The situation of education in general, and of higher education in particular, is not considered as a priority in developing countries. Unfortunately, all development depends on a good education. Many countries suffer not only of the absence of quality education, but also from a lack of accessibility for its citizens. Many of them suffer from not being able to study.
The exercise of citizenship must allow everyone to become an actor of society. To be an actor requires a good understanding of the role, the place and the rights be recognized by everyone. To be an actor means to be responsible in a social and democratic framework relying on values and references shared by all. «The practice of citizenship relies on participation spaces open to all. Otherwise, in many developing countries, as the level of education is very low, citizens do not consider themselves actors of their country’s development. »They block the progress of their country and create other problems in security, the economy, politics, social issues and above all in an increase in unemployment. Indeed, a large part of the population is active, but instead of creating jobs, it is looking for employment. Thus, if everyone looks for a job, the number of openings is small. This has a negative impact on the resources of the State. «The challenges of contemporary societies are mostly characterised by complexity and are part of a global interdependence. In the face of globalization, the education of people to be good citizens must widen its scope from local, regional and national levels to a global dimension ».
According to the document (UNESCO, 2014) UNESCO Education Strategy 2014-2021, approximately 774 million adults, of which two thirds are women, could neither read, nor write in 2011. More than 50% of this adult illiterate population lived in South and West Asia and a quarter approximately in sub-Saharan Africa; 10 countries alone represent 72% of the total. In sub-Saharan Africa, the number of illiterate adults has, in fact, increased by 37% these last twenty years to reach 182 million in 2011. According to these forecasts, the world total will still be of 743 million in 2015, a reduction of only 16% as against the number in 1985-1994 with regard to data on illiteracy (UNESCO, 2014b). It is the aim of education for all (EFA) which is the most difficult to reach.
Although illiteracy is mostly concentrated in the developing and highly populated countries, the problem continues to be pervasive. Developed countries also present large pockets of poverty, in which evaluations show that no less than one adult on five, in other words 160 million persons, have very low literary competencies, being unable to read, write and calculate in daily life (UNESCO, 2012.
Literacy, beyond being a basic competency, is also a prerequisite to access to all forms and all levels of apprenticeship all along life, as well as a base enabling quality education for all.
Being deprived of basic literacy competencies is a factor that leads to being excluded from many aspects of existence, and it covers important dimensions of gender and poverty. Governments and lending institutions are often insufficiently concerned with illiteracy. In the same manner, less than 3% of the national education budget is devoted to literacy and adult education programmes.
Education and life-long training
Education and life-long training are key elements of a strong and reasoned strategy which have become a powerful weapon in a dynamic world obsessed by competitivity. The way we see our neighbours is also part of our worries when we are looking to be inspired by tools and policies that they develop for continuous qualitative and quantitative improvement, of our educational systems, that will lead to a social integration and cohesion of nations (Newgreen, 2002).
Education and higher education are fundamental elements. They allow each individual to build his life, not only on a private basis, but also professionally, and also to contribute to the economic, political, and social aspects of the country in which they live.
To be effective, higher education demands, as a fundamental element, time, a certain slow pace, stability, tranquillity and even a minimum of comfort. Education is one of the most important levers in development. It is also, one of the most efficient mechanisms to guarantee peace and stability of a country. «We live in a rapidly evolving world, increasingly interdependent, in which knowledge and innovation are major development factors ».
Stakeholders in the general environment of higher education
According to Burridge et al, education and higher education are as important as water to ensure life. In light of our research, we have noticed that all the economic, political, and social development of a country depends in large part to education that will impact the general environment of that country, and thus of the entire region. Obviously, education takes its roots at primary school, but we have limited our research to higher education.
In the framework of our research, we have identified certain stakeholders such as the citizens who are directly impacted by war. A well-educated society, capable of distinguishing good from bad, will attempt to avoid certain conflicts so as to live in peace. The Afghan population suffers from a lack of education and this opens the possibility for certain rebel groups to convince young men to undertake acts that are contrary to peace.
