Why Empowering National Human Rights Institutions Helps on the Quest for Healthy Earth?

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Claudia Ituarte-Lima, Stockholm University, Sweden and University of British Columbia, Canada

 
Claudia Ituarte-Lima is researcher on international environmental law at the Stockholm Resilience Centre, and affiliated senior researcher at the Raoul Wallenberg Institute of Human Rights and Humanitarian Law. She is currently a visiting researcher at the Institute for Resources, Environment and Sustainability, University of British Columbia. She holds a PhD from the University College London and a MPhil from the University of Cambridge.

On March 2020, over 330 students, women champions, government officials, NGO members and community members from around Kampot and Kep gathered in an effort to plant 3,000 mangroves and conserve Cambodia’s coastline. The local activity took place as part of a larger mangrove planting and marine exhibition under Action Aid’s 100,000 Mangroves campaign, supported by the United Nations Development Programme (UNDP) under the project ‘Strengthening Climate Information and Early Warning Systems in Cambodia’. The campaign aims to plan 100,000 mangroves in eight community fisheries by May 2020, and raise awareness of the importance of marine ecosystems. Credit: ManuthButh/UNDP Cambodia

VANCOUVER, British Columbia, Canada, Mar 24 2020 (IPS) – We are living in a critical time. As we face existential environmental challenges from climate crises to the mass extinction of species, it is difficult sometimes to see solutions and new ideas. This is why we all need to celebrate and give visibility to creative and courageous efforts of people and organizations striving towards a healthy planet for all.

I write today about the key role played by National Human Rights Institutions (NHRIs) in the Global South in our collective fight against climate change. The time has come to empower NHRIs.

Their unique position mandated by law yet independent from the government can make an urgent needed bridge between legal and policy advances, and ground-up efforts such as youth and women movements, thereby contributing to the enjoyment of the right to a healthy environment.

I have recently had the chance of learning real-world success stories by brave NHRIs working in some of the most challenging contexts. While being a member of the facilitators’ team of a series of webinars* for technical staff and decision-makers working in NHRIs and prior face-to-face interaction with them, it became crystal clear that strengthening the skills and capacities of NHRIs can contribute positive outcomes for both human rights and the environment.

In Mongolia, for instance, the NHRI with the support of civil society organizations and environmental researchers has recently developed a draft law for safeguarding the rights of environmental defenders.

The NHRIs have also intervened in a variety of sectoral issues from pesticides and agriculture in Costa Rica, to mining in South Africa and the connections between coal mining and transportation in Mongolia. The Morocco NHRI has prompted other African NHRIs and civil society organizations to actively participate in international climate negotiations.

Business and human rights was a key issue raised by our NHRIs colleagues.

Nazia, 38, proudly shows off her home-grown tomatoes in Nadirabad village, Pakistan. She participated in kitchen gardening training offered under the joint UNDP-EU Refugee Affected and Host Areas (RAHA) Programme in Pakistan. Credit: UNDP Pakistan

The significant legal, institutional and financial obstacles that national duty bearers face to investigate transnational corporations and their responsibilities concerning their impacts to a safe climate has not proved insurmountable for NHRIs.

The Philippine’s NHRI has a mandate to promote human rights which, creatively interpreted, allowed it to investigate the climate change and human rights nexus beyond its national borders.

The systemic nature of climate change justified a national inquiry rather than a field visit. Because climate change is an existential issue not only to Filipino people but globally, the Philippines national inquiry on climate change turned into an inquiry with strong global dimensions.

It included public hearings in the Philippines, New York and London, virtual hearings and expert advice from the former UN Special Rapporteur on human rights and environment, academics from different parts of the world and the Asia-Pacific regional network of NHRIs.

A major comparative advantage presented by the NHRIs is their unique position in working hand in hand with right holders in addressing environmental – human rights gaps facing the most vulnerable populations.

Costa Rica NHRI has found, for instance, that women, girls, men and boys and elder living in coastal areas become especially vulnerable to climate change because their access to clean drinking water and fish become scarce.

The South African NHRI together with food sovereignty civil society organizations has developed a draft climate charter, to be presented to the parliament, with a more holistic approach to the current climate policy.

