New Social Compact
Hijrah, Immigration: the Historical-Religious Setting
Islam is a missionary political religion, an ever expending faith that has no borders and no political limits. It is intended to be the universal hegemonic religion for all mankind, by force of Jihad; by propagation of Da’wah; and by mass immigration, and by demography of high birthrate.
The issue of Hijrah in the Islamic Sharī‘ah is clear: it is forbidden for Muslims to leave Islamic lands and to reside in non-Islamic territories. This is according to the Hadīth:
Narrated Ibn ‘Abbas: Allah’s Apostle said, “There is no Hijrah [from Mecca to Medina] after the Conquest [of Mecca], but Jihad and good intention remain.
That means, according to Islamic exegesis, Muslims cannot leave Islamic territory and cannot live in non-Islamic states and under non-Islamic rule. As long as there is an Islamic owned territory where Islamic law is the dominant, Muslims must live in it and must not leave it. This is according to the Islamic verse (Sûrat al-Nisā’, 4:97): “… angels will say: was not Allah’s earth large enough for you to migrate…?”
Islamic exegetes translate these verses that Muhammad had forbid Muslims to live under non-Islamic rule. Muslims must leave territories in which the Islamic law is not the supreme and Islam is not ruling there, and migrate to Islamic territory as soon as possible. This commandment was never abolished, and he who violates it is considered being Murtad, who deserves a death penalty.
All Islamic Schools of Jurisprudence (Madhāhib) agree to this and in fact could not give other legal ruling, since it is anchored in the Qur’an.
Ibn Kathir, one of the most distinguished and highly influential Qur’an exegete, explains: “One who remains with polytheists at a place and lives with them, he is like them.” Hijrah is not the only guarantee to Islamic honor, liberty, and peace, but it is a guarantee the Muslims will not assimilate among the infidels.
For Zamachshari, when a person has no capability to establish his Dīn, Hijrah, moving back to the Islamic state, becomes an obligatory duty. This is also the attitude al-Tabari, who does not use the word Mamnû’ (forbidden), but Harām (religious taboo) as to clearly indicate what is the punishment of living in a non-Islamic state. Ibn Rushd insisted that Muslims are not allowed to live under non-Islamic rule, not only because the Sharī‘ah does function there (the main of the Hanafī School); and not only the Sharī‘ah must always be the supreme law (the main of the Shāfi‘ī School); but because it is impossible that an infidel rules over a Muslim. A Muslim that freely immigrates to non-Islamic territory and allows a Kāfir to rule over him is in fact Murtad, and his penalty is death
al-Mawardi, though he agrees with other exegetes, also adds to the issue as follows: a Muslim can live in Dār al-Kufr only in two cases. One, he had kept up struggle for the dominance of Islam to convert the un-Islamic system into an Islamic one. Second, having no chance of leaving the land he lives in a dislike and disrespect situation. The reason is that Islam is destined to rule and conquer and not to be ruled and be conquered by others.
Abu al-A‘la al-Mawdudi has the same opinion: a Muslim can live in Dār al-Kufr only if he makes all efforts for the predominance of Islam in that land (Iqāmat al-Dīn), or he lives under compulsion of tyranny and corruption. In all other cases he must live only in Dār al-Islām. Hijrah is complementary to Jihad and helps to establish the “rule of Allah,” the Sharī‘ah, only through the Khilāfah system.
Historically, the Hijrah was in fact the flight of Muhammad from Mecca to Medina, as the Meccans made their decision to execute Muhammad and his Sahābah. However, Islamic religious eschatology declares that the Hijrah It was a blessing act deliberately scheduled, decided, and executed by Allah for spreading his religion by means of expansion and occupation (Futûhāt) of the infidels’ territories. It was the command of Allah, promising the Muslims’ victory, a date that marked an essential stage for the establishment of the Islamic Ummah (Sûrat al-Nûr, 24:55). The Hijrah has become a cosmological transformation, an important factor in the process of consolidation and empowerment of the Islamic community.
For Islamic exegetes the Hijrah of Muhammad was the end of an era of weakness and marked a new beginning of success and victory. It was so important that the decision of Umar to mark the Islamic calendar beginning from the year 622 was accepted without any objection. The Hijrah was for the sake of the religion of Allah and the establishment of the Islamic Ummah to spread the religion all over the world. Therefore, the Hijrah is considered to be a Jihad for the sake of religion.
