2,1 2,2 3.3 step 1 billion women led green revolution and last mile vaccination revolution 1972-1984

by 1962 the economist -see free archives normanmacrae.net - was reporting north east asia - specifically japan, korea south, taiwan- had used 17 years of america's restoration of peace to innovate 2 transformations in economic modeling needed to end poverty traps that were endemic across Asia .

As recently as 1960, most Asians had little access to machines which had started in scotland 1760 -this lack of geographical inclusion had compounded through 2 centuries mainly because of the operating systems of british and dutch colonial histories albeit pressured by french and other europeans. The scale of this problem spanned across Asia's 60% of the worlds population

at unwomens linkedin Chris Macrae posted this

60 years of alumni of sdgsjapa

these models were approved by jf kennedy but then along with black lawyer medgars evers he was assassinated in 1963 and there is no real evidence that american academia/legislature ever bothered to study potentially exciting compound consequences around the world -certainly american economic schools remained wholly blind to these diversity-deep advances on knowhow networking which it must be said empowered -let alone financed- small medium entrepreneurial revolution (macrae 1976) not big corporate dominance;

 the wonderful value of knowhow networking (which can make industrial revolution 3 a whole new ball game)  is it multiplies value in application unlike consuming up things. to see what happens when even one person spends 50 years on mapping knowhow networking collaboratively because a billion poorest women needed to know and apply please these flow- go to abedmooc.com

 also villages were free of dismal television advertising so communications between a trillion asian women were morally smart in adam smiths 1758 common sense terminology; just as the power of machnes ie industrial revolution 1 can be abused if white empires representing 15% of humans largely colonise/exclude everyone else's access to the power of energy; industrial rev 2 machine telecommunications can be abused if hate or vested interest messages drown out lives matter communications, or even political electioneering

ironically how rural keynesianism freed a billion asians from starvation revolves round connecting to alumni of american borlaug though his main reaearch lab was in mexico- this made things quite complicated- under kennedy's successor johnson for example there was a huge row- india wanted the borlaug cultivated seeds to end starvation ; mexico farmers owned them; american foreign assistance didnt like the collaboration india most needed - this should remind us that politics on any staple crop can quickly multiply badwill across nations

Fortunately for most highly populated asian countries west of india, rice was the main crop and as reported in the economist the main rice labs were already in ne asia by 1960 - and from then on being open sourced to any asians who wanted to end death by famine 2.1

3.3  the idea that illiterate village mothers could move a nation or half a continent to get vaccinated is something that required a triad of connections

unicef james grant

the village women of bangladesh

the village women of tropical china who had pioneered celebration of barefoot community doctors but needed the positive encouragement of unicef and abeds demonstration that bangladesh women can vaccinate a rural nation before vaccination mid 1980s china became a reality too

it should be evident from the wikipedia geo-summary shown below - that if the half of youth living in the tropics in quarter 2 of 21st c are not linkedin to sustainability solutions, then our species is a goner- the tropics is too pivotal to mother nature's globe and the population is too big 

ever since trust was won by rural mothers to 3.3 vaccinate on a continental scale chinese and bangladesh villagers have shared health and village crop solutions but not financial-ownership ones since there are very different ways that women "lift up half the sky" earned credit in bangladesh and china- how china financed this was announced as one of the economic miracles in the economist 1977

what's important to value is how urgently from 1971 both nations were on a journey of raising village women productivity from near zero to the majority of work needed to communally end village poverty

studying rhese green and last mile health revolutions - across grassroots village networks is we suggest the most massively valuable human development story before millennials faced compound consequences of blending artificial intel and human intel; lets hope the blending of intels in 2020s goes as deep/diverse as that asian village women have advanced since through the last quarter of 20th c onwards 

DETERMINED TO LEAPFROG FORWARD NOT FALL INTO A DIGITAL DIVIDE

at a millennium goals party mrs steve jobs asked fazle abed why a billion girls knowhow in solving sustainability's most life critical challenges had not been shared globally- would brac please go international; abed something which even the beatles appeared not to have imagined humanly possible- when i'm 64 i will devote as much of my time responding to end poverty solution all over the world as  the villages where a billion women have worked so hard-

BRAC - Thank you, Abed bhai - YouTube 5:31 Thank you, Abed bhai |

lennon -imagine

...when i'm 64

 of abed's 5 decades relentlessly empowering a billion poorest women,  the fourth and the 5th also embarked on meeting mrs steve jobs partnership challenge; abed turned brac into civic society's largest collaboration partnership and joyful worldwide sdgs maps; he asked for help with one legacy wish- connecting the world's number 1 partnership of new universities wanting the younger half of the world to be the first sustainability generation which we discuss here

rather belatedly the borlaug networking knowledge that abed had helped scale a billion times awarded him the worlds number 1 food for humanity prize- this is the speech he made to celbrate thos wonderful occasion- this indicates the collab compass universities will unite around for sdg 2; sir fazle's son shameran is the centre of gravity for educators linking in sdg1; health as we seen with covid will need totally new university collaborations; we look at the work universities will need to do to unite all sustainability education systems here 

Home Newsroom The Borlaug Blog

The Borlaug Blog

Technology and Empowerment: Fulfilling the Green Revolution’s promise to disrupt systems of suffering.

