Archives for category: International

This is a conundrum. See if you can make sense of it.

According to the New York Times, farmers are destroying the food they produce because demand has fallen due to restaurants closing in response to the pandemic.

The New York Times reports:

In Wisconsin and Ohio, farmers are dumping thousands of gallons of fresh milk into lagoons and manure pits. An Idaho farmer has dug huge ditches to bury 1 million pounds of onions. And in South Florida, a region that supplies much of the Eastern half of the United States with produce, tractors are crisscrossing bean and cabbage fields, plowing perfectly ripe vegetables back into the soil.

After weeks of concern about shortages in grocery stores and mad scrambles to find the last box of pasta or toilet paper roll, many of the nation’s largest farms are struggling with another ghastly effect of the pandemic. They are being forced to destroy tens of millions of pounds of fresh food that they can no longer sell.

The closing of restaurants, hotels and schools has left some farmers with no buyers for more than half their crops. And even as retailers see spikes in food sales to Americans who are now eating nearly every meal at home, the increases are not enough to absorb all of the perishable food that was planted weeks ago and intended for schools and businesses.

The amount of waste is staggering. The nation’s largest dairy cooperative, Dairy Farmers of America, estimates that farmers are dumping as many as 3.7 million gallons of milk each day. A single chicken processor is smashing 750,000 unhatched eggs every week.

Many farmers say they have donated part of the surplus to food banks and Meals on Wheels programs, which have been overwhelmed with demand. But there is only so much perishable food that charities with limited numbers of refrigerators and volunteers can absorb.

And the costs of harvesting, processing and then transporting produce and milk to food banks or other areas of need would put further financial strain on farms that have seen half their paying customers disappear. Exporting much of the excess food is not feasible either, farmers say, because many international customers are also struggling through the pandemic and recent currency fluctuations make exports unprofitable.

“It’s heartbreaking,” said Paul Allen, co-owner of R.C. Hatton, who has had to destroy millions of pounds of beans and cabbage at his farms in South Florida and Georgia.

In Delaware and Maryland, two million chickens will be “depopulated,” killed by agribusiness, because many processing plants are closed due to the virus. The chickens will be killed and disposed of, never reaching the hungry. If you have ever been to Delmarva, the small area where Delaware, Maryland and Virginia converge, you have seen the units where the chickens are hatched and confined until they are slaughtered. The chickens’ feet never touch the ground. The lights in these units are on 24/7 to speed their growth. This is agribusiness at its worst. Once you have seen these places, you will avoid buying chicken produced under these in humans conditions, like a crop.

But at the same time, people in impoverished nations are approaching starvation due to the absence of food supplies. This was also reported in the New York Times a few days after the story about farmers destroying their products:

The head of the U.N. food agency warned Tuesday that, as the world is dealing with the coronavirus pandemic, it is also “on the brink of a hunger pandemic” that could lead to “multiple famines of biblical proportions” within a few months if immediate action isn’t taken.

World Food Program Executive Director David Beasley told the U.N. Security Council that even before COVID-19 became an issue, he was telling world leaders that “2020 would be facing the worst humanitarian crisis since World War II.” That’s because of wars in Syria, Yemen and elsewhere, locust swarms in Africa, frequent natural disasters and economic crises including in Lebanon, Congo, Sudan and Ethiopia, he said.

Beasley said today 821 million people go to bed hungry every night all over the world, a further 135 million people are facing “crisis levels of hunger or worse,” and a new World Food Program analysis shows that as a result of COVID-19 an additional 130 million people “could be pushed to the brink of starvation by the end of 2020.”

He said in the video briefing that WFP is providing food to nearly 100 million people on any given day, including “about 30 million people who literally depend on us to stay alive.”

