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On Tuesday, the Employment and Social Affairs Committee endorsed a political deal on a new bill aiming to improve the working conditions of platform workers.
Committee on Employment and Social Affairs

Source : © European Union, 2024 - EP

On Tuesday, the Employment and Social Affairs Committee endorsed a political deal on a new bill aiming to improve the working conditions of platform workers.
Committee on Employment and Social Affairs

Source : © European Union, 2024 - EP

By External Source
Mar 19 2024 (IPS-Partners)

 

Professor Mohammed Belhocine is an Algerian national. Former Head of the Department of Internal Medicine, he held various positions in Algeria, at the Faculty of Medicine and the Ministry of Health, before joining the international civil service in 1997. Former Director of the Division of Non-Communicable Diseases at the WHO Regional Office for Africa (in Harare, then in Brazzaville), he was also WHO Representative in Nigeria and Tanzania. He ended his career as UN System Coordinator and UNDP Resident Representative in Tunisia from 2009 to 2013. From June 2015 to February 2016, at the request of the WHO Regional Director, he returned to duty as WHO Representative in Guinea, playing an active role in providing technical support and expertise to the country’s response to the Ebola epidemic. In October 2021, supported by his country, he was elected to the position of Commissioner for Education, Science, Technology and Innovation within the African Union. Professor Belhocine is the father of three children and has six grandchildren.

ECW: 2024 is the Africa Year of Education. How can African Union Member States work with donors, civil society partners and multilateral organizations to transform and accelerate the delivery of education for girls and boys impacted by armed conflicts, forced displacement and climate-induced disasters in Africa?

Professor Mohammed Belhocine: The AU Theme of the Year 2024 is dedicated to Education, and it presents a crucial opportunity for African Union Member States to collaborate with various stakeholders to enhance education delivery for children affected by conflicts, displacement and climate disasters.

Leveraging existing frameworks like the Continental Education Strategy for Africa (CESA 16-25), countries can embark on policy alignment, ensuring the alignment of national education policies, prioritizing inclusive and quality education for all, particularly in crisis-affected areas.

In addition, AU Member States can embark on work with civil society partners, multilateral organizations such as UNICEF, UNESCO, WFP, Global Partnership for Education (GPE) and Education Cannot Wait, and multilateral or bilateral funding partners, to mobilize resources for education programs in conflict zones and areas affected by displacement and climate disasters; and they can advocate for increased attention and investment in education in crisis settings at regional and global forums, while forging partnerships with governments, NGOs, and international agencies to amplify impact and reach. Many examples can be drawn, throughout the continent.

For example, on education delivery for girls and boys impacted by armed conflict, the Democratic Republic of the Congo (DRC) has established the “Children, Not Soldiers” campaign in collaboration with the United Nations, advocating for the release and reintegration of child soldiers and prioritizing their education and rehabilitation.

In Somalia, GPE has partnered with the government to support the rebuilding of its education system, providing funding for teacher training, school construction and curriculum development in conflict-affected regions.

On displaced children, civil society organizations play a crucial role in engaging communities, advocating for children’s rights, and providing education services in hard-to-reach areas. They can work closely with communities to identify needs, mobilize resources and implement education programs tailored to local contexts.

In South Sudan, for instance, organizations like Save the Children and UNICEF have established temporary learning spaces and community-based education programs to reach children affected by conflict and displacement, ensuring continuity of learning in challenging environments.

The Education Cannot Wait (ECW) fund has supported countries like Nigeria in providing education for internally displaced children affected by the Boko Haram insurgency, focusing on building inclusive and resilient education systems. Likewise, in the Western Sahara refugee camp of Tindouf (Algeria) UNICEF, WFP, UNHCR and NGOs are supporting children’s education.

On climate change-induced disasters, following the devastating impact of Cyclone Idai in 2019, Mozambique has been working with international partners to rebuild and strengthen its education infrastructure. The intervention includes constructing cyclone-resistant schools and developing early warning systems to protect schools from future disasters. Kenya is implementing a climate change curriculum in primary and secondary schools to educate about climate change adaptation and mitigation strategies.

By leveraging the expertise, resources and collective efforts of African Union member states, donor organizations, civil society partners and multilateral organizations, it’s possible to transform and accelerate the delivery of education for children impacted by crises in Africa, ensuring they have access to quality education and opportunities for a brighter future.

