By Naureen Hossain
UNITED NATIONS, Jan 30 2024 – The consequences of the investigation into the 12 United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) staffers allegedly linked to the October 7 Hamas attack in Israel have led to major donor countries pulling their support from the UN agency. However, the agency has appealed to the governments to continue the aid the the face of the humanitarian crisis in Gaza.

The first to suspend their funding was the United States on January 26. Since then, donor countries that have suspended funding include Britain, France, Germany, Finland, Canada, and the European Union.

The common reason cited was that funding would not be continued until an outcome was reached following an investigation into the allegations against the UNRWA staff members.

This UN agency is largely dependent on funding from donors, notably leading member states like the United States, which was its largest donor in 2022 with a contribution of more than USD 343 million.  In that same year, the United States, Germany, and EU member states were among the largest individual donors, accounting for 61.4 percent of the agency’s overall funding.

Spokesperson Stephane Dujarric briefed reporters on Monday on the investigation into UNRWA after the Israeli government presented allegations that employees at UNRWA were involved in the October 7.

He confirmed that the UN Office of Internal Oversight (OIOS) has begun its investigation into the agency and that Secretary General António Guterres met with the head of OIOS to ensure that the investigation would be done “as swiftly and as efficiently as possible.”  He also informed reporters that Guterres would be meeting with the UN Permanent Representatives of UNRWA donor countries on Tuesday.

In a separate statement, Guterres expressed that he was “horrified by these accusations.” He also “strongly appealed to the governments that have contributions to, at least, guarantee the continuity of UNRWA’s operations.”

It is crucial that UNRWA’s operations continue in the current humanitarian crisis because 2 million civilians in Gaza depend on the aid it provides.

“No other organization than UNRWA has the infrastructure to do the work that they do,” said Dujarric.

UNRWA’s operations range from providing schooling to shelters to running health care centers. Since the current war between Israel and Hamas, at least 145 UNRWA facilities have been damaged.

In a recent situation report from UNRWA, it was stated that 1.7 million displaced people were sheltered across emergency shelters, both public and those run by UNRWA, adding that these shelters were congested. Only four out of 22 UNRWA health care centers are operational, and 152 staff members have been reported dead. Meanwhile, 3,000 out of the 13,000 UNRWA staff members, the majority of whom are Palestinian, are still in Gaza, continuing their work.

Despite its crucial presence and the urgent needs it addresses, allegations of staff members’ involvement with Hamas have undermined support for UNRWA. The Israeli government provided a dossier to the United States, which detailed the allegations that at least 10 percent of UNRWA were part of Hamas. This dossier has not been shared with the UN, according to Dujarric.

While current measures by UNRWA were to single out the 12 staffers accused and terminate their contracts, the suspension of funds by the major donor countries will have undeniably impacted the entire agency’s operations.

In a statement, UNRWA Commissioner-General Phillipe Lazzarini stated that “it would be immensely irresponsible to sanction an agency and an entire community it serves because of allegations of criminal acts against some individuals, especially at a time of war, displacement, and political crises in the region.”

Lazzarini urged UNRWA to “strengthen its framework for the strict adherence of all staff to humanitarian principles” by calling for an additional independent investigation by outside experts in addition to the OIOS investigation.

IPS UN Bureau Report

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By Sayuri Cocco Okada
BANGKOK, Thailand, Jan 30 2024 – Quadrupling in size since 1950, the working age population in Asia and the Pacific now accounts for 67.2 per cent of the total population in the region and is set to peak at 3.3 billion by the mid-2030s.

Now is the moment for Asia and the Pacific to harness this demographic window by investing in a more resilient working age population.

In Asia and the Pacific, the challenges loom large. Two in three workers are in informal employment. If they fall sick, lose a job, have a disability or become old, they have no employment safeguards or social protection to navigate such disruptions and life contingencies.

Half the region’s workforce survives on $5.5 a day, barely enough to lift them out of, or shield them from sliding into, poverty. Unpaid care and domestic workers, are particularly vulnerable as they lack access to income and social protection.

