By External Source
GENEVA, Jun 7 2023 (IPS-Partners)

Armed conflicts, forced displacement, climate change and other crises increased the number of crisis-impacted children in need of urgent quality education to 224 million, according to a new Global Estimates Study issued today by Education Cannot Wait (ECW), the United Nations global fund for education in emergencies and protracted crises.

The study was released at the Education in Emergencies Data and Evidence Summit in Geneva. The study offers a refined methodology in calculating the numbers of crisis-impacted children in need of educational support, while providing important trends analysis to inform future investments in education in emergencies and protracted crises.

“We are sounding the alarm bells worldwide, once more. Millions of children are being denied their human right to an education and the numbers are growing. And even when they are able to go to school, they are not really learning because the quality of education is simply too low. Education Cannot Wait and all the education community are working against time. It is a sprint for humanity. How many more facts and figures, and above all, human suffering, do we need before we act with boldness and determination to finance education and invest in humanity?” said Yasmine Sherif, Executive Director of Education Cannot Wait.

About 72 million of the crisis-impacted children in the world are out of school – more than the populations of the United Kingdom, France or Italy. Of these out-of-school children, 53% are girls, 17% have functional difficulties, and 21% (about 15 million) have been forcibly displaced. Approximately half of all out-of-school children in emergencies are concentrated in only eight countries: Ethiopia, Pakistan, Afghanistan, Sudan, Democratic Republic of the Congo, Myanmar, Mali and Nigeria.

It isn’t just a problem of access, it’s a problem of quality, according to the study findings. More than half of these children – 127 million – are not achieving the minimum proficiencies outlined in the Sustainable Development Goals (SDG4), which calls for inclusive, quality education for all. Even when crisis-impacted children are in school, they are not learning to read or do basic math.

Investing in girls’ education yields significant returns. Girls consistently show a strong learning potential whenever they are given the opportunity. Even in crises, the proportion of girls who achieve minimum proficiency in reading is consistently higher than that of their male counterparts, according to analysis from the study.

Nevertheless, gender disparities in education access and transition become more pronounced in secondary education and are largest in high-intensity crises. They are particularly significant in Afghanistan, Chad, South Sudan and Yemen, according to the study.

The biggest challenges are hitting the children of Africa. Approximately 54% of crisis-affected children worldwide live in sub-Saharan Africa. The region experienced a large-scale increase in the number of children affected by crises, primarily driven by large-scale droughts in Eastern Africa and the increasing intensity of several conflicts. The outbreak of civil war in Sudan is displacing even more people across the continent.

Education Cannot Wait is dedicated to working together with governments, donors, UN agencies, civil society and other key strategic partners to address the challenges identified in the study. The global multilateral fund has already reached more than 7 million children across more than 40 crisis-affected countries worldwide. ECW seeks to mobilize at least US$1.5 billion over the next four years to reach a total of 20 million children with the safety, power and opportunity that access to quality, holistic, inclusive learning opportunities offer.

Additional Study Findings

• Only 25 million crisis-affected children are in school and achieving minimum proficiency levels in both reading and mathematics.
• Out-of-school rates amongst forcibly displaced populations in crisis-affected countries remain alarmingly high at around 58% for children of school age.
• Approximately 14.5 million crisis-affected children have functional difficulties and are not attending school. Of these, about 76% (around 11 million) are concentrated in high-intensity crises.
• Access to secondary education in crisis-affected areas is inadequate, with approximately one-third of children in the lower secondary school age group being out of school. Additionally, nearly half of the children in the upper secondary school age group who are affected by crises are unable to access education.
• At least 25 million crisis-affected children aged 3 to the end of the expected completion of upper secondary education are estimated to be left out of interagency plans and appeals (9.4% of the global total).
• A comparative analysis of crisis-affected countries in sub-Saharan Africa indicates the pace of learning could be, on average, about 6 times slower in conflict-affected countries, compared to countries affected by recurring natural disasters for children aged 7 to 14.
• There is a correlation between the risks posed by climate change and the severity of crises. Approximately 83% of out-of-school children in emergencies globally and around 75% of children who attend school but face learning deprivation live in countries with a Climate Change Risk Index higher than the global median value of 6.4.