The Islamic eschatology declares: Medina was conquered by Hijrah and Mecca by the arms of Jihad. The first has strike the roots and the seeds of the Ummah, and the other has flourished its fruits worldwide. The first was the basis for development and the other was the pillar of manifestation and institutionalization. The first was the spirit that brought the existence while the other declared its triumph and victory worldwide. Therefore, Muslims must do their utmost to assimilate and integrate the infidels to Islam.
Muhammad forbade his followers to travel or to immigrate to a non-Muslim country: “I am innocent of any Muslim that lives amongst the Kuffār.” “Whoever collegiate or aggregate with non-Muslims and lives with them, he is one of them.” In the face of such a clearly defined prohibition, one must wonder how modern-day immigration is so widespread among the Muslims. Why is it that so many Muslims have chosen to live in the lands of the infidels, and do not return to the Islamic territory as soon as they have the opportunity? Do the economic-social burdens overcome the religious commandments?
Islamic exegesis and contemporary Muslim Imāms solve this issue as follows: it is forbidden to live in non-Islamic territory, in Dār al-Kufr, and staying there must be only temporary. Therefore, integration and assimilation of Muslim immigrants among the host states are forbidden. Yet, the sole reason for staying in Dar al-Kufr is to make all efforts to bring the non-Islamic territory under Islamic rule. If not, Muslims must do their best to leave back to Dār al-Islām territory.
This approach is elaborated in Surat al-Nisā’, 4:100:
“And whosoever leaves his country in duty to Allah, will find many places of refuge and abundance on the earth. And he who leaves his home and immigrate in the way of Allah and his messenger and death overtake him is sure to receive his reward from Allah…”
Khālid al-Mājid, one of contemporary influential Islamic exegetes, declares that it is a must upon Muslims to migrate from Dār al-Kufr to Dār al-Islām. However, it is lawful for the Muslim to stay in Dār al-Kufr under the following conditions: there is a valid reason to stay, as the necessity of an appropriate Hijrah; if he cannot find any Muslim country to migrate to, or he is persecuted there; and when he stays in Dār al-Kufr for a short period of time: to receive medical care, or business relations, or for education, or officially, serving his country as a diplomat. Under these, Hijrah is acceptable, and still the Muslim believer must remain faithful to Islam and to his brothers, and under any circumstance he should not favor his relation with the Kuffār over his Muslim brothers and Islamic belief.
Sheikh Muhammed Salih al-Munajid has issued a Fatwah: “It is not permissible for the Muslims to attend the festivals of the Mushrikīn (those who associate other gods with Allah)… Do not enter upon the Mushrikīn in their churches on the day of their festival, for divine wrath is descending upon them… Whosoever settles in the land of the non-Muslims and celebrates their new year’s festival and imitates them until he dies in that state, will be gathered with them on the Day of Resurrection.”
In answering to the question: “Is it allowed to take the nationality of the US or a European country?” Muhammad Taqi al-Uthmani, of the Majlis Mujma’ al-Fiqh al-Islāmi, answered in a Fatwah: “Taking permanent residence in a non-Muslim country, adopting their nationality, and making it one’s country of residence as its citizen is a matter of apostasy. He would not be regarded as a Muslim and is liable of being declared a Kāfir…” The best solution is the Muslim invites the Kuffār to Islam. Then, his stay in Dār al-Kufr is not only permissible, but he will be rewarded for the merit of it.
Travelling to the land of the Kuffār is impermissible (la Yajûz) unless two conditions are met: (a) that the person has knowledge (‘Ilm) to repel doubts (Shûbbahāt); (b) that he keeps his faith (Imān) to prevent him from falling into lustful desires (Shahawāt); and he keeps a strong animosity toward the Kuffār. If these conditions are not met, Muslims are not allowed to travel due to the Fitnah that exists there. Residing in Dār al-Kufr is absolutely forbidden as it involves mixing with the infidels. Muslims in a country that is not governed according to the Sharī‘ah should do their utmost to bring it under Islamic law. It is Bid‘ah not to call for and to work steadily for the implementation of the Sharī‘ah.
