Happy 2012! Like most people, we at TPF, have been thinking a lot about not only the year ahead, but the year past. For those in Van, Turkey, it was a hard one. The devastating earthquake that struck the Southeastern Turkish city left several hundred dead and thousands homeless. With temperatures below freezing that has become a pressing crisis. TPF is responding.
In just a short time, TPF has raised over $300,000 to help with the city’s relief and rebuilding efforts. TPF’s team held direct meetings with key organizations in Turkey in November 2011 to identify projects that will respond to immediate needs as well as have longer-term impact. Our selection criteria have been, implementation capability, efficiency, financial strength and transparency. Van Earthquake Relief Fund recipients are as follows:
GRANTS DISBURSED
KIZILAY (Turkiye Kizilay Dernegi - Turkish Red Crescent Society) Teams wasted no time in responding to the earthquake. They were on the scene within 2 hours after the first rumbles. The relief items have been deployed from the logistics centers of KIZILAY spread all over Turkey. One hundred one KIZILAY staff and dozens of KIZILAY Volunteers are still working in the disaster area in order to meet the needs of the victims. With support from TPF, KIZILAY provided 15 container houses, with running water, bath, electricity, cooking facility, etc. to the victims. With additional funds coming in earmarked for KIZILAY, we will send a second grant to the organization in the coming days.
Grant Amount: $91,500
HADD (Hisar Anadolu Destekleme Dernegi - Hisar Anatolian Support Society) aims to educate young women of displaced families in Eastern Turkey. HADD activities to date have been focused mainly in the city of Van. The organization runs multiple kilim weaving workshops in Van, two of which were destroyed in the October earthquake. TPF’s assistance will help HADD build a prefabricated workshop to replace the damaged ones.
Grant Amount: $20,000
VAKAD (Van Kadin Dernegi -Van Women's Association) was established in 2004 to address the intersections of gender-based violence and women's economic independence in Eastern Turkey. It provides women, primarily survivors of violence and displaced women, with legal and psychological support as well as trainings on women's human rights and health. The organization was one of the first respondents to the earthquake providing food, tents, clothing to the victims. VAKAD continues to respond to basic needs especially of the most vulnerable populations such as disabled and elderly. TPF support provided emergency relief supplies for the victims.
Grant Amount: $12,000
GRANTS APPROVED
KEDV (Kadin Emegini Degerlendirme Vakfi - Foundation for the Support of Women's Work) aims to improve women’s’ economic well-being and quality of life. KEDV has gained vast experience in post disaster efforts during the Marmara Earthquake in 1999. Right after its active involvement in relief efforts, KEDV opened eight Women and Children’s Centers in prefabricated settlements in the disaster region. These centers are still functioning as local grassroots women organizations. TPF will support the establishment of a prefabricated Women and Children Center in Van to provide women and children with a safe, collective space to help them get over the earthquake trauma, and to support women's leadership to recreate their own lives, homes and communities. Grant Amount: $25,000
CYDD (Cagdas Yasami Destekleme Dernegi - Association For The Support Of Contemporary Living) aims to contribute to the formation of a contemporary society in Turkey through education. CYDD provides scholarships to students in Van and has been assisting Yuzuncu Yil University to start the Spring 2012 term on time. With support from TPF, CYDD will build a prefabricated building for educational activities on the campus of Van Yuzuncu Yil University. The urgency of the need was a critical factor in TPF’s determination. The buildings will be finished by March 1, 2012 to be ready for the Spring semester.
Grant Amount: $50,000
PROJECTS PENDING APPROVAL
AKUT Search and Rescue Association (AKUT Arama Kurtarma Dernegi), initially designed for mountaineering search and rescue, became well known for its rapid, organized response to the Marmara quake in 1999, an effort that saved hundreds of lives and showed that AKUT's disciplined approach to citizen volunteering was effective across a broad range of terrains. AKUT's response to the October 2011 Van earthquake has also been remarkable. TPF will help AKUT to purchase equipment that are used during search and rescue efforts.
ACEV (Anne Cocuk Egitim Vakfi - Mother Child Education Foundation) serves communities in need with carefully designed early childhood and adult education programs in Turkey. The organization not only provides an alternative education model to those who do not have access to formal education but also supports existing preschool activities, and develops programs that strengthen the relationship between school and family. ACEV was one of the first organizations out-of-town that responded to the earthquake in Van. TPF support will contribute to ACEV’s efforts in building a Family Rehabilitation Center. The goal is to provide long-term solution to the needs of the families in Van.
We would like to recognize GlobalGiving, The American Turkish Society, Mayor's Fund to Advance New York City, Assembly of Turkish-American Association, Bridges of Hope Project, Turkish-American Chamber of Commerce, Turkish-American Business Forum, Turkish American Cultural Association of Michigan, Turkish-American Association of Arizona, Turkish-American Association of California, Turkish-American Cultural Association of Washington, American Turkish Association Houston, Turkish American Student Association, Turkish American Association of Minnesota, Turkish-American Ladies League, Association of Turkish- Americans of Southern California, Turkish Cultural Association in State University of New York, Binghamton, North Florida Turkish-American Cultural Association and all the more than 500 individuals, who have donated from $2 to $22,000, for supporting TPF's Van Earthquake Relief Fund.