In recent years, the awareness of the linkages between human rights and climate change has greatly increased. The legal recognition of the right to a healthy environment in more than 150 countries, together with judicial decisions, and academic studies on the safe climate dimension of this right has grown rapidly. NHRIs can be instrumental in translating them into results and action, including under difficult circumstances.

Their role in advising duty bearers, working together with right-holders helps to understand and act upon systemic environmental challenges. Their synergies with environmental human rights defenders can also contribute to more effective investigation and advocacy, not least in the context of informal and unregulated business activities where it is especially difficult to collect data and hold businesses accountable.

Time has come for the international community to do more to support NHRIs in the Global South, a key player often overlooked in climate and biodiversity talks, debates and funding. Due to the intrinsic connections between human rights and environment, the NHRIs need to be further supported to perform their innovative roles in safeguarding life-support systems at various jurisdictional scales, including advocating for the global recognition of the right to a healthy environment by the United Nations.

* The series was organized by the Global Alliance for National Human Rights Institutions (GANHRI), UNDP, the UN Special Rapporteur on Human Rights and the Environment, the Swedish Environmental Protection Agency and UN Environment. A final report with key messages from the webinar series is available on the UNDP website.

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Young People Bring Solar Energy to Schools in the Argentine Capital

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Energy

Sebastián Ieraci (L), a member of the group of students who in 2014 pushed for the switch to solar energy at the Antonio Devoto High School, stands next to the school's principal Marcelo Mazzeo on the rooftop of the educational institution located in the Buenos Aires neighbourhood of Villa Devoto. Credit: Daniel Gutman/IPS

Sebastián Ieraci (L), a member of the group of students who in 2014 pushed for the switch to solar energy at the Antonio Devoto High School, stands next to the school’s principal Marcelo Mazzeo on the rooftop of the educational institution located in the Buenos Aires neighbourhood of Villa Devoto. Credit: Daniel Gutman/IPS

BUENOS AIRES , Mar 19 2020 (IPS) – “The idea came to a group of schoolmates and me in 2014, but we never thought it could become a reality,” says Sebastián Ieraci, 23, as he points to a multitude of photovoltaic solar panels shining on the roof of the Antonio Devoto High School in the Argentine capital.

The secondary school is one of the first public centres in Buenos Aires that has managed, since last November, to cover 100 percent of its electricity needs from renewable energy generated in the building itself.

Although today only seven of the city’s public schools have solar panels, the authorities have identified another 140 school buildings with the conditions to generate solar energy, and the plan is to gradually equip all of them with solar panels.

But perhaps the most interesting aspect of this case is that it was the students’ own enthusiasm for clean energy and community involvement that allowed the school to be chosen for an experiment that is new to Buenos Aires.

“Now they come to see us from schools in different parts of the country, to see what we have done and to try to replicate it.” — Marcelo Mazzeo

Ieraci, who arrives in a hurry at his former school after his workday at a paint factory, was in his last year of high school in 2014, when law teachers suggested to him and his classmates that they come up with a project for the programme The Legislature and Schools.

The programme, carried out for over 20 years, invites final-year high school students to submit proposals to the Buenos Aires city legislature, in the areas of environment, public spaces, traffic and transport and security.

Once they do so, the students sit on the city legislature for an afternoon to discuss their proposals with students from other schools.

“We came up with the idea of installing solar panels because we knew that the school’s rooftop was not being used for anything and that doing so could be doubly beneficial, both environmentally and economically, since the school could generate its own energy,” says Ieraci during IPS’s visit to his former school.

Aerial view of the rooftops of the primary and secondary schools located across from the main square in Villa Devoto, a residential neighborhood in the Argentine capital. The adjacent schools now have 200 solar panels with an installed capacity of 70 kilowatts, and the surplus is injected into the Buenos Aires electricity grid. Credit: Courtesy of Buenos Aires city government

Aerial view of the rooftops of the primary and secondary schools located across from the main square in Villa Devoto, a residential neighborhood in the Argentine capital. The adjacent schools now have 200 solar panels with an installed capacity of 70 kilowatts, and the surplus is injected into the Buenos Aires electricity grid. Credit: Courtesy of Buenos Aires city government

“Then we started looking for information, and after a month we presented the project. Back then it was a utopia and today seeing these panels makes me very proud, because this is a school that generates a sense of belonging,” he explains.

