Education & Development

Topic: The educational relationship between the U.S. military and the Romanian military

Strengthening Global Peace and Stability Through Military Partnerships and Training

Military partnership and training play a crucial role in achieving peace and maintaining international geopolitics, serving as a deterrent to war. These partnerships foster mutual understanding and trust between nations, promoting collaboration and shared values. By training together, militaries enhance their interoperability, allowing them to work seamlessly in joint operations, peacekeeping missions, or in response to global crises. This collaboration builds a network of alliances that acts as a powerful deterrent against poatential aggressors, as unified responses are more formidable than isolated efforts. Military partnerships and training programs are essential in sharing knowledge and best practices. This continuous evolution of capabilities is vital in maintaining a balance of power, preventing any one nation from becoming overwhelmingly dominant. Such partnerships contribute to global stability by preparing international forces for peacekeeping and humanitarian operations. Trained and well-coordinated forces are better equipped to manage conflicts, provide disaster relief, and aid in reconstruction efforts. Their presence in volatile regions can help prevent the escalation of conflicts, protect civilians, and foster conditions for diplomatic resolutions. Military partnerships and training are not just about preparing for war; they are about preventing it. By building strong alliances and maintaining a state of readiness, nations can project a united front that discourages aggression and promotes a more peaceful and stable international order.

The Critical Role of Romanian-US Military Cooperation in NATO’s Defense Strategy

The ongoing Russian aggression upon Ukraine has proven that the Romanian and US military partnership is crucial from a North Atlantic Treaty Organization (NATO) defense perspective. Romania’s geographical position along the Black Sea which provides a strategic advantage in monitoring and countering potential threats from Russia. The partnership, through joint exercises and military presence, serves as a deterrent against potential Russian aggression in Eastern Europe. This partnership strengthens NATO’s collective defense, enhancing the security of the entire NATO alliance (Smith, 2023). By strengthening Romanian military capabilities, the partnership contributes to the overall stability and security of the region, which is vital given the proximity to areas of Russian influence.

NATO plays a pivotal role in maintaining international peace and stability. Its founding principle, embodied in Article 5 of the NATO treaty, establishes collective defense, meaning that an armed attack against one or more NATO members is considered an attack against all. This principle of collective defense is critical in deterring potential aggressors and maintaining the status quo. For example, NATO’s collective response following the invocation of Article 5 after the September 11, 2001, terrorist attacks in the United States demonstrated its commitment to this principle. Additionally, countries like Romania, which joined NATO in 2004, have been actively contributing troops and resources to NATO and multinational operations in regions such as Afghanistan, Iraq, Libya, and Kosovo, showcasing NATO’s role in stabilizing different parts of the world and deterring conflict.

Romania’s NATO Commitment and the Significance of Article 5 in Collective Defense

Romania joined NATO in 2004, and under NATO’s article 5, Romania would be obligated to act militarily against a Russian aggression since NATO’s article 5, states that an armed attack against one or more NATO members in Europe or North America shall be considered an attack against all members (Doe, 2021). Clearly, NATO Article 5 is the key to NATO’s founding treaty, which embodies the principle of collective defense. This means that if Article 5 is invoked, each NATO member would consider the attack as if it were directed against itself and would take the actions it deems necessary to assist the attacked ally, including the use of armed force. Article 5 has only been invoked once, following the September 11, 2001, terrorist attacks in the United States (Doe, 2021).

Romania’s Strategic Role in NATO and the U.S.-Romania Strategic Partnership

Since joining NATO in 2004, Romania has been a committed ally, contributing troops and assets to NATO and multinational operations in Afghanistan, Iraq, Libya, and Kosovo. Romania also plays a crucial role in NATO air defense, with the U.S. upgrading key airbases to strengthen air capabilities for both U.S. and NATO forces (Johnson, 2022). Romania’s NATO accession was also part of its broader path towards integration into European structures, culminating in its accession to the European Union in 2007. The decision to invite Romania to join NATO was formally made at the Prague Summit in 2002. The EU enlargement in 2004, was significant because seven countries including Romania were admitted and it was one of the largest expansions in NATO’s history. The early 2000s were marked by a heightened focus on global security, especially following the events of September 11, 2001. Expanding NATO to include countries like Romania was part of a broader strategy to strengthen the alliance against emerging global threats. In 2011 U.S. and Romania issued the Joint Declaration on Strategic Partnership for the 21st Century, which laid the groundwork for increased cooperation in various domains, including political-military relationships. The partnership aims to enhance NATO’s defense capabilities and advance non-proliferation. It has led to over 200 bilateral engagements and supports education and training. (U.S. Department of State, 2023)

U.S.-Romania Defense Cooperation: Enhancing Military Collaboration and Interoperability (2005-2030)