“Happy New Year” shouldn’t just be something uttered at the stroke of midnight at the end of December. It should be something to strive for the next 365 days. Through our project partners, we have seen glimmers of change in Van. When we look to the future we can imagine the glimmers growing brighter. For our part, the TPF team will do everything to disburse the Van Earthquake Relief Fund to make the most impact in the region. That will go towards our efforts to make it a truly happy new year.
Wednesday, January 11, 2012
Monday, December 19, 2011
Overview of and Approaches to Teachers’ In-Service Trainings
By Kayhan Karli
Turkey has a long-standing tradition of educating teachers. However, it is not possible to say the same thing about their professional development, which has not been a priority in Turkey. Teacher training is defined in two major areas: pre-service training and in-service professional development for teachers. Regarded as a professional occupation, teaching requires a special training. Teacher training system is provided in three dimensions - field knowledge, professional knowledge for teachers, general knowledge - requires a well-planned and programmed educational process. Pre-service teachers or candidates (trainee teachers) receive education at Universities regulated by Higher Education Commission (YÖK) in cooperation with Ministry of National Education (MONE). In-service teacher training or professional development for teachers is regulated and directed by MONE. Half of all teachers in Turkey have never attended a training program during their professional careers. In our time, professional development of teachers is not only important but also a necessity in the future of learning because:
Globalization. It’s more than economics. Globalization is social. As we witness massive migration from underdeveloped cities/countries to more developed cities/countries, people who go through various social changes have difficulties in adapting and continuing their living habits. Learning becomes important and will occur in a multicultural setting.
Technology. Planning learning environments where learners are independent of technology is impossible. The new millennium’s student is defined as “knowledge builder, multimedia creator, collaborative learner, inquirer, experimental learner through real life and simulations, and an individual who can learn for everyone and for the sake of his/her own needs.” We have to ask “How can our teachers be efficient and competent in an environment where especially Web 2.0 technology is used widely?” Teachers won’t disappear. But they do need to use technology efficiently and design learning and its environment according to the structure of the new millennium. In other words we need teachers, who have web sites and write blogs; who can use social media tools like Facebook, Twitter etc. as a learning tool; and who can transform mobile phones into a learning tool, instead of dismissing them. Today, in an environment where even Presidents are using Twitter and conveying information firsthand; teachers who do not use new technology will stay behind of their students.
As TALIS (Teaching and Learning International Survey) results show, in Turkey, about three quarter of teachers are under 40 years old; they are the children of the digital age and they can adapt easily. This is Turkey’s competitive advantage over developed countries. In the last years, Turkish Ministry of National Education has provided all schools with Internet connection and even some village schools have computers now. Teachers, who can own the digital transformation in in-service trainings, will also be able to transform learning.
Brain and intelligence research. There are 79 faculty of education and 64 school of medicine in Turkey. But, none focus on brain and learning research. In the last quarter of the 20th century we tried to understand brain with experimental studies on mice. With the advancements in technology amazing discoveries have been made and experiments on animals have been replaced with new imaging techniques like fMRI. These discoveries showed that every individual has a unique way of learning. It is not hard to foresee that the answer to the question “How are we going to learn?” may change a lot as we learn more about our brains in the near future.
While we evaluate learning in the light of these three factors, the most important questions are: “Who is the learner? Is learning only for students or for everyone? For teachers to catch up with the new era should they concentrate on life-long learning?”
My father knew radio very well. He used television widely. He has encountered with computer recently and has been trying to comprehend it. Advancement in technology has changed how even the radio and television are used. Today, he needs the help of his grandson, my son, to be able to use the first two. My father is still learning in his 70s. But, the interesting part is he is learning from today’s children. In the figure below, which defines teaching very well, teaching as a profession is evaluated. The world is getting “smaller and more complex” so teaching has to be redefined as life-long learning as well as personal development.
Figure: A Framework for Understanding Teaching and Learning, Darling-Hammond & Bransford (2005, p. 11)
How do we do that? As Howard Gardner mentions in his new work “Five Minds for the Future”, we have to work on a learner’s profile. We have to teach individuals to master a discipline, use creative thinking, and infer strategy via synthesizing. New era’s teachers should be able to think differently, respect to differences in every sense, and behave ethically. Without forgetting that the teaching profession is a clinical one, we have to create a sustainable, hybrid, and a replicable model that will support master-apprentice, supervision, and mentoring relationships. Ogretmen Akademisi Vakfi has been training teachers from all around Turkey with this vision in mind. The goal is to establish an education system where all parties involved think critically and analyze skillfully.