AU Member States can foster innovation in education delivery, such as leveraging technology for remote learning and establishing temporary learning spaces in refugee camps and disaster-affected areas; enhance the capacity of education systems to respond effectively to crises, including training teachers and education personnel in trauma-informed pedagogy and psychosocial support; and engage communities, including parents, local leaders and affected populations, in the design and implementation of education programs to ensure relevance and sustainability.

For instance, through Japanese funding, the International Institute of Capacity Building in Africa (UNESCO-IICBA) supports the African Union International Centre for Women and Girls Education (AU-CIEFFA) in two main projects. The first one aims at creating safe, supportive, and resilient learning environments to safeguard children’s right to education amid conflict and crises in the Sahel, Central and East Africa with a budget of US$1,155,000. The second relates to capacity-building of teachers to promote continuous and inclusive access to safe and quality education for girls in west Africa with a budget of US$3,260,000.

ECW: Approximately 98 million children are out-of-school across sub-Saharan Africa. In areas impacted by armed conflict, forced displacement, climate change and other protracted crises, girls are especially at risk of dropping out, being forced into child marriage, and being denied their human rights. Why must we redouble investments in girls’ education?

Professor Mohammed Belhocine: Redoubling investments in girls’ education is imperative, especially in areas affected by armed conflict, displacement and climate crises, considering the Safe Schools Declaration. It is believed that girls in these contexts face heightened risks of dropping out, child marriage and human rights violations. This adds to the fact that even in “normal” times, less girls attend school than boys.

Against this backdrop, the African Union Commission established the African Union International Centre for Girls and Women (AU-CIEFFA), to coordinate the promotion of girls’ and women’s education in Africa, with a view of achieving their economic, social and cultural empowerment. The Centre works closely with AU Member States and government, civil society, and international partners to keep girls’ education as a priority concern. We all know that education is a driver for peace and stability. By ensuring that girls have access to safe and quality education, we can help prevent conflict, promote social cohesion and contribute to long-term peacebuilding efforts which, invariably, will promote gender equality and women’s empowerment. It will protect girls from social abuses: child marriage, human trafficking, sexual abuse, child labour and so on. We must redouble investments in girls’ education to implement the Safe School Declaration, which has been ratified by 35 AU member States and which reaffirms the commitment to protect education from attack during armed conflict. Redoubling investments in girls’ education should include implementing measures outlined in the declaration to ensure safe learning environments for all children, especially girls, in crisis-affected areas. COVID-19 exacerbated those vulnerabilities.

ECW: There is a massive funding gap for education across Africa, particularly for girls and boys impacted by emergencies and protracted crises. Why should donors, the private sector and high-net-worth individuals invest in education in Africa through dedicated funds such as “Education Cannot Wait”?

Professor Mohammed Belhocine: Donors, the private sector and high-net-worth individuals are encouraged to invest in education in Africa, through efficiently dedicated funds, such as Education Cannot Wait.

One of the reasons here should be for long-term stability and peace. We all know that education plays a crucial role in fostering social cohesion, promoting peacebuilding and preventing conflict. By investing in education in Africa, donors can support initiatives that provide safe and inclusive learning environments, promote tolerance and understanding, and empower young people to actively participate in building peaceful and stable societies.

On the other hand, education is a key determinant for economic development. Education is a powerful catalyst for economic growth and poverty reduction. By investing in education, donors can help equip young Africans with the knowledge and skills they need to participate in the workforce, start businesses, and contribute to their communities’ development. This, in turn, can have positive ripple effects on Africa’s overall economic prosperity. Experts teach us that the mid-term return on investment in education is one of the highest.

In addition, education is closely intertwined with health outcomes. By investing in education, donors can support initiatives that provide children with essential health education, promote positive health behaviours, and contribute to better health outcomes for individuals and communities. Furthermore, education can also serve as a protective factor against issues such as child marriage, early pregnancy and other harmful practices.

Therefore, investing in education in Africa through dedicated funds such as Education Cannot Wait is not only a moral imperative, but also a strategic opportunity to build a better future for millions of children and youth, unlock the continent’s potential, and contribute to global progress and prosperity.

ECW: As seen by droughts in the Sahel, flooding in Libya and East Africa, and other climate-induced disasters, climate change is a major threat to sustainable development across Africa. How can we better connect the dots between climate action and education action to build a more sustainable future for Africa?

Professor Mohammed Belhocine: Connecting climate and education actions is better done within existing African Union’s Frameworks, aligned with Agenda 2063, for a more sustainable future in Africa.

