By Matt Cooper, PhD student at the Department of Geographical Sciences, University of Maryland, and 2018 winner of the IIASA Peccei Award
I never pictured myself working in Europe. I have always been an eager traveler, and I spent many years living, working and doing fieldwork in Africa and Asia before starting my PhD. I was interested in topics like international development, environmental conservation, public health, and smallholder agriculture. These interests led me to my MA research in Mali, working for an NGO in Nairobi, and to helping found a National Park in the Philippines. But Europe seemed like a remote possibility. That was at least until fall 2017, when I was looking for opportunities to get abroad and gain some research experience for the following summer. I was worried that I wouldn’t find many opportunities, because my PhD research was different from what I had previously done. Rather than interviewing farmers or measuring trees in the field myself, I was running global models using data from satellites and other projects. Since most funding for PhD students is for fieldwork, I wasn’t sure what kind of opportunities I would find. However, luckily, I heard about an interesting opportunity called the Young Scientists Summer Program (YSSP) at IIASA, and I decided to apply.
Participating in the YSSP turned out to be a great experience, both personally and professionally. Vienna is a wonderful city to live in, and I quickly made friends with my fellow YSSPers. Every weekend was filled with trips to the Alps or to nearby countries, and IIASA offers all sorts of activities during the week, from cultural festivals to triathlons. I also received very helpful advice and research instruction from my supervisors at IIASA, who brought a wealth of experience to my research topic. It felt very much as if I had found my kind of people among the international PhD students and academics at IIASA. Freed from the distractions of teaching, I was also able to focus 100% on my research and I conducted the largest-ever analysis of drought and child malnutrition.
Now, I am very grateful to have another summer at IIASA coming up, thanks to the Peccei Award. I will again focus on the impact climate shocks like drought have on child health. however, I will build on last year’s research by looking at future scenarios of climate change and economic development. Will greater prosperity offset the impacts of severe droughts and flooding on children in developing countries? Or does climate change pose a hazard that will offset the global health gains of the past few decades? These are the questions that I hope to answer during the coming summer, where my research will benefit from many of the future scenarios already developed at IIASA.
I can’t think of a better research institute to conduct this kind of systemic, global research than IIASA, and I can’t picture a more enjoyable place to live for a summer than Vienna.
Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.
Rafael Morais is a recent participant in the IIASA-CAPES Doctorate Sandwich Program, he spent nine months at IIASA working in the Energy program.
In 2016, the Brazilian Federal Agency for Support and Evaluation of Graduate Education (CAPES) partnered with IIASA on a new initiative offering support to doctoral and postdoctoral researchers interested in collaborating with established IIASA researchers. As part of this initiative, IIASA and CAPES annually offer up to three fellowships for Brazilian PhD students to spend three to twelve months at IIASA as part of the joint IIASA-CAPES Doctorate Sandwich Program, as well as up to four postdoc fellowships that enable Brazilian researchers to work at IIASA for up to 24 months.
Rafael Morais, a PhD candidate at the Energy Planning Program of the Federal University of Rio de Janeiro, was part of the first group of Brazilian PhD students funded by CAPES to participate in this program. He spent nine months with the Energy Program at IIASA in 2017. We recently caught up with him and asked him about his research and what the fellowship has meant to him:
What is your PhD research about?
My research involves modeling the contribution of renewable energy sources in electric systems. My doctorate thesis includes a case study on Brazil, where we have large potential for wind and solar power generation in various regions. My main objective is to investigate how total costs develop considering the number of wind and solar plants in the Brazilian electricity system.
Why did you choose IIASA for your doctorate program (over other places)?
I chose IIASA because it is a very reputable think tank for energy and model development. People are very capable and well prepared. They have been working on energy systems modeling for many years, and their experience motivated my decision to come to IIASA. I talked with some people that were at IIASA before me and they were all very grateful for the experience. Another important factor was that it is an international institute, where one can have contact with people from many different countries, and the main language is English.
How did your participation in the program benefit you?
I had the opportunity to get into contact with diverse approaches to my research questions, thus enriching my thesis. Unlike my home institution, IIASA does not have only energy experts, but also computer scientists, mathematicians, and physics experts, all working in the same group, and all contributing to a great modeling team. Being here was an excellent opportunity to collaborate with them. As my first experience abroad, it was also a chance for me to grow and develop other skills, both on a professional and a personal level.
Would you recommend that people apply for the IIASA-CAPES doctorate program?