Turkey has a long-standing tradition of educating teachers. However, it is not possible to say the same thing about their professional development, which has not been a priority in Turkey. Teacher training is defined in two major areas: pre-service training and in-service professional development for teachers. Regarded as a professional occupation, teaching requires a special training. Teacher training system is provided in three dimensions - field knowledge, professional knowledge for teachers, general knowledge - requires a well-planned and programmed educational process. Pre-service teachers or candidates (trainee teachers) receive education at Universities regulated by Higher Education Commission (YÖK) in cooperation with Ministry of National Education (MONE). In-service teacher training or professional development for teachers is regulated and directed by MONE. Half of all teachers in Turkey have never attended a training program during their professional careers. In our time, professional development of teachers is not only important but also a necessity in the future of learning because:
Globalization. It’s more than economics. Globalization is social. As we witness massive migration from underdeveloped cities/countries to more developed cities/countries, people who go through various social changes have difficulties in adapting and continuing their living habits. Learning becomes important and will occur in a multicultural setting.
Technology. Planning learning environments where learners are independent of technology is impossible. The new millennium’s student is defined as “knowledge builder, multimedia creator, collaborative learner, inquirer, experimental learner through real life and simulations, and an individual who can learn for everyone and for the sake of his/her own needs.” We have to ask “How can our teachers be efficient and competent in an environment where especially Web 2.0 technology is used widely?” Teachers won’t disappear. But they do need to use technology efficiently and design learning and its environment according to the structure of the new millennium. In other words we need teachers, who have web sites and write blogs; who can use social media tools like Facebook, Twitter etc. as a learning tool; and who can transform mobile phones into a learning tool, instead of dismissing them. Today, in an environment where even Presidents are using Twitter and conveying information firsthand; teachers who do not use new technology will stay behind of their students.
As TALIS (Teaching and Learning International Survey) results show, in Turkey, about three quarter of teachers are under 40 years old; they are the children of the digital age and they can adapt easily. This is Turkey’s competitive advantage over developed countries. In the last years, Turkish Ministry of National Education has provided all schools with Internet connection and even some village schools have computers now. Teachers, who can own the digital transformation in in-service trainings, will also be able to transform learning.
Brain and intelligence research. There are 79 faculty of education and 64 school of medicine in Turkey. But, none focus on brain and learning research. In the last quarter of the 20th century we tried to understand brain with experimental studies on mice. With the advancements in technology amazing discoveries have been made and experiments on animals have been replaced with new imaging techniques like fMRI. These discoveries showed that every individual has a unique way of learning. It is not hard to foresee that the answer to the question “How are we going to learn?” may change a lot as we learn more about our brains in the near future.
While we evaluate learning in the light of these three factors, the most important questions are: “Who is the learner? Is learning only for students or for everyone? For teachers to catch up with the new era should they concentrate on life-long learning?”
My father knew radio very well. He used television widely. He has encountered with computer recently and has been trying to comprehend it. Advancement in technology has changed how even the radio and television are used. Today, he needs the help of his grandson, my son, to be able to use the first two. My father is still learning in his 70s. But, the interesting part is he is learning from today’s children. In the figure below, which defines teaching very well, teaching as a profession is evaluated. The world is getting “smaller and more complex” so teaching has to be redefined as life-long learning as well as personal development.
How do we do that? As Howard Gardner mentions in his new work “Five Minds for the Future”, we have to work on a learner’s profile. We have to teach individuals to master a discipline, use creative thinking, and infer strategy via synthesizing. New era’s teachers should be able to think differently, respect to differences in every sense, and behave ethically. Without forgetting that the teaching profession is a clinical one, we have to create a sustainable, hybrid, and a replicable model that will support master-apprentice, supervision, and mentoring relationships. Ogretmen Akademisi Vakfi has been training teachers from all around Turkey with this vision in mind. The goal is to establish an education system where all parties involved think critically and analyze skillfully.
Tuesday, December 13, 2011
Words To Inspire
“Why didn’t you go to work for Google?” someone asked after I graduated from computer engineering. I had gone into banking. When I graduated in 1998, Google was just being incorporated as a private company and technology talent primarily existed in the West. In 2011 that’s different, and that’s a good thing. Many new career opportunities are created every day. Technology isn’t confined to Silicon Valley. People from Turkey and around the World are inventing solutions to solve global problems. It is a tremendous opportunity. And, it all starts with education.
The education of future generations is so important. Randomly, we leave behind a whole group of children, whose talents are wasted and dreams are unrealized because they do not have equal access to quality education. Underutilisation of human potential is extremely costly. For individuals, this has a direct and serious impact on their lives: they are more likely to drop out of school, be unemployed or earn a dramatically lower income during their lifetime. For the world, the cost is not only to the economy. It is also in terms of missed opportunities, great inventions, entrepreneurs and leaders.
So, how do we prepare all children for an unpredictable future with the skills that will enable them to fulfill their potential? Passing on mere facts isn’t helpful. Creativity, critical thinking and collaboration become key to effectively recognizing and solving problems. It is a bit like learning to think like an entrepreneur or an inventor.
