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New Social Compact

Multicultural Mecca

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Strength lies in differences, not in similarities. Stephen Covey

I remember him sitting after work in his olive-green Air Force flight suit at a high-top stool at our kitchen counter in Beavercreek, Ohio. My dadlooked down at me as I sobbed, trying to find ways to console me. You know, he said, Burma has tigers.

After coming home to tell us that he was taking the Air Force Attaché position in Rangoon, I thought my comfortable little world was crumbling. But hold up, tigers? Perhaps Burma wouldn’t be that bad after all.

As it turns out, it was the watershed event in my life.

In a country ruled by a military junta, what we were allowed to do and see was highly curated. At the time, I thought the constant presence of military guards meant we were special. VIPs. In a country that strictly limited tourism in the 1980s, we were special, but in hindsight, I know they were there, in part, to dictate our experience.

And even so, what we saw and experienced, was mind-blowing. But it wasn’t just the men who walked on coals or hung suspended with hooks in their flesh at the Hindu festivals – although those memories will forever be seared in my brain – literally and figuratively, it was the people. The day-to-day lives.

We had a Buddhist, Muslim, Christian and Hindu that intermingled in our house daily. The education I received in their presence was richer than any in the hallowed halls of academia.

In Burma (now called Myanmar), you quickly learn the squat. Even when stools and chairs were available most people would choose to squat. Gathered for an informal meal, you squat. Waiting for a bus, you squat. Taking a break to have a little conversation, you squat. I never really mastered the squat. Onebalmy day as our Hindu friendsquatted in the doorway trying to catch the elusive cool breeze, I went and playfully sat on his back. Given my awkwardness with the squat, I thought this arrangement preferable; I was just being a goofy kid.

That was the day I learned that in the East, and especially in Hinduism, body parts have a hierarchy. I cried all through the stern lecture on how I thoroughly disgraced my friend. Although I don’t remember the exact words, it pretty much came down to this – in what universe did you think it was ok to put your dirty bum anywhere near my heavenly head?

Ummm… I’m pretty sure that same fanny was dangerously close to my dad’snogginwhen he’d carry me on his shoulders. The idea of possible desecration was truly foreign.

These and many other similar lessons were my first real introduction to culture. It involved more tears (yes, I’m a big crier), but through all of these experiences, I became fascinated. Similar to Dorothy in the Wizard of Oz, I quickly realized I wasn’t in Kansas (or Ohio) any more.

I returned to the United States with a new love of culture and diversity. And, a new respect for America, which I had previously taken for granted.

In comparison to many other countries we are a Multicultural Mecca. From my perspective, this is what makes us exceptional.

Unlike other countries that are struggling with immigration and diversity, we have a unique advantage. We are, after all, a “settler nation”. As Peter Zeihan explained in a recent conversation, almost every other country in the world was a government created by a specific ethnicity. The United States, as a settler state, didn’t have a dominant clan. This is unique. Our identity is not rooted in a singular ethnicity.

However, between WWI and WWII our state became more centralized. It had to be. These wars shaped a national identity. National institutions proliferated and mediating institutions – family, religious organizations and labor unions – created cohesion, and homogeneity, despite our diverse histories. Solidarity became a national virtue.

The statism that existed during this time, while it provided more cohesion, dampened diversity and individuality. All of this began to unwind mid-century and really started to pick up steam in the 1970s, as the pendulum swung the opposite direction. In many ways the Cold War, and the fight against the communist collective, helped to progress the mantra of individualism.

Individualism also shaped our economy.There were waves of deregulation, labor unions declined, and big state corporations gave way to more flexible, smaller private companies.The mid-century labor unions and large state corporations lead to the growth of the middle class. Once these disappeared, income inequality emerged more predominately, even as basic social equalities and civil rights were energized.

Meanwhile, mediating institutions responsible for, in large part, social cohesion – family, community and religious organizations – were also on the decline as individualism gathered momentum. The internet age was introduced in this new environment, and ironically, with social connections and a national identity already in decay, it divided us into smaller more homogenous groups – what we today call echo chambers.