One of the steps to take is to implement initiatives to make schools more environmentally sustainable, such as smart water management, incorporating renewable energy sources, promoting waste reduction and recycling, as well as integrating environmental themes into school activities and infrastructure development. This can also be done by engaging local communities in climate education and action through outreach programs, community-based projects, and partnerships with grassroots organizations, fostering a sense of ownership and collective responsibility for climate change resilience and environmental stewardship.

These actions cannot go without providing training and support to educators, policymakers and community leaders on climate change mitigation, adaptation and resilience-building strategies, empowering them to lead effective initiatives at the local, regional and national levels. This can also lead to investment in research and innovation to develop context-specific solutions to climate-related challenges in education, leveraging indigenous knowledge and technology to build resilience and promote sustainable development.

Lastly here is the need to foster collaboration between education and environmental ministries, as well as other relevant sectors such as agriculture, energy and water resources, to develop holistic approaches in addressing climate change through education and policy integration. The need to raise awareness about the interconnectedness of climate change and education, calls for increased funding, policy support and international cooperation to address both issues effectively and equitably.

ECW: We all know that ‘leaders are readers’ and that reading skills are key to every child’s education. What are three books that have most influenced you personally and/or professionally, and why would you recommend them to others?

Professor Mohammed Belhocine: The more you read, the more you learn. As one famous singer put it: “I am a beginner with whitening hair.”

It’s difficult to select only three books, as all of them would influence you in one way or another. Screening through my recent and ancient readings, and trying to link your question to our discussion, I would single out three important titles: The first one is the monumental work of Cheikh Anta Diop, Pre-colonial black Africa (1960), which, when published, constituted a major epistemological break with hitherto received ideas on African historical sociology. It is a must for whoever wants to better understand the anthropological, social, cultural, scientific and economic foundations of African societies. The second relates to the famous best seller Sapiens: A Brief History of Humankind (2012) by Yuval Noah Harari. Combining natural and social sciences, the author offers, in a simple and pleasant style, an overview of the history of mankind from the Stone Age to the 21st century. This book was followed by another one from the same author, questioning the future of humankind: 21 lessons for the 21st century in an era of ever evolving technologies.

Many other titles come into my mind. These include, for instance, the works of Joseph Ki Zerbo on African history, culture and education, and many novels from African and non-African novelists, but let me stop here.

As we enter the digital era, I cannot but encourage our youth to read books, because reading a book helps consolidate our knowledge, our memory and our critical thinking, and ultimately, forge our character.

 

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The MMC, the Accra Metropolitan Assembly, and local community leaders celebrate the construction of a childcare center in an informal area of Accra, Ghana. Credit: Samer Saliba

By Elizabeth K. T. Sackey and Vittoria Zanuso
ACCRA / NEW YORK, Mar 19 2024 (IPS)

For the past eight years, Chiso has collected waste as part of Accra’s informal waste management sector. Since arriving in Ghana from Nigeria, he has earned enough to allow him and his family to survive, but saving money has been nearly impossible.

For Chiso, accessing the formal labor market has been challenging due to factors like obtaining a national ID. Without access to a formal job, Chiso has no negotiating power, leaving him at the mercy of fluctuating market prices and aggressive competitors, jeopardizing his health and livelihood.

For years, Accra has faced two concurrent trends: the arrival of displaced people like Chiso into the city from elsewhere in the country and West Africa, and a growing need for workers in green jobs to make the city cleaner, healthier and safer. Many displaced people in Accra, like most other cities, struggle to find good-paying jobs.

At the same time, Accra grapples with improper waste management – the World Bank estimates that around 20,000 Ghanaians die prematurely each year from poor water, sanitation and hygiene, most of them living in Accra,

Teaming up with the Mayors Migration Council, the Accra Metropolitan Assembly devised a solution to tackle both of these issues at once, and turn what could be seen as a challenge into the opportunity to build a greener, more inclusive city: we would help migrant workers enroll in formal waste cooperatives, while helping fill gaps in the city’s waste management value chain.

Since the program’s launch last year with support from the Global Cities Fund for Migrants and Refugees, we’ve successfully established a cooperative of 40 waste workers and assisted over 250 people in situations similar to Chiso’s register for national health insurance.

We also convened national and city authorities to advocate for nationwide policy changes to make it easier for migrants to access jobs by simplifying requirements for national identification and other services.

And we’re alleviating the daily strains that migrants in Accra face, such as creating a child care center in a major hub for informal waste workers to provide safe spaces for children away from the hazardous sites where their parents work.