Beasley, who is recovering from COVID-19, said if those 30 million people can’t be reached, “our analysis shows that 300,000 people could starve to death every single day over a three-month period” — and that doesn’t include increased starvation due to the coronavirus.
“In a worst-case scenario, we could be looking at famine in about three dozen countries, and in fact, in 10 of these countries we already have more than one million people per country who are on the verge of starvation,” he said.
According to WFP, the 10 countries with the worst food crises in 2019 were Yemen, Congo, Afghanistan, Venezuela, Ethiopia, South Sudan, Syria, Sudan, Nigeria and Haiti.

In our own country, millions of people are going hungry and get their food from free food banks.

The Washington Post reported a few days ago on this paradox of farmers killing their crops while people go hungry:

Farmers in the upper Midwest euthanize their baby pigs because the slaughterhouses are backing up or closing, while dairy owners in the region dump thousands of gallons of milk a day. In Salinas, Calif., rows of ripe iceberg, romaine and red-leaf lettuce shrivel in the spring sun, waiting to be plowed back into the earth.

Drone footage shows a 1.5-mile-long line of cars waiting their turn at a drive-through food bank in Miami. In Dallas, schools serve well north of 500,000 meals on each service day, cars rolling slowly past stations of ice chests and insulated bags as food service employees, volunteers and substitute teachers hand milk and meal packets through the windows.

Surely some brilliant person or agency could figure out how to get our excess crops and produce to hungry Americans and to people in nations that are facing mass starvation.

Trump froze funding to the World Health Organization on grounds that it had not given forewarning about the virus but had parroted the Chinese government line that it was contained. Dr. Birx dutifully parroted the Trump line.

The Washington Post disagreed in an editorial.

More than a dozen U.S. researchers, physicians and public health experts, many of them from the Centers for Disease Control and Prevention, were working full time at the Geneva headquarters of the World Health Organization as the novel coronavirus emerged late last year and transmitted real-time information about its discovery and spread in China to the Trump administration, according to U.S. and international officials.

A number of CDC staffers are regularly detailed to work at WHO in Geneva as part of a rotation that has operated for years. Senior Trump-appointed health officials also consulted regularly at the highest levels with the WHO as the crisis unfolded, the officials said.
The presence of so many U.S. officials undercuts President Trump’s charge that the WHO’s failure to communicate the extent of the threat, born of a desire to protect China, is largely responsible for the rapid spread of the virus in the United States.

The administration has also sharply criticized the Chinese government for withholding information.

But the president, who often touts a personal relationship with Chinese President Xi Jinping and is reluctant to inflict damage on a trade deal with Beijing, appears to see the WHO as a more defenseless target.

Asked early Sunday about the presence of CDC and other officials at the WHO, and whether it was “fair to blame the WHO for covering up the spread of this virus,” Deborah Birx, the State Department expert who is part of the White House pandemic team, gently shifted the onus to China, and the need to “over-communicate.”
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“It’s always the first country that get exposed to the pandemic that has a — really a higher moral obligation on communicating, on transparency, because all the other countries around the world are making decisions on that,” Birx told ABC’s This Week. “And when we get through this as a global community, we can figure out really what has to happen for first alerts and transparency and understanding very early on about … how incredibly contagious this virus is.”

CNN describes what four countries did to achieve control over coronavirus. The key to success, it appears, is to be prepared, to test extensively, and to act decisively.

The four countries are Taiwan, Iceland, South Korea, and Germany.

Their infection rates and death rates are well below those in the U.S., where states have had to compete for supplies and testing has been inaccessible for most people.

Taiwan, with a population of around 24 million people, has recorded just over 390 cases and six deaths, and yesterday, it reported no new cases at all. It’s managed to do that without implementing severe restrictions, like lockdowns, or school and nursery closures…

Compare that to the United States — now the world’s hardest-hit nation, at least in raw numbers — which has reported at least 26,000 deaths. Even when you take population size into account, a level of success like Taiwan’s could have meant just 83 deaths in the US.

Although Taiwan has high-quality universal health care, its success lies in its preparedness, speed, central command and rigorous contact tracing.

According to the COVID tracker, the US has thus far tested 3.5 million people, or about 1% of its population.