This increasing polarization has a grave impact on policy-making. As Yuval Levin notes,

administrative centralization often accompanies cultural and economic individualism. As the national government grows more centralized, and takes over the work preformed by mediating institutions – from families and communities to local governments and charities – individuals become increasingly atomized; and as individuals grow apart from one another, the need for centralized government provision seems to grow.

As all of this is happening, our immigration rates have been on the rise. Although illegal immigration has been in decline recently, despite the uptick in the past few months, we witnessed a new wave of immigration started in the 1970s, that mirrored pre-war immigration levels.

However, without the same national solidarity that defined mid-century America, these immigrants weren’t enveloped into a national identity. Individualism diminishedthe national identity of solidarity. Further, low-skilled immigrant labor has fallen into the growing income gap in a divide that has already affected American workers as income inequality becomes more pronounced.

While our current employment rate is strong, what is masked in these impressive numbers is the number of American men and women who are dropping out of the labor force at a surprising rate, most acutely among those without a college education.

If you’ve ever traveled to the beaches on the East Coast in the summer, you may have noted retail employees have a strange accent. Last year, I bought an ice-cream cone from a Russian student in Cape May, NJ. And,I’m currently working with Vietnamese students who want to come to the United States for hospitality internships. Foreign students are coming in on J-1 visas to provide relief to retailers and the hospitality industry that is often painfully understaffed, especially during peak times.

If you talk to anyone in the agriculture business, you know they are hurting. As I traveled around Texas and Colorado looking for a meat packing plant to export beef to China, the options were limited. Outside of the big players, many smaller packers have shut their doors. For the ones still in operation, the primary language is Spanish.

Add to all of this, our demographics are in decline.Americans aren’t having more babies, and the only reason that we aren’t suffering the same fate as the “graying” population in Japan, and even Russia and China, is immigration.

Economic growth needs a workforce. Both high and low skilled labor is in demand, but I’m only going to touch on low-skilled labor as this is what is fueling the current immigration debate in America.

Despite the need for immigration, there are several problems that our embattled Congress has yet to address.

First, it has been shown nationally that unauthorized immigration has had a small net positive impact on our economy, but this doesn’t always play out at the state and local levels.

As income inequality is already an existing phenomenon in the United States, with the disparity seen most clearly between those with an education and those without, low-skilled immigration causes concern.While the United States is in need of low-skilled labor, our current economic situation has bifurcated, with the lower echelons in more need of some sort of state or federal support just to hover at the poverty level.

Second, while we’re trying to figure out solutions to growing inequality and immigration, we also need to keep in mind that our economyis, yet again, rapidly changing. With the introduction of Artificial Intelligence (AI), a lot of jobs may soon become obsolete especially in low-skilled sectors such as retail. While we are not quite there yet, the trend is inevitable and will exacerbate income inequality as low-skilled labor is slowly pushed out of the market. This could have two related outcomes –the current demand for low-skilled labor diminishes, while those in these sectors are in increasing need for a social safety net.

Sadly, in this era of extreme polarization, hate and racism has taken the place of sane debate and policy-making. As David Brooks recently lamented in a New York Times piece, our administration is not populated with conservatives, but “anti-liberal trolls”.Similarly, the #resistance movement has become so entrenched as to make compromise or dialogue impossible. Just resist. It’s no longer about the people, it’s about winning at all costs.Too often, the pawns are innocent children – children inhumanely separated from their parents on the border, and children in the inner cities, on the brink of homelessness.

The Left is right to be concerned that part of the anti-immigration trend is a push-back from white America, as white America is soon to become a minority. A recent National Geographic issue on race illustrates, in less that two years, white children under 18 will no longer be the majority.

While it is right to resist racisttrends, we must not do so at the expense of understanding complex economic issues. The news cycle is constantly in search of the next topic we can use to beat each other over the heads. Meanwhile, as the mid-terms loom, our politicians are consumed with the next policy issue they can use to ensure re-election, at the expense of making a real difference.