Education is one of the important factors in the social and economic development of a country. All the actors of social and economic life, who are stakeholders, suffer the consequences of the absence of penetration of higher education, at best a very low penetration, as outlined by several reports, such as those of the World Bank, UNESCO, and what we also observe in our empirical experience.
All the stakeholders, in the private and public sectors, feel the low use or the near-absence of technological development, which, however, is an absolute need today so as to avoid an important delay in productivity and thus, competitivity. The different educational levels feel the absence of means to train students in the use of basic technology. We have not identified a theory which outlines the fact that societies in developing countries must remain unchanged.«In the competitive and dynamic environment of the modern economies of knowledge, the educational policies occupy a central place and, if needed, can fulfil the functions that are normally traditionally part of investment such as policies of social protection».
The emergence of the notion of ‘Life competencies’
« The four pillars of a quality education as defined by UNESCO (2000) allows to put the basis of a strategy that could assist to raise this challenge. Unfortunately, this is not the case in Afghanistan and in many developing countries.
Learning to know : education must assist students to acquire the instruments of knowledge, in other words, the necessary tools of communication and oral expression, reading, arithmetic and the art of problem resolution, to possess both a solid general culture and the deep knowledge of a few fields, to understand what are the rights and responsibilities and, above all, to learn to learn.
Learning to do : education must assist students to acquire the know-how and the social and psychological competencies that will allow them to make informed decisions in diverse situations, to manage social relations and relations at work, to access local and global markets, use technological tools, satisfy fundamental needs and improve quality of their life and the life of others.
Learning to be: education must contribute to the flourishing of individual personality and allow them to act with more autonomy, of judgement, of critical thought and of personal responsibility. It must develop all the aspects of a person’s potential such as, for instance, memory, reasoning, esthetical values, spiritual values, physical capabilities and the art of communication. It must encourage a healthy lifestyle, the liking of sports, of leisure, of the appreciation of one’s own culture, the respect of ethical and moral code, the art of making oneself valuable and of defending oneself, and the capacity of rebounding.”
Learning to live together: education must reinforce the know-how at students and the aptitudes likely to help them to accept mutual interdependence».
According to the recommendations of the Organisation of the United Nations (UN), the international responsibility of governments and political leaders regarding the exercise of the right to education is to find a rapid and lasting solution to this challenge so as to better integrate the international community which check the effective exercise of the right enumerated which check, on the one hand, the application and the conformity with the «United Nations Pact relating to economic social and cultural rights» and on the other «the United Nations Pact relating to civil and political rights.»«One can state that facing the uncertain future and the multiple challenges that post-conflict States experience that have led to irreversible, and often permanently damaging, consequences, education must bring a final advantage to re-establish, through freedom and social justice, the conditions of preventive and balanced management of conflicts. This allows it to progress, while respecting the conditions of sustainable development, towards the expected peace ideals. »
« The knowledge generated by the economy of education may thus assist the governments to optimize their policies through better informed choice, thus contributing the attainment of the objective of a sustained and equitable growth that mobilises all the citizens.»
According to UNESCO’s Education Strategy 2014-2021, the political leaders must study to better exploit the potential of information technologies and communication (TIC) in education. The presence of sustainable infrastructure and financing issues, of the content of quality-insurance, represent, in this field, key issues, just like the question of available means to develop and put in place pluri-dimensional policies in matters of online security and ethics.
Education to citizenship allows to acquire new knowledge that will directly impact the economic, political and social life of the country. «The first function of education is to transmit an inheritance and to teach the ethical principles and the framework of law (national and international) that determines communal living. However, society today more than ever, faces rapid changes and challenges in embedded in complex global challenges. These challenges require societal changes to which a citizen should be able to participate. However, transmission and education are insufficient on their own: the education for citizenship must allow the exercise of new competencies: to enter into complexity, to manage uncertainty, to position oneself, to imagine new solutions and to participate in their realization. »
The general experience of life and the ordinary unfolding of things show that when citizens who live and work in a given society are very well educated, there are less conflicts, for they are able to resolve their problems by discussion, dialogue, and common understanding. The example of countries in which social dialogue is the main governance vector, such as Switzerland, Norway, Sweden, etc, is more than welcome.