This also marks the ultimate message that integration and assimilation of Muslims among the host states in Dār al-Kufr are forbidden. This commandment is abiding: as long as there are infidel territories, as Dar al-Kufr exists on earth, the injunction of Hijrah continues to be obligatory up to Day of Judgment. The basis of this methodology is the Hadīth related to Muhammad:
“I charge you with five of what Allah has charged me with: to assemble; to listen; to obey; to immigrate; and to wage Jihad for the sake of Allah.”
The first three of the five commands are part of Imān, belief: to assemble means to join together the Muslim community, the Ummah, to work together for the Islamic cause, rest upon the principle of Tawhīd (Sûrat al-Baqarah, 2:255; Sûrat al-An‘ām, 6:103; Sûrat al-Rûm, 30:26–7; Sûrat al-Hadīd, 57:30). The other two, to listen and to obey means absolutely and wholeheartedly believe in Allah and his messenger, that is, obedience and submission (Sûrat ‘Imrān, 3:62; Sûrat al-Nisā’, 4:171; Sûrat al-Mā’idah, 5:73; Sûrat al-Taubah, 9:31; Sûrat Tā Hā, 20:8; Sûrat Hashr, 59:22). Muhammad, who was sent as the final prophet to all mankind, is the perfect model all believers must obey and imitate (Sûrat al-Ahzāb, 33:21; Sûrat al-Anfāl, 8:58; Sûrat al-Hujurāt, 49:22). This is Sunnat Rasûl Allāh, and Sirāṭ al-Mustaqīm believers must follow. The other two, Hijrah and Jihad, are commanded for materializing the interests of Islam, to bring about Islam’s victory. To Immigrate and to wage Jihad for the sake of Allah are tightly connected with the best belief:
“Surely those who believed and immigrated and fought in Jihad for the sake of Allah, these hope for mercy of Allah… (Sûrat al-Baqarah, 2:218).
Surely those who believed and immigrated and fought in Jihad for the sake of Allah with their property and their souls, and those who gave shelter and helped — these are guardians of each other…” (Sûratal-Anfāl, 8:72).
“And (as for) those who believed and immigrated and fought in Jihad for the sake of Allah, and those who gave shelter and helped, these are the believers truly…” (Sûratal-Anfāl, 8:74).
“And (as for) those who believed afterward and immigrated and fought in Jihad for the sake of Allah with you, they are of you; and the possessors of relationships are nearer to each other in the ordinance of Allah; surely Allah knows all things…” (Sûratal-Anfāl, 8:75).
“Those who believed and immigrated and fought in Jihad for the sake of Allah with their property and their souls are much higher in rank with Allah…” (Sûrat al-Taubah, 9:20).
“Surely your Lord, with respect to those who immigrated after they are persecuted, then fought in Jihad in the way of Allah and are patient…” (Sûrat al-Nahl, 16:110).
This is the Islamic trilogy: belief (Imān) that leads to immigration (Hijrah) that is accomplished by holy war against the infidels (Jihād Fī-Sabīlillāh). Before Hijrah, Islam had to adopt patience and express the believers’ faith through Salāh and Zakāt; while after the Hijrah, Islam ordained for Jihad and conquests of their enemies. The primary purpose of Jihad is to create a world order characterized by total submission to Allah through Imān. These three are the components for spreading the message to establish the Islamic Khilāfah worldwide. From these verses, “those who believed” (Âmanû); are “those who immigrated” (Hājarû); and are those who “fought in Jihad for the sake of Allah” (Jāhadû). Belief, immigration, and conquests are the stepping stones for the expansion of Islam as the only legitimate lawful religion to the entire world.
Imān, Hijrah, and Jihad are tightly interconnected: Jihad is not complete without Hijrah; and Hijrah and Jihad are not complete without Imān. Each can be the pivotal goal: the primary goal of Imān is the establishment of the Islamic Ummah that rules over the world, and it is achieved by Hijrah and Jihad. It is also true that the primary goal of the Hijrah is the establishment of a world Islamic Ummah, and it is accomplished by Imān and Jihad. That is also to say that Jihad is the supreme means to bring about the Islamic world hegemony, and it is assisted by Hijrah and Imān. As Imān is basic and obligatory, so are Hijrah and Jihad. Thereby, Imān is a prelude to Hijrah, as Hijrah is a prelude to Jihad. Without Imān, Hijrah has no meaning, and without Hijrah, Jihad has no meaning. It can also be said that the aims and the objectives of the Hijrah are to revive Imān by performing Jihad, as to establish Islam’s authority in the world.
