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A/75/6 (Sect. 1) General Assembly
United Nations A/75/6 (Sect. 1) General Assembly Distr.: General 27 April 2020 Original: English Seventy-fifth session Item 141 of the preliminary list* Proposed programme budget for 2021 Proposed programme budget for 2021 Part I Overall policymaking, direction and coordination Section 1 Overall policymaking, direction and coordination Contents Page I. Policymaking organs ............................................................ 5 1. General Assembly .......................................................... 8 B. Proposed post and non-post resource requirements for 2021*** ................ 8 2. Advisory Committee on Administrative and Budgetary Questions (including its secretariat) ................................................................ 12 B. Proposed post and non-post resource requirements for 2021*** ................ 12 3. Committee on Contributions ................................................. 16 B. Proposed post and non-post resource requirements for 2021*** ................ 16 4. Board of Auditors (including its secretariat) ..................................... 17 B. Proposed post and non-post resource requirements for 2021*** ................ 17 5. United Nations Joint Staff Pension Board (including United Nations participation in the costs of the secretariat of the United Nations Joint Staff Pension Fund) .............. 21 B. Proposed post and non-post resource requirements for 2021*** ................ 21 * A/75/50. ** In The part consisting of the proposed programme plan for 2021 is submitted for consideration -
The Rise of Education in Africa
The History of African Development www.aehnetwork.org/textbook/ The rise of education in Africa Johan Fourie 1. Introduction How often do we stop to consider where the things we use every day come from? All our necessities and luxuries, from clothes and household utensils to mobile phones and computers, are the result of our advanced market economy. This introduction describes briefly how this economy came into being. For most of the thousands of years of human history we were hunter-gatherers spread out across Africa, Europe, Asia and the Americas. In those days we were limited to what we could find or produce for ourselves. With the dawning of civilisation came the urge to produce something bigger. But to build a pyramid or a temple or a fort we had to combine the collective effort of hundreds or thousands of people. The only way we could make something big was to get a lot of people to do the work. In those early days, if you wished to increase productivity you simply added more people. This is what farmers in many parts of the world did for hundreds of years. In the days of the Roman Empire, the Romans seized slaves from the countries they conquered and forced them to work on their farms. In colonial America, farmers in the southern states boosted productivity on their large sugar and cotton plantations by using slaves captured from various parts of Africa. (Many black Americans in the United States today are descendants of these slaves.) But technology has changed our dependence on unskilled workers. -
Africa's Leading Independent Oil Company
TULLOW OIL PLC PLC OIL TULLOW 2017 ANNUAL REPORT & ACCOUNTS & REPORT ANNUAL 2017 TULLOW OIL PLC 2017 ANNUAL REPORT & ACCOUNTS AFRICA’S LEADING INDEPENDENT OIL COMPANY www.tullowoil.com D AFRICA’S LEADING INDEPENDENT OIL COMPANY Tullow Oil is a leading independent oil and gas exploration and production company. Our focus is on finding and monetising oil in Africa and South America. Our key activities include targeted Exploration and Appraisal, selective development projects and growing our high-margin production. We have a prudent financial strategy with diverse sources of funding. Our portfolio of 90 licences spans 16 countries and is organised into three Business Delivery Teams. We are headquartered in London and our shares are listed on the London, Irish and Ghana Stock Exchanges. 1 2 3 STRATEGIC REPORT CORPORATE GOVERNANCE FINANCIAL STATEMENTS Our Group highlights 1 Directors’ report 56 Statement of Directors’ responsibilities 108 Our operations 4 Audit Committee report 67 Independent auditor’s report for the Chairman’s foreword 6 Nominations Committee report 73 Group Financial Statements 109 Chief Executive Officer’s foreword 8 EHS Committee report 76 Group Financial Statements 117 Chief Financial Officer’s foreword 10 Remuneration report 78 Company Financial Statements 153 Executive Team overview 12 Other statutory information 101 Five-year financial summary 162 Market outlook 14 Supplementary information Our strategy 16 Shareholder information 163 Our business model 18 Licence interests 164 Key performance indicators 20 Commercial reserves and resources 168 Creating value 24 Transparency disclosure 169 Operations review 26 Sustainability data 176 Finance review 31 Tullow Oil plc subsidiaries 179 Responsible Operations 36 Glossary 181 Governance & Risk management 38 Board of Directors 40 Principal Risks 42 Organisation & Culture 50 Shared Prosperity 52 You can find this report and additional information about Tullow Oil on our website: www.tullowoil.com Cover: TEN FPSO, Prof. -
