Guest workers have played an integral role in the Gulf since the 1970s where the demographic changes accompanying these labor flows occurred at an extraordinarily rapid pace. The region’s aggregate population has increased more than tenfold in a little over half a century, but in no other region of the world do citizens comprise such a small proportion of the population. While this ‘demographic imbalance’ makes the Gulf unique, what differentiates it is not its economic and demographic expansion through migration but the degree to which the region’s governments have excluded foreign workers from being integrated into the national polity. This exclusion of foreign workers is a result of a conscious policy.
Labor migration to Gulf Cooperation Council (GCC) countries are mostly governed under a sponsorship system known as Kafala. Migrant workers require a national sponsor (called Kafeel) and are only allowed to work for the visa sponsoring firm. The workers must obtain a no-objection certificate from the sponsor to resign and have to leave the country upon termination of the usual 2 to 3 years’ contract before being allowed to commence a new contract under a new sponsor. Tied to the sponsor, the migrants become immobile within the internal labor market for the duration of the contract. Consequently the sponsors benefit from non-competitive environments where they extract substantial economic rents from migrant workers at the expense of inducing significant inefficiencies in production.
The Kafeels pay workers an income above the wage in their country of origin and obtain economic rents equal to the difference between such earnings and the net marginal return from employing the migrant worker. Migrant workers are paid the initial nominal wage throughout the entire contractual period. They are even made to accept lower wages than contracted initially. Immobilized by labor restrictions, workers cannot command a higher wage even when there is demand for their services by rival firms willing to hire them in order to avoid the cost of hiring from abroad. Kafeels have also found other ways of extracting rents in recent decades by indulging in visa trading. They allow their names to be used to sponsor foreign workers in exchange for monetary gains.
Arguably, rents per-se should not directly create adverse effects because they are essentially redistributive transfers. Earnings paid to migrants are sufficient to motivate them to migrate. The migrants do not leave. But this view is over-simplistic. The combination of short contracts, flat wages, and lack of internal mobility kills the incentives for migrant workers to exercise higher effort levels in production and engage in activities that enhance their human capital. Any productivity gain would go to the sponsor in the form of rents. The system provides incentives to entrepreneurs to concentrate on low-skills, labor-intensive activities where the extraction of economic rents is easier. Such sponsor-worker behavior explains for instance why despite the massive investments in Dubai, the economy-wide efficiency levels (average labor productivity) have not improved in the last two decades while in Hong Kong, they doubled and in Singapore quadrupled.
The 2004 Indian Ocean Tsunami – Triggering engagement in Disaster Risk Management (DRM)
In 2004 December, Sri Lanka faced the worst disaster in its history - the Indian Ocean Tsunami. More than 35,000 people lost their lives and around 5,000 people went missing. At the time of the Tsunami, Sri Lanka did not have a proper legal and institutional mechanism to manage disaster risk. In the aftermath of the catastrophe, the Government made very serious efforts to establish a mechanism to avoid dramatic loss of life in future disaster events.
Subsequently, the Disaster Management Act was passed and the National Council for Disaster Management, chaired by the President, was established. A Ministry of Disaster Management (MoDM) was created and charged with the disaster risk management (DRM) portfolio and the Disaster Management Centre (DMC) was established July 2005 to implement DRM programs across the country.
With these mechanisms in place, the Government began strengthening disaster preparedness, especially for tsunamis. Three pieces were put in place including: i) development of a tsunami early warning system; ii) implementation of awareness raising programs, from the grassroots to national levels; and, iii) regular evacuation drills were conducted in all coastal villages. The system has proven successful as the DMC issued Tsunami evacuation warnings in September 2007 and April 2014, which resulted in the safe evacuation of coastal communities.
Major crises like wars and disasters affect the lives of millions of people around the world. Sri Lanka itself has experienced the devastating consequences of a brutal 30-year war, violent insurrection and the 2004 Indian Ocean tsunami. Whilst mental health and psychosocial services have evolved to help survivors of these crises to cope with and recover from these impacts, it has often been a challenge to providing effective support at the scale required and in a timely manner.
For some affected people, the mental health and psychosocial consequences can be serious and long-lasting. However, for others, access to appropriate material and social support can bolster their ability to cope with the losses and hardships created by disaster and conflict. Given the limited specialized human resources available for mental health and psychosocial support in low and middle-income settings around the world – including in Sri Lanka – it is vital to develop approaches that can strengthen families’ and communities’ own capacity for resilience in the face of adversity.
Let’s say we are both girls born on farms in remote villages at the foothills of mountains, but you were born at the foothills of the Himalayas and I, somewhere at the foothills of the Swiss Alps. You are the first of five children and I have only one younger sister. What do you suppose our lives growing up would be like?
I have access to a road that leads me to school every day and to hospitals when I need it. I have electricity so that I can do my homework in the evenings and my mother can cook using a clean stove. We have heat. I even have telecommunication services for when I want to talk to my uncle who lives in Nova Friburgo, Brazil. And my bathroom is indoors because it separates us from our waste.
Just before participating in the mid-term review mission of Higher Education for the Twenty-First Century (HETC) project in Sri Lanka in mid-February, 2014, I went to Galle, a southern fort city in Sri Lanka, for a day. Galle has been used as a trading port around the 14th century and later occupied by the Portuguese, Dutch, and British who developed Galle as a fort city. Walking around the city, I witnessed various relics from the colonial age, which made me want to learn more about their histories. Since there was no audio guide available, I wished there was a smart phone application explaining these historical buildings.
Unexpectedly, during the mission, I found such a mobile application being developed by University of Colombo School of Computing (UCSC)’s modeling and simulation group through a research and commercialization grant awarded by the HETC project. I became really excited about their project as my little wish in Galle just became true in less than a week.
In light of International Women’s Day coming up on March 8th, I would like to share some two inspiring stories of young women that I met in Sri Lanka. They showed incredible entrepreneurialism and innovation in integrating ICT skills in creative teaching and learning at a university.
The first woman that I met was a young Information Communications Technology (ICT) training teacher, Kamani Samarasinghe, from the University of the Visual & Performing Arts. She creatively taught her class (both regular university classes and distance learning classes) through integrating a career development course into an ICT skills development class, holding virtual training sessions connecting with professor Ramesh Sharma from Indira Gandhi National Open University, and leveraging various free open education resources into her training such as YouTube videos and free typing training courses like GoodTyping. She also creates various tutorial materials (how to search, how to use Google Drive, and etc) on Google Doc and share with students.