Crisis Situations ECW — Global Issues

ECW’s Yasmine Sherif and Graham Lang walk with UNHCR partners through Borota, where thousands of new refugees, most of them women, and children, have arrived after fleeing the conflict in Sudan. Credit: ECW
  • by Naureen Hossain (united nations)
  • Inter Press Service

UNITED NATIONS, Jul 20 (IPS) – If you want lasting peace, the best investment you can make is in education, said Education Cannot Wait’s Executive Director Yasmine Sherif in an exclusive interview with IPS.

“(This will) make children and adolescents literate, learn critical thinking, address trauma and psycho-social challenges from being victims of a conflict or crisis, develop their potential, and become financially independent,” Sherif said, adding that these were critical skills to participate in good governance of their countries in the future.

She was speaking to IPS ahead of her participation in the ECOSOC High-Level Political Forum side event “Ensuring Education Continuity: The Roles of Education in Emergencies, Protracted Crises and Building Peace” at the UN Headquarters in New York.

Education is the answer to breaking the vicious circle of violence, conflict, and crisis – while this often is associated with war and conflict, the same applies to climate change.

“If the next generation that is today suffering from climate-induced disasters are not educated, do not understand or have an awareness of how to treat mother earth, and do not have the knowledge or skills to mitigate or prevent risks in the future, the negative impact of climate-induced disasters will only escalate.”

Unfortunately, conflicts and climate risks increasingly combine to multiply vulnerability, she said – and instead of declining, the number of children who need urgent support is increasing.

“Today, 224 million crisis-affected children do not receive a quality, continuous education. More than half of these children – 127 million – may have access to something that resembles a classroom, but they are not learning anything. They are not achieving the minimum proficiencies outlined in the Sustainable Development Goals (SDG4).”

Sherif stressed the crucial linkage between education and protection for children in crisis-affected countries and explained how protection is a core component of the holistic package of education ECW is supporting together with its partners.

“On the legal side, we advocate for the respect of the international humanitarian law, national human rights law, and the National Refugee Law, and for an end to impunity for those who violate these,” said Sherif. “We also call for additional countries to adopt the Safe Schools Declaration, and actively support its implementation at the national level.”

To prevent violence around and in schools, practical measures are included to ensure the children are safe.

“It’s important to ensure safe transport to and from the school. And that would, of course, bring a sense of safety to the parents, who may not be willing to send the girls to school because of that. You ensure the infrastructure of the school provides protection. You may need wards around the school so that nobody can walk into the school and abduct a girl.”

ECW funding also includes protections to prevent sexual and psychological violence.

“All the funding that we invest requires giving protection a priority. And that is essential wherever you operate or invest funding in a country of affected by armed conflict; you need to ensure protection is prioritized.”

Sherif said that in countries like Afghanistan, where the Taliban have banned girls from attending secondary school and upwards, ECW works with local partners to support non-formal education.

“There is a lot of work at the community level, with local authorities allowing ECW’s investments in civil society and UN agencies to continue to operate. So community-based schooling is pretty much (being) run now, where we are investing at the community level,” she said, and while it may not be ideal, it does work.

Likewise, non-formal learning centers have been set up in Cox’s Bazar, where the Rohingya refugees live after fleeing violence, discrimination, and persecution in Myanmar.

“Our aim is for every child to be able to access national education systems, but sometimes it is not possible politically or physically due to the dangers of the conflict. So we also support our partners to establish non-formal learning centers until another more sustainable solution can be found.”

During the Covid-19 pandemic, ECW’s partners were innovative in ensuring education continued – with remote learning programmes such as radio and TV-based education, where IT connections were available through phones and WhatsApp with learning kits and tools.

“Home-based, going from door-to-door, that was how it was done during COVID. There was some creativity and innovation. It is possible. It is not ideal, but it is possible.”

Sherif said ECW had developed a proven model to bring quality education to every child – even in the most challenging crisis-affected contexts of war and conflicts – but that the biggest hindrance is the financing.