Africa Unplugged
Africa Unplugged: Policy, institutional and investment challenges in powering the continent African Science Academy Development Initiative (ASADI) workshop Improving Access to Energy in Sub-Saharan Africa 17-18 March, Pretoria Prof Anton Eberhard Management Program in Infrastructure Reform and Regulation University of Cape Town www.gsb.uct.ac.za/mirwww.gsb.uct.ac.za/mir www.gsb.uct.ac.za/mir 1 Africa in perspective Sub-Saharan Africa “Average SSA country” – Land area: Australia, Brazil, – Land area: around the Europe, Japan plus size of Texas USA – Population: Europe, – Population: similar to Japan plus USA Belgium – GDP: less than The – GDP: equivalent to Netherlands mid-sized OECD city www.gsb.uct.ac.za/mir Outline _____________ 1. Africa’s chronic power problems 2. Improving sector performance 3. Investment & financing Africa Infrastructure Country Diagnostic www.gsb.uct.ac.za/mir 2 1. Africa’s chronic power problems Infrastructure is underdeveloped Electricity supply is often unreliable Power costs are high, subsidies regressive and prices barely affordable plus hidden costs www.gsb.uct.ac.za/mir Power infrastructure is underdeveloped • Installed capacity in SSA is 68 GW – Comparable to Spain – Without South Africa falls to 28 GW • Up to a quarter of capacity unavailable • Growth in capacity stagnant • Installed capacity per capita 10% of LA • Lowest electrification access, rates are declining with population growth www.gsb.uct.ac.za/mir 3 Very low access to power Source: Earthlights, 2000 www.gsb.uct.ac.za/mir Source: Africa Infrastructure Country Diagnostic www.gsb.uct.ac.za/mir 4 Source: Africa Infrastructure Country Diagnostic www.gsb.uct.ac.za/mir Power infrastructure is underdeveloped • Consumption per capita barely 1% of high-income countries and declining • Large energy resources unexploited, distant from main centers of demand (eg. -
Policy Guidelins on Digitizing Teaching And
Contents 1. Introduction .................................................................................................................................... 2 Presentation of the Problem............................................................................................................... 2 2. Discussions of the Issues ................................................................................................................. 3 i. Teaching and Learning Pre-COVID-19 ......................................................................................... 3 ii. Outcomes of the Specialized Technical Committee on Education, Science and Technology ..... 3 iii. Digitization for COVID-19 and Beyond using DOTSS ................................................................... 4 a. Administration ........................................................................................................................ 4 b. Primary Level and Secondary Level......................................................................................... 5 c. Tertiary Level ............................................................................................................................... 5 d. TVET ............................................................................................................................................ 5 e. Examples of Policies and Best Practices...................................................................................... 6 3. Recommendations ......................................................................................................................... -
CAE 2010 in Review Final.Indd
January to December 2010 · Volume 6 African Education in Focus A publication of the Center for African Education and the African Studies Working Group at Teachers College, Columbia University Journeys: 2010 in review DIRECTOR'S NOTE eachers College has re- events have pointed to the challenges The Center encourages faculty newed its interests in glob- confronting African peoples as they members and students to undertake al affairs and brought into seek to overcome basic economic, research on African immigrants and Tplay its full range of expertise in educational and health problems. to lay on new Africa related courses. the fields of education, health and This issue of African Education Professor Michelle Knight-Diop psychology. These interests lie not in Focus presents the range of events (together with two students, Ms. solely with the domestic; nor solely sponsored by the Center. It also Ramatu Bangura and Mr. Vaughn with the international. They involve attempts to cover the range of ac- Watson) is engaged in a fascinat- understanding education in both tivities of faculty members and stu- ing piece of research on civic and domains. The Center for African dents as they reach out to New York political life of African immigrant Education has been engaged in this metropolitan educators, undertake youth. While Professor JoAnne journey of exploration directed to- ward promoting interest in Africa "The Center provides a platform for the discussion of and African education in the Unit- African affairs and African education and disseminates ed States and providing assistance to information on Africa within the field of education." African countries. -
