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New Social Compact

Pandemic Threatens to Push 72 Million More Children into Learning Poverty

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Photo: UNICEF

COVID-related school closures risk pushing an additional 72 million primary school aged children into learning poverty—meaning that they are unable to read and understand a simple text by age 10—according to two new World Bank reports released today. The reports outline a new vision for learning and the investments and policies, including on education technology, that countries can implement today to realize this vision. 

The pandemic is amplifying the global learning crisis that already existed:  it could increase the percentage of primary school-age children in low- and middle-income countries living in learning poverty to 63 percent from 53 percent, and it puts this generation of students at risk of losing about $10 trillion in future life-time earnings, an amount equivalent to almost 10 percent of global GDP. 

The new report, Realizing the Future of Learning: From Learning Poverty to Learning for Everyone, Everywhere, lays out a vision for the future of learning that can guide countries today in their investments and policy reforms, so that they can build more equitable, effective, and resilient education systems and ensure that all children learn with joy, rigor, and purpose in school and beyond the school walls. 

The accompanying report, Reimagining Human Connections: Technology & Innovation at the World Bank, presents the World Bank’s new approach to guide investments in education technology, so that technology can truly serve as a tool to make education systems more resilient to catastrophic shocks like COVID-19 and help in reimagining the way education is delivered. 

“Without urgent action, this generation of students may never achieve their full capabilities and earnings potential, and countries will lose essential human capital to sustain long-term economic growth,” said Mamta Murthi, World Bank Vice President for Human Development, in today’s launch event. “Having over half of children worldwide in learning poverty is unacceptable, and so we cannot continue with business as usual in education delivery.  Through visionary and bold action, policymakers and stakeholders around the globe can turn this crisis into a boon to transform education systems so that all children can truly achieve learning with joy, rigor, and purpose, everywhere.”

The COVID-19 pandemic has brought two massive shocks. School closures have left most students on the planet out of school—1.6 billion students at the peak in April 2020, and still almost 700 million students today. The negative impact of the unprecedented global economic contraction on family incomes has increased the risk of school dropouts.  Marginalized groups are likely to fall further behind.  Girls are facing increased risk of adolescent pregnancy and early marriage during the pandemic. And children with disabilities, ethnic minorities, refugees, and displaced populations are less likely to access suitable remote learning materials and to return to school post-crisis. 

In responding to the pandemic, education systems have been forced to rapidly implement innovations in remote learning at scale. To reach as many children and youth as possible, they have used multi-modal remote learning approaches that combine online resources with radio, TV, mobile, as well as printed materials for the most vulnerable. However, the huge digital divides – from connectivity to digital skills – and inequalities in the quality of parental support and home learning environments is amplifying learning inequality.

“Effective action today to mitigate large and mounting learning losses, recover, and rebuild stronger is needed more urgently than ever to accelerate the acquisition of foundational skills and, increasingly, 21st-century skills for every child,” said Jaime Saavedra, World Bank Global Director for Education. “There is a window of opportunity to build on the lessons of the pandemic and to build back a system that is  equitable, where all schools and homes have the conditions and support for learning; that is effective, where teachers and schools are equipped to support each student at the level she needs; and that is resilient, with education services that are well-managed and ensure continuity in the learning process between the school and the home and community.”  

Countries can chart their own path with a political commitment to carry out investments and reforms in five pillars that ensure that: 

1. Learners are prepared and motivated to learn—with a stronger emphasis on whole-child development and support to learning continuity beyond the school, as well as better preparation through quality preschool, early stimulation, and nutrition.

2. Teachers are effective and valued—and ready to take on an increasingly complex role supported by technology that enables teaching students of diverse learning levels. This requires a meritocratic career path and continuing support through practical training that focuses on the quality of instruction.

3. Learning resources, including an effective curriculum and blended learning, supporting pedagogical practices that ensure that every student is taught at the level she needs.

