global development – SLU's global blog

Financial adventures in the Democratic Republic of Congo – going back to the basics

Published 18 December, 2024
By mapg0002

This blog is written by Therese Rantakokko, financial officer at SLU Global.

The campus at the Université Catholique de Congo. Photo: Therese Rantakokko

“What is your profession?” That is the first question I received while going through migration at Kinshasa airport. With my rather poor Duolingo French I manage to explain that I’m a financial officer. A financial officer you might think, what is a financial officer doing on a duty travel in the Democratic Republic of Congo (DRC) when the project is about environmental assessment? Shouldn’t it be the researcher travelling? Is it really necessary for a financial officer to travel so far to such to a country to where only necessary travels are allowed according to the Ministry for Foreign Affairs in Sweden?

My answer, which of course is subjective, is Yes. Without a working administration in the background, the researchers will have problems in conducting their tasks. The administrators and financial people in the team are important. In a context like in the DRC it is even more important that the administration is running, if not smooth, at least as smoothly as possible. A project like this might be seen as having two sides, the Swedish and the Congolese. However, that is not the way you can look at a cooperation like this. We are one team, where each team member contributes with their expertise weather it is a professor, a student or a financial officer.

I know the Swedish context and I have been working with projects funded by the Swedish International Development Cooperation (Sida) for the last ten years. My colleague at the Université Catholique de Congo (UCC), in the DRC, knows the local context there and have a long experience from working with other funders. By working together, we will make sure that the administrative routines are in place. That the legal framework on both the Swedish side and Congolese side is fulfilled. Together we can also build routines that are efficient for the project.

My Congolese colleague Othis Kitoko and I. Photo: Sœur Marie-Rose Ndimbo

At SLU we work in a very digital environment to handle our financial matters, more or less everything is handled in systems that are digital and integrated with each other. It is hard to do something outside the systems. In the DRC on the other hand, there are almost no digital systems. It is a context relying very much on cash. Despite the different contexts we have one project and need to report everything as one project, therefor it is of great importance that we understand each other’s contexts and discuss these issues within the team.

At SLU the accounting on an invoice is made in the system and we can easily withdraw the reports we need just by clicking. My problem sometimes is about which report to use as there are so many in the system. My colleague at the UCC on the other side, have to create the reports from the cashbooks, often by using an Excel file. A lot of the information that the system keeps track of for me, he has to keep track of manually, such as how the payment was made, by bank transfer, cash or check. It is not always easy, and you need to keep your papers and files in order. The order of the files and documentation must also be easy for someone else to follow. Projects funded by Sida are always externally audited.

Sœur Marie-Rose Ndimbo and Othis Kitoko. Photo: Therese Rantakokko

Lunch break with my Congolese colleagues Othis Kitoko, Seur Marie-Rose Ndimbo and Bila-Isia Inogwabini (right). Photo: Therese Rantakokko

However, this way of working is not new to me. Some 20 years ago I was working in Sudan for a Non Governmental Organisation (NGO). Although the NGO had a great financial system at the headquarters (HQ) back in Europe, we were not using it in the field. Internet access was limited, and we used Excel-files that was imported to the financial system on regular basis for the HQ to do their follow ups. One of the first things I got to learn while working in Sudan was how to create simple pivot-tables in Excel in order to get reports that we could use on daily basis. In this way we could get the reports we needed to conduct our work, and we did not have to wait for the HQ to send us the monthly reports. During this visit to DRC it was my turn to introduce pivottables to my colleague. From this we can build our project reports fulfilling the needs of the project as well as from the funder. When working in contexts with different conditions going back to basics is the way forward as Basic knowledge never fades.

Beyond university gates: How research makes big impact to society in Rwanda

Published 24 May, 2024
By mapg0002

This blog post is written by Alin Kadfak, researcher at the Department of Rural and Urban Development (SLU), in connection with a visit to Sweden by researchers from the University of Rwanda. The blog post was first published at SIANI’s website.