We are not testing enough people. The coronavirus is highly contagious. There is no vaccine. Many people carry the disease but are asymptomatic. Several states have announced that they are lifting restrictions on social contact without testing or a vaccine. To say this is dangerous is an understatement.

Until recently, the World Bank has been a vocal supporter of for-profit privatized education such as that offered by Bridge International, which had been expanding rapidly in Africa.

Thanks in large part to the work of Education International, a world confederation of teachers’ unions, the World Bank has changed its policy.

In a sudden and far-reaching policy shift, World Bank President David Malpass has agreed to major reforms that include officially freezing any direct or indirect investments in private for-profit pre-primary, primary and secondary schools. This has been a critical issue for Education International for many years and has been the key focus of our interactions with the Bank.

It has also been a major thrust of our Global Response campaign, where member organisations, regions and the EI secretariat have worked together to research and expose the activities of private, for-profit firms. Examples of that work include Uganda and Kenya, where illegal operations took place or labour standards and regulations were violated by Bridge International Academies.

Given that the World Bank is the largest funder of education in the developing world, EI has been keeping a close eye on their work. We have repeatedly and publicly challenged them for promoting privatisation, attacking teachers and undermining quality education systems and have tried to engage in dialogue – in meetings, including with EI officers and through letters, reports, and other methods. Not only did policy and financial support for private, for-profit, education operators like Bridge International Academies continue, but it increased. Some national foreign assistance agencies, including the UKs Dfid and USAID as well as private funders joined the parade. It was an ideological and profit-driven attack on public education.

Two things altered the situation. First, a pro-labour majority was elected in the US House of Representatives in the 2018 mid-term elections. That shifted leadership of key committees to members who were friendlier to trade union views. Second, the COVID-19 crisis required a broad consensus among the House, the Senate, and the White House to adopt a 2-trillion-dollar relief package. The positions of the World Bank evolved in discussions between the House Financial Services Committee chaired by Maxine Waters (D-California), and US Treasury Secretary Steven Mnuchin.

These actions built on growing global recognition of the damage done by private, for-profit education. That increasing concern includes a decision by the European Parliament and an agreement by the Board of the Global Partnership for Education (GPE).

World Bank polices and advice to many countries have long supported private delivery of education and other public services. Although it has officially committed to support the Sustainable Development Goals, much of its policy and actions run counter to that global consensus.

Financial support for private, for-profit education firms came largely from the World Bank Group’s International Finance Corporation (IFC), which is charged with making loans to the private sector. Under the agreement with the US, the IFC will freeze all support to private, for profit schools, including through direct investment, indirect investment and advisory services

EI continues to pressure the Workd Bank to adopt progressive policies that recognize workers’ rights and the need to regulate businesses practices.

The Trump administration eliminated a $200 million program to help scientists around the world predict pandemics before they get started, according to a report in the Los Angeles Times. Is it too much to call this decision criminal negligence? What’s the old poem? “For want of a nail, a kingdom was lost?” To save $200 million, a global pandemic was unleashed that killed many thousands of people and wrecked the world’s economy. Was the program scrapped to save money or because it was started by the Obama administration, which Trump hates?

Two months before the novel coronavirus probably began spreading in Wuhan, China, the Trump administration ended a $200-million pandemic early-warning program aimed at training scientists in China and other countries to detect and respond to such a threat.

The project, launched by the U.S. Agency for International Development in 2009, identified 1,200 different viruses that had the potential to erupt into pandemics, including more than 160 novel coronaviruses. The initiative, called PREDICT, also trained and supported staff in 60 foreign laboratories — including the Wuhan lab that identified 2019-nCoV, the new coronavirus that causes COVID-19.

Field work ceased when the funding ran out in September, and organizations that worked on the PREDICT program laid off dozens of scientists and analysts, said Peter Daszak, president of EcoHealth Alliance, a key player in the program.