The defense cooperation agreement signed in 2005 established a framework for U.S. military activities in Romania. This agreement facilitates defense cooperation, joint military exercises, and provides the U.S. military with access to several bases in Romania (Turner, 2021). It supports educational and training initiatives, arms procurement, and the exchange of classified information, reflecting a multifaceted approach to military collaboration. This agreement signed between U.S. and Romania outlines the path for the Defense Cooperation for 2020-2030 includes strategic priorities for the bilateral relationship, including collaboration in cybersecurity, military modernization, and multi-domain operations in the Black Sea region (Turner, 2021). Such initiatives focused on educational components, such as training and knowledge exchange in these specialized areas. Education and training encompasses a broad range of activities designed to enhance military capabilities, interoperability, and understanding. Key aspects of this education and training include, professional development and capacity building, joint exercises and training, interoperability development, education programs at US military schools, shared learning and best practices and simulation of real-world scenarios. The education and training component of the U.S. and Romanian military partnership is multi-layered, focusing on enhancing technical, tactical, and operational skills, as well as fostering a deeper understanding of each other’s cultures and operational methods. This comprehensive approach contributes to the overall peace and stability in the region, reinforcing NATO’s focus on joint operability and coordination.

The Role of IMET Funding in Advancing Romanian Military Capabilities and U.S.-Romania Relations

The U.S. provided Romania with International Military Education and Training (IMET) funding, aimed at professionalizing military students, building capacity, enhancing interoperability, creating a better understanding of the U.S., and fostering lasting military-to-military relationships (U.S. Department of Defense, 2022).  These elements illustrate a comprehensive approach to developing Romanian military capabilities, including the educational development of its forces through U.S. cooperation. Typically, in IMET programs, the decision-making process involves a combination of inputs from the recipient country (in this case, Romania), the providing country (the United States), and sometimes oversight or guidance from larger international organizations such as NATO. The recipient country often identifies its own needs and requests specific types of training and education that align with its military objectives and goals. The providing country then assesses these requests and develops training programs accordingly, sometimes in consultation with NATO to ensure alignment with broader strategic objectives. This collaborative approach ensures that the training provided is relevant, effective, and contributes to the overall goals of enhancing military capabilities, interoperability, and understanding between the countries involved.

Enhancing US-Romanian Military Interoperability: Development of Joint Operational Capabilities

When enhancing interoperability between Romanian and US military forces, the main focus is on development which refers to the process of enhancing the ability of these two forces to work together effectively. This involves aligning their tactics, techniques, procedures, equipment, and communication systems to ensure seamless cooperation in joint operations or missions (Thompson, 2023). Development here encompasses training exercises, sharing of best practices, technological upgrades, and the establishment of common protocols and standards. The ultimate goal is to create a unified and efficient force that can operate cohesively in various scenarios, thereby strengthening the collective defense and security capabilities of both nations. Training and education play a pivotal role in this process, providing the necessary skills and knowledge to bridge gaps in operational approaches and fostering a shared understanding of strategic goals and methodologies.

Romanian-US Military Cooperation: Aligning with SDG 16 for Peace, Justice, and Strong Institutions

The interoperability of Romanian, and US military forces can be linked to Sustainable Development Goal (SDG) 16, which focuses on peace, justice, and strong institutions (Thompson, 2023). The U.S. Office of Defense Cooperation in Romania is the entity that is responsible for the execution of various security cooperation programs. These include International Military Education and Training, Foreign Military Financing/Foreign Military Sales, the State Partnership Program, the George C. Marshall Center, military-to-military engagements, and humanitarian assistance programs. The Office also coordinates training, exercises, operations, and bilateral defense agreements. The US and Romania have signed a ten-year roadmap for defense cooperation to achieve common strategic goals. This agreement, signed by the US Defense Secretary and Romanian Defense Minister, encompasses interests like defense modernization and ensuring security in the Black Sea region. This cooperation comes in the context of Romania increasing its defense spending to 2% of its GDP and hosting several training exercises to enhance interoperability and strengthen defenses (U.S. Department of State, 2023).

