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.
Women in leadership ‘must be the norm’
We can no longer exclude half of humanity from international peace and security matters, the UN chief told the Security Council on Thursday, emphasizing the need to fully address the challenges and gaps that continue to prevent women having an equal say.
Having just visited the photo exhibition, In their Hands: Women Taking Ownership of Peace – a collection of inspiring stories of women around the world seen through the lenses of women photographers – he told ambassadors that the exhibit brings to “vivid life” their dedication to “the most important and consequential cause of all, peace”.
“From the safety of this chamber, we discuss and debate pathways of peace for countries around the world”, said the UN chief. “But the women portrayed in the exhibition are on the front lines of the fight for peace”.
He called them peacebuilders, changemakers and human rights leaders, and described their work mediating and negotiating with armed groups; implementing peace agreements; pushing for peaceful transitions; and fighting for women’s rights and social cohesion throughout their communities.
Yet, he pointed out, “women remain on the periphery of formal peace processes, and they’re largely excluded from rooms where decisions are made”.
Citing rising rates of violence and misogyny; the extreme under-representation of women in decision-making positions; and a myriad of challenges faced by those in conflict, the top UN official observed that the power imbalance between men and women remains “the most stubborn and persistent of all inequalities”.
“In every humanitarian emergency, the clock on women’s rights has not stopped. It’s moving backwards”, he said regretfully.
In Ethiopia, women have been victims of sexual violence; in Yemen, excluded from political processes by the warring parties; in Afghanistan, undergoing a rapid reversal of the rights they had achieved in recent decades; and in Mali, after two coups in nine months, “the space for women’s rights is not just shrinking, but closing”, Mr. Guterres said.
“Increasing women’s representation and leadership across every aspect of the UN’s peace activities is critical to improving the delivery of our mandate and better representing the communities we serve”, he said.
But Council’s support is needed for partnerships, protection and participation.
Women leaders and their networks must be supported to meaningfully engage in peace and political processes, he explained.
Secondly, women human rights defenders and activists must be protected as they carry out their essential work.
And finally, women’s “full, equal and meaningful participation” must be supported in peace talks, peacebuilding, and political systems as countries transition to peace, he said.
“We need full gender parity”, underscored the UN chief. “We know it can be done”.
Advancing women’s rights
Women should not have to accept reversals of their rights in countries in conflict, or anywhere else.
Mr. Guterres said that the UN will double down on “truly inclusive peacemaking” and put women’s participation and rights “at the centre of everything we do – everywhere we do it”.
The best way to build peace is through inclusion, and to honour the commitment and bravery of women peacemakers we must “open doors to their meaningful participation”.
“Let’s turn the clock forward on women’s rights and give half of humanity the opportunity to build the peace we all seek”, concluded the Secretary-General.
Time to say ‘enough’
To create a tangible difference in the lives of women and girls, UN Women Executive Director, Sima Bahous, highlighted the need for governments and the Security Council “to step up” to address the way we confront peace and security issues.
For too long violence has targeted females and their rights; and women continue to be marginalized and excluded “in those very places where they can drive change”, she told the Council.
“Surely the time has come to say enough”, she said.
Open doors to women
While acknowledging a “glimmer of light” resulting from the passage of the original resolution, Ms. Bahous said that while not enough, it must be used in the fight for women’s equality.
Noting that vast military spending has been “in bitter contrast” to limited investments in other areas, she advocated for curbing military spending and expressed hope that delegates “share my sense of urgency” on the issue, which impacts other priorities, including women’s rights.
The UN Women chief noted that increased participation, combined with curbing the sale of arms in post-conflict settings, significantly reduces the risk of backsliding.
She reminded ambassadors that while “equal nations are more peaceful nations”, equality requires higher levels of support for healthcare and related services.
Moreover, Ms. Bahous regretted that women’s organizations are poorly funded, noting that without the necessary financial resources, they cannot effectively carry out their work.
Turning to Afghanistan, she shone a light on the women who had collaborated with the UN and whose lives are now in danger, advocating for doors to be opened wider, to women asylum seekers.