4. Schools are safe and inclusive spaces—with a whole-and-beyond-the-school approach to prevent and address violence and leave no child behind.

5. Education systems are well-managed—with school leaders who spur more effective pedagogy and a competent educational bureaucracy adept at managing using technology, data, and evidence.

What core principles should guide reform efforts, so that policies within each of these pillars offer the greatest value for money and are scalable and sustainable? While there is no single path toward the future of learning, high-performing systems share some common tenets:  pursue systemic reform, supported by political commitment and a whole-of-government approach, that focuses on learning for all children; focus relentlessly on equity and inclusion; act on the basis of evidence and focus on results; ensure the necessary financial commitment; and make smart investments in education technology.

Throughout the five pillars, countries can effectively harness the power of education technology—or “EdTech,” encompassing hardware, software, digital content, data, and information systems—to support and enrich teaching and learning and improve education management and delivery.  As noted in the Bank’s new Reimagining Human Connections: Technology & Innovation at the World Bank report, EdTech can create new connections between teachers, students, parents, and broader communities to create learning networks. The investments in EdTech can pay off if ministries of education ensure they are:

  • Embedded in broad, sustainable policies and programs that enable schools and education systems to provide blended in-person and multi-modal remote learning; 
  • Geared to support teachers being prepared to navigate distance learning and personalize instruction in and beyond the school; and 
  • Oriented toward assessing that learning is actually happening and using data to develop early warning mechanisms to identify and help children who are at risk of dropping out or falling behind. 

For its part, the World Bank’s Education Global Practice has rapidly ramped up its support to countries.  In all, the World Bank is supporting COVID-19 response investments in 62 countries, covering the entire cycle from early childhood to higher education. The Bank’s overall new commitments in education during the last fiscal year reached US$5.2 billion, the largest figure ever, and expects to add another US$6.3b this year. The World Bank is supporting the appropriate, cost-effective use of EdTech for expanding access and improving learning for all students. So far, WB efforts are reaching over 400 million students and 16 million teachers—about one-third of the student population and nearly a quarter of the teacher workforce in current client countries. 

Overall, the World Bank Group (WBG), one of the largest sources of funding and knowledge for developing countries, is taking broad, fast action to help developing countries strengthen their pandemic response. It is supporting public health interventions, working to ensure the flow of WBG supplies and equipment, and helping the private sector continue to operate and sustain jobs. The WBG is making available up to $160 billion over a 15-month period ending June 2021 to help more than 100 countries protect the poor and vulnerable, support businesses, and bolster economic recovery. This includes $50 billion of new IDA resources through grants and highly concessional loans and $12 billion for developing countries to finance the purchase and distribution of COVID-19 vaccines.

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New Social Compact

An Analysis on Marshall McLuhan’s concepts

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Marshall McLuhan is an important scholar who has made major contributions to communication discipline through introducing new concepts like “global village” and “medium is the message”. It can be said that ideas of McLuhan can be applied to new technologies and social media discussions today.

McLuhan introduced the idea of “medium is the message” in his book called Medium is the Message that was published in 1967. According to McLuhan, what is said by the message is not very significant. The media actors which can be regarded as the medium hold a more major influence on the masses than the message it presents.

The medium (or media in other terms) does not only have the role of being the carrier of the message but it is also the message that shapes people’s views and perceptions (McLuhan, 1967). McLuhan, based on the idea of “medium is the message” gave examples to support his claim in his book Understanding Media: The Extensions of Man published in 1964. According to McLuhan, the content of any medium is always another medium. For instance, the content of writing is speech; the written word is the content of print; and print can be seen as the content of the telegraph (McLuhan, 1964).

Another important concept coined by McLuhan is “global village”. This concept was introduced in the 1960s to say that mass media will spread all over the world and make the world become a global village (McLuhan, 1962). According to McLuhan, the electronic interdependence of today’s world produces a world in the sense of “global village”. The global village has been created by the instant electronic information movement according to McLuhan.

