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Contextualizing the causes of rape: Battle of ‘wrong’ perceptions

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The recent sexual assault committed at the outskirts of Lahore motorway has sparked tremendous outrage in Pakistan, from highlighting CCPO’s misogynist remarks, defending him, demanding public hanging, justice for the victim and overall security for women to spreading gender awareness in the society. However, to my utter surprise, the discourse rarely mentioned the perpetrators the way they should have been mentioned. The predominant yet absolutely fallacious focus remained on how ‘rape’ stems out of some ‘sexual deprivation’ or ‘uncontrollable sexual urges’. In other words, rapists seek ‘sexual gratification’ through rape. The problem with this statement is that it minimizes the legal responsibility of rapists and attributes the causes of rape to something beyond their control. Once the legal responsibility of rapists is removed or reduced, then either the circumstances or the victims themselves are blamed for creating situations in which the criminal lose control of themselves for sexual fulfilment. How can one consider and accept this supposed ‘uncontrollability’ of men, when this very society ‘informs’ us that men are more ‘rational’, ‘sound’ and ‘prudent’ while women are ‘emotional’ and ‘sentimental’. In religion and in wider social discourse, majority of leadership and managerial positions are reserved for men because they are considered logical and mentally more stable than us females. How can someone who is allegedly more rational, more reasonable and sensible have no control over their sexual behavior? Have no sense of individual dignity and self-restraint, personal responsibility and moral accountability? If we accept this wrong perception about men’s incapability to control their sexual desires, then, we should immediately overhaul the society and put men into the confines of their homes and must restrict their exposure to public space, because they have no power over themselves. Do you see where this argument may lead if we keep thinking that men cannot control their sexual urges and rape just happens out of lust and sexual desires?

The truth is both genders have equal sexual needs and desires, the only difference between them is that society has ‘normalized’ male sexuality and stigmatized ‘female sexuality’. And yes, both genders have equal control over their sexual urges. Rape never happens randomly and just out of extreme sexual urges, remember, it is an act carried out by the rapists intentionally. Moreover, majority of rapists (as various researches shows) have multiple venues to fulfil their sexual needs through extra-material ‘consensual sex’ and prostitutes. Paradoxically, a lot of rapists are married men, and men in powerful positions who have unlimited access to free but ‘consensual sex’. Therefore, we need to reject widespread notions that perhaps sexual impulses are uncontrollable, and because they cannot be controlled, they will ultimately lead to sexual crimes or rapists are essentially some ‘sex-deprived individuals’. The wrong emphasis will lead to wrong solutions to eradicate this social evil.

In this context, it is extremely necessary to understand the reasons and motives behind rape and sexual harassment. Various researches on this subject indicates that majority of rapists are motivated by an impulses of aggression incorporating power, acceptance of violence, revenge and anger. They are also encouraged by a combination of aggression and sexual expression emerging directly from the traditional male sex-role which is why when rapists are asked about motivations, ‘they often indicated that rape most commonly stemmed from a sense of sexual entitlement, and it was often an act of bored men… seeking entertainment’ (Rachel Jewkes, 2010)

Also, Rape is often ‘used’ as a weapon by the rapist to control, violate, and belittle the victim or to compensate for his perceived inadequacies such as lack of power, control, identity, and authority through the act of rape. There are extensive interviews of rapists available, in which, the perpetrators have elaborated how the act of rape was not really about ‘sexual pleasure’ but rather how it satisfied their wish to attain control, spread violence, and seek punishment and domination. Susan Brown miller, a feminist scholar, famously proclaimed that: “Rape is not a crime of irrational, impulsive, uncontrollable lust, but is a deliberate, hostile, violent act of degradation and possession on the part of a would-be conqueror, designed to intimidate and inspire fear…’Moreover, another feminist researcher MacKinnon found out that ‘aggression against those with less power is often experienced as sexual pleasure, an entitlement of masculinity that creates and maintains a sexual/gender hierarchy’. This has been demonstrated through Sanday’s Study on rape that distinguished between ‘‘rape-prone’’ and ‘rape-free’’ societies. Her cross-cultural study found that rape-prone societies were associated with interpersonal violence, male social dominance, and the subordination of women. In contrast, rape-free societies were characterized by respect for female authority and decision making and the near absence of interpersonal violence.