Dr. Jennifer Batamuliza talking about how the University of Rwanda contributes to gender equality in Science, Technology, Engineering and Mathematics (STEM). Photo: SLU Global

Obliged to focus on teaching and engaging with busy research work, researchers often fail to think beyond academic results. Dr. Jennifer Batamuliza and Professor Alfred Bizoza from the University of Rwanda (UR) informed us about techniques for transferring university knowledge to real-world impacts.

What bring you to Sweden?

We are here to continue planning our courses as part of our collaboration between SLU and the UR in one of the fifteen sub-programmes of Sida-funded bilateral capacity-building programmes. The Engendering Rural Transformation and Sustainable Development (ENTRUST) sub-programme has four PhD students, three of whom are studying at the Swedish University of Agricultural Sciences. Since 2017, we have closely collaborated with the Department of Rural and Urban Development and the Department of Economics at SLU. While visiting Sweden, we are collaborating developing two doctoral courses to be integrated at the University of Rwanda. The first PhD course “Farming, food consumption and health”, is being co-designed with Associate Professor Linley Chiwona Karltun of SLU. This is a collaborative undertaking with Dr Franklin Amuakwa Mensah at Luleå University of Technology, where our fourth PhD candidate is based. The second course focuses on “Information Communication Technology, Gender and Rural Transformation”, and we are partnering closely with Associate Professor Caroline Wamala Larsson, based at SPIDER at Stockholm University. Both courses are planned to be run as pilots in May-June 2025 and will be open to PhD students globally, focusing on the African context.

Such true collaboration brings up many lessons from both partners. We have learnt great stories from your works that create real impact on society. Can you share some of those examples with us?

One concern is that gender inequality remains high in the higher learning education in Rwanda. As shown in figure 1, the number of teachers, both male and female, has dropped drastically after primary education. One-fourth of the lecturers at university level are female. There are a serious concern that many of the girls and women do not make it to the top to pursue a professional career.

Figure 1: Male and Female Teachers/ Lecturers at all levels of education in Rwanda (Statistical Year Book , MINEDUC,2023)

Women and girls make up half of the world’s population and hold half of the world’s human potential. When their lives are improved, the benefits reverberate across society. Access to decent work and regular income in the hands of women, for example, contributes not only to poverty reduction (SDG 1) but also supports better education, health and nutrition outcomes for women and girls and those who depend on them (SDGs 2, 3 and 4).

Mainstreamed diversity and gender perspectives in law and established programmes on gender studies lead to structural changes in institutions to make equality possible. At UR, we have a unique programme that supports girls and women in pursuing their education in science to build a more inclusive and equitable career path in science and technology. This is because we believe that science-related fields play a crucial role in sustainable development and women’s potential for creation and innovation cannot be left behind. Professional education for women is one of the solutions.

Source: Dr. Jennifer Batamuliza

So, it is time to rethink gender relations to science! What is the role of science, technology, engineering and mathematics in countering this challenge?

Yes! STEM is a learning approach that integrates the areas of Science, Technology, Engineering and Mathematics (STEM), and we hope to encourage more girls and women to participate in this programme at our university. As many of us know, STEM is a male-dominated space, and we are trying hard to stop the leaky pipeline of women within the STEM field and create more inclusive workplaces and ecosystems to retain and support women in their STEM career advancement. Gender inequality in STEM is a result of stereotypes, bias and inequality that limits girls’ expectations and professional goals.

In Rwanda, as in many parts of the world, women and girls continue to be subject to social and cultural restrictions. Limited access to education and unfavourable treatments in working environments may hamper women’s advancement. At present, only 32% of young women are entering STEM programmes in Rwanda due to issues such as social and cultural restrictions and societal structure, which need to be changed.

How to address gender inequality through STEM?

There are many things you can do, but here are some points where we have started to see changes.

Creating role models: at the University of Rwanda, there is the Association of Women in Science and Engineering (RAWISE). This group is self-initiated by many female faculty members who come together and mentor to other female students. Having such a platform creates more than a role model, where the students can see their near future potential, and it provides open and safe spaces to share opportunities and challenges.
Networking: we started a virtual regional platform that serves as a networking space for women in STEM and helps them share and make available training courses and digital materials. Our university celebrates the International Day of Women and Girls in Science every year.