Enhancing NATO’s Defense and Upholding International Law through US-Romanian Military Exercises

An example of joint exercises includes operations by the 352d Special Operations Wing and 41st Field Artillery Brigade of the US military. Activities like the High Mobility Artillery Rocket System (HIMARS) and Rapid Aerial Insertion (HIRAIN) near Constanta, Romania, demonstrate the ability to employ long-range precision fires and rapid deployment capabilities. Such exercises are crucial for ensuring joint interoperability and for training service members at the operational and tactical levels as a combined, joint force, thus enhancing collective defense capabilities within NATO (U.S. Department of State, 2023). Joint military training and operations contribute to regional stability and it’s a form of deterrent (against an aggressor like Russia) which is a fundamental aspect of maintaining peace. Collaborative military efforts can deter potential conflicts and support peacekeeping operations or interoperability exercises. These cooperative military engagements often emphasize devotion to international law and humanitarian principles (Thompson, 2023). This shows that Romania and US relations is reinforcing the rule of law both within and between nations. By working together, the militaries of Romania and the US can share best practices and knowledge, aiding in the development of robust military institutions. This collaboration enhances the institutional capacity of each country’s military, contributing to more effective and accountable security parts. Military education and training programs that involve these countries can foster a better understanding of democratic values, human rights, and international rules, which are critical components of SDG 16.

Advancing Peace and Strong Institutions through US-Romanian Military Education and Interoperability

Regarding education that the US military provides to the Romanian forces which would lead to peace and strong institutions are different types which has their own outcome or end goals that they achieve. When we analyze education during an interoperability exercise joint education and training initiatives improve interoperability, enabling U.S. and Romanian forces to operate seamlessly together in NATO missions (Martinez, 2023).

Integrating Theory and Practice in US-Romanian Military Joint Exercises for Enhanced NATO Interoperability

During specific U.S. and Romanian military joint exercises, the education component can be quite detailed and multi-layered, involving both theoretical and practical elements. Joint training helps Romanian miliary members standardize procedures and tactics across the forces. This standardization is crucial for ensuring that units from different countries can work together effectively in NATO missions. Education during a joint exercise would typically take place in Romanian since NATO forces need to train and educate themselves on the same type of terrain, they would fight a potential aggressor like Russia.   This type of training in Romania would instill reality into NATO forces. Language and cultural components play a significant role in the U.S. and Romanian military education and training programs. Enhancing language skills, particularly in English, the operational language of NATO, is a crucial part of the training. This fosters clearer communication and interoperability in joint operations and exercises. The programs often include components designed to build intercultural understanding. This aspect is crucial for effective collaboration in multinational environments and for ensuring mutual respect and understanding of each nation’s military traditions and practices. These components are integral to building robust military institutions and enhancing the capacity of each country’s military, contributing to more effective and accountable security parts.

The Multi-Faceted Components of Joint Exercises

Joint exercises can have a classroom Instruction portion. This might cover topics such as strategic theory, national security organization, international relations, military doctrine, civil-military relationships, interagency cooperation, resource management, military operational planning, and leadership (Martinez, 2023). After military members learn about a particular skill in a classroom setting, normally a transition into hands-on training portion of a joint exercise will occur. Practical aspects such as simulations, exercises, and scenario-based training to solve problems and enhance operational skills (Martinez, 2023). The hands-on training portion of the exercise is crucial in order to solidify theoretical concepts and put them into practice to ensure military members understand them firsthand. Joint exercises would also promote intercultural understanding and cooperation (Martinez, 2023). This portion of the exercise would clearly build trust and friendships among the participants. Joint exercises would also focus on field studies and recommendations. These are designed to expose participants to various aspects of military operations and strategies, as well as to foster teamwork (Martinez, 2023).

Enhancing Interoperability and Building Lasting Relationships Through Joint Exercises

All the tasks a joint exercise would clearly focus on the overall interoperability in order to ensure NATO’s focus on enhancing the ability to operate jointly in various scenarios, emphasizing coordination and communication among diverse military units. This approach of joint exercises to education ensures that the participants not only gain technical and tactical skills but also develop a deeper understanding of each other’s cultures and operational methods, fostering long-lasting professional relationships and contributing to overall peace and stability in the region. Typical exercises focus on regions such as the Black Sea Region were depending on the exercise could be a multinational or just a bilateral exercise from the Region. Personnel from both militaries gain valuable experience in understanding and navigating cultural differences, which is essential in multinational operations. These exercises often involve sharing advanced military knowledge and skills, such as cutting-edge technology, intelligence analysis, and specialized combat training. Joint education programs frequently include leadership training, enhancing the ability of officers to lead in diverse and multinational environments. Training together improves language skills, particularly in English, the operational language of NATO, fostering clearer communication (Martinez, 2023). Joint exercises often simulate real-world scenarios, providing practical experience in how to coordinate and operate in complex environments. These programs create lasting professional relationships and networks, which can be invaluable in future joint operations and collaborations. This partnership fosters the development of advanced military capabilities and expertise, strengthening NATO’s overall defense posture.  The claims about the focus and impact of joint military exercises between the US and Romanian forces, particularly in enhancing NATO’s operational interoperability, can be supported by several instances and statements from military exercises and cooperation programs (Weaver, 2022) and (Darr, 2023). These joint exercises serve as a cornerstone in building a cohesive and responsive NATO alliance, ready to face any challenges with unified strength and expertise (Weaver, 2022) and (Darr, 2023).

