Nestlé Foundation REPORT 2016 REPORT 2016 Place de la Gare 4, PO Box 581, 1001 Lausanne, Switzerland Phone: +41 (0)21 320 33 51 Fax: +41 (0)21 320 33 92 [email protected] www.nestlefoundation.org www.enlink.org “Live as if you were to die tomorrow. Learn as if you were to live forever.” Mahatma Gandhi REFERENCES AND CREDITS: Page 10: 1. www.webster-dictionary.org/definition/multidimensional (accessed Changing World. Education Commission: New York. 3. Rose, P., B. Alcott, January 2017). 2. Willett W. 2013. Nutritional Epidemiology. 3rd Edition. Oxford S. Ilie and R. Sabates (2016) Overcoming Inequalities Within Countries University Press, Oxford, UK. pp 528. 3. Alkire, S, Foster, J, Seth, S et al. to Achieve Global Convergence in Learning. Background paper for the (2015). Multidimensional Poverty Measurement and Analysis: A Counting International Commission on Financing Global Education Opportunity. Approach. Oxford University Press, Oxford, UK. 4. Oxford Poverty & Human Development Initiative (OPHI), Oxford University, Oxford, UK http://www.ophi. org.uk/research/multidimensional-poverty/ (Accessed December 22, 2016). PHOTO: 5. Multidimensional Poverty Index (MPI). http://hdr.undp.org/en/content/mul- tidimensional-poverty-index-mpi (accessed December 20th, 2016). 6. Alkire S Cover: Atlantic Coast Fishermen in Dakar (Senegal) - photograph by Paolo M. Suter & Robles G. 2016. Global Multidimensional Poverty Index 2106. Briefing 41. Downloaded from Oxford Poverty & Human Development Initiative (OPHI) at Page 13: Copyright by Benjamin Hennig, Worldmapper Project, Worldmapper http://www.ophi.org.uk/wp-content/uploads/Global-MPI-2016-2-pager.pdf. 7. Ltd., Ludgate Hill, London, United Kingdom, www.worldmapper.limited. Bourguignon F and Platteau JP. 2013. The Hard Challenge of Aid Coordination. Page 42 -57: Chakare Benhura, University of Zimbabwe, Harare, Zimbabwe. Paris School of Economics, Working Paper No 33 (https://www.parisschoolo- feconomics.eu/IMG/pdf/wp33-gmond-aid-coord-june2013.pdf, accessed All other pictures © by Paolo M. Suter December 22 2016)). 8. Fuchs A, Nunnenkamp P, Öhler, H. 2013. Why Donners of Foreign Aid Do Not Coordinate: The Role of Competition for Export Markets and Political Support. Kiel Institute for the World Economy, Working Paper 1825. (available at www.ifw-kiel.de). 9. Arsenault C, Harper S, Nandi A, et al. CONCEPT & TEXT: Paolo M. Suter 2017. Monitoring equity in vaccination coverage: A systematic analysis of demo- graphic and health surveys from 45 Gavi-supported countries. Vaccine (in press). DESIGN: Diane Constans-Marsens 10. Technical notes. Calculating the human development indices—graphical presentation http://hdr.undp.org/sites/default/files/hdr_2013_en_technotes. PRINT: artgraphic cavin SA, Grandson, Switzerland pdf. 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International Commission on Financing Global Education The contributions of third parties do not necessarily represent the view or Opportunity (2016) The Learning Generation: Investing in Education for a opinion of the Nestlé Foundation. 51 YEARS OF RESEARCH AND CAPACITY BUILDING FOCUSED AND GLOBAL MATCHING POLICIES TO NEEDS HIGH-IMPACT – RESEARCH PROJECTS TO REDUCE MALNUTRITION INNOVATIVE – FOR SUCCESS CAPACITY BUILDING – AS A BASIS FOR IMPROVEMENT SUSTAINABILITY – A KEY MISSION ENDURABLE NUTRITION – THE PRESCRIPTION FOR SUCCESS PUBLIC HEALTH – ORIENTATED THE FOUNDATION AT A GLANCE EVIDENCE-BASED – PROACTIVITY PARTNERSHIP – FOR LONG-TERM SUCCESS SOLUTION – ORIENTED ACTION RESEARCH enLINK-ing FOR A BETTER WORLD 1 CAPACITYCAPACITY B UILDINGBUILDING enLINK-ing FOR A BETTER WORLD PUBLICPUBLIC H HEALTHEALTH OORIENTATEDRIENTATED 2 4 PRESIDENT’S MESSAGE 6 PROJECTS INITIATED BY THE FOUNDATION: THE enLINK INITIATIVE 16 OTHER ACTIVITIES 26 VISION 42 PROFILE OF A NUTRITION INSTITUTE enLINK-ing FOR A BETTER WORLD ITION 48 NGOING ROJECTS O P 58 PUBLICATIONS R TABLE OF CONTENTS 60 THE FOUNDATION 64 THE COUNCIL UT 3 N PRESIDENT’S MESSAGE “Human history becomes more and more a race By 2030, it is expected that 85% of the world’s between education and catastrophe.” population will be in developing countries. This means that the percentage of the world’s population that H.G. Wells, The Outline of History lives in developed countries is declining, in fact from 32% in 1950 to an expected 15% in 2030. A burning In this year’s Vision section of our annual report, question is whether higher education and research eminent scholars address the role of universities — or in developing countries will realize the contribution higher education — in the emergence of “knowledge expected from them, namely supporting the social societies” in developing countries. The mission of and economic development of by then more than a knowledge society is to ensure that the acquired 7 billion people. The challenges of higher education knowledge is passed on and, importantly, advanced in developing countries have already been addressed by each generation. This directly underscores the in a report from the Task Force on Higher Education intricate nature of learning and research, as only their and Society of the World Bank (http://www.tfhe.net/) intimate association will allow fulfilment of this noble in 2000. Their conclusions remain amazingly timely assignment. 