The Islamic confession ultimately states that humanity and all its governments belong to Allah and his messenger (Sûrat al-A‘rāf, 7:158; Sûrat al-Anbiyā’, 21:107). Muslim exegetes state without reference that Muhammad declared, “migration cannot be ended as long as there is Kufr in the world.” In the Ahādīth it is reiterated:
“Hijrah will continue until the sun rises from the West. Hijrah would not be stopped until repentance is cut off, and repentance will not be cut off until the sun rises from the West.”
“Hijrah ceases only when a place, a community or a country has been won over, and Fath (occupation) has been achieved. Only then, there is no Hijrah.”
As long as the enemy resists Islam and Islam is not regarded the only supreme political religious system by humanity, Hijrah continues to exit. It becomes a must by displaying and practicing the religion openly. This is the basis of the Muslims’ mass street praying in the main streets, a phenomenon that is known only in Dār al-Kufr, in Western countries. This is an absolutely 100% political declaration and it has nothing to do with religious belief, that is, “we are here and we come to dominate.” Moreover, Muslims in the West can perform Jihad and Da‘wah as a means of occupation only by multiplying the numbers of Muslim immigrants, by Hijrah. The power of Islam cannot be executed if the Muslims are few, without increase in numbers and without the arrival of more new Muslims, as it was proven all along Islamic history of occupations. As there can be no empowerment of the religion without Hijrah, Islam cannot be demonstrated in Dār al-Kufr if the Muslims were not to immigrate and settle down there as a planned strategy.
Here is the basis of Islamic demography as a product of immigration and birthrate. The emigration and settlement of Muslims in the West is a religious duty, forming and reorganizing the Muslims to establish an Islamic community, the Ummah. In due time its role will be ushering in and enforcing the Sharī‘ah as the only legitimate way of life. This is the primary objective of Islamic mission to the peoples of Dār al-Kufr, to the infidel’s states, to be occupied and be Islamized from within.
Muhammad Abd al-Khaliq recommends establishment and consolidation of Muslim communities in Dār al-Kufr by huge immigration and at the same time by practicing loyalty and allegiance to the Islamic Ummah alone. The immigrants must not accept the system of laws of the Kuffār and not to accommodate in the host societies. They must commence with the establishment of mosques everywhere; and practice their public prayers in the main streets, as a visible display of the Islamic power. The most important mission is to educate and indoctrinate the young generation born in Dār al-Kufr to follow the Sharī‘ah and by learning the Arabic language as a top priority. At the same time Muslims must produce inroads into the affairs of the host communities to weaken them from within and to facilitate their conversion to Islam, using Da‘wah and Jihad.
This is exactly how Muslim immigrants act and behave while residing in the West. Hijrah, in concert with military conquest of Jihad comprised the backbone of Islamic expansionism through history. It was in essence the Arabization and Islamization processes that have brought Islam to become dominant from Western Asia to Spain. It has transformed the Middle East, for example, from Christian-majority to Arab-Islamic dominance. Today, Hijrah is designed to subvert and subdue the non-Muslim societies and thus pave the way for eventually Islamization of these societies. Indeed, Hijrah has become one of the three Islamic strategies to occupy the world and at the same time one of the main important steps in the process of spreading Islam as the only victorious political religion.
New Social Compact
History and Historians- Book Review
The book “history and historians”, basically a survey of western historiography is written by “Mark T. Gilderhus” who is a graduate of Texas university. This book is undeniably a mesmerizing contribution to the discipline of history, as it covers facts, events, historical thinking, rationalization, philosophical interpretation, and an overview of determining the successes and failures of writing history. It deals with the questions concerning rationality, utility, usefulness and logic of studying history for enabling homo sapiens to reach a reasonable and rationale conclusion in the prevailing predicament.