A well-educated society can only be a democratic society because it constantly counts on the capacity and the behaviour of its citizens; and each citizen feels important for his country.
If we take the case of Afghanistan today, it is a rich country with considerable natural resources, but the country finds itself in extreme poverty. Our analysis brings two explanations for this situation: the poverty of knowledge, first of all, that does not allow citizens to contribute to the development of the country and to correctly use their competencies and their rights; the poverty of the leadership, on one hand, that concentrate themselves exclusively on the acquisition of power instead of concentrating on the best manner to help the population. As a backdrop, one can see a situation in which the political leaders take advantage of the naivety and low educational level of their fellow citizens to stay in power and to profit from their advantages.
The conclusions of our research shows that it is impossible to develop a country without prioritising education. To illustrate our working methodology, we have developed a competency matrix to helps Afghanistan become a stable state by developing a distance learning system.
Matrix of the competencies of a citizen
|Active citizen||Positively participate in his individual development which will impact later, on different scales, such as family, clan, tribal, ethnic and national, and even in light of the entire country’s development, instead of concentrating on his personal interests.||Live together and contribute together to one’s own development as well as that of the country.||Education is the primary source to become an active citizen, positive and understanding.||Living together without conflict Societal progress.|
|Know one’s own importance and values||Be capable of undergoing auto-evaluation, to understand its importance, oneself, one’s values and those that still require development.||Use positive values for oneself and for one’s family; allow all members of one’s family to optimize their capabilities.||Schools, universities and the professional environment allow us to be with others and to understand well our values and those of others.||Non-violent communication. Personal evolution.|
|Know one’s rights as well as those of others||Understand the importance of one’s fundamental rights as well as those of others.||Mutual respect, whatever the age, gender and/or belief.||Education||Avoid violence and live in peace.|
|Capacity of expressing oneself||Aptitude to develop and defend oneself in a calm and legal manner.||Express oneself without wounding others and make the situation more complex.||Education||Respect others.|
|Consciousness of power||Understand one’s own values as a citizen, as well as the importance of voting rights.||In exercising one’s voting rights, elect deserving persons so as to stabilize the country’s political and social situation.||Education||Appoint leaders according to their and competencies that have a positive impact on the country’s management.|
|Equality and freedom||Understand the importance of equality as well as truly expressing his claims depending on the situation in which he finds himself.||Rule of law||Education Citizen’s behaviours that can degrade or improve the situation.||Live in peace and in freedom. Express oneself without fear in the mutual respect.|
|The possibility of taking responsibilities||Assume responsibilities for one’s family and in society and understand one’s own contribution.||Be active in social, economic and political life when one wishes to do so.||Give the chance in equal proportions to all citizens without any exclusion.||Participate in socioeconomic developments.|
|Incidence on Human Rights||Distinguish between good and bad, and become conscious of one’s acts against others.||Be capable of understanding sanctions and consequences when one breaks the rules of law.||Education and the application of laws in an equalitarian manner.||Respect of law and fundamental freedoms Avoid all sorts of conflicts.|
|Understand, in a basic way, at a small scale, the phenomena tied to globalisation.||Become conscious of the changes in other parts of the world.||Each country develops first of all because of the sum of individual actions.||Ensure diversity of the country thanks to the contributions of different nationalities.||Understand the economic, political, social situation of other countries, and apply to oneself the positive elements, if necessary.|
|Importance of the family||Understand that the family is very important and that women play an important role in the family well as in society.||Each member of the family plays an important role for himself as well as for economic, political and social development of the country.||Education||Respect the choices and the points of view of each family member to avoid conflicts and violence.|