Women at the stakeout
Subsequently, former Afghan women politicians took to the Security Council stakeout to ask the international community to pressure the Taliban “to put their words in action” and fulfill their promises made in 2019 in Qatar including supporting girls’ education and women’s rights.
“The reason we are here today is to meet with different Member States and ask them to regard women and human rights in Afghanistan as a matter of national security of their own countries, because it’s not just a political or social issue but it’s a matter of security”, said Fawzia Koofi, former Peace Negotiator and first woman Deputy Speaker of Afghan Parliament.
Former Afghan Parliamentarian and Chairperson of the House Standing Committee for Human Rights, Civil Society and Women Affairs, Naheed Fareed, questioned whether the world wanted to “register in history” their recognition of “a de facto structure that is in place in Afghanistan”, to represent Afghan women, their dignity and desires. “From my point of view, they don’t”, she told reporters.
Gender Mainstreaming and the Development of three Models
The field of gender mainstreaming plays a central role in the debate of critical feminist International Relations (IR) theorists. Reading the influential work of Enloe 2014 regarding the locations and the roles of women in the subject of IR brings women into the central discussion of international studies. However, some of the feminist IR scholars defy the negligible participation of women in international political theory and practice.
The main aim of gender mainstreaming is to achieve gender equity in all spheres of life (social, political, economic), without any doubt that gender mainstreaming has had a central role in pushing the strategy of realising gender equity since the concept’s inception. However, feminist IR scholarship admits that it is not the best approach, or in other words, the right pathway concerning feminist struggle. There are many different approaches and mechanisms in which such dissatisfaction is conveyed; nonetheless, at the axis of Postcolonial Feminist scholars debate, gender main streaming depoliticises the concerns of feminist scholars. Feminist studies show that theoretically, the change of structuring of gender equity determinations from women to gender in gender mainstreaming perhaps contradicted achievements made to bring women from the periphery to the centre of Feminist IR.
The emergence of Models in Development:
Discussion asking to what extent women have been benefited (or not) from the developmenthas given rise to the following three models. These approaches show how men and women are affected in different ways because of the development of how the lives of women, in particular, are affected.
Women in Development (WID):
By the 1970s, the reality that women were subjugated and left far behind in the process of development became clear and widely recognised. In some areas, this recognition even acknowledged development has further worsened the status of women, for example, the exclusion of women from
the main development projects. The Women in Development (WID) approach proposed the inclusion of women into programs related to development. WID was a successful initiative that strengthened the consideration of women as an integral part of society. The decade of 1975 to 1985 was even declared the decade of women. However, this approach was problematic, as WID did not focus on structural changes in social and economic systems, which were necessary for discussion. Furthermore, this approach was not enough to bring women to the mainstream of development successfully.
Women and Development (WAD):
Thisapproach was critical and arose in the late 1970s using Marxist feminist (critical) thoughts. As its nature, the Women and Development (WAD) approach criticised WID because of an increasing gap between men and women. According to WAD, the idea of women’s inclusion was wrong because women already contributed substantially to society. Yet, they were not receiving the benefits of their contributions, and WID further contributed to global inequalities. The main rationale of WAD was to increase interactions between men and women rather than just implementing strategies of women’s inclusion. Besides, WAD considered the class system and unequal distribution of resources to be primary problems, as it’s women and men who suffer from the current system. On a theoretical level, WAD strongly endorsed changes to the class system; however, it proved impractical as it ignored the reason for patriarchy and failed to answer the social relationships between men and women.
Gender and Development (GAD):
In the 1980s, further reflection on development approaches started the debate of Gender and Development (GAD). As GAD followed and learned from the weaknesses and failures of WID and WAD, it was a more comprehensive approach. GAD paid particular attention to social and gender relations and divisions of labour in society. The GAD approach strove to provide further rise to women’s voices while simultaneously emphasising women’s productive and reproductive roles, contending taking care of children is a state responsibility. As a result of GAD, in 1996, the Zambian government changed their department of WID to the Gender and Development Division (GADD). These changes made it easier for women to raise their voices more constructively in an African country. Gender development is a continuous, current phenomenon. Women have choices today that they did not have in prior or even the last generation.
The main point is that instead of discussing whether to mainstream gender or not, it needs to be discussed how it can happen in a better way. Gender mainstreaming is considered a theory of change in GAD.