The author has given too much credit to the Greek philosophers like Herodotus and Thucydides for laying the rudiments of critical historiography in order to seek truth and deploy more secular and rational techniques. The Romans on the other hand cling to the linear world view, resulting in being subservient to church and divine providence. This was the age of innocence and historians walked the garden of Eden, without a scarp of philosophy to cover them, naked and ashamed before the god of history.
The author then lambasts the debate between the positivists and idealists in a specific chapter, quoting philosophers like Hegel, Marx, Arnold Toynbee, Oswald Splenger etc. Moreover, the chapter of analytical approaches is more concerned about the ideological debate of Marxism, Leninism, feminism and postmodernist progressive school of thoughts.
In the end the author, sheds some light on the importance of responsibilities of reading, writing, and research holding. He tries to warn the readers of the academic crimes like plagiarism and in a very limpid way gives the outline for conducting research and writing history.
The book “history and historians” has both positive and negative aspects in it. Maybe I should not make justice whilst identifying these aspects but as C.P Scott says “facts are sacred and opinion is free”, I will try to give my personal opinion about the book.
The first ever strength of this book lies in the fact that the author has “build a bridge over the bridge” in illustrating upon different aspects of western historiography. The reader gets an absolute idea of the past and how history was written in the times of early Christians, Jews, and Greeks. This reminds of a quotation which goes like this “to be ignorant of what happened before you were born is to always remain a child”.
Secondly, the schema of dispensing the ideologies and theories of different scholars in this comprehensive work is just applaud able. From the philosophers of classical Greek to that of renaissance, and from the reformation to that of enlightenment, the author has summed up the important developments in historical writings, critically and rationally evaluated the subjective and biased elements in the philosophy of history. For instance, he has quoted Arnold Toynbee who sought to obtain high levels of generality by presenting “civilization” as proper unit of historical study.
The negative aspect of this book is that the author has neglected some prominent actors that played a vital and significant role in putting the western society on the track of prosperity and also proved fruitful in contributing to the cause of historiography. Although the writer talks about renaissance but he totally denies the role of art and the people who burn midnight oil in order to make people aware of historical consciousness and secular thoughts. Leonardo da Vinci, Coluccio, Leonardo da Vinci and other Italian philosophers of renaissance are totally neglected.
Second negative aspect of this book is that the author has explained some topics in detail whilst neglected other important topics. At times the central theme of the certain topic is missing. The author while discussing a topic capers to another topic leaving the former one unfathomable and incomprehensible. Furthermore the vocabulary and terminologies used in this book are difficult to grab and understand. For example though there is mention of Nazi historiography and Stalinist history as propaganda history but there is no solid explanation of what aims and objectives are achieved? And what is the modus operandi of propagating state propaganda?
Moreover, the author throughout this historiographical introduction coveys the caricature that history writing in the west developed in isolation from ancient till modern times. He modestly omits the role of foreign invaders, travelers, Persians, Arabs etc. it is undeniable and undisputable that parts of Asia and Africa remained colonies of Europe but how is it possible that western historiography got no influence worthy of mentioning?
The author seems to be influenced and inspired by the European scholars and philosophers like Herodotus, Marx, Toynbee, Collingwood, Hegel, Giambattista Vico, but has not mention a single philosopher from other parts of the world. Eurocentrism flutters from each chapter and sentence of this book.
All in all “history and historians” is a master piece of western historiography. The students of history with less knowledge of western historiography are highly recommended to go through this concise and comprehensive work of “Gilderhus”. This will enact a sense of historical consciousness, academic values and how history was written in the ancient and modern times.
In a nutshell, this book covers almost all the important events, and developments from classical times to the age of reason and rationality, cue to enlightenment.
New Social Compact
Improved Afghan law still fails victims of sex crimes and violence against women
Afghanistan’s justice system is continuing to fail female victims of violence and sex crimes, despite a 2009 law that was hailed as a significant step forward in legal efforts to protect them, according to a UN report published jointly on Monday by the UN human rights office (OHCHR) and the UN Mission in Afghanistan (UNAMA).
“I acknowledge the efforts made by the Afghan authorities over the years to ensure the justice system is fair, equal and does not discriminate against anyone, including women. However, it is clearly not enough”, High Commissioner for Human Rights Michelle Bachelet said in a statement.
