By Pallav Purohit, researcher with the IIASA Air Quality and Greenhouse Gases Program
More than 300 million people in Hindu Kush Himalaya-countries still lack basic access to electricity. Pallav Purohit writes about recent research that looked into how the issue of energy poverty in the region can be addressed.
The Hindu Kush Himalayas is one of the largest mountain systems in the world, covering 4.2 million km2 across eight countries: Afghanistan, Bangladesh, Bhutan, China, India, Myanmar, Nepal, and Pakistan. The region is home to the world’s highest peaks, unique cultures, diverse flora and fauna, and a vast reserve of natural resources.
Ensuring access to affordable, reliable, sustainable, and modern energy for all – the UN’s Sustainable Development Goal (SDG) 7 – has however been especially elusive in this region, where energy poverty is shockingly high. About 80% of the population don’t have access to clean energy and depend on biomass – mostly fuelwood – for both cooking and heating. In fact, over 300 million people in Hindu Kush Himalaya-countries still lack basic access to electricity, while vast hydropower potentials remain largely untapped. Although a large percentage of these energy deprived populations live in rural mountain areas that fall far behind the national access rates, mountain-specific energy access data that reflects the realities of mountain energy poverty barely exists.
Source: Wester et al. (2019)
The big challenge in this regard is to simultaneously address the issues of energy poverty, energy security, and climate change while attaining multiple SDGs. The growing sectoral interdependencies in energy, climate, water, and food make it crucial for policymakers to understand cross-sectoral policy linkages and their effects at multiple scales. In our research, we critically examined the diverse aspects of the energy outlook of the Hindu Kush Himalayas, including demand-and-supply patterns; national policies, programmes, and institutions; emerging challenges and opportunities; and possible transformational pathways for sustainable energy.
Our recently published results show that the region can attain energy security by tapping into the full potential of hydropower and other renewables. Success, however, will critically depend on removing policy-, institutional-, financial-, and capacity barriers that now perpetuate energy poverty and vulnerability in mountain communities. Measures to enhance energy supply have had less than satisfactory results because of low prioritization and a failure to address the challenges of remoteness and fragility, while inadequate data and analyses are a major barrier to designing context specific interventions.
In the majority of Hindu Kush Himalaya-countries, existing national policy frameworks currently primarily focus on electrification for household lighting, with limited attention paid to energy for clean cooking and heating. A coherent mountain-specific policy framework therefore needs to be well integrated in national development strategies and translated into action. Quantitative targets and quality specifications of alternative energy options based on an explicit recognition of the full costs and benefits of each option, should be the basis for designing policies and prioritizing actions and investments. In this regard, a high-level, empowered, regional mechanism should be established to strengthen regional energy trade and cooperation, with a focus on prioritizing the use of locally available energy resources.
Some countries in the region have scaled up off-grid initiatives that are globally recognized as successful. We however found that the special challenges faced by mountain communities – especially in terms of economies of scale, inaccessibility, fragility, marginality, access to infrastructure and resources, poverty levels, and capability gaps – thwart the large-scale replication of several best practice innovative business models and off-grid renewable energy solutions that are making inroads into some Hindu Kush Himalayan countries.
This further highlights an urgent need to establish supportive policy, legal, and institutional frameworks as well as innovations in mountain-specific technology and financing. In addition, enhanced multi-stakeholder capacity building at all levels will be needed for the upscaling of successful energy programs in off-grid mountain areas.
Finally, it is important to note that sustainable energy transition is a shared responsibility. To accelerate progress and make it meaningful, all key stakeholders must work together towards a sustainable energy transition. The world needs to engage with the Hindu Kush Himalayas to define an ambitious new energy vision: one that involves building an inclusive green society and economy, with mountain communities enjoying modern, affordable, reliable, and sustainable energy to improve their lives and the environment.
 Dhakal S, Srivastava L, Sharma B, Palit D, Mainali B, Nepal R, Purohit P, Goswami A, et al. (2019). Meeting Future Energy Needs in the Hindu Kush Himalaya. In: The Hindu Kush Himalaya Assessment. pp. 167-207 Cham, Switzerland: Springer. ISBN 978-3-319-92287-4 [pure.iiasa.ac.at/15666]
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.