The school is located in a large two-storey building that preserves the style of the old manor house that Italian immigrant Antonio Devoto had built there at the beginning of the 20th century. Devoto is considered the founder of the middle-class residential neighbourhood that today bears his name.

The school is located across from the main square of Devoto, in an area with many old trees and few tall buildings, full of bars and restaurants, and bursting with vitality far from the centre of Buenos Aires.

The Devoto teenagers’ solar panel project was the winner among more than 70 initiatives that students presented in 2014 to the local legislature, and in 2016 the Buenos Aires city government launched it. The first step was to start feasibility studies in more than 600 school buildings.

But it was in 2017 that the school received the definitive push to move towards solar energy, when it once again presented the project in a competition, this time in BA Elige (Buenos Aires Chooses), a citizen participation programme in which the more than three million inhabitants of Buenos Aires proper vote on the projects they want to see carried out.

On that occasion, the residents of Devoto expressed their opinions online, supporting the installation of solar panels in the neighbourhood schools and thus enabling the authorities to allocate budget funds.

The installation of the solar panels began in August 2019 and took three months. Since November, 87 two-by-one meter solar panels have been in operation on the rooftop of the Antonio Devoto High School.

The primary school next door was soon incorporated into the programme, and since January 113 solar panels have been operating, bringing the total to 200 panels on the adjacent rooftops of the two schools that serve a combined total of 500 students.

Solar panels nearly cover the entire rooftop of the Antonio Devoto High School in Buenos Aires. Until last year the rooftop area was not put to any use. The idea of using that space to generate renewable energy came from students in their final year in 2014, who presented a project to the Buenos Aires city legislature. Credit: Daniel Gutman/IPS

Solar panels nearly cover the entire rooftop of the Antonio Devoto High School in Buenos Aires. Until last year the rooftop area was not put to any use. The idea of using that space to generate renewable energy came from students in their final year in 2014, who presented a project to the Buenos Aires city legislature. Credit: Daniel Gutman/IPS

“In secondary schools, the panels have 30 kilowatts (kW) of installed capacity, and in primary schools, 40. But the most interesting thing is that the primary school injects its surplus energy into the city’s electricity grid, generating credit with the power company,” engineer Andrés Valdivia, head of climate action in the city government’s Ministry of Education, told IPS.

The Ministry reports that the 140 school rooftops declared suitable for the installation of solar panels – because there are few high buildings surrounding them and they receive good solar radiation – have a combined surface area of 145,000 square meters and could have a total installed capacity of 13 megawatts (MW).

Renewable energies – basically, solar and wind – have experienced major growth in Argentina since a fund was created by law in September 2015 to finance the construction of facilities and to guarantee the purchase of the energy generated.

By late 2019, nearly eight percent of the electricity produced in the country came from renewable sources, up from just 2.2 percent in early 2016, according to official statistics.

However, that growth will not continue because the recession and the devaluation of the local currency in Argentina mean that almost no new projects will be launched, say industry analysts.

View of the front of the Antonio Devoto High School, which was built in an old manor house belonging to the Italian immigrant recognised as the founder of the Villa Devoto neighbourhood in Buenos Aires, the capital of Argentina. Credit: Courtesy of Marcelo Mazzeo

View of the front of the Antonio Devoto High School, which was built in an old manor house belonging to the Italian immigrant recognised as the founder of the Villa Devoto neighbourhood in Buenos Aires, the capital of Argentina. Credit: Courtesy of Marcelo Mazzeo

“Ours is not a technical school; we have an orientation in economics and administration. But the kids’ interest in the energy transition surprised us and led us to gather a lot of information together about the subject,” said Marcelo Mazzeo, the principal of the Antonio Devoto High School.

“Now they come to see us from schools in different parts of the country, to see what we have done and to try to replicate it,” he told IPS.

Félix Aban, one of the law teachers who worked with the students on the project and is now the school’s vice-principal, said that “one of the most interesting things was that in 2014 the kids suggested that the surplus energy generated by their schools could be injected into the power grid, when that possibility was not even being discussed in Argentina.”

In fact, the law on distributed (or decentralised) energy was not approved by Congress until 2017, under the official name “Regime to foment distributed renewable energy generation integrated into the public electricity grid”.