Can you tell us more about your other outreach activities beyond university gate?

Through the ENTRUST programme, we initiated a Societal University Village Initiative (SUVI) model in 2019, piloted and tested by the UR in 2018. We select “SUVI champions”, graduate students paired with people in the communities, and develop project ideas focusing on rural development, poverty alleviation and food security to implement at village level. Our SUVI champions work with local people to solve the real problems concerning their livelihoods, using the students’ science and technology skills. Results and stories from implementing the model tell us that this model is scalable and impactful.

There are several success stories from SUVI champions. The prominent one is their ability to create their own business plans to address the challenges facing their communities. For instance, SUVI champions are helping small farmers establish kitchen gardens to address issues of malnutrition. Similarly, others have initiated their small businesses, such as livestock rearing (cows, goats, sheep, pig, rabbits) and farming-related activities, such as farming mushrooms and other crops, in collaboration with communities where they are deployed. The SUVI model helps students to create their own jobs after their service through SUVI instead of waiting three to five years before getting employed. This model makes the skills and competencies available for rural transformation and ensures the equity in knowledge distribution across the country rather than being concentrated in the cities.

Source : SUVI, 2023

Source: SUVI, 2019

Dr. Jennifer Batamuliza is a lecturer at the University of Rwanda and a head of Data Driven Incubation Hub and Short Professional Courses at African Center of Excellence in Data Science, University of Rwanda. She is also a founder of RWA TECH HUB an organization that trains and mentors girls in ICT.

Prof. Alfred R. BIZOZA is a Professor of Agricultural Economics from the University of Rwanda (UR) with extensive academic and policy research experience in areas of Agricultural Economics, Institutional Economics of Soil and Water Conservation, Economics of Land, Economics of Climate Change Adaptation, and Economic perspectives of Gender.

Associate Professor Linley Chiwona Karltun is a researcher at the Department of Urban & Rural Development, Rural Development division at SLU, and a co-lead investigator for the Sida-funded bilateral capacity building programmes Engendering Rural Transformation and Sustainable Development (ENTRUST) sub-programme.

Survival of indigenous communities and forests amidst the pandemic

Published 29 March, 2021
By aiwa0003

This blog post is written by Anudini Wijayarathna, Master’s student in Rural Development & Natural Resource Management at SLU.

‘Impacts of the pandemic on forest communities and forest resource use – what do we know, what do we need to know and how to find out?’ have been one of the most enlightening discussions that I have participated in. It was a dialogue co-arranged by Focali (Forest, Climate and Livelihood research network) and SIANI (Swedish International Agricultural Network Initiative).

It’s been around a year since the COVID-19 pandemic emerged worldwide. Yet, the impacts of it will extend over many years. Currently, there are various entities that are deeply impacted by the pandemic globally as well as nationally. Forest resources and forest communities can be considered as one of them. Most importantly, the world is still in the process of identifying the extent of these implications. This dialogue has been an instrumental platform in creating awareness on that. However, my attention was grabbed particularly by the discussion on the disruptions that occurred in the livelihoods of indigenous people.

Absence of state and regressive actions of the governments

Having forest-based livelihoods, indigenous communities are affected by the pandemic in different ways. To a certain extent, the pandemic has been a positive cause of livelihoods for some of the indigenous communities. They got the chance to depend more on the forest resources as there are fewer external activities functioning within the forests due to lockdowns. Nevertheless, for some indigenous communities, the pandemic has been a cause of destruction.

In this event, Ricardo Camilo Niño Izquierdo, Technical Secretary of the Indigenous Secretariat of the National Commission for Indigenous Territories, Colombia and Keyla Barrero, Anthropologist, National University of San Marcos, Peru, shared their views on how the pandemic has affected the indigenous communities. According to their experience, the indigenous people are subjected to negligence with insufficient health care and sanitation by the state during the nationwide lockdowns.