The United States has the ability to harness its immigrant history and multiculturalism to a great global advantage, more so than perhaps any other country. However, in our individualistic society, we remain tigers locked in cages of our own construction, separated from competing realities that promote understanding and compromise.

While we need to address immediate emergency issues on the border, the discussion doesn’t stop there. We must agree on a flexible immigration policy that is constantly reviewed against our changing economic dynamics.A more robust guest-worker visa is perhaps a start – the number of visas evaluated each year depending on the economic climate, with adequate enforcement.Better education for both new immigrants and citizens in poverty-stricken areas that allows economic mobility and a growing middle-class. A new national identity that embraces diversity, but finds novel ways to generate social connection and cohesion amidst the reality of individualism.

Without these discussions, we fail to Make America Great (Again). While I think we should lock politicians in cages to fight it out until sanity and rationality is regained, it is incumbent on us ordinary citizens to join together in (diverse) community to model these necessary discussions in every day life. To #resist the insanity, and break the cages that have imprisoned our country and our lives.

To read more follow us at www.truthinbetween.com or on Medium at www.medium.com/truth-in-between, and on Twitter @truth_inbetween.

Jennifer is an Ambassador for the Greater Austin Asian Chamber of Commerce, an Associate Member of the Independent Educational Consultants Association (IECA) and NAFSA (Association of International Educators), and a member of Rotary International.

New Social Compact

Demand for Investigation of COVID-19 gained momentum

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Human history is full of natural disasters like Earthquakes, Floods, Fires, Vacanos, Drought, Famine, Pandemic, etc. Some of them were really huge and have been damaged a lot. The outbreak of diseases was also very common in the past, like Spanish Flu, Tuberculosis, Cholera, Ebola, SARS, Middle-East-Virus, etc. However, the most damaging in recent history is COVID-19.

According to Worldometer, the latest data reveal that Coronavirus Cases has reached :

193,422,021, and death toll touched: 4,151,655. However, these are the official data provided by each individual country to Worldometer. The actual data is much more, as some countries have limited resources and could not test their population on a bigger scale, whereas few countries hide the actual data to save face, like India. Prime Minister Modi has mishandled the Pandemic and politicized it. His extremist approach toward minorities and political opponents has worsened the situation. He is afraid, if the public comes to know the actual disasters, he may lose political popularity and have to leave the office. Unofficial sources on groud estimate the actual figures are almost ten times higher. He has taken strict measures to hide the actual data and control media on reporting facts.

Whatever the actual data, even the official data shows a big disaster. Almost all nations became the victim of it and suffered heavily. The loss of human lives and the economic loss have made the whole World think seriously.

It is time to investigate the origin of COVID-19. There are many theories, and some are part of the blame game and politics, without proper investigations and reliable evidence. The World is so much polarized that it is very difficult to believe any side of the views and blames. Under this scenario, it is the World Health Organization (WHO) responsibility to conduct a transparent investigation and reach the source of COVID-19. It is believed that the whole World may trust WHO.

Chinese Foreign Ministry spokesman Zhao Lijian demanded on Wednesday that the United States show transparency and conduct a thorough investigation into its Fort Detrick laboratory and other biological labs overseas over the origins of COVID-19 in response to appeals from people in China and around the World. By Wednesday afternoon, an open letter published on Saturday asking the World Health Organization to probe Fort Detrick had garnered nearly 5 million signatures from Chinese netizens.

“The soaring number reflects the Chinese people’s demands and anger at some people in the US who manipulate the origin-tracing issue for political reasons,” Zhao said at a regular news briefing in Beijing.

The US Centers for Disease Control and Prevention issued a “cease and desist order” in July 2019 to halt research at Fort Detrick that involved dangerous organisms like the Ebola virus. The same month, a “respiratory outbreak” of unknown cause saw more than 60 residents in a Northern Virginia retirement community become ill. Later that year, Maryland, where Fort Detrick is based, witnessed a doubling of the number of residents who developed a respiratory illness related to vaping.

But the CDC never released information about the shutdown of the lab’s deadly germ research operations, citing “national security reasons”. “An investigation into Fort Detrick is long-overdue, but the US has not done it yet, so the mystery remains unsolved,” Zhao said, adding that was a question the US must answer regarding the tracing of the origins of COVID-19.