“They investigated and found that in other countries individual generators fed power into the grid. So we can say that the kids at this school were really ahead of the game,” said Aban.

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Coming Down the Davos Mountain with a Gender Lens

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NEW YORK, Feb 15 2020 (IPS) – In a recent report by World Economic Forum (WEF) shows women suffer a “triple whammy” in the workplace. Without drastic action, gender parity will take more than a lifetime to achieve. This is the challenge that Katja Iversen, President and CEO of Women Deliver is staring down.

“We know that achieving gender equality is not a women’s issue. It is a societal issue. To be successful … boys and men must be involved at all levels and all ages,” said Iversen.

Iversen’s involvement WEF 2020 annual meeting in Davos increased the spotlight on gender equality. She was involved in a myriad of discussions, conversations, panel debates, midnight huddles and a social media drive. As the woman who heads leading global advocate for gender equality, health and rights of girls and women her role at the annual forum was clear cut.

“We provoked discussions using our ‘gender lens’ – a small magnifying glass. We gave this to leaders and influencers to bring down the mountain and apply to their businesses, governments, and lives,” Iversen said in an exclusive interview with IPS.

“Along with our partners, Promundo and Unilever/Dove Men+Care, we released a series of recommendations on male engagement in gender equality, condensed in a catchy infographic.”

Iversen went on to emphasise how “everybody – including the men and women in Davos – must apply a gender lens to every aspect of life, from leadership, to health systems, to schools, the workplace, and at home. That is an important step to change systems, to change harmful norms, and drive progress.”

This may seem a momentous task. The WEF report, released in December 2019, highlighted the factors that fuel the economic gender gap. This included a noticeably low level of women in leadership positions, wage stagnation, labour force participation and income.

The report highlights what it terms a ‘Triple Whammy’ for women in the workplace. Women, the report said, are highly represented in many of the roles that have been hit hardest by automation.

Moreover, not enough women are entering technology-driven professions where wage growth is more profound. This puts women into the middle to low wage categories that have been stagnant since the financial crisis in 2009.

Thirdly, a lack of access to capital prevents them from pursuing entrepreneurial activities, another key driver for income.

WEF aims to close the gender gap by setting up coalitions between relevant ministries and the largest employers to increase female labour force participation, increase women in leadership positions, close wage gaps and prepare women for jobs of the future. Additionally, the global business commitment on Hardwiring Gender Parity in the Future of Work mobilises businesses to commit to hiring 50% women for their five highest growth roles between now and 2022.

Iversen said women must be involved in the development and growth of Artificial Intelligence (AI) and ubiquitous digital technology for them to benefit.

“We know that innovation and technology hold a lot of power and can be used for good – but only if it works for girls and women and identifies the bias that holds them back,” she said.

While there was potential for digital technologies, like AI, to unlock better health access and information, new employment and leadership opportunities, and greater economic security for women – it could “just as likely leave big parts of the population behind and exacerbate existing inequalities”.

This was why the gender lens in the development and implementation of AI and other tech solutions is so critical, said Iversen. Having women involved in the growth of digital technology “can ensure technology is more representative and can eliminate unconscious bias in hiring, promotion, and recruitment”.

It is critical that women’s education, especially in the field of technology, is enhanced, enabling them to participate in future workforce equally.

“We also need to make sure we are investing in women’s lifelong education and training, particularly in science, technology, engineering, and math. It is key to their professional and financial security in the workforce of tomorrow.”

Investment in women and their participation in the economy has a ripple effect.

“Evidence and common sense confirm that when leadership and the workforce represent the population and include women, it leads to better economic, social, and political cohesion and puts us on a better, more sustainable path.”

The Secretary-General of the United Nations, António Guterres, noted in his speech at WEF 2020 that while problems were global, the responses were fragmented.

“If I had to select one sentence to describe the state of the world, I would say we are in a world in which global challenges are more and more integrated, and the responses are more and more fragmented, and if this is not reversed, it’s a recipe for disaster,” he warned.

Iversen explains that by putting the gender lens at the centre of the solutions, it would enhance society’s ability to achieve its Sustainable Development Goals. It would also mitigate the ‘fragmented responses’ to global challenges.