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By External Source
Jun 7 2023 (IPS-Partners)

Mireia Villar Forner is the United Nations Resident Coordinator in Colombia. Ms. Villar Forner brings more than 25 years of experience, which she acquired within the United Nations and externally, to the position. At the United Nations, she most recently served as Resident Coordinator in Uruguay, where she led the work of the United Nations development system to accelerate the implementation of the 2030 Agenda for Sustainable Development. She also held senior positions at the United Nations Development Programme (UNDP), including that of Resident Representative in Uruguay, Deputy Resident Representative in Bolivia and Deputy Resident Representative in Iraq during the country’s political transition. She also served at the UNDP Liaison Office in Brussels, where she played a key role in strengthening the partnership between the Organization and the European Union. Before that, she worked as the focal point for Latin America and the Caribbean, as well as the Arab States, in UNDP’s Bureau for Crisis Prevention and Recovery, after an assignment as Head of the Programme Section of the Electricity Network Rehabilitation Programme in Northern Iraq. She started her career with the United Nations at UNDP’s Regional Bureau for Arab States. Prior to joining the Organization, Ms. Villar Forner worked in the financial sector in Spain. She holds a master’s degree in foreign service from Georgetown University in the USA, and a bachelor’s degree in economics from the University of Barcelona in Spain.

ECW: Colombia faces one of the most long-standing and complex crises in Latin America. In such a context, why is it important for aid stakeholders to support the education sector in the framework of the Government’s Total Peace agenda?

Mireia Villar Forner: There are three main reasons for aid stakeholders to support the education sector in the framework of the Government’s “Total Peace” agenda.

First, the government’s vision is one where education and “Total Peace” are seen as a single and indivisible priority. Further, in line with the Multi-Year Resilience Programme concept, close coordination with government is the pathway to guarantee focus and ensure sustainability.

Second, the Colombian armed conflict is one of the most significant triggers for the education crisis that the country has experienced. Education in emergencies and its strengthening requires both responses in crisis in conflict-affected areas, while also promoting long-term peace and development actions bridging the humanitarian-peace-development nexus.

Third, the armed conflict is a reality that runs through significant portions of the country, especially affecting vulnerable populations, including Venezuelans, who end up experiencing double and triple affectation.

ECW: ECW investments support UN, civil society, and local community partners to jointly deliver holistic education programmes to girls and boys affected by the multiple crises. How do you see these funding investments supporting the government’s vision for education and inclusion?

Mireia Villar Forner: Over the past two decades, Colombian governments have been aware and explicitly addressed the need for education in emergencies as a way of spearheading inclusion in conflict-affected and excluded regions. The role of civil society and local communities in driving initiatives aligns well with government efforts to empower those most disenfranchised and develop their capacities to be part of solutions. This commitment results also in an understanding of the importance of working with ECW, from a perspective both of resources and enhancing local capacity, as well as in finding inspiration in international experiences to address the education of girls and boys in crisis situations.

Against this backdrop, the link between addressing crisis impacts and local or “territorial” development processes is paramount. Colombia’s educational system is decentralized, which implies that sub-national governments have a fundamental role in coordinating and guaranteeing education services at the local level. Developing their capacity is crucial. Since Colombia does not have a national curriculum, there are disparities regarding educational responses in crisis settings, especially on a human mobility scenario. Carrying out actions that strengthen the role of local actors as part of the ECW framework becomes an opportunity to bridge these complexities and empower local actors.

ECW: The UN system in Colombia works with the Government and partners to strengthen complementarity and coherence between emergency relief, development and peacebuilding efforts – the ‘triple-nexus.’ In the education sector, how can we best engage partners across the humanitarian-development-peace nexus and enhance coordinated actions?

Mireia Villar Forner: We feel the best way to engage partners across the humanitarian-development-peace nexus is through localization. As we engage in emergency relief, we need to plan for and transition into developing capacity of local stakeholders, ensure integrated support to the design and implementation of their education programs and ensure these are anchored in robust national policies and capacities.

Our dream is to have complementary national structural responses led by national and local governments and implemented by different NGOs, along with evidence-based strategies that address and prevent new crises and their impacts on those most vulnerable in a sustainable way.