A more resilient workforce is an important step towards eliminating poverty. Effective social protection can mitigate the need of families to resort to measures such as taking a child out of school or selling livestock. Critical ingredients to foster more resilient populations include more comprehensive and inclusive social protection systems and enhanced access to decent employment.

Universal non-contributory social protection schemes can ensure that all persons have access to basic income security to weather disruptions across the lifecycle to enable an adequate standard of living.

Access to universal schemes would also mitigate the risk of the working age population falling into poverty, particularly informal workers, persons with disabilities, women or migrant workers.

ESCAP simulations show that the combined impact of investing in a universal child, disability, maternity and old age benefit can reduce poverty by up to 91.2 per cent at the $3.65 International Poverty Line, and on average decrease inequality by 8.8 per cent for 25 countries in the region, at a cost ranging between 5.1 per cent and 2.6 per cent of GDP.

Figure 1. Investment in universal non-contributory child, disability, maternity and old age benefit can reduce poverty for the total population

While non-contributory schemes ensure a basic level of income security, they should be complemented by job-related contributory schemes to provide more comprehensive and higher levels of income security. However, in two thirds of countries, fewer than half the workforce is contributing into a scheme.

Tackling this challenge requires addressing legal barriers and incentive structures, simplifying administrative procedures, strengthening enforcement measures, as well as enhancing awareness and representation of informal workers.

Some positive measures are being implemented, through the expansion of voluntary or mandatory contributory schemes, adjusting eligibility criteria or providing pension credits for caregivers.

By helping to match labour demand and supply, Active Labour Market Policies (ALMPs) can support the working age population to find decent and productive work through public works, training, re-skilling or job-matching. ALMPs will be critical to smoothen the impacts of trends such as the green transition, population ageing and digitalisation, which will demand new skills whilst phasing out some existing ones.

A majority of studies on vocational and on-the-job training programmes identify increased employability and earnings for trainees throughout the region. In Viet Nam, for example, women who received job-training had a 12 percentage point higher wage than untrained women and men.

However, most countries spend on average only 0.2 per cent of GDP a year on ALMPs. There is a pressing need to invest in public employment programmes along with improving the quantity and quality of training schemes, and enhance collaboration with the private sector, whilst working towards formalising jobs and advancing the decent work agenda.

The impacts of the recent COVID-19 pandemic demonstrated the fragility of hard-won development gains. Against the steady decline of extreme poverty over the past decades, in 2023, due to the fallout from the COVID-19 pandemic and cost of living crisis, 47 million people are expected to have fallen into extreme poverty.

Escalating frequency and intensity of climate change-related shocks will add further pressure on populations. Work-related contributory schemes such as unemployment insurance can act as an automatic stabiliser to build the first layer of resistance against these shocks.

However, unemployment benefits are available to a less than a quarter of the total workforce in the region. Well designed ALMPs can help people access employment opportunities, enhance productivity and increase earnings. When well-coordinated with social protection systems, such as in the case of Turkiye, they can help groups in vulnerable situations access training opportunities needed to re-engage in the labour market.

Other work-related social protection can also support mitigation measures, for example through directing public works programmes towards mangrove restoration or afforestation efforts.

Building the resilience of the working age population will be paramount to maintain and progress sustainable development in Asia and the Pacific. Through extending multipillar social protection systems across the lifecycle and ALMPs, countries are investing in a key group to build resilience to life contingencies, work transitions and climate change: a workforce that is able to override these disruptions and break through cycles of poverty.

Sayuri Cocco Okada is Social Affairs Officer at ESCAP.

IPS UN Bureau

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By Edgardo Ayala
SAN SALVADOR, Jan 30 2024 – Decades of civil wars and a lack of long-term public education policies, among other problems, have made higher education in Central America precarious and costly in general.

In this region, made up of Belize, Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama, home to some 50 million inhabitants, the quality of education offered by public and private universities is poor, while costs are high even for those who can afford them.