17 years later! 4 Developing countries are diverse and their higher infrastructure (study and recreation facilities, education institutions come in all shapes and sizes. for example) that are necessary elements of a However, all these institutions must overcome similar vibrant higher education institution. formidable obstacles, some of them determined by external forces, such as demographic and climate • Combining learning and research. Conducting changes, that they cannot influence directly, in science education through research in both contrast to others that can be mitigated, such as basic areas and applied fields to participate in ineffective management. Alone, a more efficacious knowledge expansion, a key mission of higher use of existing resources and mobilization of political education. support in their favour will result in big gains. Countries whose governments neglect higher • Developing fruitful collaborations between education will irremediably show lower social and higher education institutions in emerging and political progress, and will be more and more also in developed countries to confront different marginalized in an economy-driven world. culturally influenced approaches, concepts and objectives. Obstacles and problems facing higher education can nevertheless be surmounted. The question is not so • Supporting the creation of higher education much whether higher education is more important institutions giving access to the financially than basic education, the health, or the agricultural less favoured but talented people, promoting sectors, but whether it becomes finally recognized gender equality, and protecting free and open as much more important to development than discourse on all matters. appreciated today in most circles, including the international community. Evils like the lack of vision, There is no doubt that in today’s trends towards absence of financial commitment, questionable globalization, education and research in developing management, and an underdeveloped intellectual countries is crucial to put them on a development culture due to an insufficient critical mass of teachers trajectory that avoids marginalization and and scholars have to be addressed aggressively, catastrophe. The benefits of higher education have and now. a long gestation period and will become apparent only after patient, continuous and strong-willed Higher education is flexible and allows close caring. Political leaders with a vision for their country tailoring to the conditions specific to different and for how higher education can contribute to the developing countries from Latin America, to Africa public interest are a must today more than ever. The and South East Asia. There is an opportunity chance cannot be missed! for these regions of the world to develop novel models meeting their specific expectations rather The Nestlé Foundation for the Study of the Problems than blindly replicating developed-world models, of Nutrition in the World supports research in sometimes outdated and in need themselves of low- and lower-middle income countries (LMIC) profound restructuring to adapt to the changing aimed at improving the nutrition and health of world. Whatever the model is, higher education is the most vulnerable populations. The Council of absolutely necessary to promote the following to the Foundation has recognized that sustained achieve growth and consequently better living for institutional capacity for combined education and people in all possible societies: research, as described above, continues to be a PRESIDENT’S MESSAGE major weakness in many LMICs. To respond to this • Promoting a strong faculty. Educate or recruit challenge, it is establishing a new funding program, and retain a well-trained and talented faculty the Nestlé Foundation Research for Development motivated to participate in long-term development Initiative (NF-R4D). The basic requirement for of their country. participation in this program is the joint commitment of a higher