ECW: The LEGO Foundation is ECW’s largest private sector donor, with approximately US$64 million in contributions to date. How important is private sector funding to education in crisis situations in places like Colombia and which synergies do you see between these two sectors?

Mireia Villar Forner: The resources allocated for the education sector, including early learning, are not enough when compared to the needs of the children, adolescents and their families affected by emergencies. Health, nutrition and WASH are prioritized when a crisis occurs. Education, however, often ends up being a secondary issue – missing the window to deliver a more comprehensive response to children and adolescents. Governments often recognize the importance of strengthening the education of girls and boys in crisis situations, but they do not have the resources or the capacity to deliver a high-quality response. The support of the LEGO Foundation and other private sector organizations is therefore paramount to bridge this gap.

More importantly, perhaps, than the financial support, is that the fact that private sector is increasingly involved in designing and implementing solutions to humanitarian needs and development gaps.

The LEGO Foundation is a good example of how companies are building social impacts into their business models in different ways, including advocating for relevant matters that most of the time remain unfunded, such us early childhood development, early learning through play and parenting. The LEGO Foundation has been key in enhancing political development on this during emergencies and triggering key discussions on a more long-term and developmental arena.

ECW: You are now co-chairing the Multi-Year Resilience Programme (MYRP) Steering Committee with the Ministry of Education in Colombia. Could you please share your vision and your goals for the successful delivery of quality education to crisis-affected children in Colombia through joint programming and coordination via the MYRP?

Mireia Villar Forner: The formulation of the MYRP requires consensus on what it means to deliver quality education for girls and boys affected by crisis situations, and the strategies and initiatives towards this end. The MYRP must start from the needs felt and identified from the different levels, including and most important: the communities affected by the crisis at local level. It must be a response that, in turn, considers the experience accumulated by the different actors who have worked in these contexts and the evidence-based solutions. Colombia’s new MYRP must have cost-effective strategies that have already been proven when tackling the challenges prioritized by the Government and communities. On the other hand, it needs to consider sustainability over time, installing and strengthening local and national stakeholders. Sustainability must consider that Colombia is a multi-layer emergency country, and that over time children must be attended, this consideration is imperative when analyzing the impact of this innovative and joint programming process that the MYRP represents.

To achieve sustainability, it is necessary to generate a collaborative scenario, within a dialogue and assertive listening – dynamics that should be promoted based on the guidelines given by the MYRP Steering Committee and guaranteed through follow-up. Likewise, the Committee must serve as a compass in navigating the technical aspects of the strategies and initiatives for which it is chosen, to guarantee pertinence, coherence and effectiveness.

ECW: Why is learning recovery, with a focus on foundational learning in Colombia, important for sustainable development and security across Latin America, and across the world?

Mireia Villar Forner: A recent analysis by UNICEF, UNESCO and the World Bank estimates that in Latin America and the Caribbean, four out of five 10-year-olds cannot read a simple text. A worrying reality that may be even more shocking for rural areas, due to traditionally wider gaps on learning outcomes of children. Thinking of generations that fail to acquire fundamental learning in the expected times is to speak of a major obstacle to continuing learning throughout their educational trajectories – affecting the rest of their lives and the definition of their future, as well as sustainable development and security of the region.

The difficulty with foundational learning was a reality in Latin America even before the pandemic and was aggravated by long school closures. We are at a point where we can act and make a difference – if policies and strategies are promoted to ensure learning recovery with a proper socio-emotional support, and guarantee that children learn to read by the age of 10, so that they can afterwards read to learn.

ECW: Our readers know that “readers are leaders” and that reading skills are key to every child’s education. What are the three books that have most influenced you personally and/or professionally, and why would you recommend them to others?

Mireia Villar Forner: Some of the most formative books for me have been the ones that opened the gateway to a lifetime of reading. Momo by Michael Ende, The Lord of the Rings by J.R.R. Tolkien, and all Roald Dahl’s classics were the ones that I really enjoyed as a child and brought me to others.

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By Anwarul K. Chowdhury
NEW YORK, Jun 7 2023 – Recently when I was asked to offer my thoughts on the phenomenal advances of artificial intelligence (AI) and whether the United Nations play a role in its global governance, I was reminded of the Three Laws of Robotics which are a set of rules devised by science fiction author Isaac Asimov and introduced in his1942 short story.