U.S. Military Educational Programs: Promoting Interconnectedness and Democratic Values

The U.S. military also offers a range of other educational programs to the Romanian military, with a focus on promoting intercultural understanding and democratic governance. By teaching these values and related skills, peace is more likely to endure (RAND 2017); thereby leading to a greater impact of other military education. These programs are hosted by U.S. military’s elite schools, like war and staff colleges, and are open to foreign military officers and defense-related civilians (Atkinson, 2015). They provide a platform for building trust, intercultural understanding, and a shared frame of reference amongst military officers from the U.S. and other nations, including Romania. The curriculum in these programs is intensive, covering topics like military history, strategic theory, national security organization, international relations, military doctrine, civil-military relationships, interagency cooperation, resource management, military operational planning, and leadership (Atkinson, 2015). These subjects help provide a common intellectual and operational framework for both U.S. and foreign students. Additionally, the Field Studies Program is a mandatory part of the curriculum for foreign students, designed to expose them to the U.S. way of life, democratic values, respect for individual civil and human rights, and the rule of law. Educational exchanges at U.S. military institutions are structured to achieve several goals. These goals normally are to building cooperative relationships, supporting democratic institutions, values, norms, and increasing understanding and defense cooperation between the United States and foreign countries (Atkinson, 2015). These exchanges are seen as a key component in maintaining regional peace and stability. The exchanges are also explicitly tasked with supporting democratic institutions and values. Furthermore, family inclusion in these programs is significant, as it enhances the overall positive experience of the participants (Atkinson, 2015). The entire family’s integration into local U.S. communities through various activities contributes to a broader and more profound intercultural understanding and international friendships. These programs contribute to building a network of U.S. educated military officers worldwide, fostering cooperative relationships that help maintain regional peace and stability. The military educational exchanges are seen as successful in accomplishing these goals due to their emphasis on integration and intense social interaction as mandatory components of the program for all students, both U.S. and foreign.

Sources:

Smith, J. (2023). Romanian-U.S. Military Partnership in NATO Context. Journal of International Security Affairs, 45(3), 112-130.

Doe, J. (2021). NATO’s Collective Defense: Article 5 and Member Obligations. Global Security Press.

Johnson, M. (2022). Romania’s Role in NATO: Contributions and Strategic Importance. Journal of Military and Strategic Studies, 34(2), 45-60.

U.S. Department of State. (2023). US-Romania Strategic Partnership: Progress and Prospects. Washington, DC: Government Printing Office.

Thompson, A. (2023). Interoperability in US-Romanian Military Relations and Its Impact on Global Security. Journal of International Security and Peace Studies, 15(1), 77-95.

Martinez, S. (2023). Enhancing NATO’s Interoperability: The Role of U.S.-Romanian Military Training. Journal of Defense and Strategic Studies, 18(4), 234-259.

Atkinson, C. (2015). Diplomacy and International Relations. All Azimuth: A Journal of Foreign Policy and Peace, 4(2), 45-60.

James B. Steinberg (article) https://www.brookings.edu/articles/nato-enlargement-moving-forward-expanding-the-alliance-and-completing-europes-integration/

Natalie Weaver, (2022). https://www.army.mil/article/262699/increase_in_military_movements_in_romania_drive_interoperability

Troy Darr, (2023). https://www.army.mil/article/267792/nato_implements_exercise_dacian_strike_2023

RAND Corporations (2017). Szayna, T. S., O’Mahony, A., Kavanagh, J., Watts, S., Frederick, B., Norlen, T. C., … & Voorhies, P. (2017). Conflict trends and conflict drivers: An empirical assessment of historical conflict patterns and future conflict projections. Retrieved from https://www.rand.org/pubs/research_reports/RR1063.html

In Saudi Arabia, there is a group called the General Authority of Sports which was established in 1974 and its name was changed to the Ministry of Sports, especially after sport started occupying a significant place in the Saudi developmental vision. One of the major concerns of the Ministry is to carry out the royal decree that all Saudi girls in government schools must have access to physical education. Even though the royal decree was passed in 2014, it didn’t go into action until the 2017-2018 school year because of religious and cultural rules that govern Saudi society. As part of the Saudi Vision 2030 for growth, the Ministry of Sports is working with the Ministries of Education and Labor to help reach this goal.