“Gender is cross-cutting, it is essential to progress and to achieving the Sustainable Development Goals. Conservation of our planet; eradicating poverty and ensuring health; education; peace, and prosperity for all need to be integrated. This requires putting a gender lens to the entire development agenda,” Iversen said.

“One of the reasons the world is facing so many challenges right now, including trade wars, conflict, climate change, and growing inequality, is that girls, women, and marginalised groups are prevented from accessing power, both political and financial. Big egos, narrow interests, and profit over people and planet have been, mistakenly, prioritised, and we are paying the price for that.”

Women Deliver’s President was emphatic that “development actors from across the spectrum must abandon siloed approaches. It was essential to work together to drive progress for the people and planet, including girls and women, both through financial investment and multi-sector partnerships.”

Iversen is confident. WEF was “good start to the Decade of Action for the Global Goals and the 2020 Generation Equality push, demanding women’s equal participation in political life and decision-making in all areas of life.”

Involving the younger generation was also paramount to achieving the Sustainable Development Goals.

“What was also clear coming down the Davos mountain is that any efforts to push the development agenda over the finish line will fail if they don’t involve young people. Because youth not only have a stake in reaching our ambitious development goals by 2030, they are also well-suited to identify solutions right now.”

To address and improve gender equality, Iversen emphasised that it required a global effort. The private sector has a vested interest and a significant role to play in advancing gender equality. “We want governments and business leaders to use the gender lens in all they do. They should complete a concrete analysis of what progress they have made and what gender gaps remain,” Iversen said.

Both should ask themselves: What policies and procedures are inhibiting or promoting progress? What gender norms are prevalent and need to be addressed? What investments in gender equality could be made?

“And once that analysis is complete – get to work!”

Women Deliver has been relentless in that message and in bringing the evidence to bear with great partners. “And in recent years we have seen that the world – including at WEF – has started to catch on. Our challenge now is to move from talking to mobilising dedicated action.”

Women Deliver continues to be serious advocates, speaking up for girls and women in every setting.

“We’ll continue to advise committees for big corporations and international agencies. We’ll continue to elevate the voices of young advocates and local organisations around the world. We will continue to push back on the pushback to protect our gains and drive further progress,” Iversen said.

“We will continue to communicate from podiums, in boardrooms and hallways of major summits, on the pages of major newspapers, on (television) screens and social media – with the clear message: In a gender-equal world, everybody wins.”

IPS asked about the trend of women participating as policy-makers at WEF. Just how prominent is women’s role? Iversen replied that “24% of the 2,700 formal WEF participants were women. While that is an improvement from previous years, it’s still way too small. WEF has pledged to double female participation by 2030, and we are ready to help to speed it up.”

“We have a long way to go, but I saw progress at WEF,” said Iversen, adding, “More and new world leaders – in business and government – are picking up the gender lens. There is still so much to be done, and progress is slow for an impatient optimist like myself. But I came down the Davos mountain more hopeful than I went up, and more ready than ever to power progress for girls, women and gender equality in the Super Year ahead.”

Iversen remains optimistic. “Ultimately, we want to work ourselves out of a job. Then sit back and see a world where gender inequality is a thing of the past, where it is something people make fun of like the ‘old days’. Where people say, ‘I can’t believe we didn’t do this sooner’.”

 

International Summit on Balanced and Inclusive Education in Djibouti concludes with establishment of new Organisation of Educational Cooperation

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Civil Society, Education

Djibouti City, Feb 3 2020 – At the Closing Ceremony of the III ForumBIE 2030, 38 governments, civil society organisations and academic entities became the first to sign the Universal Declaration of Balanced and Inclusive Education (UDBIE). Furthermore, with the objective of achieving the aspirations and commitments contained within the UDBIE, 30 signatories, including governments and civil society organisations, agreed to establish the Organisation of Educational Cooperation (OEC), a new international organisation from the Global South creating platforms and mechanisms of solidarity-based technical and financial cooperation and support for educational reforms.

The OEC, whose General Assembly will function on the democratic basis of one country, one vote, ensuring accountability to its Member States which will benefit from its support, will also count civil society and academic organisations as Associate Members with limited rights.