 My George Washington Carver Internship Experience | Main Page | My Passion: The World Food Prize 

 

By Sir Fazle Hasan Abed
2015 World Food Prize Laureate

Sir Fazle Hasan Abed

When I began working with farmers struggling with poverty in 1972, I was a young accountant, fresh from a job in the finance department of Shell Oil. I had lofty ideas of how I could help transform our new nation, Bangladesh, which was then one of the poorest countries on earth. I thought that if we could empower the poor by providing services like livelihood training, literacy classes and health and family planning, they would be able to vanquish the extreme poverty and hunger they had endured for far too long.

The world was quite a different place then. Bangladesh had gone through a bloody war for independence, and the world’s great powers were locked in a struggle between freedom and totalitarianism. The Green Revolution was still in its infancy, but we knew the vast promise it held for it had already delivered spectacular increases in cereal crop yields in India, West Pakistan and the Philippines; for this, Norman Borlaug had won the Nobel Peace Prize in 1970.

We were therefore optimistic—sometimes overly so. I told our first donor, Oxfam, that we would eradicate illiteracy in our intervention area within three years, which proved to be an unrealistic goal. Just gaining people’s trust was a huge task. Many of the lessons I had learned about top-down management in the private sector did not apply in rural development, which relied for its success on participatory decision-making.

I called this organisation BRAC, for Bangladesh Rural Advancement Committee. We set up demonstration farms, completely staffed by BRAC personnel, to show people how to grow new crops, including vegetables some of them had never seen before. The sight of young university graduates planting and ploughing the fields brought sniggers of amusement from the villagers, who seemed to think we were dirtying our hands just for the fun of it. It was only after they saw the yields at our demonstration farms that they began to listen to us.

Even then, progress was slow. Irrigation was not the norm in Bangladesh at the time, and bringing tube-well irrigation to rain-fed fields would prove to be a tremendous hurdle in the coming decades. The deeply ingrained habits of farmers would also not change overnight.

A glance at the numbers shows how far we have come since then. In 1973, Bangladesh produced just ten million tonnes of rice from nine million hectares of cultivated land—a paltry yield that was not nearly enough to feed our people. Today, the amount of cultivated land has shrunk by some measures, due to the crowding of homes, roads and industrial infrastructure, yet we managed to produce 35.5 million tonnes of rice in the market year 2016-2017.

What has changed? To start with, nearly 100 percent of rural farmers now go to school and therefore have at least some ability to read and write, which means they are more receptive to new ideas and technologies, including high-yielding seeds, fertilizers and pest-management systems. We have built dramatically more effective delivery mechanisms for seeds. In 1998, BRAC began importing hybrid rice seeds from China and field-testing them for viability in different ecological zones. We now market 12 varieties of hybrid rice in Bangladesh, including four developed at our own research center. This seed enterprise generates a surplus of around $2 million annually, about half of which we reinvest in the enterprise itself; the remainder helps fund our other, non-profit-making development efforts, such as schools and healthcare.

The Green Revolution did happen eventually, but it is not yet finished. We continue to bring better systems and technologies to the poor in Bangladesh and other regions of the world. In sub-Saharan Africa, recent randomized controlled trials have shown the effectiveness of pro-poor agriculture service delivery, in which seeds and other valuable inputs are distributed through self-employed, trained “community agriculture promoters” who generate extra income for themselves by charging a small margin on the goods they sell to their neighbours.

These are but a few examples of how the effective delivery of technology and empowerment can end patterns of suffering that have prevailed for centuries. We humans have called into question the fatalistic belief, prevalent throughout our history, that widespread misery is inevitable. No longer do people assume that hunger, poverty, seasonal famine, the oppression of women and the marginalization of great portions of society are simply aspects of the human experience, perhaps even ordained by some higher power. The Green Revolution gives people the power to disrupt these systems of suffering, forever.

footnote from chris.macrae@yahoo.co.uk washington dc region and glsasgow

My father norman macrae who was privileged to publish this asian sustainability economic models had two other peculiar experiences in the 1950s - being at the bitrth of the european union - initially a wonderful conceot but which by 1963 was set to copy any political nightmares usa policy led. And interviewing von neumann whose biography he later wrote, the big news from von neumann was 100 times more tech would arrive every decade to probably 2020s when machines would be able to do some real time governance analyses that humans could not. In modern jargon industrial revolution 4 is here- and a aerificial intel designed to beat covid would have been much simpler than autonomous cars if only someone like google had priritised the goals of google.orgs first ceo larry brilliant.

Each of abed's 5 decades supporting billion poorest village women end poverty is extraordinary but decade 4 2002-2012 is super-extraordinary.

what had 65 year-old abed learnt? and what risk-of-extinction challenges were billion poorest women and all 7.5 billion people facing as the most critical quarter of century of von neumann tech reached every gps-coded device?