|Use (tools) of the new technologies of information and communication (TIC) in an interactive manner (language, technology).||Instrumental competency.||Une, in one’s activities, of adequate technologies to facilitate tasks; if necessary, transfer best practices.||Education||Faster and more efficient results.|
|Interact in heterogeneous groups.||Social competencies whatever the religion and(or the beliefs. Transcend the differences.||Participate in social life in one’s city, village, town, etc.||Education||Be capable of working in groups, whatever its origins and/or beliefs.|
|Act in an autonomous and consensual manner.||Personal competency for all that concerns the decisions of daily life.||Assume the responsibility of one’s decisions.||Education||Work individually if necessary, with the proposed solutions.|
|Knowledge, know-how, social skills and life planning.||Know one’s past, concentrate on the present and create one’s future.||Concentrate on the future rather than concentrating on useless subjects.||Education||Have a life vision, according to one’s capacities.|
|Exemplarity||Be an active and contributing citizen thanks to one’s actions.||Motivate others so that they also become active in life.||Positive action of citizens.||Show to others the importance of citizens to one’s country.|
We have noted that it is very difficult, and even impossible to respect the citizenship norms or the establishment of democracy or the respect of human rights in a country without putting the accent on the competencies of active and understanding citizens. We have observed that in many countries, there are conflicts between politicians (points of view on political ideology), but they manage to discuss, to negotiate and to obtain power through democratic rights, for they are citizens. The lack of reflection of citizens in the choice of their leaders and their policy in developing countries is the source of numerous conflicts, including civil wars. Hence the importance of insisting on the apprenticeship of citizenship, which allows populations to be in charge of their destiny by actively participating in the life of the nation. This is why education must prioritise the development of the citizen’s competencies, such as the knowledge of oneself, of its importance and its values; the knowledge of the one’s rights and those of others; the ability to express oneself; the knowledge of one’s power; equality and freedom; the possibility of assuming one’s responsibilities; the primacy of human rights; the understanding of the phenomena linked to globalization; the centrality of the family; the use of new technologies of information; the knowledge, know-how, social skills and life planning; empowerment and exemplarity.
Each of these elements include, criteria, situations, tools and parameters to evaluate the citizen’s competency matrix which must serve as a learning tool of citizenship.
For a country to be able to develop economically, politically and socially, the political leaders must give priority above all else to an action plan on the competencies of citizens. This contribution will make it easier for the present and future leaders. If that is not the case, the government will transmit poverty from generation to generation.
 Education à la citoyenneté mondiale : https://www.education21.ch/fr/edd/approches/education-a-la-citoyennete-mondiale
 Stratégie de l’UNESCO : L’éducation 2014-2021.
 Colloque international Education, violences, conflits et perspectives de paix en Afrique, Yaoundé, 6 au 10 mars 2006,
Milène Trabelsi et Jean-Luc Dubois
 Colloque international « ducation, violences, conflits et perspectives de paix en Afrique, Yaoundé, 6 au 10 mars 2006,
Milène Trabelsi et Jean-Luc Dubois
 Charly Maurer, L’éducation à la citoyenneté, Fondation Éducation et Développement, 2008, 4
Gender Pay Gaps during Pandemic: A Reflection on International Workers’ Day 2021
Men, rather than women, have been disproportionately affected by job losses over time. Nonetheless, the harsh reality of this pandemic recession has shown that women are more likely to be unemployed. As a matter of fact, women have lost substantial jobs as a result of increased childcare needs caused by school and daycare closures, which prohibit many women from working, and as a result of their employment being concentrated in heavily affected sectors such as the services sector (hospitality business, restaurant, retail outlets and so on). According to a study by Alon et al, women’s unemployment increased by 12.8 percent during the first period of Covid-19 (from March 2020), while men’s unemployment increased by just 9.9 percent. Changes in job rates (which include transfers into and out of the labor force) follow the same trend, with women experiencing a much greater drop in employment than men during the recession. Similar trends have been seen in other pandemic-affected countries.