The OEC will be established with a wholly-owned financial subsidiary, accountable to the General Assembly, capable of generating funds ethically and sustainably in support of educational reforms. This subsidiary, structurally directed towards investments in socially and ecologically responsible projects in its member states, will eventually fully finance the organisation’s operations and provide funds for the OEC to support Member States’ education systems with solidarity-based financing.

The OEC is designed with a rational, streamlined structure, follows a strategy of efficient systematic intervention, and puts education at the service of communities, of society and of national development as required by the commitments made in the UDBIE.

Sheikh Manssour Bin Mussallam, President, The Education Relief Foundation

The OEC’s first Secretary General has been elected with the task of setting up and presiding a Preparatory Committee, which will lay the groundwork for the OEC until the Constitutive Charter of the Organisation enters into force, upon its ratification by a minimum of 10 of the founding State signatories. The Constitutive Charter’s entry into force will trigger the convening of the first General Assembly.

All signatories to the UDBIE embrace the four key pillars of balanced and inclusive education: Intraculturalism, Transdisciplinarity, Dialecticism and Contextuality. They commit to applying these principles within their education systems, with the cross-sectoral support of the OEC, based on the contextualised needs of their populations, their national priorities, and the global imperative of sustainable development.

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Addressing the Low Female Representation in STEM Education

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Education

Data by the United Nations Educational, Scientific and Cultural Organization (UNESCO), shows that only 35 percent of students studying STEM in higher education globally are women. At primary and lower secondary levels, less than half of schools in sub-Saharan Africa have no electricity, computers or even access to the internet. Credit: Joyce Chimbi/IPS

DJIBOUTI CITY, Jan 28 2020 (IPS) – Dr. Anne-Maria Brennan loved science as a young girl. But instead of encouraging her, those around her made attempts to steer her in the “right direction”. “The right direction was in nursing, teaching and secretarial courses. I was told that girls do not study physics,” she tells IPS.

“These voices were so loud that I seriously considered becoming a music teacher. But then someone sensibly told me that I could become a scientist and an amateur musician, but there was nothing like an amateur scientist who was also a professional musician,” she says.

That was in the seventies, today Brennan is the vice-president of Science Engagement at the Foundation for Science, Technology and Civilisation in the United Kingdom.

Brennan previously served as an associate professor in Bioscience and Forensic Biology, at the School of Applied Science, London South Bank University.

“It turns out that girls could in fact study physics, or mathematics, science, technology and engineering,” she quips.

It has been five decades since Brennan swam against the tide, pursuing a career in science. But data by the United Nations Educational, Scientific and Cultural Organisation (UNESCO), shows that globally only 35 percent of students studying Science, Technology, Engineering and Mathematics – or STEM – in higher education are women. Further confirming that girls are still being steered towards domestic and caring career paths.

“Gender balance in enrolment as well as inclusivity in both participation and achievements in STEM education remains a global south challenge,” Professor Kalu Mosto Onuoha, President of the Nigerian Academy of Science, tells IPS.

“Education systems will never be balanced and inclusive when half of the population is not participating at per with their counterparts in STEM education,” he adds.

Similar sentiments were shared by other delegates participating in the 3rd International Summit on Balanced and Inclusive Education currently being held in Djibouti City, Djibouti. Organised by the Education Relief Foundation (ERF), over 200 delegates and government representatives from over 35 countries are currently in the Horn of Africa nation where state leaders are expected to sign a Universal Declaration on universal inclusive education.

  • Unfortunately, low female representation in STEM education is a narrative that knows no boundaries. According to UNESCO, Sweden has the highest share of women graduates from STEM programmes among Nordic countries, but STEM attainment among female students in Sweden stands at 16 percent, compared to male students at 47 percent.

Brennan affirms that the numbers are similarly low in the United Kingdom but notes some improvements in the fields of general practice and dentistry, where women have taken a lead.

She says there are few women in surgery and even fewer in engineering because men in these fields are considered unfriendly and the sectors too involved and dirty.

“These wide gender gaps in developing countries are purely out of choice. Students in these countries are making the choice to pursue other interests. In developing countries the choice is made for our students by a patriarchal culture and through socialisation,” says Onuoha.

He says that these inequalities are first rooted in the exclusion and marginalisation of girls in education enrolment.

“Girls who eventually made it to school were encouraged to undertake feminine subjects like teaching. They were socialised to believe that they could only be good mothers if they took on lighter subjects,” Onuoha expounds.