There are 630,000 of its citizens lost to the Pandemic. The US should take concrete measures to investigate the origins of the virus at home thoroughly, discover the reason for its inadequate response to the Pandemic, and punish those who should be held accountable. Especially in the initial days, the mishandling of the Pandemic by then-President Trump was a significant cause of the rapidly spreading of the virus, which must be addressed adequately. Washington remains silent whenever Fort Detrick is mentioned. It seeks to stigmatize and demonize China under the pretext of origin-tracing.

It appealed that the WHO may come forward and conduct through research and investigation in a professional, scientific, and transparent manner to satisfy the whole World.

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New Social Compact

How to eliminate Learning Poverty

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Children learn more and are more likely to stay in school if they are first taught in a language that they speak and understand. Yet, an estimated 37 percent of students in low- and middle-income countries are required to learn in a different language, putting them at a significant disadvantage throughout their school life and limiting their learning potential. According to a new World Bank report Loud and Clear: Effective Language of Instruction Policies for Learning, effective language of instruction (LoI) policies are central to reducing Learning Poverty and improving other learning outcomes, equity, and inclusion.

Instruction unfolds through language – written and spoken – and children learning to read and write is foundational to learning all other academic subjects.  The Loud and Clear report puts it simply: too many children are taught in a language they don’t understand, which is one of the most important reasons why many countries have very low learning levels.

Children most impacted by such policies and choices are often disadvantaged in other ways – they are in the bottom 40 percent of the socioeconomic scale and live in more remote areas.  They also lack the family resources to address the effects of ineffective language policies on their learning. This contributes to higher dropout rates, repetition rates, higher Learning Poverty, and lower learning overall.

“The devastating impacts of COVID-19 on learning is placing an entire generation at risk,” says Mamta Murthi, World Bank Vice President for Human Development. “Even before the pandemic, many education systems put their students at a disadvantage by requiring children to learn in languages they do not know well – and, in far too many cases, in languages they do not know at all. Teaching children in a language they understand is essential to recover and accelerate learning, improve human capital outcomes, and build back more effective and equitable education systems.”

The new LoI report notes that when children are first taught in a language that they speak and understand, they learn more, are better placed to learn other languages, are able to learn other subjects such as math and science, are more likely to stay in school, and enjoy a school experience appropriate to their culture and local circumstances. Moreover, this lays the strongest foundation for learning in a second language later on in school. As effective LoI policies improve learning and school progression, they reduce country costs per student and, thus, enables more efficient use of public funds to enhance more access and quality of education for all children.

“The language diversity in Sub-Saharan Africa is one of its main features – while the region has 5 official languages, there are 940 minority languages spoken in Western and Central Africa and more than 1,500 in Sub-Saharan Africa, which makes education challenges even more pronounced,” says Ousmane Diagana, World Bank Regional Vice President for Western and Central Africa. “By adopting better language-of-instruction policies, countries will enable children to have a much better start in school and get on the right path to build the human capital they need to sustain long-term productivity and growth of their economies.” 

The report explains that while pre-COVID-19, the world had made tremendous progress in getting children to school, the near-universal enrollment in primary education did not lead to near-universal learning. In fact, before the outbreak of the pandemic, 53 percent of children in low- and middle-income countries were living in Learning Poverty, that is, were unable to read and understand an age-appropriate text by age 10. In Sub-Saharan Africa, the figure was closer to 90 percent. Today, the unprecedented twin shocks of extended school closures and deep economic recession associated with the pandemic are threatening to make the crisis even more dire, with early estimates suggesting that Learning Poverty could rise to a record 63 percent. These poor learning outcomes are, in many cases, a reflection of inadequate language of instruction policies.

“The message is loud and clear.  Children learn best when taught in a language they understand, and this offers the best foundation for learning in a second language,” stressed Jaime Saavedra, World Bank Global Director for Education. “This deep and unjust learning crisis requires action. Investments in education systems around the world will not yield significant learning improvements if students do not understand the language in which they are taught. Substantial improvements in Learning Poverty are possible by teaching children in the language they speak at home.”