40 years earlier: abed had learnt from his days as a shell ceo that only a good business model can change the world; 

ABED RULE OF THUMB 1

you need positive cashflow to scale, and to prevent uniquely sustainable purpose (evidence from 20th century on this is at economist intel book brand chartering by chris and norman macrae, 1996) being taken over either by an image-led corporation directly or business lobby politicians; 

abed wanted a different global model from dominating the world, the way now sun by about 70 of the biggest hundred economies in the world are now corporate 

he had always seen sustainability as about integrating every village/community into the way nature evolves the world

digital leaps from 2002 : through his bracnet partnerships now about 6 years experience of seeing how tech partners might bring mobile and solar connectivity to village mothers who had never before been connected by electricity or telephones let alone smart devices and he was one year into birthing what could 4.4 university do as partnership platform to sdg1 to 17 -

as an engineer abed also possessed treasure maps- deep data village architecture of every market brac and a billion women had composed round human developments most urgent challenges to the very poorest

additionally,  he was being challenged from silicon valley millennial goals influencers eg the likes or mrs steve jobs to take brac international (not to reserve the magic of brac to women nation builders of bangladesh - her demand was reaching other west coast influencers like bill gates foundation and george soros east coast networks which had initially funded grameens internet girls. tick tock )

so he worked on 2 ideas at same time

what nation leading enterprises did brac need to secure value chains so that village mothers and urbanising daughters could be free to market womens most urgent needs as the nation accelerated its changed from 90% to 70% rural

see bracs 14 enterprises 2.6  and additions to sdg-compass 1, namely: 1.3 ultra poverty graduation 1.4 brac sme city bank 1.5 bkash cashless banking which came about when the technologists that had given dr yunus village phones decided they wanted a more sustainable type of partnership network than yunus as the worlds greatest storyteller

abed was deeply concerned not just with which solutions of brac's partners' first three decades  matched other countries most urgent needs but could he find an international funding institution that wanted to co-brand that national change for as long and it took to empower national culture- abed knew his limitations at 65 he iud not want to spread his learning too thin; and his interpretation of paulo freire culture was it checked out which faiths  grounded servant leadership in every community - he rated himself very lucky that health markets needed by confucian and muslim ladies had so far found fransiscan values a moral and conscious translation- as indeed had the silk road marketers across eurasia 800 years earlier 

regarding brac's journey from regional to global identity since a bangladesh registered ngo cannot fundraise for international projects :abed asked himself where should brac establish its international hq -coming from royal dutch shell abed gave the netherlands first opportunity to value this which thankfully the royal family welcomed...

5.4 where did abed expect asias 100 collab universities in sustainability to zoom up from?

4th industrial revolution makes human and artificial intel inseparable flows therefore, as robots dont get in debt

world desperately seeks type 2 universities whose sustainabulity model involves zero hard-working student tuition debt

please note in a way this is an odd mapping question because if it was both politically and economically and sustainably correct for any university to share a mooc on how a billion asian women united round solving developments most extreme challenges then the end of masters of silo monopolies would make every under30s search for sustainability skills friendship so much more transparent and emotionally rewarding; if no superstar had mental health problems star would mean many lived up ro supporting their generation lives matter in practical action-learnable ways not vacuous tv ads or endless paper spread strategic policies  

the japan embassy hosted 2 dinner rountables - 6 hours of discussion connected to this map in 2012 - i am not uptodate- eg ask sir fazle's son shameran abed head of brac international and all sdg1 collab networks

fazle abed's criteria - solutions must impact 50 million people's sustainability

at least quarter outside nation of residence through partnerships if thats simplest to blur if a sustainability university needs a nationality

abed believed every university in singapore was a sustainability collab university- lets say 5 -rsvp chris.macrae@yahoo.co.uk if there are more

abed believed south korea could match singapore in wanting graduates to celebrate 3 in one development - end poverty, grow middle clsass, go green- also unlike singapore that is constrained by geography to be a superport for maximum 8 milion livelihoods - koreas supercity can be any size and korea has land for many green revolutions a city state cant do on home ground

i think abed thought japan could start with 2 universities- in fact the country could support 10+ one day but asian sustainabiltiy needs 100% asian consciousness and until japan feels free of usa endebtedness its hard to see eg japan launching the digital ASIO needed to combat the rich mens dollar and euro; i am happy to be tod i am completely wrong about japan; it is where asia rising started in late 1950s but while north korea is a trillion dollars under-invested in , japan needs to be the regions deepest diplomat

i love hong kong- i dot know anywhere whos people have created more; but i am not sure hong kong needs universities as much as it needs digital hubs led by engineers; this is perhaps whaT the core of many new universities will be but lets say zero hong kong from now

taiwan can easily celebrate 2 universities- many more one day

abed expected china to go from 2 to 30 universities but his crieria of freedom of women empowerment waas one he was one that i dont think his cancer let him fully discuss 

every nation in asia that values youth as connecting the sdg generation needs one university provided it can find a culture that values sustainability more than international politics; perhaps universities could twin population are border cities investing in connecting both culture, nature and infrastructure 