What if every child had the chance to learn these skills? What if we engaged the most skilled to help accomplish this? Those thoughts are what inspired me to leave a career in banking and become a social entrepreneur. I am the founder of 'Words to Inspire'Words to Inspire, an educational charity based in the UK. We envisage a world in which all children and young people have access to quality education and are inspired towards achieving their dreams. We believe that engaging skilled individuals in solving the most difficult problems in their community can be powerful and it can be done sustainably by creating a win-win situation for everyone involved.
I have a passion to give back to the community that educated me, so Turkey became our first country of operation. Although Turkey has made significant progress, many children are still falling behind. Only 7% of the lowest socioeconomic quartile has a chance to go to a school that provides world class education. Furthermore, half of the 15 year-old have not acquired critical life skills due to drop outs or achievement gap.
Our vision with our first project ‘Develop to Learn’ is to establish a free, world class, interactive digital library. We engage local university students through their final year projects in developing digital games that advance children’s ability to imagine, experiment and collaborate. Given the major initiative by the government to give every student a tablet computer within the next three years, this digital library has the potential to reach and transform the lives of 16 million children in K-12 education. Additionally, the project advances university students employability skills through engagement in a real project.
Human talent is extraordinary when it is nurtured. It is true that immediate needs like food and shelter are critical to a child’s well-being. We need, however, to aim higher and provide all children with equal opportunity to uncover their full potential. That will empower us to create a future full of hope for all of us. All we need is a small action from each individual to start the ripple effect. Let’s get it started...
Wednesday, October 26, 2011
View from the UN on the Future for Women - Part 2
By Ayca Ariyoruk
(Editor's Note: This post has been cross-posted at onphilanthropy.com )
In our previous issue, we carried the first part of an article based on an interview with Michelle Bachelet, former President of Chile and now head of UN Women. In Part 2, Bachelet talks to Turkish Philanthropy Funds about women, leadership, the “mommy careers” and why women’s participation in politics is good for the country.
What drives a woman to power?
Michelle Bachelet was the daughter of an air force general loyal to the Chilean President Salvador Allende, the world’s first democratically elected Marxist president. When the socialist Ricardo Lagos was elected president in 2000, Bachelet was first named Minister of Health and in 2002 the Minister of Defense. In that role, she was also the head of the military, an area which overwhelmingly remains in the male domain. What drove her to the position, we asked. “Our democracy was broken…There was a lack of a bridge between the military and the politicians” she explains, and for that she needed power. “There are two sources of power, one is the power from position, the other power from knowledge” she says. That’s why she studied military strategy at Chile's National Academy of Strategy and Policy and at the Inter-American Defense College in Washington.
Were there any occasions where she felt she was at a disadvantage because she was a woman? “There are always challenges when you start something new, and of course, people thought I might have a hidden agenda… That’s why you work openly and select a good team.”
Do women choose “soft power” issues such as development and social needs over the “hard-power” matters such as national security and defense policy? She protests. “There is nothing soft about social issues… Social protection, housing, education, these are important questions demanding serious economic and social decisions…true, women find these issues closer to heart…” Also true, she adds, “there are structural barriers against women’s participation in security [areas].”
An unorthodox politician at the national stage
When Bachelet was elected as Chile’s president in January of 2006, she promised “citizen democracy” based on greater participation and gender equality. Half of her cabinet members were women. How did she ensure she did not appoint a woman over a qualified man in her selection? “I can easily reverse the question” she quickly responds. The governments and cabinets around the world have more men than women. “How do they ensure they are not appointing a man over a qualified woman?” Both men and women have to be qualified, that’s why there are such things as “ selection criteria.” The bottom line is “equal representation will give you comprehensive policies that better represent the realities of your country.”
She believes quotas work. Of the 28 countries that reach or exceed UN’s 30 percent goal for women representation in elected legislation, at least 23 have adopted the so called positive discrimination. Turkey is one of the countries that has not. At 14 percent, women’s political participation in Turkey falls significantly below the European average of 22 percent.
Currently there are 19 elected heads of states or governments, I say softly, not really intending it as a question. “It is now 20” she corrects me, referring to the recent election of Thailand’s Yingluck Shinawatra as Prime Minister. Not all powerful women are “gender sensitive,” she says, recalling a meeting with a group of women executives in Davos. “Some don’t like the gender perspective; they tell me I am here not because I am a woman but because I am good at what I do.” Those women are fortunate, believes Bachelet, “they have been born in a cuddle of gold” or they don’t realize they came to where they are “despite” being a woman. Especially young women in the developed world who don’t face discrimination personally are not aware of the “structural conditions that disable woman.” It is clear Bachelet sees a responsibility for women in the position of influence to empower and enable other women.
Do women really have a choice?
Most women do not work, because they don’t have the choice, but some prefer to stay home or choose the “mommy route” in their careers, sacrificing their professional ambitions for family. Should all women work? If so why, I ask her, conscious of the fact that most of UN’s focus is on the developing world, where women are still struggling for basic rights.