The absence of state governing authorities in the forest territories during the lockdowns allowed powerful actors to expand their illicit activities. Those are illegal logging, use of land for illegal plantations, presence of armed groups, drug trafficking etc. These activities aggravated deforestation in 2020 in comparison to the previous years. Moreover, there has been a significant increase in human rights violations of indigenous communities, which sometimes ends up in murdering them.

The situation becomes worse when the governments are trying to overcome the ongoing financial crisis through detrimental policies and actions towards the forest resources. Renewal of mining and excessive extraction of resources by the authorities is such an instance that threatens the sustainability of the livelihoods. In addition to that, indigenous people who are not yet given proper land titles or tenures, get further suppressed when the local governments endorse illegal invaders to occupy the forests. Lack of effective policies and excluding indigenous community representation in the government consultation procedures has also been a stimulating factor for this vulnerable situation.

Ultimately, all these activities cause not only the deterioration of indigenous people’s livelihoods but also many other destructive consequences such as degradation of natural resources and climate and increase of global hunger and poverty. Thus, reaching UN Sustainable Development Goals by 2030 has become an immense challenge to the whole world.

For a brighter future

Under such circumstances, it is a dire need to put forward remedial measures to decrease these vulnerabilities. Yet, identifying the needful actions to overcome these issues is the toughest among all. I believe, primarily it is important at this stage to lay a legal framework to ensure indigenous communities’ land tenure and to include them in the government consultation in policy making.

As discussed in the dialogue, it is also crucial to strengthen the local capacity building on merging the voice of indigenous and local communities. I consider this kind of effort will be essential to involve indigenous people and their lay-knowledge in local sustainable development efforts such as smallholder farming and plantations. It will be beneficial to upgrade the livelihoods as well as to promote sustainable use of ecosystems. In order to make the procedure more effective, the researchers and practitioners also need to collaborate in building knowledge and applying it in implementation.

Apart from that, creating public awareness continuously through global partnerships on the challenges and opportunities for indigenous communities is also needful for the long-term survival of indigenous communities as well as the forests. Accordingly, strengthening indigenous communities will not be merely an effort of uplifting indigenous livelihoods but also a part of green recovery. However, in order to see a brighter future, the implementation strategies of these remedial measures might have to be shaped according to the situation while aiming towards sustainable development.

Embracing a better future through school feeding

Published 25 February, 2021
By aiwa0003

This blog post is written by Anudini Wijayarathna, intern at SLU Global & Master’s student in Rural Development & Natural Resource Management at SLU. The content is based on her experience in participating in a Committee on World Food Security (CFS) 47 Side Event and thoughts on it.

*Image by* *AkshayaPatra Foundation* *from* *Pixabay*

Having participated in the CFS 47 Side Event on ‘How COVID-19 affected school feeding programmes and how to strengthen them post-COVID, including through home-grown school meals’, I realised the importance of having a school meal system. Besides, I have been able to contemplate the necessity of prioritising school feeding even amidst a scenario where schools are closed and students are getting adapted to distance learning currently.

Providing school meals has been one of the main prevailing initiatives to ensure food security for children. Thus, I believe school meal programmes can be considered as a vital step taken by several countries to achieve the UN Sustainable Development Goal ‘Zero Hunger’.

School meals as a factor beyond food security

In the event, different international professionals with hands-on experience spoke about many positive impacts on the society by school meals, beyond ensuring food security. Ville Skinnari, Minister for Development Cooperation and Global Trade, Finland, said; “Providing nutritious food in schools is among the best investments for the future”. Evidence gathered from Finland indicates that “school meals produce high returns in terms of education results, gender equality, health, social protection and economic and agricultural development”. The minister highlighted that, Finland suffered from poverty after World War II and had low literacy rates. In such a situation, school feeding became a transformative innovation to attract children to schools and to increase their literacy rate. He also emphasised that, school meals in Finland provide one-third of a person’s daily nutrition requirement.