Yes, I would definitely recommend it! IIASA is a very nice place to work. People really care about a harmonious work environment, and IIASA staff are always available to help you with any issue. Apart from that, the people that I worked with during my time here are very knowledgeable and kind. In short, it was a great experience being at IIASA for nine months during my PhD.
Applications for the 2019 IIASA-CAPES Doctorate Sandwich Program and Postdoctoral Fellowship Program opened on 1 September 2018 and will run until 15 October 2018. Candidates have to apply to both CAPES (on the CAPES website) and IIASA. Successful applicants will be informed of the selection results by mid-December 2018. Selected candidates are expected to take up their position at IIASA between March and October 2019.
Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.
By Sandra Ortellado, 2018 Science Communication Fellow
Science fiction depicts the future with a combination of fascination and fear. While artificial intelligence (AI) could take us beyond the limits of human error, dystopic scenes of world domination reveal our greatest fear: that humans are no match for machines, especially in the job market. But in the so-called fourth industrial revolution, often known as Industry 4.0, the line between future and fiction is a thread of reality.
Over the next 13 years, impending automation could force as many as 70 million workers in the US to find another way to make money. The role of technology is not only growing but also demanding a completely new way of thinking about the work we do and our impact on society because of it.
Rather than focusing on which jobs will disappear because of technological disruption, we could be identifying the most resilient tasks within jobs, says J. Luke Irwin, 2018 YSSP participant. His research in the IIASA World Population program uses a role- and task-based analysis to investigate professions that will be most resilient to technological disruption, with the hope of guiding workforce development policy and training programs.
“We are getting better and better at programming algorithms for machines to do things that we thought were really only in the realm of humans,” says Irwin. “The amount of disruption that’s going to happen to the work industry in the next ten years is really going to impact everyone.”
However, the fear and instability created by the potential disruption elicit chaos, and the response is hard to organize into constructive action. While the resources remain untapped, creativity and imagination are wasted on speculation instead of preparation.
“I couldn’t stand that there’s all this great evidence-based work out there about how we can improve people’s lives and no one is using it,” said Irwin, “I’m trying to align a lot of research and put it in a place where you can compare it and make it more useful and more transferable between the people who would be talking about this: educators, policymakers, employers, and anybody in the workforce.”
Using a German dataset with vocational training as well as time and task information, Irwin will break down jobs into the specific cognitive and physical skills involved and rank the durability of each skill.
Based on the identified jobs and skills, Irwin will go on to draw connections between labor-force capabilities and education policies. His goal is to scale the findings of the most resilient skills to the German labor system so that policymakers and academic institutions can retrain currently displaced workforces and reimagine the future of human work.
After all, while about half the duties workers currently handle could be automated, Mckinsey Global Institute suggests that less than 5% of occupations could be entirely taken over by computers. The future of predictable, repetitive, and purely quantitative work may be threatened, but automation could also open the door for occupations we can’t even imagine yet.
“I think people are amazing and that they have a lot more potential than we are currently capable of fulfilling,” says Irwin.
The World Economic Forum estimates that 65% of children today will end up in careers that don’t even exist yet. For now, an increasingly self-employed millennial generation works insecure, unprotected jobs. The new gig economy, characterized by temporary contracted positions, offers independence but also instability in the labor market.
Without stable work, people lose a sense of security, and that can be dangerous for a policy system that isn’t built to handle uncertainty.
The last industrial revolution caused two or three generations of people to be thrown into poverty and lose everything they had because it was all tied into their job, recalls Irwin.
“Everything gets bad when things are uncertain,” says Irwin, “And this is a very uncertain time. We need to have a better idea of what’s coming so we can actually make some change.”
Irwin, who earned his Master’s in Public Health in 2014, wants his work to have a preventative focus, trying to find those things that not enough people are talking about, but have the potential to make a huge impact on public well-being.
“Especially in the United States, where I live, we’re so tied up with our jobs—it seems like it’s over half our identity,” says Irwin, “We live to work in America.”
In a place like the US, where a job is not only a source of income, but also an identity and a health factor, Irwin’s research offers hope that technological disruption can foster opportunity instead of chaos.
Note: This article gives the views of the authors, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.
By Stephanie Bengtsson, researcher in the IIASA World Population Program
In the months after finishing my doctorate, I would often find myself having some variation of the following conversation upon meeting someone new, particularly in a social context:
New person: “So, what do you do?” Me: “Actually, I’ve just finished my doctorate.” New person [impressed]: “Wow! In what field?” Me: “Education.” New person [after a long pause]: “Oh.”