Besides, if we look at the history we will realize that rape has been used as aweapon of war and oppression throughout history. It has been used to degrade women and weak, vulnerable- unprivileged man and their communities and for ethnic cleansing and genocide. In jails all over the world, male rape is pervasive and never even highlighted through ‘breaking news’. In the famous rape case of Mukhtar Mai, the focus almost entirely diverted towards her, whereas her 14 years old brother was, also, a victim of repeated gang-rape by the three Baloch Mastoi men. And let’s never forget that it was the local Jirga who ordered the rape of Mukhtar Mai. How sick is this society where men are not punished for their criminal acts but rather their sisters, daughters, wives and mothers are punished. If a man sexually assault a woman, that man should be punished not woman belonging to his family. There are hundreds of examples where woman and man were sexually assaulted to humiliate or dominate and take revenge or inflict pain and injury either directly on the victim and their family or to disgrace one gender as a whole. Therefore, It can be established that rape has numerous motives as Beverly McPhail, renowned feminist scholar who has done extensive research on causes of rape, asserted that rape is both “a political, aggregate act whereby men as a group dominate and control women as a group,” and “a very personal, intimate act in which the body of a singular person is violated by another person(s).” She asserts further that “Rape occurs due to multiple motives rather than the single motivation… The multiple motivations include, but are not limited to revenge, power/control, and attempts to achieve or perform masculinity recreation or sexual gratification (of violent ‘nonconsensual sex).” 

However, the common misperception in the society is that rape occurs because of ‘uncontrollable sexual urges’, ‘late marriages, ‘broken families’, ‘women not wearing veil’ and the like. The whole notion that the rapists might have felt ‘out of control’ is a gross rejection of the fact that rapists ‘intentionally’ commit assault to ‘control’ the victim. This line of thinking perpetuate the false notion that perhaps man are some desperate beasts and therefore cannot control their sexual urges. Unfortunately, there is a subtle acknowledgment of such wrong, delusionary and misplaced perception in the tone of so many people, who, perhaps think our society is ‘sex starved’. In fact, our society is obsessed with sex and the daily news of sexual assaults are emblematic of this. Men in our society have raped ‘dead females after exhuming’, minors, (both boys and girls) and animals. If this is not obsession then what it is? This doesn’t sound like ‘starvation’.