On Wednesday, USAID granted an emergency extension to the program, issuing $2.26 million over the next six months to send experts who will help foreign labs squelch the pandemic. But program leaders say the funding will do little to further the initiative’s original mission.

Doug Little sent out this review of SLAYING GOLIATH to his readership in Canada, where some provinces support religious schools as public schools.

Some also have charter schools.

In recent conversation with activists in Alberta, it was clear that supporters of public education are worried about following America’s descent into privatization but that the camel’s nose is already inside the Alberta tent, and maybe even more than its nose. As she described the variety of charters and religious schools that already receive public money, it seemed that Alberta may be more privatized than American schools.

We live in a new age of authoritarianism. Russian sycophants have cleared the way for Putin to remain in power for at least 16 more years.

This from CNN:

Vladimir Putin’s path to an extended presidency is almost clear after lawmakers voted to change term limit rules in the Russian constitution. Under current Russian law, Putin would have to step down as president in 2024, but the proposed amendment would either scrap term limits altogether or just allow Putin to run again, extending his time in office all the way to 2036. Why? The legislator who put forth the measure said Putin’s continued rule would be a stabilizing factor in the country and alleviate people’s fears over Russia’s political future. Putin, of course, approves of the proposed changes. The amendments still face two more rounds of approval today in parliament.

Remember that Trump declared a national emergency because of the spread of COVID-19.

Scary thought: will he use this national emergency to postpone the 2020 elections? Who would stop him?

Yong Zhao writes here about the international test called PISA, which is used to rank, rate and stigmatize entire national systems of education. Its scores are based on a standardized test, of course, which contains the usual flaws of such tests.

His article is called “Two Decades of Havoc.”

Scholars have criticized PISA since it started, but once the global horse race started, there was no slowing it down. PISA now drives every nation to compete for higher scores, in a “race to the top” that very few can win. The critics have been ignored.

It is a stupid metric. Should we really long to be like Estonia? Can all of education be boiled down to questions on a test? What do the results tell us about the future? Nothing, really. When the first international test was given in mathematics in 1964, the U.S. came in last. And over the next 50 years, the U.S. economy surpassed the nations with higher math scores.

 

John Merrow learned about the latest trending idea in teacher training. Give a teacher a script, put a “bug” in his or her ear, and let the teacher follow instructions.

This is what he calls “insect-based” teacher training.

He decided to visit some schools to find out how it was working.

Part 1 begins like this:

The latest development in the never-ending struggle to improve teaching involves “A bug in the ear” AND “A fly on the wall.”  This insect-based approach has a highly-trained but distant observers watching (on closed circuit video) teachers at work and giving them instructions and suggestions in real time, so the teachers can modify methods and instantly improve their instruction. 

According to Education Week, what’s called ‘Bug in the Ear Coaching”  is being used in about a dozen states. “The premise is simple: A teacher wears an earpiece during a lesson, which is being live-streamed for an instructional coach who is somewhere else. Throughout the lesson, the coach delivers in-the-moment feedback to the teacher, who can add something or switch gears based on what she’s hearing in her ear.”

I reached out to some of the sources I developed in my 41 years of reporting for a closer look. One enthusiastic superintendent, who requested anonymity, said that the system would pay for itself in higher scores on standardized tests. “While the initial investment of $500,000 per school for cameras and directional microphones for every classroom, a dedicated room of monitors, the cost of a half-time tech person, and the salaries of the instructional experts who monitor the teachers, looks like a lot, once those standardized test scores go up, it’s smooth sailing.”

Are there other costs, I wanted to know?

“Our experts wanted all the teachers to wear identical loose-fitting shirts and blouses to minimize sound interference.  I had a great deal worked out with the company that makes the uniforms they wear at the federal penitentiary in the next county.”  He chuckled, “But without stripes, of course.” However, he explained, the teachers union shot the idea down. 

He (and some educators cited in Ed Week) say that most teachers like the immediacy of the system, saying that instant feedback is really the only kind that sticks.  “It was really nice to feel supported and get direct feedback in the moment,” a special education teacher in Washington State told Ed Week.