“Every woman’s situation is different” she responds. The key question we should ask ourselves is whether women “really” have a choice. “Our job is to make sure when a woman chooses to work, they can work, that they don’t have to choose between their reproductive rights and their jobs, and that they have access to affordable child care.” There are multiple benefits of working, she adds, “income, independence, possibility for growth, social contacts, and contribution to the economy.”
The same principle applies to the tension globalization has created between modernization and traditional values to an extent that it has dissuaded some governments from promoting women’s rights. Should a woman have the choice to cover her body, or is that an inherently degrading act for women? Again, it is a matter of “real,” informed choice, Bachelet explains.
A solid track record
Bachelet’s most loyal supporters were people from the poorer districts of Santiago. She succeeded as a single mother and a self-professed agnostic in a conservative, Catholic country. It was only in 2004 that Chileans were given the right to divorce, despite fierce opposition from the Roman Catholic Church. During her presidency, she signed a decree allowing the morning-after contraceptive pill to be given to girls as young as 14 without their parents' consent.
As a defense minister she improved access for women to the military and the police force, and saw that women would be admitted for the first time to the naval academy. As president, she made sure that women had the right to breastfeed at work. Not only did she turn around Chile’s economy during the financial crisis, she established ambitious social protection programs for women and children, despite it. With the billions she saved from the revenues of copper sales, Ms. Bachelet’s government legalized alimony payments to divorced women and tripled the number of free child care centers for low income families.
Despite some criticism that she was too hesitant to call on the military to respond to Chile’s earthquake, she left office with an 85 percent approval rating, the highest since Chile went from dictatorship to democracy in 1990. And she had done it all, alone, without a prominent husband that typically propelled other women to become presidents in Latin America.
Macho to maternal: a new kind of leadership style
Chosen by Ban ki-moon, the UN Secretary-General, for her “uncommon ability to create consensus,” Bachelet is often described as the “Anti-Thatcher.” She is one of the first women leaders to reject male codes of power and embrace female characteristics of leadership. What is the Bachelet leadership model, I ask. “I am a doctor by training” she says, “I see someone having a heart attack, I will act” she says, not call a committee meeting. But she believes in “building legitimacy in what you want to do…strong alliances, speaking the truth… people must have ownership. This is especially true for the UN… Every region can have a particular approach, it is not fire-works, [empowerment] has to be sustainable and progressing, inclusive, with everyone’s participation.”
(Editor's Note: This post has been cross-posted at onphilanthropy.com )
In our previous issue, we carried the first part of an article based on an interview with Michelle Bachelet, former President of Chile and now head of UN Women. In Part 2, Bachelet talks to Turkish Philanthropy Funds about women, leadership, the “mommy careers” and why women’s participation in politics is good for the country.
What drives a woman to power?
Michelle Bachelet was the daughter of an air force general loyal to the Chilean President Salvador Allende, the world’s first democratically elected Marxist president. When the socialist Ricardo Lagos was elected president in 2000, Bachelet was first named Minister of Health and in 2002 the Minister of Defense. In that role, she was also the head of the military, an area which overwhelmingly remains in the male domain. What drove her to the position, we asked. “Our democracy was broken…There was a lack of a bridge between the military and the politicians” she explains, and for that she needed power. “There are two sources of power, one is the power from position, the other power from knowledge” she says. That’s why she studied military strategy at Chile's National Academy of Strategy and Policy and at the Inter-American Defense College in Washington.
Were there any occasions where she felt she was at a disadvantage because she was a woman? “There are always challenges when you start something new, and of course, people thought I might have a hidden agenda… That’s why you work openly and select a good team.”
Do women choose “soft power” issues such as development and social needs over the “hard-power” matters such as national security and defense policy? She protests. “There is nothing soft about social issues… Social protection, housing, education, these are important questions demanding serious economic and social decisions…true, women find these issues closer to heart…” Also true, she adds, “there are structural barriers against women’s participation in security [areas].”
An unorthodox politician at the national stage
When Bachelet was elected as Chile’s president in January of 2006, she promised “citizen democracy” based on greater participation and gender equality. Half of her cabinet members were women. How did she ensure she did not appoint a woman over a qualified man in her selection? “I can easily reverse the question” she quickly responds. The governments and cabinets around the world have more men than women. “How do they ensure they are not appointing a man over a qualified woman?” Both men and women have to be qualified, that’s why there are such things as “ selection criteria.” The bottom line is “equal representation will give you comprehensive policies that better represent the realities of your country.”
She believes quotas work. Of the 28 countries that reach or exceed UN’s 30 percent goal for women representation in elected legislation, at least 23 have adopted the so called positive discrimination. Turkey is one of the countries that has not. At 14 percent, women’s political participation in Turkey falls significantly below the European average of 22 percent.