The discussion among the practitioners further revealed that the school meal is a key factor to initiate especially girls’ education. Indirectly, school feeding programmes have also become significant in reducing female child marriages and teenage pregnancies. Additionally, providing nutritious school meals is also a crucial matter of uplifting the nutrition status among girls.

Furthermore, Samuel Mulinda, Permanent Secretary, Ministry of Education, Rwanda stated, “having a meal in the school is a right to every child within the government of Rwanda” and it has been nearly a decade since Rwanda initiated school feeding. Recently, they embraced a new policy to expand the school feeding system in the basic education levels. A new scheme includes a procurement method to give easy access to purchase food from local smallholder farmers. Accordingly, school meals have become a source of stabilising the agricultural market system within the local economy.

Will it still be feasible during the pandemic?

While countries like Rwanda, Brazil, USA, Finland, India, and many others all over the globe are having different school feeding programmes, the COVID-19 pandemic struck the world in 2020. Many governments had to shut down schools completely or partially for the safety of children. Yet, it wasn’t the end of school meals. Even if the schools shifted to distant learning, some countries modified their systems to maintain school feeding. The event unfolded how Finnish municipalities adopted providing in-kind food or food vouchers for children during the pandemic.

Moreover, Bruno Costa e Silva, National School Feeding Programme Analyst, National Fund for the Development of Education, Brazil, stated that Brazil implemented a programme to distribute school meals during the crisis. The involvement of municipalities and civil society organisations is remarkable in executing this programme. He also highlighted the significance of incorporating smallholder farming into the school feeding system. He described how in the state of Amazonas, food production and food supply for school feeding is continuous under family farming during the pandemic. It is also essential that public policy should be in favour of smallholder farming and home-grown school meals. Besides, Paola Barbieri, Project Analyst, Brazilian Cooperation Agency, drew attention to the important role played by South-South Cooperation in continuing school feeding programme in Brazil.

Furthermore, Lindsay Carter, Director, USDA McGovern-Dole Food for Education Program, USA, spoke about the strategies utilised under the McGovern-Dole Program to stabilise school feeding in the needful countries. The programme is actively engaged in providing commodities and technical and financial assistance to school feeding. During the COVID-19 crisis, the McGovern-Dole Program shifted to distribution of take-home rations to children while monitoring the processes. Additionally, the programme upholds collaborating with national governments, local smallholder farmers and communities to safeguard school feeding.

Start, if there isn’t; Continue, if there is

Amidst the COVID-19 pandemic and the economic crisis followed by the pandemic definitely, providing school meals is a critical task especially, in the most fragile countries. Nevertheless, considering the numerous benefits that can be reached through school meals, I believe countries should consider continuing school feeding. In the countries where there were no school feeding programmes, it would be best to lay a stepping stone to start at least now. Specifically, in the countries where children are suffering from stunting, wasting, anemia and many other health issues due to malnutrition, initiating school feeding will be an extremely positive investment for the future.

When implementing the programmes, strategies may differ from country to country. However, as the experts in the event stressed out, school feeding programmes can be reached through national and global collaborations. I also firmly believe in the benefits of prioritising local smallholder farming and incorporate it into the school meal programme. Moreover, well-coordinated collaborations between intranational institutions are also essential to initiate such a scheme.

This way, we still can prepare to embrace the post-pandemic world with a healthy and educated generation. Nonetheless, it is up to us to decide how we are going to embrace the future. Are we going to give the future of the world to a weaker generation or to a stronger generation? I’m sure you’ll find it as food for thought.

Navigation towards food security and nutrition through a rice-based agri-food system

Published 8 February, 2021
By aiwa0003

*Image by* *Nandalal Sarkar* *from* *Pixabay*

I would not argue with the fact that life is not the same amidst this global pandemic affecting almost all the global citizens. Yet, I believe that acquiring knowledge should not be hindered by that. For me, it has been a great experience having the chance to participate in GOBESHONA Global Conference session on ‘Innovations in the Rice-based Agri-food Systems to improve Food Security and Nutrition’.