  • But the World Economic Forum’s Global Gender Gap Report 2020 indicates that these inequalities are not limited to the lagging behind of girls at the enrolment level.
  • In countries such as the Southern Africa nation of Namibia where girls outpace boys in school enrolment at all levels, the gap widens in STEM education. Here, about eight percent of female students have attained STEM education, compared to 21 percent of male students.
  • Nonetheless, the report shines a spotlight on countries with impressive levels of STEM education uptake among their female students.
  • In Mauritania, for instance, attainment in STEM is at 29 percent among female students, and 31 percent among male students. In the South Asian nation of Myanmar, female students outpace male students in attainment of STEM education.
  • A few other countries such as the Arab country of Oman are slowly and surely closing the gender gap in STEM uptake, with 41 percent of female students and 55 percent of male students.

“In developing countries there are many concerted efforts to address the first part of  the problem, even though painfully slowly, we are slowly closing gender gaps in education enrolment, retention and in some cases, achievements,” Professor Mahouton Norbert Hounkonnou, from the Benin National Academy of Science, Arts and Letters, tells IPS.

Hounkonnou is a full professor of mathematics and physics, and called for the demystification of sciences. “STEM education is taught as if only a few people are meant to understand but science and math is for all of us. Everybody does math on a daily basis without even knowing it.”

Hounkonnou says that balanced and inclusive education systems call for an overhaul in what is taught in STEMs, who teaches it and how it is taught. “Learners love to be engaged. Our classrooms must become more interactive. We also need a gender component, currently lacking, in many of our educational interventions,” he adds.

He called for investment in infrastructure and learning materials to improve the environment in which STEM education is provided.

U.N. research shows that countries in the sub-Sahara Africa face the biggest challenges. At the primary and lower secondary levels, less than half of schools have access to electricity, computers and internet.

“This forum provides an opportunity for us to define the shape a balanced and inclusive STEM education system should take, and make concerted efforts to build that system. It will take financial and technical resources, including the training of teachers to better interact with female learners,” says Hounkonnou.

 

Balanced and Gender-Inclusive Education is a Smart Investment

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Education

Pupils at the Elangata Enterit boarding primary school in Kenya’s Narok County. Experts say that a balanced education includes enabling girls to participate at the same level as boys. Credit: Joyce Chimbi/IPS

DJIBOUTI CITY, Jan 27 2020 (IPS) – Fihima Mohamed’s mother never attended school and until two years ago she could not read or write. Mohamed’s mother had been born in neighbouring Somalia but was sent to Djibouti as a young girl to live with her aunt. The expectation had been that she would have a better life by escaping the ongoing conflict in her home country at the time.

Instead, Mohamed’s mother became a domestic servant to her aunt — a circumstance that showed her that her own daughter’s future would be just as difficult if she too did not go to school.

Born and raised in the Republic of Djibouti, Mohamed told IPS that most of her childhood was spent in school or studying.

Between the ages of six and 16 years, she was driven by the vivid pictures her mother painted of the life that awaited her if she did not stay in school and perform well — one of domestic abuse. “I was told that as a woman, education would give me freedom,” she said, remembering how her mother was not able to make major household decisions and did not have the freedom to determine what direction her life took.

But her mother did make a decision that determined the course of Mohamed’s life. She opted not to buy the fish her children enjoyed so much for their meals and instead spent the money on private tuition classes for her daughter to supplement her schooling.

“I attended public school during the day, and at night, two hours of private school tuition. My mother sacrificed a lot to raise 25 dollars per month to pay for these night classes,” she said, explaining that she went to those classes not for her own sake but also so that she could help her three younger siblings with their homework.

The sacrifice paid off and Mohamed was placed among the country’s top-five students for her high school final exam. She received a scholarship to study in France for four years.

Fast track to 2020, Mohamed holds a bachelor’s degree in law and political science, and a Master’s degree in refugee studies. She is a social entrepreneur, a gender and environment activist and the founder of the Women Initiative, a local social movement for the empowerment of women and girls.

She said that Djibouti is among a growing list of developing countries were education attainment levels have significantly narrowed between boys and girls. United Nations statistics indicate that the gross primary school enrolment rates for girls have risen to nearly 61 percent.