This program not only demonstrates what happens when funds are given directly to the governments closest to the people, but also illustrates how migrants can fill employment gaps, contributing to greener and more inclusive cities. And it can be done anywhere in the world – including in the U.S.

Like Ghana, many cities have large numbers of migrants eager to work in the formal economy, coupled with a shortage of workers to take on green jobs. In the U.S. this is particularly the case following recent investments from the Inflation Reduction Act that will boost the green labor market with more than 1.5 million new clean energy jobs by 2030.

Given the large scale of labor demands, this could result in a worker shortage. But migrant workers could play an important role in accelerating the green transition by filling skills gaps and labor needs like those that are expected in the U.S. in the next few years. We believe that mayors across the U.S. and the globe could also develop win-win programs that match migrants who want to work with jobs that cities need to fill.

Several U.S. mayors for example, including Mayor Ron Nirenberg in San Antonio, Mayor Kate Gallego in Phoenix, Mayor Karen Bass in Los Angeles, Mayor Mike Johnson in Denver, and Mayor Brandon Johnson in Chicago, have already been champions for migrants in their communities.

In these cities, migrants constitute a large proportion of the workforce in rapidly growing green industries like waste management and manufacturing.

As the number of migrants and displaced individuals seeking refuge in cities continues to rise in the U.S. and worldwide, there’s a need to support the mayors embracing them as active contributors to the transition to a green economy. Despite doing more with less, mayors often lack access to the funding and resources needed to implement solutions like Accra’s at scale.

Accra’s green jobs program serves as a model for the effectiveness of directly funding mayors who know their cities’ needs and opportunities best. We call on the philanthropic community to join us and lead by example by localizing their giving and investing directly in cities, and we call on mayors across the world to consider how they can create win-win opportunities for migrants and their city’s economies.

Elizabeth K. T. Sackey is Mayor of Accra, Ghana and Vittoria Zanuso is Executive Director of the Mayors Migration Council.

IPS UN Bureau

 

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Die Präsidentin der Republik Moldau, Maia Sandu, hat am Montag (18. März) eine Kampagne für ein bevorstehendes Referendum über den Beitritt des Landes zur EU gestartet. Sie rief dazu auf, Unterstützung für den Beitritt des Landes zur EU zu mobilisieren.

Euractiv's Transport Brief brings you the latest roundup of news affecting the transport sector in Europe.

ADF militants, blamed for a series of deadly attacks, entered Uganda on Saturday, the army says.

Die Tschechische Republik wird dem Europäischen Rat diese Woche vorschlagen, den Import von russischem und belarussischem Getreide in die EU zu verbieten, sagte Landwirtschaftsminister Marek Výborný.

On Wednesday, 20 March, Foreign Affairs Committee will hold a presentation, by the authors, of an in-depth analysis on Ukraine’s 10-point peace plan and the Kyiv security compact.
Ukraine’s 10-point peace plan and the Kyiv Security Compact – An assessment - in-depth analysis
Source : © European Union, 2024 - EP

Nach wochenlangen Meinungsverschiedenheiten haben die EU-Außenminister am Montag (18. März) beschlossen, Sanktionen gegen israelische Siedler wegen Angriffen auf Palästinenser im Westjordanland zu verhängen, neben weiteren Sanktionen gegen die Hamas.

Ten ambitious scholars have the opportunity to participate in the Nippon Foundation-Partnership for Observation of the Global Ocean Centre of Excellence in Observational Oceanography. Credit: Riley Smith/Courtesy OFI

By Alison Kentish
DOMINICA, Mar 19 2024 (IPS)

Picture yourself as an early-career ocean researcher. You have the opportunity to be at sea in addition to learning on campus. Through cutting-edge technology and immersive facilities, you experience the most realistic ocean exploration scenarios, including braving extreme cold and harsh environments. That’s the experience at the Launch, a ‘living lab’ at the Marine Institute of Memorial University in Newfoundland and Labrador, located on the east coast of Canada. It’s an experience meant to prepare you for the real-world complexities of the type of ocean research needed to tackle urgent global issues like climate change.

In the same spirit of immersion, imagine being able to conduct research at two unique ecological observatories: Hakai Institute’s Quadra Island with labs for genomics, ancient DNA, and physical and chemical observatory, and the Institute’s remote Calvert Island observatory—an off-grid site and the only settlement on the island, which is located between Vancouver and Alaska. There, you can conduct research in oceanography, ecosystems mapping, nearshore habitats, watersheds, and biodiversity.