(back in 2000s brazil's lula proposed 3 countries who share the largest freshwater repository could design an united university around bon aqua and help marry world social and economic forums- it never happened but the idea of trasnational studies at natures greatest transnational resources - eg the arctic circle ni - is compelling

or where other work is so demonstrably needed that a particular skill eg vaccinating - must be a politics free  zone- most of the emirates seem to have been doing very well with new universities qatar seems happier if one campus inviting worldwide partners while i believe dubai-abu dhabi are planting 5

there are associations i know trying to plant new universities in asia's toughest places ,like palestine- yes these places must be included but are they wheret he first 30 of the 100 will be in time for 2020s students last chance decade

1995 the year when digital went worldwide

 chris.macrae@yahoo.co.uk writes: when i co-edited the 2025 report in 1984 with my farher the economist's norman macrae usa had a ten year (100 fold) tech advance on rest of the world- so the personal computing age and its killer apps were globally determined by amercans- mainly the likes of gates and jobs and silicon valley venture cap gates ; its true that berners lee's web as xmas gift in 1989 implied the next 100 fold leap might offer more 360 degree design but then in 1995 amazon redefined the web as 99% for selling instead of sharing life critical knowhow; and that might have left americans to rule the webs waves - except it didnt due to 2 rather good pieces of serendipity

1 enter jack ma- ma's presence as a wizard of community engagement is like the forest gump of his generation; his parents had been street players but china's cultural revolution turned against that form of social media - so they had sort of retired to hangzhou which luckily for jack became designated as a first tourist town open to 1970s world- so from age 11 to 30 jack became both a tour guide and hus generation's most effective english language teacher and penpal friendship connector of china and anywhere tourists connect; by 1995 he also had a translation business- he was hired to make his first trip to usa seattle 1995- there he saw amazon's launch and thought how will ecommerce be designed when it coes to china; in china the extraordinary idea that ended bad communism ( by which i mean stalin's) was when you see a huge innovation test it our rurally first- so jack was determined to become the world's biggest market maker by including village livelihood supply chains- the exact opposite of the pressure by wall street on bezos; its true that jack had 10 years to find partners -see eg jack & yahoo/taiwan & softbank/japan  - and play iteratively with concepts before enough digital and real infrastrucrure was in place for there to be digital customers or suppliers-  but anyone who researches the dual platforms of taobao and alibaba can see almost every design choice jack made differed from bezos- and being linked in to small enterprise value chains it fits with how the w2ohole of asia rising has happened since 1962- moreover chinese people was desperately lucky- they went straight to mobiles and banks did not pass go by issuing credit cards; so jack leaped ahead with digital cash transfer not designed round putting the population in debt- again ts asia choice which sort of efinance did you want

PART 2 OF VILLAGE WOMEN EMPOWERMENT

starting in 1995; those inspired by billion women nation building out of bangladesh brought both solar charging and mobiles to villages which had never seen electricity grids let alone phones - so even deeper digital solutions to end poverty began to emerge from blending real and virtual networking

at www.abedmooc.com we map 30 hunicorns that partnerships around abed have built as networks too valuable for women empowerment for investors to exit from or politicians to quarrel over; 13 of these were designed in the 25 years before tecg came to the villages; 17 grew exponemtially with tech support

Francis

 What clues from your family tree match adam smith's lessons on preventing human extinction?

Adam Smith was in the right time and space to question how the age of machines and humans would be the most exciting time to be alive- for better or worse machines could change everything. Adam tried to map how every perosns life could have equal accees to applying machines

We can divide adam's exciting times into 3 urgent future reviews:

the next 10 years sustainability goals- eg economistdiary.com come to adam smiths glasgow uni cop 26 to mediate that

the first 75 years of the birth of the united nations 1945-2020

the first 165 years of humans and machines which climaxed in world war 2

I come from 5 generations of diaspora scots - so my family tree's cluetrain is quite long- in particular my father trained hundreds of journalists for humanity that most  history is bunk - its written by the rich and famous not by we the peoples family tree.

Lets' suppose you are american - your family tree's most urgent lessons for preventing extinction wont be the same as mine but can we find some snaps. if you are an american woman you have different lessons than american man; if you are a native american you have different lessons than if you are an immigrant; if you are an american white, what white empire crisis in rurope did you family flee from to help unite the american dream; if you are american black or brown, what is the most unique lesson to prevent extinction of our children or their childrens childrens. these are the most exciting times to list clues to how 7.5 billion beings can help save each other

 ECW, INEE and UNGEI are delighted to be launching the EiE-GenKit – A Core Resource Package on Gender in EiE TODAY!

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

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Hi I'm Dr Adele Aubrey

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University of Manchester

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hi all chris.macrae@yahoo.co.uk from www.2025report.com Washington dc and glasgow

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You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

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Education in Emergencies

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Hello, Nagore Moran Llovet,  Gender in Emergencies Adviser in Plan International UK

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Hello everyone! Thank you so much for joining. It is an honour to be launching the new EiE-GenKit! 