The above discussion has offered an overview of how gender mainstreaming’s theoretical approaches and expectations have met with the praxis; however, some scholars critique the concept of depoliticising and diluting equality struggles. These considerations are also worth inquiry and, accordingly, are discussed below.
KP’s Education Reforms – Heading Towards Right Path
The first word revealed in the holy Quran was “Iqra” which means “to read”. This first verse of Holy Quran shows us the importance of pen, greatness of knowledge and importance of education in Islam. Article 25-A of Pakistan’s constitution obliges the state to provide free and compulsory education to all children between the ages of five and sixteen. Education is the reason behind rise and fall of any nation. After the 18th amendment, on April 19th 2010, the education sector was assigned to the provinces, with a hope that provinces would focus on providing quality education, as previously; there was a lack of comprehensive planning and strategy in this sector.
During its second stint in KP, PTI-led government declared an education emergency in the province. As part of election manifesto, PM Imran Khan reiterated his firm resolve to upgrade education system across KP. Consequently, during past three years, KP government has focused on the neglected education sector and introduced various revolutionary steps to improve the quality of education.
The provincial government is spending heavily on building infrastructure and basic facilities. The number of non-functional schools have been reduced massively due to effective policies. A real time focus is given to the lack of facilities like boundary walls, water supply, electricity, and toilets. To get rid of load shedding issues, the government installed thousands of solar panels in schools to have an un-interrupted supply of electricity at daytime. Simultaneously, increased annual budget for education.
The present age is known as an era of Information Technology (IT) and a nation cannot progress without making full use of it. Therefore, the provincial government has established thousands of state of the art IT labs across KP. It is pertinent to mention here that Microsoft has also endorsed this effort and offered to train above 15000 IT teachers with free certification.
The major five-year revolutionary educational reform plan (2019-2023) was brought by department of Elementary and Secondary Education as a flagship project of KP government in this tenure. The four core aspects of this innovative plan includes teachers’ training, curriculum reforms, establishment and up-gradation of schools and the appointment of new teaching staff.
In order to reduce teacher to student ratio it has been decided to hire 65,000 new teachers well versed with modern education techniques, including 11,000 primary teachers under this five years’ plan. So far, more than 40,000 teachers have been recruited on merit bases through NTS. After the merger of tribal districts in KP, the education Ministry has approved a handsome amount for the restructuring the current education system. In order to modernize the current education system, KP government has established 138 Data Collection Monitoring Assistants (DCMAs) in tribal districts.
Taleemi Islahi Jirga (TIJs) are converted into Parent-Teacher Councils (PTCs) and connected them with education ministry with an aim to keep a check and balance. Government has introduced a new concept of school leaders and aims to train about 3,000 leaders who will be responsible for monitoring the classrooms, lesson management, implementation, and daily school life.
The process of expanding teachers’ training program to all districts of the province is also in process. Furthermore, the education department has almost completed its working on the development of high-quality script lessons for different subjects. Textbooks for classes 1 to 10, will also be revised according to modern standards by 2023.
Another milestone achieved by KP government is the establishment of Independent Monitoring Unit (IMU). This vigilant monitoring system has reduced teachers’ absenteeism by 17% to 20%. It also constantly collects reliable data which is helpful for realistic planning.
Previously, teachers used to take salaries without performing any duties; however, with the advent of biometric attendance system, those ghost servants have been captured. Enrollment drives have been organized every year. Government is giving free books to the children including drawing and coloring books to enhance their creative thinking. Government is also stressing on female education through its new policy of building classrooms with a ratio of 2 for female and 1 for male.
To impart the true teachings of Islam, Quranic education and Nazira is made compulsory up to class 12th. In a refreshing development, students of private schools are migrating to government schools due to student-friendly policies.
Nevertheless, there is room for improvement in the education sector like linking promotions of teaching and administrative staff with performance. Government teachers should be made bound to enroll their children in public sector. The concept of uniform curriculum will create national thinking. Another important aspect which needs attention is to address the growing role of tuition and coaching centers. Technical education should also be focused from the base. Experiences of others successful educational models like Finland model may be studied to improve the sector.
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