The tone of that “oh” has stayed with me in the years since: “You can get a doctorate in education?”, that little word seemed to say, following up with: “What does that involve? Stacking ABC blocks and looking through picture books? It can’t possibly be as challenging as a doctorate in a real subject, like economics or neuroscience.”
Many of my education colleagues around the world have had similar experiences, especially those who, like me, work primarily in the field of development. At the same time, the global news media is rife with articles about ‘failing’ school systems, a dwindling ‘supply’ of qualified teachers, ‘underperforming’ teachers, low Programme for International Student Assessment (PISA) results, and more, as the international community searches for quick-fix solutions with easily quantifiable measures of progress to address these problems, often outside the realm of education research. Generally, within the dominant development discourse, the aim of these solutions is clear: to increase attainment and improve student test scores, particularly in the so-called STEM subjects (i.e., Science, Technology, Engineering, and Mathematics), in order to build human capital and subsequently grow and sustain the labor market and economy. In other words, improvements to education are typically justified only to the extent that they will increase education’s instrumental value (leading to improvements in other sectors), rather than its intrinsic value.
As such, those of us working in international educational development often find ourselves caught in a paradox, as our sector has been (and continues to be) simultaneously under-appreciated in terms of the contribution it can make to other aspects of development and wellbeing (and subsequently under-prioritized), and over-emphasized in its role as a tool of development when it does make it onto the agenda. We therefore frequently find ourselves having to first ‘make the business case’ for education by proving its instrumental value before beginning any research or development project, in a way that would be considered ludicrous in, for instance, the sectors of health and nutrition. Once we have successfully argued that case, the pressure is on to measure inputs and narrowly-defined short-term outcomes, leaving little time to examine complex educational processes and longer-term impacts of education.
In late September 2015, Heads of State and High Representatives from around the world committed to a new sustainable development agenda consisting of 17 Sustainable Development Goals (SDGs) and 169 accompanying targets. The framing document for the SDGs, UN Resolution 70/1, Transforming our World: The 2030 Agenda for Sustainable Development, envisions an important role for education within this agenda, both as an end and a powerful means of development:
“All people, irrespective of sex, age, race, ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth, especially those in vulnerable situations, should have access to life-long learning opportunities that help them acquire the knowledge and skills needed to exploit opportunities and to participate fully in society. We will strive to provide children and youth with a nurturing environment for the full realization of their rights and capabilities, helping our countries to reap the demographic dividend including through safe schools and cohesive communities and families.” (UN 2015, article 25)
For those of us working in international educational development, the SDGs thus represent a significant step forward from the Millennium Development Goals (MDGs), as well as an opportunity to encourage the wider development community to engage with and invest in a shared vision for equitable, inclusive, quality lifelong learning opportunities.
In our new book, The Role of Education in Enabling the Sustainable Development Agenda, my colleagues and I conduct an extensive critical review of literature from a range of disciplines, attempting to find answers to these fundamental questions about the value of education and the dynamic nature of the relationship between education and development. We engage with the argument put forward in the capabilities approach to development that the capability to be educated is, in and of itself, an important freedom, and a fundamental aspect of human wellbeing. Given that processes of teaching and learning are a natural and defining characteristic of human society, we argue that education is most successful at contributing to sustainable development across all dimensions at once if, rather than being crafted as an instrument to achieve a specific and narrow development objective – no matter how worthy – education is improved on its own terms, and as an end in itself.
We also draw from recent work by the economist Kate Raworth, which attempts to connect the economic, social, and environmental dimensions of sustainable development, by combining social justice work with planetary boundaries research in order to define a space within which humanity can survive and thrive:
“Between a social foundation that protects against critical human deprivations, and an environmental ceiling that avoids critical natural thresholds, lies a safe and just space for humanity [. . .] where both human wellbeing and planetary wellbeing are assured, and their interdependence is respected.” (Raworth 2012, p. 7)
This book builds on work we carried out for the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Global Education Monitoring (GEM) Report, and shares in UNESCO’s urgent sense of purpose to demonstrate not only “the potential for education to propel progress towards all global goals”, but also that “education needs a major transformation to fulfil that potential and meet the current challenges facing humanity and the planet” (UNESCO n.d., n.p.). At no point do we claim to be providing the definitive account of the role of education in the sustainable development agenda; rather, we hope that our book will inspire critical reflection, engagement, and, above all, learning, among a wide audience of scholars, students, policymakers, and practitioners alike.