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Hi everybody! Lauren Gerken, INEE Gender Project Manager. Thrilled to be co-launching the EiE-GenKit today!

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You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

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great film!

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The video as well as this event will be available after the event here https://www.ungei.org/event/eie-genkit-virtual-launch

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Congratulations on this, and through a virtual launch I hope we are lessening our carbon footprints and saving funds which could be spent for children

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

From Juliette Myers to Everyone:  07:13 AM

great film!

From Anika Tanjim to Everyone:  07:13 AM

Could we get the link to the Video? Thank you

From Emilie Rees Smith to Everyone:  07:14 AM

The video as well as this event will be available after the event here https://www.ungei.org/event/eie-genkit-virtual-launch

From SUSAN DURSTON to Everyone:  07:14 AM

Congratulations on this, and through a virtual launch I hope we are lessening our carbon footprints and saving funds which could be spent for children

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You can access the EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

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The video will be available after the event here: www.ungei.org/event/eie-genkit-virtual-launch 

Ruth Naylor 07:07 AM 

Does the panel think that in crisis contexts , where girls are often so disadvanted in education, do we need Girl focused funding streams (and programming)  in EiE or is Gender responsive funding (and programming) sufficient to close the gap?

This question has been answered live

christopher macrae (You) 07:13 AM  Deleted by host

i've been to bangladesh 15 times - does your initiative have a main contact point with alumni od late sir fazle abed at brac university or any of abed partners in refugee girl empowerment

Kenneth Geyi 07:18 AM  

What plan is in place to ensure that the affected people are empowered . Capacity building need to be in place focusing on change management.

Emilie Rees Smith 07:22 AM 

Thank you for your important question. We will try to address in the panel, in the meantime affected populations are a key cross-cutting aspect of the EiE-GenKit. The GenKit will be rolled out in collaboration with partners on the ground including capacity building initiatives, orientation and training

Noemi Robiati 07:18 AM  

how is this kit different from the one launched last week called: "Reimagining Girls' Education: Solutions to Keep Girls Learning in Emergencies" by UNICEF. And why not have a concerted effort to have one?

Sandrine Bohan-Jacquot 07:19 AM  

Thank you for this great toolkit and collaboration! I see with great pleasure that disability is taken into account in particular regarding data collection. Could you please expand on the intersectionnality of Gender, Age and Disability and the main toolkit recommendations to take this intersectionality into account practically? Thanks

christopher macrae (You) 07:23 AM  

for about 10 years now there has been talk of urgent need for 11 yearvup peer to peer girls health curricula- is there any progress on this- if so what bookmark or contact is starting point? also is unai (academic impact) connected with what you are doing- when i went to unai summit in 2015 unai arranged partnerships in nanotech with deepdata applcations in girls poorest villages with india and other partners- has this evolved into anything usable regarding vaccine #aiforgood; also is there a map of how your knowhow varies by minimum platform accessible - radio, 2g mobile, ... recently unicef henrietta fore annouced giga project  narrowing gap between mapping where schools are and wi-fi acess but is that 5 years out or is it part of solution before then

Thank you all for sharing your work and specific experiences working with girls in diverse contexts of conflict. Working in the refugee settlements in Uganda, our target is the refugee children with disabilities. While generally girls are very vulnerable, refugee girls with disabilities are even more vulnerable. You can imagine the intersectionality of gender, being a refugee and even worse, a refugee girl with disability! Listening to all your presentations, one challenge that keeps recurring is the fact that most times, children with disabilities are left out in all these . That EiE actors fail to pay specific attention to disability as a factor of heightened vulnerability is indeed a worrying trend. 

From Emilie Rees Smith to Everyone:  07:59 AM

Yes thank you for numerous comments/questions raising this important point. The EiE-GenKit includes disability as a cross-cutting theme with links to relevant additional resources on this too

From Leticia Amuduki to Everyone:  08:00 AM

Think of the challenges that girls in emergency situations are faced with, and even more, think of the challenges a refugee girls with disability in an emergency situation faces!! During school closure owing to the covid-19 pandemic, while refugee children with disabilities were left out in the approaches adopted for continued learning, refugee girls with disabilities, were even more affected. From being used as home keepers by their own caregivers, to being victims of gbv from lack of or limited ability to protect themselves or even report such cases, to being married off and even in some cases being sacrificed for ritual cleansing.

From Emilie Rees Smith to Everyone:  08:07 AM

Thank you for all your contributions and important reflections, we will feed to panel and reach out after the event with further information

From SUSAN DURSTON to Everyone:  08:12 AM

Radio appears to be still a wonderful means of communication. It seems to me to be an idea for a specialist interest group. We had child radio reporters during the Ebola out break in Sierra Leone. Girls were at the fore front, and raised their own issues.  http://www.childtochild.org.uk/resources/mod/glossary/showentry.php?eid=13.