Pan-African Institute of Education for Development (IPED)
AFRICAN UNION UNION AFRICAINE UNIÃO AFRICANA Addis Ababa, ETHIOPIA P. O. Box 3243 Telephone: 00 251 11 551 7700 Fax: 00 251 11 551 7844 Website: www.au.int DEPARTMENT OF HUMAN RESOURCES, SCIENCE AND TECHNOLOGY Pan-African Institute of Education for Development (IPED) AU- IPED FIELD DATA MANAGEMENT EXERCISE REPORT 1 | P a g e 1. Background I. History Pan-African Institute of Education for Development (IPED) is a specialized institution of the African Union that functions as the observatory of Education in Africa. Originally known as the African Bureau of Education Sciences (BASE) under Organization of African Unity, IPED’s role is to ensure quality, responsive and inclusive education development in Africa based on sound, accurate, and timely information in order to meet the individual and collective goals for the development of human resources and intellectual capacity in the continent. It is headquartered in Kinshasa, Democratic Republic of the Congo (DRC) and works closely with entities like International Centre for Girls’ and Women’s Education in Africa (CIEFFA) based in Ouagadougou, Burkina Faso and Association for the Development of Education in Africa (ADEA). II. IPED Mandate All development frameworks, international and continental recognize education as essential to development in Africa. In line with this, education in Africa has been prioritized for intense investment to produce quality human capital to support the objectives of the various development frameworks, such as Sustainable Development Goals (SDGs) and Agenda 2063, as well as education-specific frameworks like Continental Education Strategy for Africa (CESA2016-2025) and Edu2030. As the African Union observatory for education in the continent, IPED is mandated to establish a continental Education Management Information System in line with its role of ensuring quality, responsive and inclusive education. -
Submission to the Committee on the Elimination of Discrimination Against Women Review of Niger 81St Pre-Session June 2021
Human Rights Watch Submission to the Committee on the Elimination of Discrimination against Women Review of Niger 81st Pre-Session June 2021 We write in advance of the 81st pre-session of the Committee on the Elimination of Discrimination against Women and its adoption of a list of issues prior to reporting regarding Niger’s compliance with the Convention on the Elimination of All Forms of Discrimination against Women. This submission includes information on barriers to the right to primary and secondary education in Niger and the country’s efforts to protect education from attack during armed conflict. Barriers to the Right to Primary and Secondary Education (Article 10 and 16) Pregnant Pupils Niger has one of the highest rates of adolescent pregnancy, according to UNICEF data analyzed by Human Rights Watch.1 In Niger, 180 per 1000 women ages 15-19 gave birth.2 Only 42 percent of girls are enrolled in basic education, compared with 58 percent of boys, according to the Nigerien government.3 Many girls’ education suffers as a result of early marriage and pregnancy.4 Niger is among 24 countries that lack a policy or law to protect pregnant girls’ right to education, based on research by Human Rights Watch on pregnant pupils’ and adolescent parents’ rights to primary and secondary education in all African Union member countries.5 1 UNICEF, “Unicef Data Warehouse,” June 9, 2021, https://data.unicef.org/resources/data_explorer/unicef_f/?ag=UNICEF&df=GLOBAL_DATAFLOW&ver=1.0&dq=UNICEF_SSA+KEN+ COD+CAF+NGA+NER+MOZ+ZAF+CMR+MWI+UGA+TZA.MNCH_BIRTH18..&startPeriod=2009&endPeriod=2021 (accessed June 9, 2021). -
Impact of COVID-19 on Children's Education in Africa Submission
Impact of Covid-19 on Children’s Education in Africa Submission to The African Committee of Experts on the Rights and Welfare of the Child 35th Ordinary Session 31 August – 4 September 2020 Human Rights Watch Observer status N⁰. 025/2017 Human Rights Watch respectfully submits this written presentation to contribute testimony from children to the discussion on the impact of Covid-19 on children at the 35th Ordinary Session of the African Committee of Experts on the Rights and Welfare of the Child. Between April and August 2020, Human Rights Watch conducted 57 remote interviews with students, parents, teachers, and education officials across Burkina Faso, Cameroon, the Democratic Republic of Congo, Kenya, Madagascar, Morocco, Nigeria, South Africa, and Zambia to learn about the effects of the pandemic on children’s education. Our research shows that school closures caused by the pandemic exacerbated previously existing inequalities, and that children who were already most at risk of being excluded from a quality education have been most affected. Children Receiving No Education Many children received no education after schools closed across the continent in March 2020.1 “My child is no longer learning, she is only waiting for the reopening to continue with her studies,” said a mother of a 9-year-old girl in eastern Congo.2 A mother of two preschool-aged children in North Kivu, Congo, said, “It does not make me happy that my children are no longer going to school. Years don’t wait for them. They have already lost a lot... What will become -