“If we had the financing, we could reach the 224 million (children) immediately. So financing is the big hindrance today. While peace is the number one (solution), if peace is not possible, education cannot wait.”

“If financing for education is provided in crisis and climate disasters, ECW can reach 20 million children and adolescents in the coming four years. And that requires about another USD700 million for Education Cannot Wait between today and 2026. Just USD 700 million is a small amount when you consider the return on investment you get when you invest in human potential.”

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‘Spending Money on Education is Investing in Humanity’ — Global Issues

ECW director Yasmine Sherif and other delegates at the “Ensuring Education Continuity: The Roles of Education in Emergencies, Protracted Crises and Building Peace” conference at the UN. Credit: Abigail Van Neely/IPS
  • by Abigail Van Neely (united nations)
  • Inter Press Service

UNITED NATIONS, Jul 14 (IPS) – As the 2030 deadline for achieving the Sustainable Development Goals (SDGs) looms, Education Cannot Wait’s director Yasmine Sherif warned, “We are failing the promises we made on everything in the sustainable development goals, but especially on education because, without education, we cannot achieve any of the other sustainable development goals.”

Sherif was speaking at the “Ensuring Education Continuity: The Roles of Education in Emergencies, Protracted Crises and Building Peace” conference at the United Nations headquarters – where speaker after speaker called for an immediate increase in funding for education in crisis zones.

The conference was co-organized by the Permanent Missions of Japan, Italy, and Switzerland, UNICEF,  ECW, Global Partnership for Education (GPE), UNESCO, Save the Children, Japan International Cooperation Agency (JICA) and Japan NGO Network for Education. The event was created with the goal of addressing the “crucial role of education as a life-saving and life-sustaining intervention in an emergency.”

It took place as a side event during this week’s High-Level Political Forum aimed to address the “crucial role of education as a life-saving and life-sustaining intervention in an emergency.”

This discussion came at a critical time. Earlier this week, the 2023 Sustainable Development Goals Report painted a grave picture of progress towards achieving the quality education goal proposed for 2030. Four out of every five countries studied experienced learning losses following the COVID-19 pandemic.

At the end of 2022, there were 34.6 million refugees, the highest global number ever recorded, of which 41%  were children. According to ECW, 224 million crisis-affected children need education. Over half of these children – 127 million – are not achieving the minimum proficiencies in literacy or numeracy.

“It is critically important during this that we emphasize that education is a fundamental human right,” Ambassador Kimihiro Ishikane, Permanent Representative of Japan to the UN, said.

Noting that seven years remain before the SDG deadline, Stefania Giannini, Assistant Director-General for Education at UNESCO, urged Member States to commit to the Safe Schools Declaration, an inter-governmental agreement to protect education in times of armed conflict.

Speakers emphasized the importance of consistent education even during times of crisis.

During protracted emergencies in areas that have been disrupted by man-made conflicts or natural disasters, education continuity provides children and communities with a “sense of normalcy”, as Awut Deng Acuil, Minister of Education in South Sudan, remarked. “ fosters social and emotional wellbeing of learners affected by crises.

Two weeks ago, ECW launched a program in South Sudan to support a recent influx of refugees. Acuil highlighted that education is more than just knowledge gained in the classroom. She explained that it involves essential social-emotional learning, supports country development, builds resilience, promotes conflict resolution, and can even assist with economic recovery.

“Continuity of education for millions of children affected by crises remains at stake. Though we all know that one, education is a fundamental right for all children, and education continuation in high emergency situations remains a high priority for many communities,” Acuil said.

“Education is more than service delivery. It is a means of socialization and identity development through the transmission of knowledge, skills, values and attitudes across generations. It is, therefore, an important tool for the sustenance of peace, for without education, we cannot have peace,” said Asaju Bola, Minister from the Permanent Mission of Nigeria to the UN.

Somaya Faruqi, an engineering student and captain of the Afghan Girls Robotic Team, spoke about the power of academic achievement as a means to inspire gender equity. After her robotics team’s success in international competitions, more Afghan girls were given permission to join.