From Said mohamed Salah to Everyone:  08:21 AM

i add the girls also help gender balance in the recruitment of qualified female teachers

From Emilie Rees Smith to Everyone:  08:22 AM

Thank you for all your insightful comments and echoing important points on adaptation of stratgies and related learning on gender-responsive approaches in the context of COVID-19

From sughra.choudhrykhan to Everyone:  08:23 AM

So lovely to hear this personal account!

From Aamina Adham to Everyone:  08:26 AM

Beautiful thank you for sharing Summia and everyone. Kudos to everyone who has overcome barriers and supported others to overcome these barriers.

Henry Waitindi 07:34 AM  

The kit is powerful field asset for the conflict and crises contexts, does it have direct linkages to the GBV responses/actions in the same contexts?

Emilie Rees Smith 07:41 AM 

Thanks you for your question, yes GBV is an important component of the EIE-GenKit and is addressed throughout the modules as well as dedicated information under the Kit's 'Implementation' section

Outi Perähuhta 07:38 AM  

Is the mothers’ education considered as after providing literacy skills for mothers their sensitization about the importance of education is not needed anymore.

Emilie Rees Smith 08:12 AM 

Thank you Outi, yes absolutely the education of women/mothers is key in promoting girls' education and integrated in the EiE-GenKit's modules

Emily Echessa 07:41 AM  

Thanks for excellent presentations. Questions -1) With the growing focus on girls education (and rightly so!), is there evidence  to infer that this triggers a backlash on girls & women in certain contexts? If so has the tool kit adequately addressed this? 2) Any considerations of reverse gender inequalities in education in certain contexts?

Adele Aubrey 07:42 AM  

Are there examples of how funding has been succesfully secured to pay for female teachers training and salary, and how girls have been supported in attending education.

LEYA AMONDE OUKO OUAMBO 07:45 AM  

Is there any organization here that supports girls with sanitary towels so that i could contact them - this is in Southern africa region. I am advocating for refugee girls who are affected by monthly menstruation.

Grazia Paoleri 07:45 AM  

In emergencies, there are usually far fewer female teachers, and girls are disproportionately affected when schools are dominated by men.

Are there special provisions on teacher training and salaries, and strategies to increase the supply of female educators and para-professionals who can be involved in teaching and mentoring? Grazia Paoleri - MYRP Secretariat Coordinator, South Sudan

Ayuba Irmiya 07:45 AM  

Due to the prolonged crisis in Northeastern part of Nigeria, the child have completely missed it on Education especially those that sufffered from GBV because of stigamatization that is going on. Out of school children are at high number in rural areas in NE Nigeria. Is there anything that is being done to help this young girls? Are there funding opportunities for Local/National NGOs working to alleviate these young girls?

Nneka Obasi 07:46 AM  

For Hawa, do any of your interventions include education for boys/men?

Emilie Rees Smith 08:24 AM 

Thank you Nneka we will pass the question to Hawa

Samantha Ross 07:47 AM  

Building or strengthening current structures in education planning to support education in emergencies and ensure these are gender focused, are crucial for sustainabiilty. School leaders, including community members, are essential in this process. Does the toolkit address the strengthening of mainstream and non-formal education systems, for example School Improvement Planning, so that emergencies and gender are routinely considered?

Emilie Rees Smith 08:18 AM 

Thank you Samantha, this is crucial. The EiE-GenKit absolutely focuses on strengthening both formal and non-formal education systems. The tools are designed to fit into and build on existing systems and processes used from sudden onset to protracted crisis to ensure a systematic approach to gender-responsive EiE

Feyi Rodway 08:01 AM  

Thank you for the presentations and for the toolkit. To what extent can the positive lessons learnt from responses to recent school closures be taken to scale? And a question for the toolkit team - were additional data/research gaps identified in the process of developing the toolkit?

Emilie Rees Smith 08:15 AM 

Thank you Feyi, the toolkit team identified a range of data/research gaps as part of the consultation and analysis phase of the EiE-GenKit's development. Many of the kit's tools were designed to respond to these gaps, especially those in the modules on needs assessment and analysis and on monitoring and evaluation - where action are designed to provide sustainable solutions by building in gender-responsive approaches to existing processes during these phases

Sandrine Bohan-Jacquot 08:06 AM  

Thanks, if they can expand beyond data collection, it would be great. Many thanks!