McLuhan believed in the usefulness of communication technologies. One of the most important emphases McLuhan made was about drawing attention with his findings about the global communication revolution. According to McLuhan, TV has been a critical invention that ensures that nothing remains a secret, and that eliminates privacy, and he believed that the change of societies is possible with the development of communication tools in various forms. McLuhan made one of the most important predictions of the 20th century. This was  the Internet.

In contemporary world, social media is used by millions of user all over the world. New technologies have turned the world into a “global village” Although McLuhan said almost 60 years ago, his ideas about media (medium is the message) and the “global village” concept are still relevant today.

References

  • McLuhan, M. (1962), The Gutenberg Galaxy: The making of typographic man.   London: Routledge.
  • McLuhan M. (1964), Understanding Media: The Extensions of Man by Marshall McLuhan, McGraw Hill
  • McLuhan, M. (1967). The Medium is the Massage: An Inventory of Effects.  London: Penguin Press.

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New Social Compact

Leaving no one behind with Fiqh for person with disability

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As I watch the new Netflix documentary, Crip Camp: A Disability Revolution produced by former President Barrack Obama and Michelle Obama, I realize thatthere is an urgent need for grassroot activism to support disability religious rights to pave the way towards greater equality. The movie highlights disabled summer campers who fight for the realization disability rights in 1970s, at the time when they were largely ignored by the state.

And does Indonesia need A Disability Revolution?

According to a study by Monash University, it is estimated that the disability prevalence rate in Indonesia is between 4% and 11%. There are several causes of disability, ranging from malnutrition, diseases, ageing population, natural disaster, and accident. Unfortunately, due to social stigma in the society against people with disability, the disability statistical figures may be underreported.

The Indonesian government has been actively involved in international convention by ratifying United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in 2007 and issued the law no. 8 of 2016 on rights of persons with disabilities to comply with human rights standards. But, at the same time the law faces some stagnate situation regarding improved well-beings of people with disabilities because disability prejudices are still at the heart of this tension. 

For example, disabled children are less likely to attend formal education because of lacking inclusive schools. In public places, ramps and accessible information are not easily available. Zooming into the workforce, Indonesian 2010 census reported that only 26,4% people with severe disabilities were employed in formal sectors. This resulted in high rate of self-employment among people with severe disabilities. Many people with mental disability, such as bipolar disorder, have to conceal their condition for the fear of losing jobs.

A research found that discriminations against people with disabilities in developing countries, including Indonesia, caused a loss of up to 7% of Gross Domestic Product(imagine : what if a genius with severe disability like the late Professor Stephen Hawking had never been employed at university?).

Women with disabilities even suffered more from double prejudices, by their gender and their disabilities. What makes thing more difficult for disabled citizens is that, despite of some disabilities laws and ministerial decrees, they were poorly enforced. This explains the urgency of ending this discrimination from a social-economic developmental perspective.

As the largest Muslim majority country in the world, Fiqh (Islamic jurisdiction) for person with disability remains important to safeguard equal religious rights. As a non-disabled Muslim woman, being able to perform Islamic prayer (shalat) properly help me increase my mental wellbeing during this unprecedented time.

Unfortunately, there are still some Muslims who believe that disabilities are by-products of witchcrafts (sihr) or demons (syaitan) which can be healed only by involving spirits and enchanting some quranic verses. Further, in Islamic law per se, there is no specific term which can encompass all disabilities.

“Fiqh for person with disability is very important because the society has yet to accommodate special needs for people with disabilities in performing religious rituals. For example, how does Islam regulate the wudlu(ablution) taken by a man/woman without arms? Considering that Islamic law obligates that someone must wash one’s arm up to elbow during wudlu. And will the wheelchair be considered as najis(impure) inside the mosque?” said Mr. Bahrul Fuad, a disabled person and board member of AIDRAN (Australia-Indonesia Disability Research and Advocacy Network).