By Sandra Ortellado, IIASA 2018 Science Communication Fellow
If fashion is the science of appearances, what can beauty and aesthetics tell us about the way we perceive the world, and how it influences us in turn?
From cognitive science research, we know that aesthetics not only influence superficial appearances, but also the deeper ways we think and experience. So, too, do all kinds of creative thinking create change in the same way: as our perceptions of the world around us changes, the world we create changes with them.
From the merchandizing shelves of H&M and Vero Moda to doctoral research at the Faculty of Information Technology at the University of Jyväskylä, Finland, 2018 YSSP participant Laura Mononen has seen product delivery from all angles. Whether dealing with commercialized goods or intellectual knowledge, Mononen knows that creativity is all about a change in thinking, and changing thinking is all about product delivery.
“During my career in the fashion and clothing industry, I saw the different levels of production when we sent designs to factories, received clothing back, and then persuaded customers to buy them. It was all happening very effectively,” says Mononen.
But Mononen saw potential for product delivery beyond selling people things they don’t need. She wanted to transfer the efficiency of the fashion world in creating changes in thinking to the efforts to build a sustainable world.
“Entrepreneurs make change with products and companies, fashion change trends and sell them. I’m really interested in applying this kind of change to science policy and communication,” says Mononen. “We treat these fields as though they are completely different, but the thing that is common is humans and their thinking and behaving.”
Often, change must happen in our thinking first before we can act. That’s why Mononen is getting her doctorate in cognitive science. Her YSSP project involved heavy analysis of systems theories of creativity to find patterns in the way we think about creativity, which has been constantly changing over time.
In the past, creativity was seen as an ability that was characteristic of only certain very gifted individuals. The research focused on traits and psychological factors. Today, the thinking on creativity has shifted towards a more holistic view, incorporating interactions and relationships between larger systems. Instead of being viewed as a lightning bolt of inspiration, creativity is now seen as more of a gradual process.
New understandings of creativity also call on us to embrace paradoxes and chaos, see ourselves as part of nature rather than separate from it, experience the world through aesthetics, pay careful attention to our perception and how we communicate it, and transmit culture to the next generation.
Perhaps most importantly, Mononen found in her research that the understanding of creativity has changed to be seen as part of a process of self-creation as well as co-creation.
“The way we see creativity also influences ourselves. For example if I ask someone if they are creative, it’s the way they see themselves that influences how creative they are,” says Mononen. “I have found that it’s more crucial to us than I thought, creativity is everywhere and it’s everyday and we are sharing our creativity with others who are using that to do something themselves and so on.”
This means on the one hand that we use our creativity to decide who we are and how we see the world around us for ourselves. But it also means that the outcomes and benefits of creativity are now intended for society as a whole rather than purely for individuals, as it was in the past. It may sound like another paradox, but being able to embrace ambiguity and complexity and take charge of our role in a larger system is important for creating a sustainable future.
“From the IIASA perspective this finding brings hope because the more people see themselves as part of systems of creating things, the more we can encourage sustainable thinking, since nature is a part of the resources we use to create,” says Mononen.
Mononen says a systems understanding of creativity is especially important for people in leadership positions. If a large institution needs new and innovative solutions and technology, but doesn’t have the thinking that values and promotes creativity, then the cooperative, open-minded process of building is stifled.
Working in both the fashion industry and academic research, Mononen has encountered narrow-minded attitudes towards art and science firsthand.
“Communicating your research is very difficult coming from my background, because you don’t know how the other person is interpreting what you say,” says Mononen. “People have different ideas of what fashion and aesthetics are, how important they are and what they do. Additionally, scientific concepts are used differently in different fields.”
“We are often thinking that once we get information out there, then people will understand, but there are much more complex things going on to make change and create influence in settings that combine several different fields.” says Mononen.
For Mononen, the biggest lesson is that creativity can enhance the efforts of science towards a sustainable world simply by encouraging us to be aware of our own thinking, how it differs from that of others, and how it affects all of us.