The new World Bank policy approach to language of instruction is guided by 5 principles:

1. Teach children in their first language starting with Early Childhood Education and Care services through at least the first six years of primary schooling.

2. Use a student’s first language for instruction in academic subjects beyond reading and writing.

3.  If students are to learn a second language in primary school, introduce it as a foreign language with an initial focus on oral language skills.

4. Continue first language instruction even after a second language becomes the principal language of instruction.

5. Continuously plan, develop, adapt, and improve the implementation of language of instruction policies, in line with country contexts and educational goals.

Of course, these language of instruction policies need to be well integrated within a larger package of policies to ensure alignment with the political commitment and the instructional coherence of the system.

This approach will guide the World Bank’s financing and advisory support for countries to provide high-quality early childhood and basic education to all their students. The World Bank is the largest source of external financing for education in developing countries – in fiscal year 2021, it broke another record and committed $5.5 billion of IBRD and IDA resources in new operations and, in addition, committed $0.8 billion of new grants with GPE financing, across a total of 60 new education projects in 45 countries.

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New Social Compact

World leaders must fully fund education in emergencies and protracted crises

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Many schools in Afghanistan have suffered the effects of long-term conflict. ©UNICEF/Marko Kokic

During June’s UN Security Council High-Level Open Debate on Children and Armed Conflict, leaders from across the world stood up to call for expanded support for education in emergencies to protect vulnerable children and youth enduring armed conflicts, climate change-related disasters, forced displacement and protracted crises.

In our collective race to leave no child behind and to achieve the Sustainable Development Goals in just nine short years, now is the time to translate these universal values and human rights into action.

The will is there. Nations across the globe, UN leaders and other key stakeholders stood up to address the horrific attacks on education happening on a daily basis and called for increased funding for organizations working to ensure crisis-affected children have access to safe, quality education.

Irish President Michael Higgins focused on education, protection and accountability in his address.

“I am sure that we can all agree that it is morally reprehensible that 1 in every 3 children living in countries affected by conflict or disaster is out of school. Schools should be protected, be a safe shelter and space for learning and development,” said Higgins. “Ireland prioritizes access to education in emergencies. We have committed to spend €250 million on global education by 2024. That is why we are launching the Girls Fund to support grassroots groups led by girls, advancing gender equality in their own communities.”

Nicolas de Rivière, Permanent Representative of France to the United Nations, highlighted support from France to Education Cannot Wait, as well as the importance of protection for children caught in emergencies.

“The socio-economic consequences of the pandemic and school closures put children at greater risk: inequalities are increasing in all regions of the world. Acts of domestic violence, rape and other forms of sexual violence, and school dropout have increased,” said de Rivière. “School closures increase recruitment by armed groups as well as child labor. Here, as everywhere, girls also have specific vulnerabilities. I am thinking in particular of the risk of early and forced marriage. For its part, France will continue to play an active role and promote the universal endorsement of the Paris Principles and Commitments. In the field, we support projects that guarantee access to education in emergency situations, notably the Education Cannot Wait Fund.”

Children under attack

The number of grave violations against children rose to 19,000 in 2020 according to the UN Secretary-General’s Report on Children in Armed Conflict, released in May 2021. To put this number in context, that’s over 50 girls and boys every day that are killed or maimed, recruited and used as soldiers, abducted, sexually violated, attacked in a school or hospitals, or denied their humanitarian access to things like food and water. 

The numbers are staggering. Last year, more than 8,400 children and youth were killed or maimed in ongoing wars in Afghanistan, Somalia, Syria and Yemen. Another 7,000 were recruited and used as fighters, mainly in the Democratic Republic of the Congo, Myanmar, Somalia and Syria. With COVID-19 straining budgets and humanitarian support for child protection, abductions rose by 90 per cent last year, while rape and other forms of sexual violence shot up 70 per cent.

UN Secretary-General António Guterres underscored the need to support the Safe Schools Declaration and the Children in Armed Conflict mandate in his address to the UN Security Council.