This emerged during the 3rd International Summit on Balanced and Inclusive Education that is currently being held in Djibouti City, in the Horn of Africa nation of Djibouti.

Organised by the Education Relief Foundation (ERF), over 200 delegates and government representatives from over 35 countries rallied behind an education pathway that leaves no one behind.

  • According to the World Economic Forum’s Global Gender Gap Report 2020, there is an increasing number of countries in the global south where, on average, educational attainment gaps are now relatively small.
  • These countries include Cambodia, Kenya, Cuba, Myanmar and Ethiopia.
  • In Myanmar, for instance, primary school enrolment rates stand at 88 percent for girls, and 90 percent for boys.
    • Additionally, in secondary level, enrolment rate for girls is at 62 percent and 57 percent for boys.
    • Even at tertiary level, enrolment rates for girls stand at 19 percent, compared to 13 percent for boys.

Countries struggling with gender parity in education include Togo, Burkina Faso and Burundi.

Togolese Prime Minister Komi Selom, Klassou confirmed that alarming gender inequalities exist, despite the existence of innovative strategies towards an inclusive education system.

“We have school canteens to provide school free meals, free medical cover for school-going children and the newly approved year-on-year budgetary increase to the education sector,” he said during the summit.

  • The Global Gender Gap Report indicates that in Togo, enrolment in primary school is at 88 percent among girls, and 94 percent for boys.
  • Secondary school enrolment for girls is at 34 percent for girls and 49 percent for boys.
  • At tertiary level, 10 percent of girls enrol vis-à-vis 19 percent of boys.

“Efforts to narrow this gap include a new government commitment to allocate at least 25 percent of its national budget to the education sector,” he said.

Fahima Mohamed says Djibouti is among a growing list of developing countries were education attainment levels have significantly narrowed between boys and girls. She called for more investments to ensure that girls participate at the same level as boys. Credit: Joyce Chimbi/IPS

Mohamed told IPS that ongoing consultations on education will bring the global south a step closer towards “building fairer and more inclusive economies by transforming our education systems to ensure that every child has access to quality education”.

She explained that ultimately the idea was to embrace an education system that reflects the reality of children in the global south. This also included improving educational infrastructure and content so that the latter could be more diverse to reflect the multiple-cultural narrative of the global south.

Nonetheless, Sheikh Manssour Bin Mussallam, President of ERF, emphasised that balanced and inclusive education systems are not solely about having more children in classrooms, but the “construction of systems that makes exclusion impossible”.

“Our education systems should guarantee that marginalised groups participate under balanced and equitable conditions. The transformative power of education is only true if education itself is transformed and driven by forces that uphold equality and equity,” he said during the opening day of the summit.

Data by the U.N. Educational, Scientific and Cultural Organisation (UNESCO) shows that existing education systems are far from equitable, prosperous and sustainable.

  • In sub-Saharan Africa, 21 percent of girls are much more likely to be out of school at primary school age compared to 16 percent of boys.
  • Globally, UNESCO statistics indicate that sub-Saharan Africa and South Asia have the worst rates of education exclusion. One in four children in South Asia, and one in five children in sub-Saharan Africa will never enter school.
  • Equally alarming, World Bank statistics show that children with a disability are more likely to never enrol in school at all. Overall, only one in four children with disabilities complete secondary school.
  • Additionally, primary school completion rates are 10 percentage points lower for girls with disabilities compared to girls without disabilities.

“In Sri Lanka where girls are consistently outpacing boys in both education access and achievement, our main challenge is lack of financial and technical resources to address the [requirements] of special needs children,” P.C.K. Pirisyala, director of education at the Sri Lanka Education Administrative Service, told IPS.

“Developing countries are grappling with a lack of teachers to provide adequate training and material to provide disability-inclusive education,” she said.

She further said that a lack of resources (both technical and financial) and a lack of schools equipped to accommodate special needs children has made it difficult for these children in the global south to access education and participate with their peers.

“This forum will provide the global south with a roadmap that reflects these realities, and bring us closer to the dream of balanced and inclusive education for all by 2030. This is all in line with the [U.N.] sustainable development goal four on education for all,” she concluded.

The summit runs until Wednesday, Jan. 29.