What sounds like a researcher’s most ambitious dream is the reality for scholars of the Nippon Foundation-Partnership for Observation of the Global Ocean Centre of Excellence in Observational Oceanography. Once spearheaded by the Bermuda Institute of Ocean Sciences and the Alfred Wegener Institute for Polar and Marine Research, the next phase of the programme is being hosted by the Ocean Frontier Institute (OFI), which is led by Dalhousie University, in partnership with the Faculty of Open Learning and Career Development at Dalhousie University. Partnerships with the Marine Institute of Memorial University and the Hakai Institute make for dynamic learning and hands-on experience.

“By providing 10 scholars a year the opportunity to develop and fine-tune their interdisciplinary skills, all relevant to observation of the global ocean, the Centre of Excellence is equipping the next generation of leaders and mentors,” says Tracey Woodhouse, OFI’s Training and Early Career Development Program Manager.

The Centre of Excellence is being hosted by the Ocean Frontier Institute (OFI) in partnership with the Faculty of Open Learning and Career Development at Dalhousie University. Credit: Courtesy OFI

With a significant number of applicants received, priority consideration is being given to candidates from developing and emerging nations who hold positions at research, academic, or governmental institutes in their home country, and who anticipate returning there after the completion of the program.

“They learn about the climate-ocean nexus, how to communicate with diverse groups, including policymakers, data management practices, coding, and modelling, all while networking with researchers at the forefront of ocean and climate work.”

Since its start in 2008, there have been 10 cohorts of scholars, producing over 100 scholars. Woodhouse says the scholars join a larger network of alumni and have inspired the next generation of ocean observers. Founder and President of the Tula Foundation’s Hakai Institute, Eric Peterson, says the values of the Centre of Excellence seamlessly align with those of the partners.

“Our Hakai Institute is an integrated program of coastal science and community programs on our Pacific coastal margin. We say that we study everything from “icefields to oceans,” mainly through the lens of climate change. Together with many partners, we conduct long-term observational science and experimentation ranging from analyzing water masses upwelling across the continental shelf to glacial loss and coastal instability,” he told IPS.

“We provide the fellows with exposure to the Pacific Coast, hands-on field research, and greater exposure to Indigenous perspectives on science, resource management, and education,” he told IPS.

Peterson says the programme’s diversity ensures that no region is left out of ocean science research.

The scholars have the opportunity to experience both ocean exploration and learning on campus. Credit: Courtesy OFI

“Our other program, which has been in place for over 20 years, is a public health and nursing education program (TulaSalud) in the rural Indigenous regions of Guatemala. We welcome initiatives that build links between our ecological work in Canada and our longstanding work in global health, in the spirit of what is now called OneHealth. The Centre of Excellence, with its emphasis on educating future leaders from the global south, is therefore a very good fit for us,” he said.

Officials of the Marine Institute campus of Memorial University agree. Vice President Dr. Paul Brett told IPS that the programme is “creating space” for early-career researchers to expand their work in ocean observation within the wider context of ocean research.

“This program sees scholars come together worldwide and with varied academic experiences. The diversity in perspectives will be beneficial in many elements of the group’s shared learning and in the independent research projects they will engage in throughout the program. It is anticipated that participation in the independent research work, coupled with curricular elements of science communication and presentation skills, will equip students to engage in critical conversations concerning ocean research in Canada and their home country.”

Brett says the Marine Institute will host the scholars for about six months and they will be part of a programme ‘tailored to the fundamentals of observational oceanography’.

“Topics include applied oceanography, ocean observation, and remote sensing. The curriculum will be delivered through classroom theory, practical hands-on shops, labs, and time spent on the water from MI’s Holyrood facility, The Launch,” he said.

With the Hakai Institute’s assistance, the scholars will benefit from investment in geospatial science. According to Peterson, this includes satellites, aircraft, drones, and bathymetry.

“Most of the work we do from our ecological observatories is fortified by detailed mapping, modelling, etc. This ranges from mapping of ocean dynamics, planktons, kelps, and seagrass, intertidal invertebrates, snow and ice cover, geomorphological change to our coastline, and even identification of ancient human settlements has a geospatial component,” he said.

OFI has confirmed International Ocean Institute Canada and DeepSense as additional curriculum delivery partners and the Institute intends to forge new partnerships as the programme progresses.

The Centre of Excellence will be hosted by OFI for at least three years, with the possibility of an extension. Institute officials say that through this partnership, the scholars are given the tools, facilities, mentorship, and opportunities to make their mark on ocean research.