 dear dr alfadala -may i summarise my interests and then discuss if i can help you with a link or two- 37 years ago i co-authored book www.2025report.com with dad who had worked at the economist for 40 years trying to connect positive relationships east-west and as tech changed- our book started the genre of sustainability will depend most of all on how courageously teachers embrace digital as well as deep community engagement- what we did not advocate was 36 years of western education unions blocking digital and then being forced by a virus to be all online; in terms of girl empowerment across asia only the last 12 years of my diaries may offer clues; in 2008 i started traveling from washington dc twice a year to listen to fazle abed, brac who became wise first laureate; i have been to 3 real wises in qatar, beijing, madrid, and hi-level unga 2019 event hosted by qatar foundation ; unfortunately education from early to college gets siloised in exactly opposite ways to lifelong women empowerment flows- i havent yet found if anyone in wise champions all of changes sir fazle partners in education do; more specifically i am sad that politics disrupted educationaboveall as the un partner on refugee education- it seems most un partners are connecting around dubai rewired dec 2021 expo and educationcannotwait and the scottish theirworld; i have one link to rewired summit organisers if useful to share with you; wise china was far the most exciting on edutech- i dont speak chinese so failed to follow up much- yuxuan chen who was a wise intern before rhodes scholarship and now youth poverty ambassador for beijing in singapore would be best reconnection for you;  both yuxuan and spain were fascinating in educating dual language youth as leaders of sdg connections; i have maintaned great connections in that regard thanks to wise madrid and they are connected with india montessori movements which are a passion of my family as my grandad knew gandhi for 25 years. only education can connect crosscultural happiness dots- if i may be able to help you find any please say; when it comes to abed he left at least 10 different huge partners networks as his legacy; the lead educator in each is quite hard to find; as well as abed i had many discussions with safiqul islam - he's led the primary school arena of brac which your first wise laureate report focused on with editorials from uk innovation unit; but the legacy abed wanted most help on = coalition of universities one in each country valuing poorest women sharing alumni as well as courses and solutions- this year with my familys home city glasgow hosting cop26 and glasgow u as abeds alma mater its the university coalition project of abed i must put most of my time on- even more reason why i'd prefer to pass on any other links i have- while the courage of teachers to innovate beyond examining youth needs to be huge at every age group; if no university will help redesign the whole lifelong livelihood skills system we wont see youth becoming the sdg generation chris.macrae@yahoo.co.uk washington dc -ps if covid goes away are you scheduling real wise qatar this year?

 

 

EDUCATION CANNOT WAIT, THE INTER-AGENCY NETWORK FOR EDUCATION IN EMERGENCIES AND THE UN GIRLS’ EDUCATION INITIATIVE CALL FOR GENDER EQUALITY TO BE AT THE CENTRE OF COVID-19 EDUCATION CRISIS RECOVERY EFFORTS

In the lead up to International Women’s Day 2021 on 8 March 2021 - ECW, INEE and UNGEI - three partners working together for gender equality in education in emergencies (EiE), have joined forces to launch a toolkit promoting gender-responsive and inclusive education interventions in emergency & protracted crises settings.

English | Spanish | French | Arabic

3 March 2021, New York - Education Cannot Wait (ECW), the Inter-agency Network for Education in Emergencies (INEE) and the United Nations Girls’ Education Initiative (UNGEI), today launched a new toolkit to support stronger integration of gender equality in education responses for children and youth in countries affected by emergencies and protracted crises.

Armed conflicts, forced displacement, climate-induced disasters, health emergencies and other crises increase barriers to safe, quality education, especially for vulnerable children and youth. Girls, boys, women and men experience these barriers to education in different ways, resulting in an exacerbation of pre-existing gender inequalities and vulnerabilities. This is especially true during the COVID-19 pandemic which continues to cause unprecedented disruptions to learning worldwide for millions of crisis-affected girls and boys.

“As the world strives to address and recover from global impacts of the COVID-19 pandemic, we must apply lessons learnt from previous crises. We know the tragic hardship that looms ahead for millions of girls and other vulnerable children and youth living in crisis settings. We can’t say we did not know. Unless we protect and empower them urgently with the safety, hope and opportunity of quality, inclusive education, we will have failed both them and ourselves. There is no excuse not to act now,” said Yasmine Sherif, Director of Education Cannot Wait, the global fund for education in emergencies and protracted crises. “In launching this new toolkit with our partners, we appeal to all education stakeholders to join us in putting gender equality at the centre of our collective emergency response to the pandemic. At Education Cannot Wait, we are committed to making girls’ education a reality across our investments, boldly, firmly and passionately.”

Previous health emergencies, like Ebola, Zika and SARS, led to school closures which disproportionately affected girls and women. In crises, adolescent girls are particularly vulnerable and face increased risks of sexual exploitation, gender-based violence, child marriage and early pregnancy. This is proving to be the case with the COVID-19 pandemic. Analysis conducted by UNHCR and the Malala Fund already show that 50 per cent of refugee girls in secondary school may not ever return when their classrooms open. This is why the new ‘EiE-GenKit’ comes as a timely, ground-breaking resource for aid practitioners to ensure education in emergencies interventions are both gender-responsive and inclusive.

“Education plays a key role in redefining gender norms in any situation, but especially in humanitarian situations, where a good education that is gender-transformative can break cycles of violence and promote tolerance and reconciliation,” said Antara Ganguli, Director of the UN Girls’ Education Initiative, “We must harness this potential and ensure that all learners of all genders are able to contribute equally and positively to their communities’ recovery, as a cornerstone of sustainable peace and development”.

When gender-responsive, quality, inclusive education is available to all - including crisis-affected girls and boys - it has the potential to transform children’s futures, build up societies and lead to sustainable peace. The ‘EiE-GenKit’ equips education practitioners with the tools to achieve that vision.

“Now is the time to leverage the power of education in emergencies. Together we can reverse gender inequalities and transform education for women and girls, men and boys. We must commit to leave no one behind,” said Dean Brooks, Director of the Inter-agency Network for Education in Emergencies.