“We are also seeing schools and hospitals constantly attacked, looted, destroyed, or used for military purposes, with girls’ education and health facilities targeted disproportionately. As we mark the 25th anniversary of the creation of the Children in Armed Conflict mandate, its continued relevance is sadly clear and it remains a proven tool for protecting the world’s children,” said Guterres. 

This is a vast human tragedy playing out across the globe. And despite efforts to support the Safe Schools Declaration, to re-imagine education during the COVID-19 pandemic and to align forces to achieve the Sustainable Development Goals, we seem to be backsliding on our commitments.

Just imagine being a mother and learning that your daughter will not be coming home from school today. That she was abducted, along with 150 other students at their school in Nigeria. Imagine seeing your son, Sabir, lose his leg after being shot by armed gunmen in South Sudan. Imagine being a Rohingya girl like Janet Ara, who hid in forests, forged rivers and is now seeking a better life and opportunity through an education in the refugee camps of Bangladesh.

Imagine the trauma and terror … now imagine the opportunity.

A wake-up call

If we can come together to give every girl and boy on the planet access to a quality education, we can build a more peaceful, secure, humane and prosperous world.

Before COVID-19 hit, we calculated that at least 75 million children and youth caught in crisis and emergencies were being denied their right to an education. But with schools closed and many children at risk of never returning to the classroom, that number has jumped to around 128 million. That’s more than the total population of the United Kingdom. That’s more than the total populations of Canada, Denmark and Norway combined.

Denying these children their right to a quality education perpetuates cycles of poverty, violence, displacement and chaos.

As the United Nations global fund for education in emergencies and protracted crises, Education Cannot Wait (ECW) offers a new approach to break these negative cycles for good.

This means embracing a New Way of Working that brings in actors from across all sectors – national governments, donors, development, humanitarian response and education actors, national and local civil society, the private sector and more – to break down silos and work together to deliver whole-of-child solutions for whole-of-society problems.

In doing so we are bridging the humanitarian-development-peace nexus. Through ground-breaking collective action with partners across the globe, ECW has already launched multi-year resilience programmes and first emergency responses across more than 30 countries and crisis contexts and is on track to do more.

By doing so we can replace the cycle of poverty, violence, displacement and chaos with a cycle of education, empowerment, economic development, peace and new opportunities for future generations.

Delivering on our promise for universal, equitable education

The ECW model has proven to work. 

In just a few short years of operation, ECW has already provided 4.6 million crisis-affected girls and boys with access to a quality education. We’ve worked with national governments, donors, UN agencies and NGOs to reach 29.2 million girls and boys with our education in emergency response to the COVID-19 pandemic.

In Bangladesh, girls like Janet Ara are returning to school, children with disabilities like Yasmina are accessing the support they need to learn, grow and thrive, and organizations like BRAC are receiving the support they need to build back better from the fires.

In Afghanistan, girls like Bibi Nahida are attending school for the first time, remote learning is helping children to continue their education during the pandemic, and female teachers are being recruited to teach biology, science and empower an entire generation of girls.

In Colombia and Ecuador, refugee children fleeing violence, hunger and poverty in Venezuela are being brought into schools, provided with laptops and cellular plans, and the psychosocial support they need to recover from the anxiety and stress of displacement.

Our call to action

An investment in education is an investment in the present and the future.

Recent analysis indicates that the likelihood of violence and conflict drops by 37% when girls and boys have equal access to education. Incomes go up by as much as 10% for each year of additional learning, while an estimated $15 to $30 trillion could be generated if every girl everywhere were able to complete 12 years of education.

We are making important headway with partners across the globe. The amount of humanitarian funding for education increased five times between 2015 and 2019 – and accounted for 5.1% of humanitarian funding in 2019.

Nevertheless, just 43.5% of humanitarian appeals for education were mobilized that same year.

That means girls like Bibi and Janet Ara may be pushed out of school, boys like Sabir might be recruited into armed groups. And children with disabilities like Yasmina will be pushed to the sidelines.

We have the will. Now it’s time to turn that will into action.

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