“Graduates from the Nippon Foundation-Partnership for Observation of the Global Ocean Centre of Excellence go on to complete higher-level degrees; guide ocean stewardship in their home countries; teach, mentor, and inspire the next generation; lead innovative ocean research; inform policy; and more. There’s no limit to the number of doors the Centre of Excellence can open for the scholars,” said Woodhouse.

IPS UN Bureau Report

 

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Excerpt:

The Ocean Frontier Institute is hosting the fourth Nippon Foundation-Partnership for Observation of the Global Ocean Centre of Excellence in Observational Oceanography. The immersive programme is empowering scholars and advancing ocean research.

President Maia Sandu launched a campaign to promote an upcoming referendum on Moldova's push to join the European Union on Monday (18 March), calling on civil leaders to rally support for the country's accession to the 27-member bloc.

Der katalanische Separatistenführer Carles Puigdemont ist bereit, aus dem belgischen Exil nach Spanien zurückzukehren und sich dort vorübergehend festnehmen zu lassen, verkündete sein Anwalt. Er will Chef der Regionalregierung werden und auch die anstehenden Regionalwahlen gewinnen.

Depuis le début de la guerre contre le Hamas le 7 octobre 2023, l'économie israélienne est touchée de plein fouet. Alors que les projections tablaient sur une hausse de 3,5 % en 2023, la forte baisse du PIB entre octobre et décembre a causé un ralentissement global de l’économie en ce début de 2024.

La commissaire du Conseil de l'Europe aux droits de l'homme a exhorté mardi l'Allemagne à des « efforts supplémentaires » face aux « inégalités croissantes » dans ce pays où la « richesse » contraste avec les niveaux « élevés » de pauvreté et d'exclusion sociale.

Morgen werden die EU-Liberalen ihren Wahlkampf für das Europäische Parlament offiziell einläuten. Dabei scheint bereits jetzt klar, dass vor allem ein Wahlkampfthema dominieren wird: Kommissionspräsidentin Ursula von der Leyen.

Written by Marc Jütten with Dorothee Falkenberg.

On 1 January 2024, BRICS – the intergovernmental organisation comprising Brazil, Russia, India, China and South Africa – admitted four new members: Egypt, Ethiopia, Iran and the United Arab Emirates. The group’s decision to open the door to new members was taken at its Johannesburg summit in August 2023, sparking a debate about its growing international influence.

According to estimates, BRICS+, as the organisation has been informally called since its expansion, now accounts for 37.3 % of world GDP, or more than half as much as the EU (14.5 %). However, besides an increase in economic power the new members could bring potential conflicts (Saudi Arabia/Iran or Egypt/Ethiopia) into the group, making the reaching of consensus on common political positions more difficult.

Since the new members would only contribute roughly 4 % to the group’s cumulative GDP, the significance of the expansion should be seen beyond the purely economic effect, in the form of greater influence for the group and for developing countries as a whole within international organisations such as the United Nations, the World Trade Organization and the Bretton Woods institutions.

The EU engages with BRICS+ countries individually. For instance, it has strategic partnerships with Brazil, India and South Africa, and is negotiating a free trade agreement with India. On the other hand, current conflicts in Ukraine and Gaza show the divergent approaches to security taken by the EU and BRICS+.

The European Parliament has stressed that further political dialogue with the BRICS countries is needed, including on an individual basis. In an exchange of views with European Commission representatives in October 2023, Members of the Parliament’s Committee on International Trade (INTA) underlined the need to keep an eye on the group’s expansion, especially considering the effect of a potential BRICS+ currency and the consequences for EU trade policy.

Read the complete briefing on ‘Expansion of BRICS: A quest for greater global influence?‘ in the Think Tank pages of the European Parliament.

Die europäischen Liberalen kommen am Mittwoch (20. März) unter schwierigen Vorzeichen in Brüssel zusammen, um ihren gemeinsamen Wahlkampf zu starten. Unter dem Motto "Renew Europe Now" will man dabei vor allem Kommissionspräsidentin Ursula von der Leyen ins Visier nehmen.

Mit dem angestrebten Austausch zahlreicher polnischer Botschafter hat die zentristische Regierung erneut den Unmut der gegnerischen PiS auf sich gezogen. Das Umfeld des PiS-nahen Präsidenten warnt, dass der Außenminister damit seine mögliche Kandidatur als EU-Verteidigungskommissar aufs Spiel setze.

Meet Matron Rose Amankwaah, a former medallist at the Commonwealth Games who has spent almost 50 years working for the NHS.