Lagging behind

One way to measure the quality of higher education is through scientific production, which is almost nil in Central America.”Unfortunately, higher education is not accessible to everyone, and this is unfair. A large number of graduates from public high schools do not have access to higher education.” — Oneyda Fuentes

“Higher education in Central America lags far behind in the scientific field,” Óscar Picardo, director of the Institute of Sciences at the private Francisco Gavidia University in El Salvador, told IPS.

To illustrate, Picardo pointed to the few patents or research products registered as their own creations by Central American universities, both public and private, in comparison with institutions in the rest of Latin America.

For example, he said, universities in Colombia have produced around 400 patents and Chilean universities around 800, while in Central America only the public University of Costa Rica (UCR) has produced 44.

In fact, two Costa Rican institutions stand out the most in the region: the UCR and the public Tecnológico de Costa Rica.

“We have very limited budgets for research, for attracting human talent, for retaining doctors, so we are left with a very complicated scenario,” Picardo said.

Investment in infrastructure has also been deficient, something that is quite clear to students in the region.

“The teachers have the knowledge, but the university falls short in technology, there is a lot of precariousness in that area,” Karla Rodas, a Salvadoran journalism graduate from the public University of El Salvador, told IPS.

Karla Rodas, a journalism graduate, visited the University of El Salvador in January to attempt to expedite her graduation process. In her view, professors have sufficient knowledge to teach, but the public institution lacks the necessary infrastructure to provide quality education. CREDIT: Edgardo Ayala / IPS

Rodas, 30, visited the university on Jan. 23 to ask about her graduation process, because due to different circumstances it has been postponed since she finished her studies in 2018.

With regard to the lack of investment in infrastructure, she added: “When I was at the university, there was a studio to produce radio programs, but it was definitely not the best equipment. There were no cameras either.”

Yakeline Corea, a journalism student at the public National Autonomous University of Honduras, had a similar experience.

“The curriculum is fine, but the university does not have all the resources to have good infrastructure, good laboratories, suitable for the level that is being taught,” Corea told IPS from Tegucigalpa, the country’s capital.

The 21-year-old student said she decided to pursue a university degree because it opens a door to aspire to a better future.

Other young people must be creative in finding ways to attend university, such as Omar Hurtarte, a student of agricultural production systems engineering at the public San Carlos University of Guatemala, founded in 1676, which was the first in Central America and the fourth in the Americas.

Hurtarte, a resident of Mixco, 13 kilometers west of Guatemala City, the capital, said he had to set up a small business to support himself at the university, mainly because of the associated costs, such as transportation, food and internet.

Tuition is free at the region’s public universities, even though they are mostly autonomous institutions, but there are many other costs associated with studying, especially for students who live outside the capital cities.

“It’s a small enterprise. I got an oven to make pizzas and a large pot to make chicharrones (pork cracklings), here in Mixco, in order to finance my studies,” the 36-year-old student said.

He added: “Through agronomy, I seek specialized, technological knowledge to contribute to the development of sustainable and efficient agricultural practices.”

Hurtarte is one of the lucky few who can study at university in his country.

According to a study by the United Nations Educational, Scientific and Cultural Organization (UNESCO), in Guatemala, a country of 19.6 million people, only 2.6 percent of the population between 18 and 26 years of age has begun university studies and the percentage of students who complete two years or more is even lower.

Figures from the Central American Higher University Council indicate that there are 242 universities in Central America, including the Dominican Republic, a Spanish-speaking Caribbean island nation that is part of the Central American Integration System.

Of this total, 27 are public and 215 are private, confirming the marked trend of privatization of the sector, not only in the isthmus but also in the rest of Latin America, as pointed out in a report published in 2023 by the specialized education website Educ@.

This growing trend, according to another report published by Educ@, is observed in Brazil, Chile, Colombia, the Dominican Republic, Ecuador and El Salvador, while Cuba has exclusively public education. In Argentina and Uruguay, private higher education enrollment represents less than 25 percent of the total.