“The key to all these processes was education. Accessible education for girls and for boys equally,” Faruqi said.

Now, following the Taliban’s return to power in Afghanistan, Faruqi describes her home country as “a prison for girls” she had to flee.

ECW director Yasmine Sherif and other delegates at the “Ensuring Education Continuity: The Roles of Education in Emergencies, Protracted Crises and Building Peace” conference at the UN. Credit: Abigail Van Neely/IPS

The event showcased the measures that UN agencies have been taking to ensure education continuity. The UNESCO Qualifications Passport initiative provides refugees with a means for their qualifications to be certified and recognized in their host countries. UNESCO and UNICEF jointly launched the Gateways to Public Digital Learning, a global initiative for schools, learners, and teachers to have access to quality digital learning tools.

Digital learning and alternate forms of education provision were noted as significant tools to invest in, especially for students located in remote areas or in those communities who are unable to attend traditional public schooling. Ultimately, as Frank van Cappelle, Senior Advisor of Education, UNICEF, noted, “a holistic approach is needed; a flexible approach is needed… The human element is key.”

However, despite some gains, funding remains a barrier to the success of these programs. According to Charles North, the CEO of the Global Partnership for Education, the number of children impacted by crises is rising, but funding is not.

Rotimy Djossaya, Executive Director for Policy, Advocacy, and Campaigns at Save the Children, called for “timely debt relief for countries whose debt burdens are threatening their ability to invest in education.” He cited statistics that four out of fourteen low and middle-income countries spent more on servicing external debt than they did on education in 2020.

The event showcased a continuous, pressing need for education to be made a priority on the national and global levels. As  Sherif noted, education is the foundation of a “more prosperous world.”

“Spend money on education, invest in humanity.”

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Impatience as a Virtue — Global Issues

  • Opinion by Yasmine Sherif (new york)
  • Inter Press Service

NEW YORK, Jul 14 (IPS) – We all know and agree that patience is a virtue. It is indeed. With one exception.

In the face of a child’s suffering, impatience is the highest virtue. Or as we say in the spirit of Education Cannot Wait: “We must be unapologetically impatient” in our collective goal to reach 224 million crisis-affected children and adolescents with quality education.

Over the past few months, we have met with refugee children, teachers, parents, community leaders, implementing partners, strategic donors and government officials in Colombia, South Sudan and Chad. Time and again we have seen first-hand how climate change, armed conflict and forced displacement severely disrupt lives, destroy hope and dramatically impede progress toward our global promise of inclusive quality education for all.

As stressed by United Nations Resident and Humanitarian Coordinator in Chad, Violet Kenyana Kakyomya, in this month’s ECW high-level interview: “Refugees have been exposed to trauma due to the violence they witnessed and experienced, which for children can have short- and long-term negative effects on their physical, mental, cognitive and emotional development.” In this context, access to education is a crucial protection measure.

Unless we act now as a global community, we will lose an entire generation of children and, with them, future generations. We will leave behind a legacy of broken promises, denial of opportunity and loss of hope. The most effective way to counter this is to empower today’s generation with the academic, social-emotional learning, mental health, self-confidence, empathy skills and tools to reverse and mitigate the avalanche of despair and destruction and to build back better.

Above all, we need to #EmpowerHer – namely the millions of crisis-affected girls who are among the furthest left behind and yet who have so much to contribute in changing the world for the better.

Education is the most powerful means to break cycles of violence – committed on both human beings and mother nature. Education is the best pathway to end conflicts and climate disasters. Because the world needs profoundly educated people who can both think and feel; and, who know how to put this vision into action. None of this can wait.

The task is daunting, urgent and requires immediate action. Our recent global estimates study provides a clearer picture than ever of the growing challenges. In all, the new estimates indicate as many as 224 million crisis-impacted children are in urgent need of a quality education.