Currently there are 19 elected heads of states or governments, I say softly, not really intending it as a question. “It is now 20” she corrects me, referring to the recent election of Thailand’s Yingluck Shinawatra as Prime Minister. Not all powerful women are “gender sensitive,” she says, recalling a meeting with a group of women executives in Davos. “Some don’t like the gender perspective; they tell me I am here not because I am a woman but because I am good at what I do.” Those women are fortunate, believes Bachelet, “they have been born in a cuddle of gold” or they don’t realize they came to where they are “despite” being a woman. Especially young women in the developed world who don’t face discrimination personally are not aware of the “structural conditions that disable woman.” It is clear Bachelet sees a responsibility for women in the position of influence to empower and enable other women.
Do women really have a choice?
Most women do not work, because they don’t have the choice, but some prefer to stay home or choose the “mommy route” in their careers, sacrificing their professional ambitions for family. Should all women work? If so why, I ask her, conscious of the fact that most of UN’s focus is on the developing world, where women are still struggling for basic rights.
“Every woman’s situation is different” she responds. The key question we should ask ourselves is whether women “really” have a choice. “Our job is to make sure when a woman chooses to work, they can work, that they don’t have to choose between their reproductive rights and their jobs, and that they have access to affordable child care.” There are multiple benefits of working, she adds, “income, independence, possibility for growth, social contacts, and contribution to the economy.”
The same principle applies to the tension globalization has created between modernization and traditional values to an extent that it has dissuaded some governments from promoting women’s rights. Should a woman have the choice to cover her body, or is that an inherently degrading act for women? Again, it is a matter of “real,” informed choice, Bachelet explains.
A solid track record
Bachelet’s most loyal supporters were people from the poorer districts of Santiago. She succeeded as a single mother and a self-professed agnostic in a conservative, Catholic country. It was only in 2004 that Chileans were given the right to divorce, despite fierce opposition from the Roman Catholic Church. During her presidency, she signed a decree allowing the morning-after contraceptive pill to be given to girls as young as 14 without their parents' consent.
As a defense minister she improved access for women to the military and the police force, and saw that women would be admitted for the first time to the naval academy. As president, she made sure that women had the right to breastfeed at work. Not only did she turn around Chile’s economy during the financial crisis, she established ambitious social protection programs for women and children, despite it. With the billions she saved from the revenues of copper sales, Ms. Bachelet’s government legalized alimony payments to divorced women and tripled the number of free child care centers for low income families.
Despite some criticism that she was too hesitant to call on the military to respond to Chile’s earthquake, she left office with an 85 percent approval rating, the highest since Chile went from dictatorship to democracy in 1990. And she had done it all, alone, without a prominent husband that typically propelled other women to become presidents in Latin America.
Macho to maternal: a new kind of leadership style
Chosen by Ban ki-moon, the UN Secretary-General, for her “uncommon ability to create consensus,” Bachelet is often described as the “Anti-Thatcher.” She is one of the first women leaders to reject male codes of power and embrace female characteristics of leadership. What is the Bachelet leadership model, I ask. “I am a doctor by training” she says, “I see someone having a heart attack, I will act” she says, not call a committee meeting. But she believes in “building legitimacy in what you want to do…strong alliances, speaking the truth… people must have ownership. This is especially true for the UN… Every region can have a particular approach, it is not fire-works, [empowerment] has to be sustainable and progressing, inclusive, with everyone’s participation.”
Tuesday, October 25, 2011
Continuing to build Van
This morning a 2-week old baby was pulled from the rubble in Van, Turkey. It was remarkable news amid a grim situation. Sunday's 7.2 earthquake in Van, Turkey has been devastating.
Southeastern Turkey was already an economically deprived area. With few jobs and educational opportunities, its citizens have struggled for a long time. It has been an area that Turkish Philanthropy Funds (TPF) has worked in for a long time. Partnering with ACEV (the Mother-Child Education Foundation), HADD (Hisar Anadolu Destek Dernegi, CYDD (Cagdas Yasami Destekleme Dernegi) and others has been focused on improving literacy, gender equality and economic prosperity in the region. Help us continue to maintain our advances - and not let the earthquake be a slide backward.
Turkish Philanthropy Funds is committed to building and advancing communities throughout Turkey. Van needs our help today.
Southeastern Turkey was already an economically deprived area. With few jobs and educational opportunities, its citizens have struggled for a long time. It has been an area that Turkish Philanthropy Funds (TPF) has worked in for a long time. Partnering with ACEV (the Mother-Child Education Foundation), HADD (Hisar Anadolu Destek Dernegi, CYDD (Cagdas Yasami Destekleme Dernegi) and others has been focused on improving literacy, gender equality and economic prosperity in the region. Help us continue to maintain our advances - and not let the earthquake be a slide backward.
Turkish Philanthropy Funds is committed to building and advancing communities throughout Turkey. Van needs our help today.