The San Carlos University of Guatemala, founded in 1676 and the first in Central America, is the main center of higher education in that nation, where only 2.6 percent of the population between 18 and 26 years of age has begun university studies and the percentage of students who complete two years or more is even lower. CREDIT: Ricardo Miranda / IPS

Poor management

Regarding the low quality of education in Central America, Juan Pablo Escobar, dean of the faculty of Humanities at the private Rafael Landívar University in Guatemala, said the situation is “sad and not very promising,” especially in public institutions.

However, he pointed out that the shortcomings are not so much in the teaching itself, but in the disorderly management and the lack of public investment adequate to the needs, in the case of the public universities.

“I would not question the professionals and professors, but rather the structure, the logic behind it, the administration. The investment in public universities is not what would be expected, it does not achieve the desired impact,” Escobar told IPS from Guatemala City.

The dean pointed out that in the region there are public and private universities that, despite the challenges to be overcome, are committed to training good professionals. Others teach from a purely technical point of view, while yet others see education merely as a business.

However, despite the bleak outlook, institutions are making efforts to improve. They have opted for international accreditation, an evaluation process carried out by specialized agencies that verify compliance with basic standards.

The social conflicts and civil wars in most countries of the region in the 1980s reduced the capacity of the States to invest in education.

And while Guatemala, El Salvador and Nicaragua were bleeding from their armed conflicts, Costa Rica experienced relative peace and was able to invest in health, education and other social areas, among other reasons that explain its progress in this area.

Both Picardo from El Salvador and Escobar from Guatemala concurred that in their countries there was no minimum political consensus to promote long-term educational strategies, but that this changed with the arrival of new governments.

Omar Hurtarte takes a break at the San Carlos University of Guatemala, where he is studying agricultural production systems engineering. To finance his studies, Hurtarte had to set up a small business making pizzas and pork cracklings. CREDIT: Ricardo Miranda / IPS

High costs

Higher education is also expensive in Central America even for those who can afford it, and excludes the majority of the population, who have scarce resources.

“Unfortunately, higher education is not accessible to everyone, and this is unfair. A large number of graduates from public high schools do not have access to higher education,” Oneyda Fuentes, a student of English language translation and interpretation at the private Evangelical University of El Salvador, told IPS.

Fuentes, 32 years old and in her second year of university, said she pays 100 dollars a month in tuition for online classes.

But last year, she explained, she took a course in person, which cost her 200 dollars a month, including related expenses, since she had to commute from her native Nejapa, a small town located 20 kilometers north of San Salvador, the country’s capital.

Fuentes pays for her studies with the freelance work she already does as a translator and interpreter, having previously taken English classes.

At the beginning of 2024, the minimum wage in El Salvador, which varies according to economic sectors, is around 300 dollars a month, similar to those of Honduras and Panama, while in Guatemala it averages 400 dollars and in Costa Rica it is close to 700 dollars, according to official data from each country.

In this context, the cost of studying at university in Central America is high, even in the public universities, which by law are free. This is true especially for young people from rural areas who must rent an apartment and pay for food in the cities where the campuses are located.

“When I decided to study, I moved to Tegucigalpa, because if I had to travel from my village, it was a 6-hour bus ride,” said Corea, the Honduran student, who is originally from El Membrillo in the municipality of Yaramanguila, in the southwest department of Intibucá.

She said she spends an average of 240 dollars a month to cover her expenses.

Although very few, in Central America there are also institutions that cater to upper-middle and upper-class students, which charge monthly fees of between 500 and 600 dollars.

At institutions focused on the middle classes, such as Rafael Landívar, run by the Catholic Society of Jesus, a degree in psychology can cost 275 dollars a month, said Dean Escobar.

“Higher education in Guatemala is very expensive. I say this as a PhD in education, as a dean and as a father, since I have two children already in university,” he said.

For his part, Picardo, the Salvadoran academic, commented that in education there is the paradox that, in order for it to be of good quality, it has to receive funds from somewhere.

“You cannot sustain a campus, a good level teaching staff, with good level laboratories, without financial backing; quality education is expensive,” he said.