As we reflect on our progress in advance of this year’s UN SDG Summit, UN General Assembly, Climate Talks (COP28), and Global Refugee Forum, we must unite with a sense of urgency, impatience and concrete action to ensure Education Cannot Wait and our global strategic partners receive the financing required to deliver an inclusive and continued quality education. Our shared goal is to make more than #222MillionDreams come true.

With more funding, we can deliver faster and further, together.

In June, we launched new investments in South Sudan, Central African Republic and Somalia. Our proven results-focused strategy exists. The political will is there. The systems and processes for coordination of joint programming are in place. The missing link is financing. We need fully funded joint programmes across sub-Saharan Africa, Latin America, the Middle East and Asia.

It is possible to do: together, we continue our global advocacy efforts to urgently mobilize more than US$1.5 billion to realize ECW’s goal of reaching 20 million children and adolescents over the next four years of our strategic plan.

This is not only a very realistic and logical goal. It is an existential imperative requiring action now – not waiting for better financial prospects or until the world is a better place.

As the late UN Secretary-General, Dag Hammarskjold, said: “It is when we all play safe that we create a world of utmost insecurity.”

We can’t play it safe. If there is any virtue we all need today, it is to be unapologetically impatient.

Yasmine Sherif is Director of Education Cannot Wait.

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East African International Students to Benefit from Single Qualification Framework — Global Issues

Sudanese refugee James Mathiang (left) with his teammates has had difficulties getting his qualifications recognised even though he was offered a scholarship. Wilson Odhiambo/IPS
  • by Wilson Odhiambo (nairobi)
  • Inter Press Service

NAIROBI, Jul 11 (IPS) – East African international students could soon easily study in neighbouring countries after the Intergovernmental Authority on Development (IGAD) proposed a new qualification framework to mitigate the difficulties faced when seeking education across borders.

IGAD has, over the past year, been conducting a series of seminars and workshops aimed at finding a solution to the problems faced by foreigners and refugees looking to continue with their education and employability in foreign lands.

During the 3rd IGAD conference held in Nairobi, Kenya, in March last year, it was agreed that its member states needed to develop a harmonised qualification framework that would allow their students to cross borders in search of work and education easily.

The IGAD member states include Kenya, Somalia, Ethiopia, Sudan, Djibouti, Uganda, South Sudan and Eritrea.

Countries usually have different education systems and standards, making it mandatory for foreigners to prove their qualifications before joining any institution.

Joining a higher education institution in Kenya demands one to have attained certain set standards from high school, which in this case, is to have a mean grade of at least a C+. Therefore, an international student seeking to join the same institution must show that they achieved an academic qualification from their country equivalent to the Kenyan standard.

To do this, they must go through the Kenya National Qualification Authority (KNQA) and have their high school grades converted to verify whether they meet the standards.

However, given the difference in curriculum and education standards for different countries, this is usually a tedious process for many.

Students have complained of waiting for months (or even years, in some cases) before having their qualifications approved to join learning institutions. This has especially been tough on refugees from Somalia and South Sudan, whose education systems are still volatile, making it difficult for them to get quality education in countries of their choice.

South Sudan, for instance, has seen many of its citizens stream into Kenya in search of refuge and a fresh start to life. And due to their height, many Sudanese teenagers are sought after by basketball coaches in colleges and universities who are willing to offer them sport scholarship opportunities.

IPS spoke to James Mathiang during one of his basketball games to understand his transition process as a foreigner trying to further his ambitions.

Mathiang is a refugee from South Sudan who had been offered a sports scholarship by African Nazarene University (ANU) but is yet to join since he has not cleared the qualification process.

“I came to Kenya in 2021 with my family and currently live in one of the estates in Nairobi. Our country is still facing civil unrest, and my parents felt it was wise for us to seek refuge in Kenya, which also meant continuing with our lives in a new country,” Mathiang told IPS.

“I play basketball and have many of my relatives who have been in Kenya for longer, who also play the sport and were able to introduce me to some of the teams they play in.”

It was not long before one of the basketball scouts noticed Mathiang’s potential and offered to get him a scholarship in return for his talents. Mathiang is, however, yet to benefit from the deal due to the required qualification conversion process.