The Ministry of Education has made this dream that all girls who attend public schools have access to physical education come true, but a lot of work still needs to be done in this brand-new area of girls ‘ physical fitness education that is sensitive to Saudi culture and people because of the Saudi heritage, traditions, and values that do not value women physical and sport activities. It is the job of this group to help make courses for this new field. The goal is very hard because the PE teachers training, and development needs must be met by the curricula so that they can learn all the skills they need to teach PE to girls. The challenge lies in the fact that most teachers to be might have not received any kind of physical education if they got their primary education in Saudi Arabia.

Educating girls in physical fitness poses many challenges for Saudi Arabia school officials. For example, at government schools for girls, all teachers are supposed to be women. This is a big challenge because Saudi female college grads didn’t get any physical education and don’t know how to improve their physical skills. In this area of education, they are learning completely new ideas and ways to teach. So, different agencies and organizations need to work together to make a curriculum to train the trainer. Hence, the Ministry of education started a Diploma in PE program to bridge that gap. The real lessons that are supposed to be taught in girls’ schools from grade 1 to 12 were also supposed to be planned. Along with the curriculum, the Ministry of Education planned intense workshops to help future female physical educators get the most out of their training and help the country reach its 2030 developmental goals.

One of the key goals of the Ministry of Sport is to get more Saudi women involved in sports and to help them do better. The field has grown very quickly. Because of this, Saudi Arabia did not have any women’s national teams in 2015, but now they have 25 teams that serve the country.

References

S. E. U. (2022, April 29). The Saudi National Transformation Plan and the Role of Saudi

Women. YouTube. https://www.youtube.com/watch?v=flB6DwUITnw

PE for girls in school: Royal decree needed. (2014, April 5). Arab News.

https://www.arabnews.com/news/550876

Saudi women’s sport grows by leaps and bounds. (2021, March 8). Arab News.

https://www.arabnews.com/node/1821611/sport

Saudi Arabia approves physical education program in girls’ schools. (2017, July 11). Arab

News. https://www.arabnews.com/node/1127811/saudi-arabia

MacInnes, P. (2023, September 22). Mohammed bin Salman says he will ‘continue doing

sport washing’ for Saudi Arabia. The Guardian.

https://www.theguardian.com/world/2023/sep/21/mohammed-bin-salman-says-he-

will-continue-doing-sport-washing-for-Saudi-Arabia

G. S. (2023, September 21). Saudi Arabia’s Mohammed bin Salman “will continue

sportswashing.” YouTube. https://www.youtube.com/watch?v=KrmqY9hyCCw

Al-Shahrani, H. F. (2020, December 1). The Reality of Women’s Sport in Saudi Society.

https://doi.org/10.13189/saj.2020.080627

Saudi Arabia approves a physical education program in girls’ schools. (2017, July 11). Arab

News. https://www.arabnews.com/node/1127811/saudi-arabia

The official Saudi Press Agency. (n.d.). SaudiPressAgency.

https://www.spa.gov.sa/en/news/categories-news/4?page=1

Saudi Vision 2030. (2023, December 9). Wikipedia.

https://en.wikipedia.org/wiki/Saudi_Vision_2030#:~:text=Saudi%20Vision%202030%20lays

%20out, UNESCO%20heritage%20sites%2C%20life%20expectancy

(Photo used from Riveter Magazine)

https://www.bing.com/images/search?view=detailV2&ccid=uSqRiGvc&id=300133CA0EAE410D478660FF94126CFEEEF97257&thid=OIP.uSqR

Bin Salman announced that his investment in the sports sector has resulted in an increase in its contribution to the Gross Domestic Product (GDP) from 0.4% to 1.5%. He expressed his satisfaction with the decision to invest in sports, which aligns with the developmental vision for the year 2030. However, one thing is clearly missing from this investment: the current level of girls’ physical fitness education.

The perpetuation of negative cultural and physical attitudes regarding women’s sports over generations poses significant challenges to their opposition. The Saudi families are still resisting surrendering to the fact that girls’ physical education is crucial to boosting the girls’ mental and physical well-being due to ideas and stereotypes that used to define the role of women in society. Denying girls their rights to physical education in government schools reflects a tremendous level of gender inequality, as boys in government schools in Saudi Arabia have always had access to physical education in Saudi government schools. Of course, the quality is not controlled and varied due to budgetary considerations, but accessibility is ensured.  Implementation of the physical education program for Saudi girls only started in the academic year 2017-2018 as a component of the Nation Transformation Program (NTP) 2020 initiatives. Prior to that particular year, female students in all government schools in Saudi Arabia were not granted the opportunity to engage in any form of physical education. Consequently, in the year 2013, the overall health-care expenditure in Saudi Arabia incurred a direct and indirect cost of 1.71% due to physical inactivity, specifically among adolescent females. For instance, the disparity in physical education availability is apparent in the obesity rate of 44%, surpassing the national average of 35.4% by nearly three. This discrepancy is far higher than the global average of 13%. Furthermore, the World Health Organization (WHO) has disclosed that there has been an escalation in the prevalence of chronic diseases linked to physical inactivity in the Kingdom of Saudi Arabia. Furthermore, by neglecting physical education for girls, the United Nations Sustainable Development Goal 3 (SDG3) for Health and Well-being will not be archived. This goal aims to ensure healthy lives and promote well-being for all.