In Southeast Asia, where informal workers account for 78 percent of the workforce, women make up the majority of blue-collar employees. In Indonesia, the Philippines, Cambodia, Laos, and Myanmar, women make up a substantial portion of the domestic workers, despite having a low contractual working status in informal settings. They are underpaid as a result of the pandemic, and the Covid-19 recession has reduced their importance in the workplace. Indonesia as one of the countries which affected by pandemic also experienced similar thing, with two-thirds of the female population in the active age group (between 15 and 64 years old), Indonesia is supposed to have tremendous potential for accelerating its economic development, but the truth is the opposite due to the never-ending pandemic. Since the pandemic began, many employees, mostly women, have lost their jobs or had their working hours shortened. Of course, their daily wages are affected by this situation. Besides, the wage gap between men and women also widens from March 2020 to March 2021, with women in the informal sector receiving up to 50% less than men, clearly resulting in discriminatory practices.Despite the fact that Indonesia ratified the International Labor Organization’s (ILO) Convention No. 100 on Equal Remuneration in 1958, fair and equal salaries have remained unchanged until now, and the legislation seems to have been overlooked and inapplicable in a pandemic situation.
Furthermore, the issue is not resolved at that stage. Apart from the pandemic, both formal and informal workers are exposed to various work systems and regulations. Women may have similar experiences with low wages and unequal payment positions in both environments, but women who work in the formal sector have the capacity, experience, and communication skills to negotiate their salaries with their employers, while women who work in the informal sector do not. Women in informal work face a number of challenges, including a lack of negotiation skills and a voice in fighting for their rights, particularly if they lack support structures (labor unions). Furthermore, when it comes to employees’ salaries, the corporate system is notoriously secretive. Another issue that continues to upset women is the lack of transparency in employee wages. Despite the fact that the national minimum wage policy is regulated by the government, only a small number of female workers are aware of it.
Overcoming Gender Pay Gaps within Pandemic Condition
In the spirit of International Workers’ Day 2021, there should be an organized and systematic solution to (at the very least) close the wage gap between men and women in this pandemic situation. International organizations and agencies also attempted to convince national governments to abolish gender roles and prejudices, however this is insufficient. As a decision-maker, the government must ‘knock on the door’ of companies and businesses to support and appreciate work done disproportionately by women. Furthermore, implementing transparent and equitable wage schemes is an important aspect of significantly changing this phenomenon. Real action must come not only from the structural level (government and corporations), but also from society, which must acknowledge the existence of women’s workers and not undervalue what they have accomplished, because in this Covid-19 condition, women must bear the “triple burden” of action, whether in productive work (as a worker or labor), reproductive work (as a wife and mother), and also as a member of society. Last but not least, women must actively engage in labor unions in order to persuade gender equality in the workplace and have the courage to speak out for their rights, as this is the key to securing fair wages. And when women are paid equally, their family’s income rises, and they contribute more to the family’s well-being.
Latvian human rights activists condemn homophobia in China, Latvia and the world
The issue of human rights of LGBT persons is like a hot potato – hard to spit it out, but also hard to swallow. Despite majority of the public having nothing against the LGBT community, people are afraid to allow them to have the same human rights everyone else has.
Governments and politicians also clash when it comes to fully recognizing the human rights of LGBT persons – and communist China is no exception. Interestingly, the Chinese Communist Party maintains a stance of double morals on this issue. On the one hand, during UN meetings China always reproaches other nations about homophobia and violations of LGBT rights. On the other hand, China has never been able to eradicate homophobia in the Chinese community, but instead has furthered it, for instance, by banning Eurovision broadcasts in China and by trying to ignore the existence of an LGBT community in China.
The Chinese Communist Party has become seriously entangled in its own ideology – as I already wrote, Chinese representatives have no shame in criticizing other countries’ discrimination of people with a non-traditional sexual orientation, stressing that China doesn’t consider homosexuality to be a mental illness. Moreover, the Chinese government has publicly stated that China supports the activities of LGBT organization. But this is simply not true! Although on the international stage Beijing acts as a protector of the human rights of LGBT communities and agitates for the equality of gays and lesbians, in China itself LGBT and women’s rights activists are being repressed, detained and held in labor camps. Thus, Beijing is doing everything in its power to suppress women’s rights and human rights in general.
The most pathetic thing in all this is that Beijing has always voted against all UN initiatives and resolutions that concern the recognition and establishment of human rights for LGBT persons, as this would draw even more attention to the violations of human rights in China itself.