By Nandita Saikia, Postdoctoral Research Scholar at IIASA
Being an author of a research article on excess female deaths in India in Lancet Global Health, one of the world’s most prestigious and high impact factor public health journals, today I questioned myself: Did I dream of reaching here when I was a little school going girl in the early nineties in a remote village in North East India?
I am the fourth daughter of five. In a country like India, where the status of women is undoubtedly poorer than men even now, and newspapers are often filled with heinous crimes against women, you may be able to imagine what it meant being a fourth daughter. Out of five sisters, three of us were born because my parents wanted a son. My mother, who barely completed her school education, did not want more than two children irrespective of sex, but was pressurized by the extended family to go for a boy after a third daughter and six years of repeated abortions.
I was told in my childhood that I was the most unwanted child in the family. I was a daughter, terribly underweight until age 11, and had much darker skin than my elder sisters and most people from our area, who have fairer skin than average in India. At my birth, my father, a college dropout farmer, was away in a relative’s house and when he heard about the arrival of another girl, he postponed his return trip.
This is a real story, but just one of those still happening in India. The fact that the girls of India are unwanted was observed from the days of early 20th century when it was written in the 1901 census:
“There is no doubt that, as a rule, she [a girl] receives less attention than would be bestowed upon a son. She is less warmly clad, … She is probably not so well fed as a boy would be, and when ill, her parents are not likely to make the same strenuous efforts to ensure her recovery.”
Regrettably, our current study shows that negligence against “India’s daughter” continues to this day.
Discrimination against the girl child can be divided in two categories: before birth and after birth. Modern techniques now allow sex-selective abortion. Despite strong laws, more than 63 million women are estimated to be ‘missing’ in India and the discrimination occurs at all levels of society.
Our present study deals with gender discrimination after birth. We found that over 200,000 girls under the age of five died in 2005 in India as a result of negligence. We found that excess female mortality was present in more than 90% of districts, but the four largest states of North India (Uttar Pradesh, Bihar, Rajasthan, and Madhya Pradesh) accounted for two thirds of India’s total number.
I have to tell you that I was luckier than most girls. Although I was an unwanted child in our extended family, to my mother, this underweight, dark-skinned, little girl was as cute as the previous ones! She gave her best care to her daughter, and she named her “Rani” meaning “Queen” in Assamese. I am still called by this name in my family and in my village.
When I grew up, I asked her several times about her motive for calling me Rani. She always replied: “You were so ugly, the thinnest one with dark skin, I named you as “Rani” because I wanted everyone to have a positive image before seeing you! Also, it is the name of my favorite teacher in high school and she was also a very thin but bright lady!”
The positive conversations with my mother played a crucial role to my desire to have my own identity, and influenced greatly my positive image of myself and my belief that I could do something worthwhile with my life. Much later, when I started my PhD at International Institute for Population Sciences (IIPS), Mumbai, I was surprised to learn that in Maharashtra, one of the wealthiest states of India, second or third daughters are not even given a name, but instead are called ‘Nakusha’, meaning unwanted.
My parents were passionate about educating their daughters, even with their limited means. My father, who was disappointed at my birth, left no stone unturned for my education! By the time I completed secondary school, our village, as well as neighboring villages, congratulated me during the Bihu celebration (the biggest local gathering) for my good performance in school exams. My parents were proud of me by that time; yet, for some strange reason, they always felt themselves weaker than our neighbors who had sons.
Now, people from our village are proud of me not just because I teach in India’s premier university, or that I take several overseas trips in a year, but because they realize that daughters can equally bring renown to their village; daughters can be married off without a dowry; daughters can equally provide old age care to their parents; daughters too can buy property! Due to this attitude and lower fertility levels, many couples now don’t prefer sons over daughters. In a village of 200 households, there are 33 couples that have either one or two daughters, yet did not keep trying for sons. In my own extended family, no one chooses to have more than two children irrespective of their sex. The situation has changed in my village, but not everywhere.
What is the solution of this deep-rooted social menace? We cannot expect a simple solution. However, my own story convinces me that education can be a game changer, but not necessarily academic degrees. I mean a system by which girls realize their own worth and their capability that they can be economically and socially empowered and can drive their own lives. With the help of education, I made myself from an “unwanted” to a wanted daughter!
The purpose of sharing my story is neither self-promotion nor to gain sympathy, rather to inspire millions of girls, who face numerous challenges in everyday life just because of their gender, and doubt their capability, just like I did in my school days. They can make a difference if they want! Nothing can stop them!