Given the extensive historical backdrop of gender disparities within the realm of physical education in Saudi Arabia, it is pertinent to inquire about the projected timeline required for the transformative vision to rectify the detrimental consequences inflicted upon the health of Saudi girls and women because of the absence of such educational opportunities. Furthermore, it is important to consider whether the proposed vision possesses viable strategies for enhancing the standard of physical education after achieving accessibility and subsequently guaranteeing its long-term sustainability.

To obtain a comprehensive understanding of the extent to which the project has been implemented, a series of semi-structured interviews were performed with female individuals between the ages of 7 and 18, as well as their respective families, residing in Riyadh, Saudi Arabia. All female students enroll in public educational institutions. The objective of the interviews was to ascertain whether girls’ physical education is being accorded comparable priority to other sport projects in 2023 or if it is lagging. The new developmental vision targeted sport education for girls in elementary, secondary, and high government schools. The ministry of education, in cooperation with the ministry of education, has provided training to female trainers to handle the sport classes. Unfortunately, in some schools, PA class happens once a week. The sports that are available are basketball, ping-pong, running, and swimming in very few schools due to budgetary limitations. However, Saudi Arabia has been allocating substantial financial resources towards hosting and participating in international sporting events and forums. In recent times, a substantial number of financial resources have been allocated towards the recruitment of soccer players from various foreign clubs with the intention of integrating them into the Saudi national squad. The prospect of learning more about the level of dedication and effectiveness in carrying out educational visions within public school systems piqued my interest. I inquired about the adequacy of the sports facilities in which the physical education sessions are being held. Additionally, it’s crucial to check whether the coaches or instructors leading the physical activity classes are qualified. Furthermore, I am interested in understanding the level of emotional and mental preparedness among Saudi cultures with regards to adopting and embracing a new active lifestyle. Specifically, I would like to explore the significance of physical movement and an active lifestyle and how these factors can enhance the body’s resilience against non-communicable diseases.

References

MacInnes, P. (2023, September 22). Mohammed bin Salman says he will ‘continue doing sport washing’ for Saudi Arabia. The Guardian. https://www.theguardian.com/world/2023/sep/21/mohammed-bin-salman-says-he-will-continue-doing-sport-washing-for-saudi-arabia

G. S. (2023, September 21). Saudi Arabia’s Mohammed bin Salman “will continue sportswashing.” YouTube. https://www.youtube.com/watch?v=KrmqY9hyCCw

Al-Shahrani, H. F. (2020, December 1). The Reality of Women’s Sport in Saudi Society. https://doi.org/10.13189/saj.2020.080627

Saudi Arabia approves a physical education program in girls’ schools. (2017, July 11). Arab News. https://www.arabnews.com/node/1127811/saudi-arabia

The official Saudi Press Agency. (n.d.). SaudiPressAgency. https://www.spa.gov.sa/en/news/categories-news/4?page=1

Saudi Vision 2030. (2023, December 9). Wikipedia. https://en.wikipedia.org/wiki/Saudi_Vision_2030#:~:text=Saudi%20Vision%202030%20lays%20out,UNESCO%20heritage%20sites%2C%20life%20expectancy

(Photo used from the International Monetary Fund at rhe following link) https://www.imf.org/en/Publications/fandd/issues/2021/09/advancing-gender-equality-through-climate-action-COP26-trevelyan 

By Casey Moore, 21 November 2023

Imagine a young girl in Ethiopia out on a short walk before school, but instead of wearing a backpack with her books and learning materials, she has a water can strapped to her back. This girl cannot go to school today, because she must go fetch water for the household. Meanwhile, her brother is on his way to school, but this girl here will miss out today. 

Amongst many global challenges, climate change and gender inequality are tightly woven together and are at the forefront of many teachers’ and students’ minds. How can we legally ensure the access to education for all girls and boys? In order to present an effective solution, it is paramount for one to understand the definitions and the relationship between the two. “Climate change, as defined by [https://climateknowledgeportal.worldbank.org/overview] is the significant variation of average weather conditions becoming, for example, warmer, wetter, or drier—over several decades or longer. It is the longer-term trend that differentiates climate change from natural weather variability. While gender inequality, defined by [https://climateknowledgeportal.worldbank.org/overview], is described as, the legal, social and cultural situation in which sex and/or gender determine different rights and dignity for women and men, which are reflected in their unequal access to or enjoyment of rights, as well as the assumption of stereotyped social and cultural roles. Taken together, women and girls are more vulnerable to climate change, such as taking on provider roles and fetching water for the family, used for labor to repair fields, or playing the role of a mother in her absence. 