The ‘EiE-GenKit’ was developed over two years through an extensive consultation process involving the review of over 150 existing education in emergencies and gender resources, with contributions from over 80 global, regional and country level gender and EiE experts and other stakeholders.

The toolkit is based on internationally recognised minimum standards and guidelines and is closely aligned with the Inter-Agency Standing Committee (IASC) Gender Handbook, the INEE Minimum Standards for Education and the INEE Guidance Note on Gender.

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Notes to editors:

For more information and to download the EiE-GenKit, visit:  www.ungei.org/publication/eie-genkit  

For press inquiries:

Education Cannot Wait:

Anouk Desgroseilliers, adesgroseilliers@un-ecw.org, +1-917-640-6820

Kent Page, kpage@unicef.org, +1-917-302-1735

About Education Cannot Wait (ECW):

ECW is the first global fund dedicated to education in emergencies and protracted crises. It was launched by international humanitarian and development aid actors, along with public and private donors, to address the urgent education needs of 75 million children and youth in conflict and crisis settings around the world. ECW’s investment modalities are designed to usher in a more collaborative approach among actors on the ground, ensuring relief and development organizations join forces to achieve education outcomes. Education Cannot Wait is hosted by UNICEF. The Fund is administered under UNICEF’s financial, human resources and administrative rules and regulations, while operations are run by the Fund’s own independent governance structure.

UN Girls’ Education Initiative:

Gloria Diamond, gdiamond@ungei.org

Emilie Rees-Smith, ereessmith@unicef.org

About the UN Girls’ Education Initiative (UNGEI): 

UNGEI is a global, intergenerational partnership united by a shared commitment to advancing gender equality in and through education. UNGEI provides a platform for coordinated advocacy and collective action in order to break down barriers to education, close the gender gap and unlock its transformative power for all girls, everywhere. For more than two decades the UNGEI partnership has been championing gender-responsive education systems, policies and practices - speaking out as one and holding the international community to account.

Inter-agency Network for Education in Emergencies (INEE)

Laura Davison, laura.davison@inee.org

Lauren Gerken, lauren.gerken@inee.org

About INEE:

The Inter-agency Network for Education in Emergencies (INEE) is an open, global network that works to ensure all persons the right to quality education and a safe learning environment in emergencies and post-crisis recovery. INEE is composed of more than 18,000 practitioners, students, teachers, staff from UN agencies, non-governmental organizations, donors, governments (including Ministries of Education), and universities who work together within a humanitarian and development framework. INEE serves its members through the core functions of community-building, convening diverse stakeholders, maintaining knowledge management, amplifying and advocating, facilitating and learning, and providing members with the resources and support they need to carry out their work on education in emergencies.

 

1945- how would you add to this summary of exponential opportunities and threats the rich north west has mediated

1945-1964 -the first 45 years of 20th century had been dominated by wars so this middle of 20th century was time to take stock of innovations; by 1960 the western world's new stuff was at least 10 times more valuable to spend life working on than all previous history; and it is arguable that looking forward 1960-2020 was going to multiply 100 times more new stuff for youth to action network -if and only if this could be shared the world over as up to 200 free nations emerged beyond the global affairs of 1939

i see 1945-1964 (including my first 13 years on this planet) as the most golden 20 years of america sharing extraordinary post-industrial innovations; i must admit my biasses ;my father served as teen in allied bomber command over moderday myanmar; so i wouldnt exist without americans contributions to first 50 years of the 20th century- USA ended 2 world wars whose root causes were how the 5 biggest euro empires germany france uk russia italy designed empire trade from the start of discovering new world late 1400s; all of the badwill proceSses - eg slavemaking, ships of war became even more of a threat or a transformation opportunity for humans with age of machines and humans stated in 1760s by galgow uni smith an watt; i believe that smith would have priorised 3 extraordinary new peace-making innovation networks which accelerated world post-industrial impacts from 1950s onwards

1. hungarian american von neumann- the father of computers ,of jfks space and satellite races, of twin artificial intel labs - atlantic facing out of boston mit, pacific facing out of stanford, as well as attempting to reconcile whether nuclear energy had any place in the world - to understand my vote for von neumann as world record jobs creator of mid 20th century as well as fei-fei li as gravity of worldrecordjobs of 2020s futureoflife.org - please consider reading norman macrae's biography of von neumann - english ebook here- japanese paper version coming out summer 2021-originally intended as part of zoomuni book clubs at time of japan olympics
2. deming without whose new engineering japan and so all asian economies would not have risen the ways they did
3. borlaug without who's village agriculture innovations a billion people lack of food safety , mainly asian, would have starved - green1's big ecological concern of the 3rd quarter of 20th century turned into green2.0 concern- as soon as we knew we were designing a world accelerating through 5 to 10 billion people we needed to vale going beyond carbon- this is simply exponential maths- and explains why the worlds biggest mathematical mistakes orbit round market sector global leaders who get trilliondollaraudits wrong