The report, In search of justice for crimes of violence against women and girls, examined 303 reports of crimes between September 2018 and February 2020, and found that only half of them reached a court, and impunity remained prevalent. Out of 16 cases of child marriage studied by the authors, only one ended in a conviction.
‘Heart-breaking’ burden
In 40 cases, victims of violence had resorted to self-immolation or committed suicide, suggesting they did not have faith in the justice system.
“It is both heart-breaking and appalling that girls and women don’t see any other option to escape violence but to end their lives”, Ms. Bachelet said.
Afghanistan should amend the Elimination of Violence Against Women (EVAW) Law, passed in 2009, to ensure that authorities can continue to investigate and prosecute offences even if the victim withdraws her complaint, the report said.
Currently, a prosecution stops if the victim withdraws her complaint. That places a huge burden on the shoulders of the victim, especially if reporting a crime places her at odds with her family and community, and even puts her in danger.
“In far too many cases, the EVAW Law re-victimizes women and girls who have already suffered enormously. It is appalling that survivors who have been beaten or married against their will are left to fend for themselves and that the State does not protect them unless they bring and pursue their complaints”, Ms. Bachelet said.
So-called ‘honour’
The vast majority of child marriages are arranged or condoned by the girls’ families, so it is unrealistic to expect girls to pursue their legal cases, the report said.
One case concerned two men arrested for exchanging their 13- and 14-year old daughters as wives. The men were released because the girls and their mothers withdrew the complaint.
Afghanistan also needed to do much more to protect women and girls in other ways, the report states. It documented 22 cases of murder perpetrated for reasons of so-called “honour”, which was banned as a mitigating factor for murder in 2018, and said that documented “honour killings” resulted in a much lower rate of conviction (22.7 per cent) than other murders (51 per cent).
Women and girls were prosecuted for having extramarital sex after being raped or simply leaving home without a male guardian, the report highlights.
Rape victims were unlikely to report the crime if they faced prosecution. Some rape victims were subjected to “virginity testing”, which was both entirely unscientific and a serious human rights violation, and the results were sometimes used as evidence in criminal proceedings, according to the report’s findings.
New Social Compact
Pandemic Threatens to Push 72 Million More Children into Learning Poverty
COVID-related school closures risk pushing an additional 72 million primary school aged children into learning poverty—meaning that they are unable to read and understand a simple text by age 10—according to two new World Bank reports released today. The reports outline a new vision for learning and the investments and policies, including on education technology, that countries can implement today to realize this vision.
The pandemic is amplifying the global learning crisis that already existed: it could increase the percentage of primary school-age children in low- and middle-income countries living in learning poverty to 63 percent from 53 percent, and it puts this generation of students at risk of losing about $10 trillion in future life-time earnings, an amount equivalent to almost 10 percent of global GDP.
The new report, Realizing the Future of Learning: From Learning Poverty to Learning for Everyone, Everywhere, lays out a vision for the future of learning that can guide countries today in their investments and policy reforms, so that they can build more equitable, effective, and resilient education systems and ensure that all children learn with joy, rigor, and purpose in school and beyond the school walls.
The accompanying report, Reimagining Human Connections: Technology & Innovation at the World Bank, presents the World Bank’s new approach to guide investments in education technology, so that technology can truly serve as a tool to make education systems more resilient to catastrophic shocks like COVID-19 and help in reimagining the way education is delivered.
“Without urgent action, this generation of students may never achieve their full capabilities and earnings potential, and countries will lose essential human capital to sustain long-term economic growth,” said Mamta Murthi, World Bank Vice President for Human Development, in today’s launch event. “Having over half of children worldwide in learning poverty is unacceptable, and so we cannot continue with business as usual in education delivery. Through visionary and bold action, policymakers and stakeholders around the globe can turn this crisis into a boon to transform education systems so that all children can truly achieve learning with joy, rigor, and purpose, everywhere.”
The COVID-19 pandemic has brought two massive shocks. School closures have left most students on the planet out of school—1.6 billion students at the peak in April 2020, and still almost 700 million students today. The negative impact of the unprecedented global economic contraction on family incomes has increased the risk of school dropouts. Marginalized groups are likely to fall further behind. Girls are facing increased risk of adolescent pregnancy and early marriage during the pandemic. And children with disabilities, ethnic minorities, refugees, and displaced populations are less likely to access suitable remote learning materials and to return to school post-crisis.