The impacts of changing climate is NOT gender-neutral.Sims (2021) notes that “It’s estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change.” This number is feeigtening for the future of ALL women. Particularly in developing countries, like countries in Africa, where women have to bear the weight of climate change and have to leave or quit school to tend to family livelihood. Think back to the story in the beginning of this article. The brother didnt skip school to fetch water that day, the girl did. Although Climate change is fairly recent, this problem stems from a much deeper, already existing gender disparity in roles, responsibilities, and access to much needed resources. 

In many societies it is the norm for women to take on the role of collecting water, gathering wood, and farming for food or natural resources. These responsibilities of women and girls are becoming more challenging with water scarcity and extreme weather events (such as droughts, hurricanes, and extreme heat) that are wreaking havoc on agricultural farming and sources needed for food and clean water. Children are being affected the most from the recent climate change. According to Save the Children (2021), “A child born in 2020 will experience on average twice as many wildfires, 2.8 times the exposure to crop failure, 2.6 times as many drought events, 2.8 times as many river floods, and 6.8 times more heatwaves across their lifetimes, compared to a person born in 1960’ (Save the Children, 2021).” Of those children the link between climate change and girls’ education is deeply intertwined and tightly connected. “Climate change increases girls’ domestic work, taking time away from school and study (Peek et al., 2018).” There is a direct link between climate change, and the responsibilities that women and girls have to take on during these times and their education. They are often forced to drop out early from secondary school to help out around the house or get jobs to help support their household. Oftentimes girls drop out of school at a very young age and are forced to marry during famines to earn money for the household (Peek et al., 2018). One participant in a study in Africa stated, “Poverty is a big constraint. But the problem is that when it comes to gender it becomes double. It is double because for example, if you look at a family that is poor, definitely it is the boy who will be taken to school (Agostino, 2010).”

In conclusion, the relationship between climate change and gender inequality continually proves to be a problem in low and lower income countries and it demands our attention. We must acknowledge and address these interconnected problem sets so that we can develop solutions to end gender inequality caused by climate change. In doing so we link Sustainable Development Goals (SDGs) 5 (Gender Inequality) and SDG 13 (Climate Action) together to develop outcomes that develop a way forward for both. 

References:

Agostino, 2010. Gender equality, climate change and education for sustainability. https://www.e4conference.org/wp-content/uploads/2010/02/Equals24.pdf. 

Climate Change Knowledge Portal. For development Practitionirs and Policymakers. https://climateknowledgeportal.worldbank.org/overview#:~:text=Climate%20change%20is%20the%20significant,change%20from%20natural%20weather%20variability. 

Pankhurst, C. (2022) ‘Girls’ education and climate change: A critical review of the literature’, Accountability for Gender Equality in Education (AGEE) Working Paper, London: Centre for Education and International Development, UCL.

Peek, L., Abramson, D. M., Cox, R. S., Fothergill, A., & Tobin, J. (2018). Children and disasters. In H. Rodríguez, W. Donner, & J. Trainor (Eds.), Handbook of disaster research. Handbooks of sociology and social research. Springer. Available at: https://doi.org/10.1007/978-3-319-63254-4_13. 

Save the Children. (2021). Born into the Climate Crisis: Why we must act now to secure children’s rights. Available at: https://resourcecentre.savethechildren.net/pdf/borninto-the-climate-crisis.pdf/. 
Sims, K. (2021). Education, Girls’ Education and Climate Change. K4D Emerging Issues Report 29. Institute of Development Studies. DOI: 10.19088/K4D.2021.044

The Malala Fund’s Role in Combating Climate Changes Impact on Education for Young Girls.  

(Photo from Malala Fund website at https://malala.org/countries/ethiopia)

By Casey Moore, 02 December 2023

“The Malala Fund, co-founded in 2013 by Malala Yousafzai, worked to ensure every girl globally could access 12 years of safe, and free quality education (Ikrama).” This organization started as a fund to, “work for a world where every girl can learn and lead (malala.org).”  Today they are doing work in nine countries across the globe to include Ethiopia. Their mission is to actively work to address the relationship of climate change and its effect on girls’ education within the country.  