However, when I reached out to some veteran teachers I respect, I found no support for the approach.  (Stop reading here if vulgar language offends you.)

I stopped reading right there, but you don’t need to!

Then he posted Part 2, where he continued his investigation. 

Last week in this space I took a poke or two at what I called “Insect-Based Teacher Training,” specifically the practice of wiring teachers so that remote observers can hear and see what they do in their classrooms.  What they call “Bug in the Ear training” enables experts to interrupt teachers and tell them what they are doing wrong. In theory, that allows teachers to improve on the spot.  You may remember that the expert I observed in action wasn’t particularly effective.

(Full disclosure: In last week’s essay I took a small liberty with the two veteran teachers whose opinions I cited: neither of them actually referenced ‘ants in underpants’ or ‘ticks on dicks.’   I owe my readers an apology because the teachers did not say that.  I made that up, just for the fun of it. 

Why would I do that?  Well, after so many years of reporting for public broadcasting, where the emphasis is on truth, making stuff up gives me a huge adrenalin rush.

However, everything else in that essay  is 100% accurate.  You can take that to the bank.)

But I digress. What I want you to know is the morning after “Insect-Based Teacher Training” was published, I received a call from the School Superintendent whose district I had visited.   He was upset about my portrayal of the process, saying that the observer had a bad day.  Moreover, he said, I had failed to grasp the subtle, significant ways that technology improves education.  Would I come back and learn more, he asked?

I rushed out the door, and a few hours later the Superintendent and I were in the school’s monitoring room, staring at the 30+ video screens that showed all the school’s classrooms.

I wanted to hear his defense of the “Bug in the Ear” approach.  Would he have wanted to have a bug in his ear when he was teaching, I wanted to know?

“I actually never taught,” came his response. “I came up the ranks through coaching.”

Then he chuckled.  “That’s an old joke, superintendents starting out as coaches.  I was never a coach either.”

What was his background, I wanted to know?

“I studied organizational behavior in college, and then, for my MBA, I focused on management.”

He continued:  “But that’s not why I asked you to come back,” he said. “I want you to see another way that monitoring and advanced technology improve teaching and learning.”

Go on, I said.

To get the inside scoop on “insect-based teacher training,” this is a must-read.

In case you wondered, the first time I ever heard of the bug-in-your-ear approach to teaching, it was in the description of the methodology of Bridge International Academies, the private sector effort to take over schooling in certain African nations. The BIA approach was to give each teacher an iPad (or similar device) with a curriculum written by TFA teachers located in Boston. Then each teacher got a bug-in-the-ear to make sure that they were delivering the curriculum precisely as directed by the device. BIA charges a fee and was engaged in trying to turn a profit by enrolling hundreds of thousands of students in the world’s poorest countries. Its investors included Bill Gates, Pearson, Mark Zuckerberg, Pearson, and the World Bank. The problem with its approach was that it had the effect of discouraging the government from taking responsibility for building a universal, free public education system. Furthermore, if students couldn’t pay the fees, they were kicked out. BIA says it gets higher scores, which is not surprising since it accepts students only if they can pay. Strange that BIA’s methods crossed the ocean back to where it was started.

G.F. Brandenburg posted a graph from a recent report of the OECD–the same organization that sponsors the PISA tests–which shows the number of hours that teachers work in every country tested.

Teachers in the United States reported working an average of 46.2 hours a week, according to the Teaching and Learning International Survey, which was coordinated by the Organization for Economic Cooperation and Development and included responses from educators in 49 education systems. The global survey average was 38.3 hours a week. Only teachers in two other education systems—Japan and Kazakhstan—reported working more hours.

Of the hours U.S. teachers reported working, the bulk of that time—28 hours—is spent teaching, as opposed to on administrative work or professional development. That’s more than teachers in any other education system. The survey average was 20 hours spent teaching.

Open the link to see the graph.