Mr. Ahmad Ma’ruf, the Disability Program Team Leader of Muhammadiyah, the second largest and most influential Islamic organization in Indonesia after Nadlatul Ulama (NU), even posed critical questions:“What if persons with hearing impairment wish to get married and say ijabqabul (Islamic marriage vows), will they use sign language? Because religious court has yet to regulate the sign language issue. And who has the authority to validate the sign language as “legally correct” in Islamic marriage?  What if a man with wheelchair wishes to be an imam (leader of a congregational prayer)? Is he allowed to do that, given the fact that many people still interpret explicitly the regulation that makmum (member of a congregational prayer) must follow movements of imam? What if there is no accessible ablution facility in a mosque? Should a person with disability performs tayamum (dried ablution)?”

To address this issue, NUand Muhammadiyah issued Fiqh for person with disability and raise awareness of the public concerning equality for disabled communities. NU even collaborated with the Ministry of Religious Affairs to disseminate the Fiqhto mosques nationwide.

Fiqh for person with disability will fulfil civil rights of disabled community comprehensively, ranging from ubudiyah(religious rituals),muamalah(interpersonal relation), to sahusiah(public policy). This Fiqh will also protect rights of disabled women, as the most marginalized group.

To ensure the smooth implementation of the Fiqh, the government, civil societies, disabled people organizations, religious leaders, and experts of Islamic law should collaborate for accountable monitoring and evaluation. Regular capacity buildings for judges, teachers, and village officials should also be organized.

Finally, political buy-in through Perda(regional regulation)and guidelines should be issued to strengthen government officials’ commitment to enforce the Fiqh. For example, the Special Province of Aceh under Syariah law have regularly issued qanun(regional regulations subjected to Islamic stipulations).

Historically speaking, during the Umayyad Caliph era in the 700s, the Caliph Al-Waleed ibn ‘Abdul Malik accommodated health treatment needs for his population with disabilities through the provision of health care clinics within all his jurisdictional provinces. This idea was emulated by Caliph Umar Bin Abdul Aziz who hired support services workers for people with disabilities. This initiative resulted in social and legal impacts worldwide, in which a broad array of laws on disabilities were enacted.

In making public policy for citizens with disabilities, the government of Indonesia should not paint disabilities situation with a broad brush. Rather, Fiqhfor persons with disabilities must be taken into consideration seriously. Otherwise, there will be far-reaching consequences on well-beings of people with disabilities in the long run.

This Fiqhis a beacon of hope for future generations, to leave no one behind.

As put forward by a member of Crip Camp: “If you don’t demand what you believe for yourself, you’re not gonna get it”.

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New Social Compact

Good Parenting Reduces the Divorce Rate

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Divorce is a very stressful event. Apart from having a bad impact on children, divorce has a major impact on the survival of the husband and wife who experience it. Divorced couples visit psychiatric clinics and hospitals more than couples from intact families. Divorced couples experience anxiety, depression, feelings of anger, feelings of incompetence, rejection, and loneliness.

In Indonesia, the divorce rate from year to year shows an increasing trend. The Ministry of Religious Affairs of the Republic of Indonesia reports that since 2015 until now there has been an increase in the divorce rate. In 2015 there were 394,246 cases, in 2016 it increased to 401,717 cases, then in 2017 it increased to 415,510 cases, as well as in 2018 it continued to increase to 444,358 cases, and by 2020, per August the number had reached 306,688 cases.

               The increase in the divorce rate from year to year has serious consequences in families. Conflict during the process of parental divorce and separation has a negative impact on the physical and psychological well-being of all family members. Quite a number of research results show that divorce has a negative effect on all family members, especially children. The results of Amato’s research in 2011 with a meta-analysis approach to 67 study results showed that children from divorced families had lower academic achievement, behavior, psychological adjustment, self-concept and social relations than children from intact families.