“When you become more aware of your ways of thinking, you become more effective at communicating,” says Mononen. “It’s not always that way and it’s very challenging, but that’s what the research on creativity from a systems perspective is saying.”
By Marcus Thomson, researcher, IIASA Ecosystems Services and Management Program
While living in Cairo in 2010, I witnessed first-hand the human toll of political and environmental disasters that washed over Africa at the end of the last century. Unprecedented numbers of migrants were pressing into North Africa, many pushed out of their homelands by conflict and state-failure, pulled towards safer, richer, less fragile places like Europe. Throughout Sub-Saharan Africa, climate change was driving up competition for scarce land and water, and raising pressure on farmers to maintain the quantity and quality of their crops.
It is a similar story throughout the developing world, where many farmers do without the use of expensive chemical fertilizer and pesticides, complex irrigation, or boutique seed varieties. They rely instead on traditional land management practices that developed over long periods with consistent, predictable conditions. It is difficult to predict how dryland farmers will respond to climate change; so it is challenging to plan for various social, economic, and political problems expected to develop under, or be exacerbated by, climate change. Will it spur innovation or, as has been argued for the Syrian civil war, set up conflict? A major stumbling block is that the dynamics of human social behavior are so difficult to model.
Instead of attempting to predict farmers’ responses to climate change by modelling human behavior, we can look to the responses to environmental changes of farmers from the past as analogues for many subsistence farmers of the future. Methods to fill in historical gaps, and reconstruct the prehistoric record, are valuable because they expand the set of observed cases of societal-scale responses to environmental change. For instance, some 2000 years ago, an expansive maize-growing cultural complex, the Ancestral Puebloans (APs), was well established in the arid American Southwest. By AD 1000, members of this AP complex produced unique and innovative material culture including the famed “Great Houses”, the largest built structures in the United States until the 19th century. However, between AD 1150 and 1350, there was a profound demographic transformation throughout the Southwest linked to climate change. We now know that many APs migrated elsewhere. As a PhD student at the University of California, Los Angeles, I wondered whether a shift to cooler, more variable conditions of the “Little Ice Age” (LIA, roughly AD 1300 to 1850) was linked to the production of their staple crop, maize.
I came to IIASA as a YSSP in 2016 to collaborate with crop modelers on this question, and our work has just been published in the journal Quaternary International. I brought with me high-resolution data from a state-of-the-art climate model to drive the crop simulations, and AP site information collected by archaeologists. Because AP maize was quite different from modern corn, I worked with IIASA soil scientist Juraj Balkovič to modify the crop simulator with parameters derived from heirloom varieties still grown by indigenous peoples in the Southwest. I and IIASA economic geographer Tamás Krisztin developed a statistical technique to analyze the dynamical relationship between AP site occupation and simulated yield outcomes.
We found that for the most climate-stressed high-elevation sites, abandonments were most associated with increased year-to-year yield variability; and for the least stressed low-elevation and well-watered sites, abandonment was more likely due to endogenous stressors, such as soil degradation and population pressure. Crucially, we found that across all regions, populations peaked during periods of the most stable year-to-year crop yields, even though these were also relatively warm and dry periods. In short, we found that AP maize farmers adapted well to gradually rising temperatures and drought, during the MCA, but failed to adapt to increased climate variability after ~AD 1150, during the LIA. Because increased variability is one of the near certainties for dryland farming zones under global warming, the AP experience offers a cautionary example of the limits of low-technology adaptation to climate change, a business-as-usual direction for many sub-Saharan dryland farmers.
This is a lesson from the past that policymakers might take note of.
 Kelley, C. P., Mohtadi, S., Cane, M. A., Seager, R., & Kushnir, Y. (2015). Climate change in the Fertile Crescent and implications of the recent Syrian drought. Proceedings of the National Academy of Sciences, 201421533.
 Thomson, M. J., Balkovič, J., Krisztin, T., MacDonald, G. M. (2018). Simulated crop yield for Zea mays for Fremont Ancestral Puebloan sites in Utah between 850-1499 CE based on temperature dailies from a statistically downscaled climate model. Quaternary International. https://doi.org/10.1016/j.quaint.2018.09.031
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.