General Assembly Distr.: Limited 6 July 2021
United Nations A/HRC/47/L.4 General Assembly Distr.: Limited 6 July 2021 Original: English Human Rights Council Forty-seventh session 21 June–13 July 2021 Agenda item 3 Promotion and protection of all human rights, civil, political, economic, social and cultural rights, including the right to development Albania,* Armenia, Australia,* Austria, Belgium,* Bosnia and Herzegovina,* Bulgaria, Canada,* Chile,* Croatia,* Cyprus,* Czechia, Ecuador,* Estonia,* Fiji, Finland,* France, Georgia,* Germany, Greece,* Hungary,* Ireland,* Italy, Latvia,* Lithuania,* Luxembourg,* Malta,* Mexico, Monaco,* Montenegro,* Morocco,* Nepal, Netherlands, North Macedonia,* Paraguay,* Peru,* Philippines, Portugal,* Qatar,* Romania,* Serbia,* Slovakia,* Slovenia,* Spain,* Sweden,* Switzerland,* Ukraine, United States of America* and Uruguay: draft resolution 47/… The right to education The Human Rights Council, Guided by the purposes and principles of the Charter of the United Nations, Reaffirming the human right of everyone to education, which is enshrined in, inter alia, the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child, the Convention on the Elimination of All Forms of Discrimination against Women, the International Convention on the Elimination of All Forms of Racial Discrimination, the International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families, the Convention on the Rights of Persons with Disabilities and the -
The Science Networker Dec2014
December 2014 | NASAC e-bulletin Volume 1 Issue 2 Smart Villages Energy Access for off-grid Rural Areas NASAC in collaboration with the Cambridge Malaysian Sciences joined the International Science Programme Education and Development Trust (CMEDT) and the at the University of Uppsala, and the Swedish European Academies Science Advisory Council held a Secretariat for Environmental Earth Systems Science consultative forum in Kampala, Uganda to discuss the to host the event. Several key recommendations are Smart Village project. The forum which was held as a highlighted below. back-to-back event to the 10th Annual Meeting of African Science Academies ( AMASA-10) International Integration: Initiatives on energy access should be Conference, discussed the various elements of the integrated with other development initiatives, for project and how to integrate the other African example on healthcare, education and clean water / Academies into the project. sanitation. The Smart Villages concept looks at off the grid Collaboration: There is need for funding schemes, and villages with a view to providing local solutions that funders to cooperate rather than compete. are cheaper than the national grid extension. The Frameworks to enable better cooperation between project aims to foster commercial initiatives that meet funders should urgently be put in place in East African off-the-grid energy challenges. In so doing, the countries and for the region as a whole. developmental objectives will be integrated with Public-private-community partnerships: Rural Energy community level approaches that maximize social Agencies should include communities in the Public- benefits and impact. Of key concern is bringing about private partnerships for energy schemes, as progress through several levels of energy access to the community ownership and involvement are key to the villages. -
Central Sahel Advocacy Brief
Central Sahel Advocacy Brief January 2020 UNICEF January 2020 Central Sahel Advocacy Brief A Children under attack The surge in armed violence across Burkina Faso, Mali and Niger is having a devastating impact on children’s survival, education, protection and development. The Sahel, a region of immense potential, has long been one of the most vulnerable regions in Africa, home to some countries with the lowest development indicators globally. © UNICEF/Juan Haro Cover image: © UNICEF/Vincent Tremeau The sharp increase in armed attacks on communities, schools, health centers and other public institutions and infrastructures is at unprecedented levels. Violence is disrupting livelihoods and access to social services including education and health care. Insecurity is worsening chronic vulnerabilities including high levels of malnutrition, poor access to clean water and sanitation facilities. As of November 2019, 1.2 million people are displaced, of whom more than half are children.1 This represents a two-fold increase in people displaced by insecurity and armed conflict in the Central Sahel countries in the past 12 months, and a five-fold increase in Burkina Faso alone.* Reaching those in need is increasingly challenging. During the past year, the rise in insecurity, violence and military operations has hindered access by humanitarian actors to conflict-affected populations. The United Nations Integrated Strategy for the Sahel (UNISS) continues to spur inter-agency cooperation. UNISS serves as the regional platform to galvanize multi-country and cross-border efforts to link development, humanitarian and peace programming (triple nexus). Partners are invited to engage with the UNISS platform to scale-up action for resilience, governance and security.