               Based on In the author’s empirical observation, the ending of marital status for a particular family also brings several social impacts, for example: narrowing social networks which results in a lack of social support, causes negative life experiences and psychological suffering, and causes economic hardship for women.

Thus rather than that, a marriage which basically originates from an agreement between two parties, so if there is a divorce, it is certain that both parties will suffer losses. Even children from marriages who divorce will share such losses. Then, what factors cause divorce? In my opinion, the substantial cause of divorce is the parenting concept of a married couple.

Good Parenting

               Parenting, generally known by the public as a pattern of parenting parents towards their children. This assumption is not completely wrong, but it must be straightened out that parenting is an ideal household conceptualization. Of course, you have to move from a husband and wife long before you have children. A husband and wife have had to discuss it long ago so that in various desired manifestations it can be carried out harmoniously together.

Parents (married couples), basically forming their children until they reach maturity will not be separated from the influence of their world. The mode of reflection on the relationship between parent and child is a complex activity that includes many specific attitudes and behaviors that work separately and collectively to influence the child’s outcome and the emotional bonds in which parental behavior is expressed.

In this case, parenting can be explained in terms of two components, namely parental responsiveness and parental demandness. Parents’ demands are the extent to which parents set guidelines for their children and how their discipline is based on these guidelines. Parental responsiveness is an emotional characteristic of parenting. Responsiveness continues to the extent to which parents support their children and meet the children’s needs. Both responsive and demanding parenting have been linked to securing attachment to children. Referring to Baumrind (1971), he identifies three parenting styles, namely: authoritative, authoritarian, and permissive with responsive and demanding concepts in mind.

Authoritative parentingis a condition of authoritative parents as a combination of demands and responsiveness. They make logical demands, set boundaries and demand children’s obedience, while at the same time, they are friendly, accept the child’s point of view, and encourage children’s participation in decision-making and often seek their children’s views in family considerations and decisions. This type of parent is then referred to as the type of parent who monitors and disciplines their children fairly, while being very supportive at the same time.

Authoritarian parenting, a demanding and unresponsive parental condition. They engage in little reciprocal interaction with children and expect them to accept adult demands without question. Strict socialization techniques (threads, commands, physical strength, love withdrawal) are used by parents who are authoritarian and withhold self-expression and independence. Authoritarian parents tend to set high standards and guidelines and require compliance. Authoritarian parents attribute love to success and not nurturing like the other two parenting styles.

Permissive parenting, consists of several clear and predictable rules due to inconstant follow-up and neglected bad behavior, neutral or positive affective tone. They give children a high degree of freedom and do not restrain their behavior unless physical injury involves. Permissive parenting shows an overly tolerant approach to socialization with responsive and non-demanding parenting behavior. These parents are nurturing and accepting, but at the same time they avoid imposing demands and controls on the child’s behavior. They have little or no hope for their children and often see their children as friends and have few boundaries.

Based on the three parenting models above that the author has reviewed and conducted a literature review, it is clear that the Good Parenting pattern that must be applied by a husband and wife is authoritative parenting. This concept implies a condition in which a positive influence on the realm of a child’s life until he grows up on the aspects of education and psychological well-being is formed.

A positive parent-child relationship illustrates that the family will survive in harmony so that it becomes the foundation of a healthy home and community environment. The influence of the parents on the whole life of the child means the influence from birth to adulthood due to the parents. Children spend most of their time at home and the attitudes, behavior, standard of living, and communication of parents with their children have a major impact on the child’s future life. If their parents are too strict or too obedient, it has a negative impact on their life. But the supportive, caring and flexible attitude of the parents results in a psychologically and mentally healthy child.

Parents (a married couple) should adopt an authoritative parenting style and practically apply it when dealing with their children. They are the backbone of a nation and the nation’s future depends on their psychosocial development. Healthy parents can produce healthy children in exchange for a healthy nation. On the other hand, unhealthy parents (husband and wife) will have a bad influence, a small example is divorce. And this is a burden for the nation.

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