Monday, October 24, 2011
View from the UN on the Future for Women
By Ayca Ariyoruk
(Editor's Note: This post has been cross-posted at onphilanthropy.com )
Recently, Michelle Bachelet, former president of Chile and the new head of the United Nations supra-entity on women, spoke with Turkish Philanthropy Funds about several topics, including women, philanthropy, and power. Today, as the UN celebrates its 66th birthday and a humanitarian response is mounted to help survivors of an earthquake in Turkey. Thi is Part 1 of this timely discussion.
UN Women is "a baby of UN reform" says Ms. Michelle Bachelet, who until last year was best known for being the first female president of Chile, and the first female defense minister in all of the Americas. Ms. Bachelet, who has broken every mold for the betterment of her country, is now ready to do the same, this time for the world's women. The UN entity she leads supersedes the merger of four UN entities mandated with women empowerment and gender equality. She is now the under-secretary General of UN Women and is tasked to raise over $500 million in three years with a mission to make the UN a more powerful advocate for women. Recently, she sat down with Turkish Philanthropy Funds in the new offices of UN Women in New York. Investing in girls and women in Turkey is a top priority for Turkish Philanthropy Funds, a New York based community foundation serving the Turkish American diaspora. In response to the 7.2 magnitude earthquake yesterday in the eastern province of Van, TPF has established an emergency fund to direct philanthropic support to relief efforts on the ground. Since its inception in 2007, TPF has raised over $13.6 million. Education and women empowerment grants constitute the majority of TPF's giving.
A new partner to the philanthropic community
Since assuming her role at the helm of UN Women in January 2011, Bachelet has so far raised about $230 million of the $500 million in contributions and pledges. Raising money is not easy in this financial climate, she acknowledges. "Traditionally our major donors had been governments." Spain and Norway are at the top of the list, which also includes countries like Canada, the United States, Japan, and the Netherlands. But like many other non-profits, UN Women is also turning increasingly towards the private sector and to the wealthy individual philanthropists. She confirms UN Women has been following the Forbes magazine billionaire list closely. "In the world, there are more than one thousand billionaires; a huge proportion of the wealth of the world... and many of them have been contributors to the UN already...Bill and Melinda Gates, Ted Turner, George Soros."
She adds Ms. Güler Sabanci to the list, Turkey's most powerful businesswoman who took over as board chairman of the Sabanci conglomerate in May 2004 after the death of her uncle, Sakip Sabanci. Bachelet visited Turkey in May 2011 to co-host a UN conference to unlock the economic potential of rural women to accelerate development. While there she met with Güler Sabancı and had her sign the Women's Empowerment Principles, which offers guidance to businesses on how to empower women in the workplace, marketplace and community. UN Women has "not only all the possibilities, but all the will to reach many of the philanthropists" says Bachelet, yet she argues it is not all about the money. UN Women seeks joint ventures with other organizations and individuals: "how we do things together [for a] winning possibility" is more important. UN Women partners with local initiatives as much as possible. Turkish Philanthropy Funds and UN Women, for instance, share a common local grantee partner as both provide funds to Mother Child Education Foundation (Anne Çocuk Eğitim Vakfı) in Turkey.
Why give through UN Women instead of donating directly to the local NGOs or philanthropic initiatives, I ask. She is not against direct giving; on the contrary, she supports it as long as the giving is targeted and contributes to national capacities. Still, UN Women has a comparative advantage: an unmatched global reach. "[UN Women] has representation in 75 countries with capacity." That alone has a significant added value. "I truly believe in many parts of the world, you don't need to reinvent the wheel. There is a lot of experience that can be shared...UN has the potential to take successful local approaches... [come up with a] a pilot plan that can be transferred to another place according to their own circumstances... and escalate progress [based] on internationally agreed upon goals."
Such internationally agreed upon goals are viewed by many observers as lofty and unrealistic. Can the world achieve gender equality by 2015 as targeted by the UN Millennium Development Goals? Not likely, but that's not the only concern for UN Women.
"In many countries, the data on the status of women is inadequate and research is needed in specific areas" she continues. "There are so many places doing so much research but [do we] know if it [benefits the women?]" Bachelet clearly sees the role of UN Women as a knowledge hub and a global network of people where all the information and expertise through research can be brought together. It is not an easy task, she acknowledges, given the number of actors involved. Diaspora philanthropy organizations are new additions among these players. Likewise, they emphasize intellectual giving through social and human capital transfers. In this crowded field, coordination and sharing of information by international organizations becomes all the more important.
Read Part 2.
(Editor's Note: This post has been cross-posted at onphilanthropy.com )
Recently, Michelle Bachelet, former president of Chile and the new head of the United Nations supra-entity on women, spoke with Turkish Philanthropy Funds about several topics, including women, philanthropy, and power. Today, as the UN celebrates its 66th birthday and a humanitarian response is mounted to help survivors of an earthquake in Turkey. Thi is Part 1 of this timely discussion.