The major problem emerges with patriarchy and how ‘sexual violence’ has been normalized and accepted. Yes, our society has stealthily ‘accepted’ sexual violence when majority of populace of Islamic republic chants in unison the notions of ‘chadar and char devari’ to ‘save’ women from sexual harassments. Ironically women are not even safe in their homes or in some cases in their graves, and don’t forget a huge number of girls and minors are raped by family members. Such mentality forgets to look at the causes of rape, ending rape culture, and correcting male behavior, instead it just loves to assume as if ‘chadar and char devari’ has saved and protected women. Our society has accepted and normalize sexual harassment when films and media is blamed for spreading vulgarity and spoiling the young generation, as if before the advent of social media and films, rape cases were non-existent. Our society has normalized sexual harassment when male children are brought up differently than females and when the family and educational institutes do not inculcate gender sensitization in students. This very ‘Islamic republic’ tolerate sexual violence when women are routinely given rape threats but law enforcement agencies rarely take actions; when rapists are not punished and roam freely. When criminals committing domestic violence, acid attacks, honor killings go unpunished. Every time when women is stared at by men in streets (even if she is wearing burqa) , when she is groped or touched in public, in schools, universities, offices and she remains silent out of fear of retaliation and humiliation and cannot hold the culprit responsible, this ‘rape culture’ is nourished and strengthened by ourselves. Moreover, the extent of hypocrisy that is maintained through this rape cultureis such that perpetrators are virtually ‘morally acquitted’ of their heinous crime. For the most part, there is a little reference towards them being ‘real culprits’. Our society has attached no stigma no disgrace towards the offenders of sexual violence, staring, catcalling, eve teasing and the like. Instead, it dearly devotes all its energy towards ‘disgracing’ and ‘dishonoring’ the victims and their family. We never shout out and label the perpetrators as ‘disgraceful’, ‘dishonorable’, ‘criminals’ and of course ‘sinners’ as well. This society tell victims that how they are ‘disgraced’ or have ‘lost their honor’ by the sexual assault whereas in reality the victim is innocent and mazloom. The victim’s human rights are violated and s/he is oppressed, and who is oppressed cannot be ‘dishonored’. It is only the oppressor, the criminal who is disgraced and dishonored by his crimes and sins.  But have we ever, collectively and vocally, renounced and stigmatized the rapists in particular and perpetrators of other acts of sexual harassment in general? Would it be wrong to say that staring, catcalling, abusing, eve teasing etc. by Pakistani men have actually become our ‘national character’ and majority of man are not even sorry for these shameful and inhumane acts. The day when sexual harassment is removed in all these forms at grassroots level, heinous crimes like rape will tremendously reduce as well.

To add insult to injury, the clergy (the Mullahs, the Allamas) has all the time in the world to ‘preach’ and perform their ‘religious duties’ during Ramzan and Moharram, and who, vociferously condemn ‘bad behavior’ in women, suddenly disappear from the scene when incidents of sexual harassment occurs. No ‘jaloos’ or ‘rallies’ by these religious leaders are organized to denounce the crime committed largely by individuals from their gender. Of course they can’t come out and condemn such crimes as most of these religious figures are themselves involved in such crimes and the others simply do not bother about the societal problems because their sole responsibility is to strengthen and disseminate their respective sectarian believes through Mosques, Iman bargahs, jammatkhanas and madrassahs. Because, they are very part and parcel of patriarchal society and all the notions of male superiority and domination have given them tremendous advantages in their personal and professional lives.

Nonetheless, it is their moral responsibility to ‘educate’ the masses (particularly males) that how grave a ‘sin’ rape is (and a crime against humanity in both national and international law), that how God has ordered men to ‘lower their eyes’ and guard their modesty. In the common discourse all the notions of modesty and chastity are only confined to women, as if God has given men the ‘freedom’ to do as he pleases. The truth is modesty (sharm-o-haya) is compulsory for both men and women as God has ordained in verse 24:30 ‘Tell the believing men to lower their gaze, and protect their private parts (from illegal sexual acts, etc.). That is purer for them. Verily, Allah is All-Aware of what they do’. Have you ever noticed that most of the time no one talks about this, people only talk about how only women need to veil and act modestly, and if they don’t ‘behave’ this way, it is the God given right to men to sexually harass them.

Sorry to disappoint you, God has not bestowed any such right to men, He has, explicitly, ordered men to guard their chastity, but majority of the men in our society have ‘completely’ forgotten and neglected to safeguard their modesty (Sharm-o-haya). In fact, if society had taught this sharm-o-haya to our men, sexual violence would not have become endemic and gender equality would not have become so hard to achieve. Therefore, if we really want to become a civilized and progressive society we need to inculcate this fundamental principal in our men with the same emphasis, because they are fully accountable and responsible for their actions. It is about time that we change our focus from ‘victim blaming’ (or women blaming) to ‘reeducate’ men in our society. To achieve this, we have to break the cycle of patriarchic values and advocate the absolute inviolability of individual dignity and equality of human beings. Don’t wait for the society to miraculously change, start with the person in the mirror.

Wardah Irum is a post-graduate in International Relations from Quaid-e-Azam University Islambad, Pakistan. Her area of interests include gender and IR, peace and conflict studies and Foreign policy analysis.

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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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