I told myself that Sci-Fi has now met real life. The first law lays down the most fundamental principle by emphasizing that “A robot may not injure a human being or, through inaction, allow a human being to come to harm.” The 80-year-old norm would be handy for the present-day scenario for the world of AI.

AI in control:

AI is exciting and at the same time frightening. The implications and potential evolution of AI are enormous, to say the least. We have reached a turning point in human history telling us that even at this point of time, AI is pretty much smarter than humans.

Already, even the “primitive” AI controls so many aspects and activities of our daily lives irrespective of where we are living on this planet. Our global connectivity at personal levels – emails, calendars, transportation like uber, GPS, shopping and many other activities are now run by AI.

Then, think of social media and how it influences our thinking and our interactive nature which have injected an obvious dangerous uncertainty that already caused considerable problem for social order and mental stress.

Ambassador Anwarul K. Chowdhury

AI dependent humanity:

Humankind is almost fully AI dependent in one way or the other. Think how helpless humans would be without an AI-influenced smartphone in our hands. AI is the fastest growing tech sector and are expected to add USD 15 trillion to the world economy in the next 5 to 7 years.

Even at its current stage of development of various AI chatbots led by OpenAI, Google and others in recent months have alarmed the well-meaning experts. Experts when asked about the future of AI came out with the honest answer: “We do not know”.

They are of the opinion that at this point one can envisage the developments for the next 5 years only, beyond that nothing could be predicted. People talk about ChatGPT-4 as an upcoming next level AI, but it may be already here.

AI’s limitless, unregulated potential:

AI’s potential is so limitless that it has been compared to the arms race in which nations are engaged in an endless quest for security and power by acquiring more and varied armaments in numbers and effectiveness.

For AI, however, the main actors are the tech giants with enormous resources and without being ethically driven. They are in this AI race for profit – only profit and, as a corollary, unexplained power to dominate human activities.

Shockingly, there is no rules, no regulations, no laws that govern the AI sector. It is free for all, can be compared to “wild wild west”.

Nukes and AI:

Experts have compared AI with the advent of nuclear technology, which could be put to good use for humanity benefits or used for its annihilation. They have even gone to the extent of calling AI a potent weapon of mass destruction more than nuclear weapons. Nukes cannot produce more powerful nukes. But AI can generate more powerful AI – it is self-empowering so to say.

The worry is that as AI becomes more powerful by itself it cannot be controlled, rather it would have the capability of controlling humans. Like nuclear technology, we cannot “uninvent AI”. So, the yet-not-fully-known risk from these cutting-edge technologies continues.

Existential threat:

While recognizing the many possible beneficial use of AI in the medical areas, for weather predictions, mitigating impacts of the climate change and many other areas, experts are sounding the alarm bell that the super intelligence of AI would be an “existential threat”, possibly much more catastrophic, more imminent than the ongoing, ever-challenging climate crisis.

Main worry is that in the absence of a global governance and regulatory arrangements, the bad actors can engage AI for motivation other than what is good for society, good for individuals and good for our planet in general. As we know, the tech giants are not driven by these positive objectives.

AI could have serious disruptive effects. This May, for the first time in history, the US unemployment figures cited AI as a reason for job loss.

Bad actors without guardrails:

Bad actors without any guardrails can abuse the power of AI to generate an avalanche of misinformation to negatively influence the opinions of big segments of humanity thereby disrupting, say the electoral processes and destroying democracy and democratic institutions. AI technology, say in the area of chemical knowledge, can be used to make chemical weapons without a regulatory system.

We need to realize that AI is remarkably good at making convincing narratives on any subject. Anybody can be can fooled by that kind of stuff. As humans are not always rational, their use of AI can therefore not be rational and positive. Bad actors have to be controlled so that AI does not pose a threat to humanity.

United Nations to lead AI global governance:

All these points weigh very much in favour of a global governance. If I am asked who should take the lead on this, my emphatic reply would be “the United Nations, of course!”

UN’s expertise, credibility and universality as a global norm setting organization obviously has a role in the regulatory norm-setting for AI and its evolution.

Moral and ethical issue as well as fundamental global principles need to be protected from the onslaught of AI – like human rights, particularly the third generation of human rights – the culture of peace – peacebuilding – conflict resolutions – good governance – democratic institutions – free and fair elections and many more.