In responding to the pandemic, education systems have been forced to rapidly implement innovations in remote learning at scale. To reach as many children and youth as possible, they have used multi-modal remote learning approaches that combine online resources with radio, TV, mobile, as well as printed materials for the most vulnerable. However, the huge digital divides – from connectivity to digital skills – and inequalities in the quality of parental support and home learning environments is amplifying learning inequality.
“Effective action today to mitigate large and mounting learning losses, recover, and rebuild stronger is needed more urgently than ever to accelerate the acquisition of foundational skills and, increasingly, 21st-century skills for every child,” said Jaime Saavedra, World Bank Global Director for Education. “There is a window of opportunity to build on the lessons of the pandemic and to build back a system that is equitable, where all schools and homes have the conditions and support for learning; that is effective, where teachers and schools are equipped to support each student at the level she needs; and that is resilient, with education services that are well-managed and ensure continuity in the learning process between the school and the home and community.”
Countries can chart their own path with a political commitment to carry out investments and reforms in five pillars that ensure that:
1. Learners are prepared and motivated to learn—with a stronger emphasis on whole-child development and support to learning continuity beyond the school, as well as better preparation through quality preschool, early stimulation, and nutrition.
2. Teachers are effective and valued—and ready to take on an increasingly complex role supported by technology that enables teaching students of diverse learning levels. This requires a meritocratic career path and continuing support through practical training that focuses on the quality of instruction.
3. Learning resources, including an effective curriculum and blended learning, supporting pedagogical practices that ensure that every student is taught at the level she needs.
4. Schools are safe and inclusive spaces—with a whole-and-beyond-the-school approach to prevent and address violence and leave no child behind.
5. Education systems are well-managed—with school leaders who spur more effective pedagogy and a competent educational bureaucracy adept at managing using technology, data, and evidence.
What core principles should guide reform efforts, so that policies within each of these pillars offer the greatest value for money and are scalable and sustainable? While there is no single path toward the future of learning, high-performing systems share some common tenets: pursue systemic reform, supported by political commitment and a whole-of-government approach, that focuses on learning for all children; focus relentlessly on equity and inclusion; act on the basis of evidence and focus on results; ensure the necessary financial commitment; and make smart investments in education technology.
Throughout the five pillars, countries can effectively harness the power of education technology—or “EdTech,” encompassing hardware, software, digital content, data, and information systems—to support and enrich teaching and learning and improve education management and delivery. As noted in the Bank’s new Reimagining Human Connections: Technology & Innovation at the World Bank report, EdTech can create new connections between teachers, students, parents, and broader communities to create learning networks. The investments in EdTech can pay off if ministries of education ensure they are:
- Embedded in broad, sustainable policies and programs that enable schools and education systems to provide blended in-person and multi-modal remote learning;
- Geared to support teachers being prepared to navigate distance learning and personalize instruction in and beyond the school; and
- Oriented toward assessing that learning is actually happening and using data to develop early warning mechanisms to identify and help children who are at risk of dropping out or falling behind.
For its part, the World Bank’s Education Global Practice has rapidly ramped up its support to countries. In all, the World Bank is supporting COVID-19 response investments in 62 countries, covering the entire cycle from early childhood to higher education. The Bank’s overall new commitments in education during the last fiscal year reached US$5.2 billion, the largest figure ever, and expects to add another US$6.3b this year. The World Bank is supporting the appropriate, cost-effective use of EdTech for expanding access and improving learning for all students. So far, WB efforts are reaching over 400 million students and 16 million teachers—about one-third of the student population and nearly a quarter of the teacher workforce in current client countries.
Overall, the World Bank Group (WBG), one of the largest sources of funding and knowledge for developing countries, is taking broad, fast action to help developing countries strengthen their pandemic response. It is supporting public health interventions, working to ensure the flow of WBG supplies and equipment, and helping the private sector continue to operate and sustain jobs. The WBG is making available up to $160 billion over a 15-month period ending June 2021 to help more than 100 countries protect the poor and vulnerable, support businesses, and bolster economic recovery. This includes $50 billion of new IDA resources through grants and highly concessional loans and $12 billion for developing countries to finance the purchase and distribution of COVID-19 vaccines.
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