“It has already been seven months since I was offered the scholarship, but I am yet to understand how the conversion process works. I may have to sit for another qualification exam in Kenya since my papers are not recognised by KNQA,” Mathiang told UWN.

According to KNQA, the qualification is a planned combination of learning outcomes with a definite purpose and is intended to provide qualifying learners with applied competence and a basis for further learning.

Joining a university in Kenya, requires one to have completed four years in high school and attained a mean grade of at least a C+.

This standard may differ in a country like Sudan or Uganda, where students must spend at least six years in high school before joining a University. As such, a Kenyan going to Uganda in search of higher education has to meet a standard equivalent to that of Uganda and vice versa.

Rollins Oduk, who has been on a basketball scholarship at the Uganda Martyr University, recalls how it took him almost two years to convert his secondary school certificates to meet the qualifications required by the Ugandan system.

“Since Uganda did not have a qualification system like Kenya, I had no choice but to enrol into one of their secondary schools and sit for fresh exams so that I could be accepted by their higher education institutions. In the meantime, I could still play for the University and get some financial benefits as I waited. This is a good move by IGAD, and it will help a lot of foreigners like me,” Oduk told UWN.

According to IGAD, only one of its member states, Kenya, has a properly functioning qualification system that enables foreigners to confirm and convert their qualifications quickly.

Dr Alice Kande, managing director, KNQA, explained that having a regional qualification framework would lessen students’ obstacles when moving across the member states in search of education.

“KNQA is receiving so many foreign qualifications that are awarded without a clear clarification on whether they are accredited in their countries of origin, their requisite volume of learning, the skills that they impart and their equivalence to local qualifications,” Kande told IPS.

“The authority plays an important role in ensuring that authenticity of foreign qualifications is ascertained; and that the country only accepts and recognises foreign qualifications that meet the national standard. By doing this, we hope that students get quality training and education that equips them with the skills necessary to work both locally and internationally and that the country as a whole only accepts and recognises qualifications that meet the national standard and protects the country from fake and substandard qualifications,” she added.

According to Zetech University, it is tough for institutions to enrol international students due to the bureaucracy of specific government offices that frustrates the effort of potential students and the recruiting universities. There is a disconnect that makes it necessary for the concerned offices to sit with the universities and discuss a way forward.

“To join Zetech, foreign students are expected to have a visa, a student pass and the KNQA equation to get admission. It is particularly difficult for Somali students because of the fear of terrorism; hence the student pass takes too long to process,” said Dr Catherine Njoki, Liaison and Resource Mobilization Director Zetech University. A student’s pass can take up to eight months to a year to acquire, making some give up entirely on their education.

“The students are also required to equate their results with the KNQA. This Government body is also very slow in their service delivery, and they decline to support the recruiting institutions with a general guideline of how students can get temporary admission as they await the confirmation. KNQA should become a little flexible with such information and also realise the country needs the foreign exchange as much as the institutions need the students,” Njoki told UWN.

KNQA, however, states that it should only take two to eight weeks for an evaluation process to be concluded.

“According to Kenya National Qualifications Authority, service charter evaluation of qualifications processing time is (14 -60) working days from receipt of an application. This is counted from date of receipt of all relevant documents provided by the applicants,” Kande explained.

The following are some of the requirements that will be expected of someone trying to have his qualifications converted:

(i) Certified copy of each qualification certificate to be evaluated.

(ii) Certified copy of official transcript of each qualification to

be evaluated.

(iii) Certified copy of certificate and transcript of qualification preceding the one

that has been submitted for evaluation.

(iv) Certified copy of Identity Document or birth certificate for children

under the age of 18 for citizens or Passport for foreigners

(v) Translations (if applicable) together with the documents in the original

language prepared by a sworn translator.

Njoki added that IGAD should bring all stakeholders involved to help address these issues.

“I would like to continue with my education through this sports scholarship, and if this harmonised system works, there are many foreigners like me who are going to benefit from it,” Mathiang concluded.

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