Effects of climate change have continued to climb over the past decade; and are posing serious threats to multiple aspects of daily life including access to education for girls in Ethiopia. Ethiopia has been struggling with providing accessible and quality education during these times of climate change, especially for girls. Ethiopia, being a country that suffers from irregular rainfall, droughts, and floods which affect daily life and more importantly agricultural fields that produce food for the population or income for farmers to support their households.Agriculture accounts for nearly half of the country’s gross domestic product (Megan Devonald, 2022).” These effects of climate change directly negatively affect these vulnerable populations in Ethiopia by having to adjust their roles and responsibilities to survive or keep food and water in the house.  “These vulnerabilities are compounded by gender norms that present specific challenges for adolescent girls. It is estimated that by 2025, climate change will be a contributing factor in at least 12.5 million girls globally each year not completing their education (Fry and Lei, 2021).” Girls are mainly affected by these role changes…and education for boys is given the priority.  

So what is being done about this issue? Is all hope lost? The Malala Fund is taking a different approach to this link between effects of climate change and girls’ education. The Malala Fund has given $28,985 in 2022 in contributions and grants, $12,000 more than the year before [https://2021.malala.org/financial-snapshot#funds].They aim to raise awareness and break down barriers that stand between climate change and the access to education for young girls, and they do this by empowering girls by giving grants and contributing to the needs of the school systems. They aren’t just building schools and hoping that the governmental system is going to fix itself, they are actually working with policy makers to raise awareness and to develop policies that will legally give girls the right to education. The following quote is from Malala Funds’ website and describes the work Martha, an education champion,  is doing in the region. “A former teacher, Martha knows the challenges Ethiopian girls face in finishing their education. Schools are not attentive to the needs of female students and many girls struggling to keep up with their studies eventually drop out. With her Malala Fund grant, Martha will work with schools and local governments to end gender-based violence and improve education quality and learning environments. 100 high school girls will participate in Women Empowerment Action (WE-Action’s) training programme and learn to advocate for their education [https://malala.org/newsroom/malala-fund-education-champions-network-fourth-cohort-announcement] ” They aim to put climate change into the mix when educational development decisions are being made and aim for communities to have a climate-resilient education system.

I know what you are thinking…SHOW ME THE NUMBERS. Today the Malala Fund supports 5 “Education Champions” (AKA Malala Fund vetted educational experts) that are working in the Amhara region in Ethiopia. These individuals are working in policy development to get Ethiopia to achieve the Sustainable development Goals by 2030, and they are also working in girls activist training. 

“I am the person I am because of education. I have to give back what I was privileged to have. To give back to the community. That’s why I’m still working.” -Amsale Mulugeta, Executive Director, Education for Sustainable development. 

Photo from https://malala.org/countries/ethiopia 

The Malala Fund just began its work in August 2020, and one month later was already awarding grants to organizations in Ethiopia that were working towards girls’ education and school closures during the COVID-19 pandemic (www.malala.org). Alongside climate change, the COVID-19 pandemic also contributed to many young girls not returning to school and having to take on care roles in the household. COVID-19 and sustainable development goal (SDG) 3 is directly tied to girls education in these areas as well. SDG 3 aims for good health and well being by 2030. Young girls in these affected regions are also affected by the pandemic with the lack of healthcare, and ability to treat and fight disease during and after the pandemic. They have also seen the lack of facilities for girls in school caused by the pandemic, like bathrooms, and water availability for feminine sanitary needs.  

Malala Fund donated money to ACE Charity in Ethiopia to  produce weekly broadcasted sessions that were multilingual over the radio to teach literacy and STEM lessons for students who didn’t have access to online schooling. Malala Fund support also helped expand a program for girls that offers safe spaces where they can learn basic literacy, numeracy and life skills. This type of adjustments during natural disasters or pandemics are important to the resilience of education for young girls in Ethiopia. It keeps them “in” school, even when they may not be able to physically attend.  

In conclusion, the Malala Fund’s efforts have directly changed the lives of many girls in their continued secondary education by advocating for policy change, forming partnerships, and providing support directly through their field teams. This organization is making big strides in ensuring that girls can have access to education while the effects of climate change continue to worsen. Malala Fund’s efforts are the new formula to combating inequalities in education in the country and empowering girls to change their lives for the future. 

References: 

Fry, L., & Lei, P. (2021). A greener, fairer future: Why leaders need to invest in climate and girls’ education. Malala Fund. 

Malala Yousafzai: Promoting girls’ education in conflict-affected countries. The Case For Women. (n.d.). https://doi.org/10.1108/CFW-07-2022-0022 

Malala Fund. (n.d.). https://malala.org/countries/ethiopia Megan Devonald, Nicola Jones, Abreham Iyasu Gebru & Workneh Yadete (2022) Rethinking climate change through a gender and adolescent lens in Ethiopia, Climate and Development, DOI: 10.1080/17565529.2022.2032568