In this regard, in solidarity with Chinese LGBT representatives the leading protector of LGBT human rights from the party Latvian Russian Union (LKS) Aleksandrs Kuzmins and one of the LKS’s leaders and MEP Tatjana Ždanoka have expressed concerns over the recent homophobic attacks in Latvia and are urging citizens from Latvia and around the world to attach a rainbow flag next to the ribbon of St. George during the upcoming 9 May Victory Day celebrations, thus commemorating members of the LGBT community that died during World War II.
Kuzmins stressed that during WWII members of the LGBT community also fought against Nazi Germany, adding that it’s no secret that in the Soviet army there were hundreds and thousands of gays and lesbians who fought shoulder to shoulder for the freedom of their motherland. These people were, however, repressed and exiled to Siberia after the war by the Stalin regime. Most of them were tortured to death in gulags, which is confirmed by information recently acquired from Moscow’s archives.
Human rights activists from the LKS believe that it’s time for people to change and openly talk about the mistakes that were made in the past – we don’t live in the Middle Ages anymore and we should get rid of ancient dogmas and stereotypes about the LGBT community, lest more people fall victim to the intolerance and hate.
On the eve of the Victory Day, the LKS urges global leaders to admit the severe mistakes that have been made and to end the repressions against their own LGBT communities.
Farveez Maharoof explains the importance of spreading social awareness via cricket
Cricket legend Farveez Maharoof recently played in the Road Safety World Series to spread awareness about road safety. The Road Safety World Series was being played in Raipur to spread awareness about road safety in India. Modern Diplomacy talks to Farveez Maharoof about why cricket is a good platform to spread awareness about social causes.
Why is cricket a good platform to spread awareness about social causes?
Cricketers have a huge following specially in Asia. Both India and Sri Lanka have a very high number of cricket fans. When cricketers speak about an issue, their fans and viewers listen to them. Moreover, it is the social responsibility of people with a platform to spread awareness for causes. Personally, I have been a part of many social campaigns in Sri Lanka. I think it is my duty to raise awareness about social issues. The Road Safety World Series spread awareness at a more global scale.
What was your most inspiring moment during the Road Safety World Series?
Personally, I was inspired to play in the Road Safety World Series even after retirement because the series is being played for a cause. Road Safety impacts people across the world and I think it is important for people to take it seriously. I feel strongly about the issue of road safety because I lost my uncle in an accident. It affected my family deeply. I want to spread awareness about it so that others are more careful when on the roads.
Did you campaign for road safety via your personal Instagram too? How did your audience respond?
I was not required to campaign on my social media. I did because I felt strongly about the issue. Moreover, because I have a decent number of followers on Instagram, I thought it was a good platform to spread awareness about the cause. When many cricketers post about the same issue together, it gets more highlighted in the audience’s mind. I personally use my social media for raising awareness about issues in Sri Lanka as well.
Why is road safety important to you at a personal level?
My family lost my uncle in a road accident in Canada. My mother was affected very deeply by the incident. The effects of the accident were long lasting on my family emotionally. I have always been very serious about road safety after that. The reason I played for the Road Safety World Series is because I felt strongly about the issue and wanted to play for the cause of road safety.
How is playing a series during the pandemic different from pre pandemic times?
Playing cricket during the pandemic is very different. We are not used to being in bio bubbles and staying quarantined at the hotel. There has been a shift in the way we have to live during the tournaments. Moreover, there are many COVID safety protocols to be ensured while we are travelling. These protocols are essential and should be followed.
The Road Safety World Series was actually being played in Mumbai last year. However, when COVID hit, the series had to be paused and postponed in between. After almost one year, the series resumed in Raipur. Hence, COVID has affected sports deeply.
What are other social causes that you are passionate about?
I am passionate about social causes which affect Sri Lanka. In the past, I have campaigned for many causes in Sri Lanka including breast cancer. I am someone who likes to stay connected to my roots. I want to give back to the community in every way I can because I have been blessed with their support. I will continue with social work and I will continue spreading awareness about causes.
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