UN Women is "a baby of UN reform" says Ms. Michelle Bachelet, who until last year was best known for being the first female president of Chile, and the first female defense minister in all of the Americas. Ms. Bachelet, who has broken every mold for the betterment of her country, is now ready to do the same, this time for the world's women. The UN entity she leads supersedes the merger of four UN entities mandated with women empowerment and gender equality. She is now the under-secretary General of UN Women and is tasked to raise over $500 million in three years with a mission to make the UN a more powerful advocate for women. Recently, she sat down with Turkish Philanthropy Funds in the new offices of UN Women in New York. Investing in girls and women in Turkey is a top priority for Turkish Philanthropy Funds, a New York based community foundation serving the Turkish American diaspora. In response to the 7.2 magnitude earthquake yesterday in the eastern province of Van, TPF has established an emergency fund to direct philanthropic support to relief efforts on the ground. Since its inception in 2007, TPF has raised over $13.6 million. Education and women empowerment grants constitute the majority of TPF's giving.
A new partner to the philanthropic community
Since assuming her role at the helm of UN Women in January 2011, Bachelet has so far raised about $230 million of the $500 million in contributions and pledges. Raising money is not easy in this financial climate, she acknowledges. "Traditionally our major donors had been governments." Spain and Norway are at the top of the list, which also includes countries like Canada, the United States, Japan, and the Netherlands. But like many other non-profits, UN Women is also turning increasingly towards the private sector and to the wealthy individual philanthropists. She confirms UN Women has been following the Forbes magazine billionaire list closely. "In the world, there are more than one thousand billionaires; a huge proportion of the wealth of the world... and many of them have been contributors to the UN already...Bill and Melinda Gates, Ted Turner, George Soros."
She adds Ms. Güler Sabanci to the list, Turkey's most powerful businesswoman who took over as board chairman of the Sabanci conglomerate in May 2004 after the death of her uncle, Sakip Sabanci. Bachelet visited Turkey in May 2011 to co-host a UN conference to unlock the economic potential of rural women to accelerate development. While there she met with Güler Sabancı and had her sign the Women's Empowerment Principles, which offers guidance to businesses on how to empower women in the workplace, marketplace and community. UN Women has "not only all the possibilities, but all the will to reach many of the philanthropists" says Bachelet, yet she argues it is not all about the money. UN Women seeks joint ventures with other organizations and individuals: "how we do things together [for a] winning possibility" is more important. UN Women partners with local initiatives as much as possible. Turkish Philanthropy Funds and UN Women, for instance, share a common local grantee partner as both provide funds to Mother Child Education Foundation (Anne Çocuk Eğitim Vakfı) in Turkey.
Why give through UN Women instead of donating directly to the local NGOs or philanthropic initiatives, I ask. She is not against direct giving; on the contrary, she supports it as long as the giving is targeted and contributes to national capacities. Still, UN Women has a comparative advantage: an unmatched global reach. "[UN Women] has representation in 75 countries with capacity." That alone has a significant added value. "I truly believe in many parts of the world, you don't need to reinvent the wheel. There is a lot of experience that can be shared...UN has the potential to take successful local approaches... [come up with a] a pilot plan that can be transferred to another place according to their own circumstances... and escalate progress [based] on internationally agreed upon goals."
Such internationally agreed upon goals are viewed by many observers as lofty and unrealistic. Can the world achieve gender equality by 2015 as targeted by the UN Millennium Development Goals? Not likely, but that's not the only concern for UN Women.
"In many countries, the data on the status of women is inadequate and research is needed in specific areas" she continues. "There are so many places doing so much research but [do we] know if it [benefits the women?]" Bachelet clearly sees the role of UN Women as a knowledge hub and a global network of people where all the information and expertise through research can be brought together. It is not an easy task, she acknowledges, given the number of actors involved. Diaspora philanthropy organizations are new additions among these players. Likewise, they emphasize intellectual giving through social and human capital transfers. In this crowded field, coordination and sharing of information by international organizations becomes all the more important.
Read Part 2.
Sunday, October 23, 2011
Van, Turkey Earthquake Relief Fund
All of us at TPF have been saddened by news of the terrible earthquake that has struck the eastern province of Van in Turkey. Kandilli Observatory and Earthquake Research Institute of Turkey has estimated that between 500 and 1,000 people may have perished in the 7.2-magnitude earthquake. Our thoughts are with the injured and the families of the victims. We extend our deepest condolences to all families who lost their loved ones.
We would like to convey our sympathy and solidarity by establishing the Van Earthquake Relief Fund at TPF. 100 % of your contributions will go to AKUT, Kizilay and TPF grantee partners who are directly involved with Van, to help victims recover from the devastating effects of the earthquake.
To contribute to the Van Earthquake Relief Fund, click here.
You may also contribute to the Van Earthquake Relief Fund by sending your check to:
Turkish Philanthropy Funds
Re: Van Earthquake Relief Fund
216 East 45th Street, 7th Fl.
New York, New York 10017
Please make your checks payable to Turkish Philanthropy Funds and indicate "Van Earthquake Relief Fund" on the check.
For additional information, please email info@tpfund.org .
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