Also, it is equally important to examine and address the implications for national governments from global use of AI, affecting the sovereignty of nations. It would be worth exploring whether AI can influence intergovernmental negotiating processes, now or in the future.

UN agencies and implications of their AI-related activities:

Two UN agencies recently announced AI-related activities. UNESCO informed that it hosted a Ministerial level virtual meeting at the end of May with selected participants while sharing the statistics that less than 10 percent of educational institutions were using AI. UNESCO described the software tool ChatGPT as “wildly popular”. A UN entity should not have made such an endorsement of a tech giant product.

Calling itself “UN tech agency”, International Telecommunications Union (ITU) announced that it is convening an “AI for Good Global Summit” early July to “showcase AI and robot technology as part of a global dialogue on how artificial intelligence and robotics can serve as forces for good”.

The so-called UN tech agency took credit for hosting “the UN’s first robot press conference”, alongside “events with industry executives, government officials, and thought leaders on AI and tech.”

There is a need for a UN system-wide alert providing guidelines for interactions with the tech giants and entering into collaborative arrangements with those. AI technology is developing so fast that there has to be an awareness about possible missteps by one or another UN entity.

Even at its current level of development, AI has moved much ahead of ChatGPT and robotics advancing the profit motivations of the tech giants and that is a huge worry for all well-meaning people.

These UN entities have overlooked or even ignored the part of the Declaration on the commemoration of the seventy-fifth anniversary of the United Nations adopted as resolution 75/1 by the UN General Assembly on 21 September 2021 which alerted that “…When improperly or maliciously used, they can fuel divisions within and between countries, increase insecurity, undermine human rights and exacerbate inequality.” These words of warning should be adhered to fully by all with all seriousness.

UN Secretary-General’s Our Common Agenda (OCA) refers to AI:

UN Secretary-General in his report titled Our Common Agenda (OCA) issued in September 2021 promises, “to work with Member States to establish an Emergency Platform to respond to complex global crises. The platform would not be a new permanent or standing body or institution. It would be triggered automatically in crises of sufficient scale and magnitude, regardless of the type or nature of the crisis involved.”

AI is undoubtedly one of such “complex global crises” and it is high time now for the Secretary-General to formally share his thinking on how he plans to address the challenge.

It will be too late for the Summit of the Future convened by the Secretary-General in September 2024 to discuss a global regulatory regime for AI under UN authority. In that timeframe, AI technology would manifest itself in a way that no global governance would be possible.

AI genie is out of the bottle:

AI genie is already out of the bottle – the UN needs to ensure that AI genie serves the best interests of humankind and our planet.

AI impact is so wide-spread and so comprehensive that it is relevant and pertinent for all areas covered in OCA. It so much on us that the Secretary-General should come out with his own recommendations as to what should be done without waiting for next year’s Summit of the Future.

Our future being impacted by AI needs to be addressed NOW. AI is spreading at an inconceivable speed and spread. The Secretary-General as the global leader heading the United Nations should not downplay the seriousness of the challenge. He needs to set the ball rolling without waiting for a negotiated consensus among Member States.

UN to regulate AI and ensure its effective and efficient global governance:

OCA-identified key proposals across its 12 commitments include “Promote regulation of artificial intelligence” to “ensure that this is aligned with shared global values.”

In OCA, the Secretary-General has asserted that “Our success in finding solutions to the interlinked problems we face hinges on our ability to anticipate, prevent and prepare for major risks to come.

This puts a revitalized, comprehensive, and overarching prevention agenda front and centre in all that we do…. Where global public goods are not provided, we have their opposite: global public “bads” in the form of serious risks and threats to human welfare.

These risks are now increasingly global and have greater potential impact. Some are even existential …. Being prepared to prevent and respond to these risks is an essential counterpoint to better managing the global commons and global public goods.”

The global community should be comforted knowing that the leadership of the United Nations already knows well what steps are to be taken at this juncture.

IPS UN Bureau

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Excerpt:

Ambassador Anwarul K. Chowdhury is Former Under-Secretary-General and High Representative of the United Nations and Founder of the Global Movement for The Culture of Peace.