GOBESHONA (7^th) Global Conference on ‘Locally Led Adaptation’ was hosted by the International Centre for Climate Change and Development (ICCCAD) online from 18 to 24January 2021. This particular conference session listed under the category of Food Security & Agriculture lead by Mahjabeen Rahman, programme coordinator, International Rice Research Institute (IRRI) consisted of three presentations, out of which two drew my interest the most.

Ensuring food security while combating nutrition deficiency

The presentation; ‘Healthier rice for healthier future’ was presented by the affiliated personalities at the IRRI and Bangladesh Rice Research Institute (BRRI); Ibrahim Saiyed, Bangladesh Country Manager of Healthier Rice Program, Ahamed Salahuddin, Consultant and Syada Munia Hoque, Senior Specialist of Nutrition. They brought up the discussion on introducing ‘Golden Rice’ and ‘High Iron & Zinc Rice’ by IRRI to Bangladesh not only as a stimulating factor of food security, sustainable rural livelihoods, and economic development, but also as a solution to country’s prevailing micronutrient deficiency.

Golden Rice is developed by adding Beta carotene gene from yellow maize into ‘BRRI dhan29’, which is a high yielding rice variety already cultivating in Bangladesh. The Beta carotene gene in Golden Rice which converts into vitamin A in human body specifically addresses the substantial issue of vitamin A deficiency. The High Iron & Zinc Rice is formed through adding Ferritin-1 genes from apple, kidney bean and soybean into rice variety ‘BRRI dhan28’. The composition of High Iron & Zinc Rice results in high concentration of iron and zinc, which helps to tackle the iron and zinc deficiency amongst people in the country.

As a result of existing significant level of poverty or extreme poverty in Bangladesh where vulnerable people cannot afford a proper nutritious diet, subsequently the general public suffers from malnourishment. Since rice is a staple food in Bangladesh, the presentation upheld promoting Golden Rice and High Iron & Zinc Rice as it would be an ideal solution to combat so-called issues. Even though, a deployment strategy for these varieties of rice is arranged, dissemination of them among the agricultural sector is still under process of receiving regulatory approval.

The content was appreciated, as it is a constructive solution to fulfil the dire need of the country. Nevertheless, the question raised from the audience was, why this administration procedure in Bangladesh is still lagging behind in a context where, international actors like Australia and New Zealand (2017), USA and Canada (2018) and Philippine (2019) have already approved Golden Rice? It was even suggested that the IRRI should communicate and collaborate with the authorities to expedite the approval process. Besides, it was proposed to have more advocacy through scientific, research and policy education in promoting these varieties. Moreover, the requirement for an awareness discussion on the nutrition level of these rice varieties even after processing (polishing) and cooking was also depicted.

Acquiring food security through machine-sown Direct Seeded Rice

The next presentation; ‘Directly-sown rice to address labour and energy constraints to precision rice establishment’ was delivered by M. Murshedul Alam, Scientist, Cereal Systems Initiative for South Asia (CSISA)-III project, IRRI. He highlighted the ‘machine-sown Direct Seeded Rice (DSR) in Aus technique’ in rice cultivation as a possible solution to address the issues such as labour shortage, water scarcity etc, in Bangladesh. ‘Machine-sown DSR in Aus technique’ is a method of planting rice directly in the field by spreading seeds using machinery instead of transplanting. Transplanting is the traditional method, where the seeds are sown in a different place first and once the seedlings are ready, they will be planted in the puddled field manually or mechanically.

Several comparative evaluations were presented between different rice planting methods such as ‘machine sown DSR’, ‘hand broadcasted DSR’ and ‘manual transplantation’ in relation to the quantity of yields, landscape positions, labour use for land preparation etc. Accordingly, except in the lower landscape, ‘machine sown DSR in Aus technique’ was projected as the most probable alternative in both higher and medium landscapes in Bangladesh. This technique optimises the profit with a higher yield together with a lower requirement of water and labour.

Apart from that, CSISA-III is also involved in awareness raising programmes among the community regarding ‘DSR in Aus technique’ such as providing subsidy and conducting training on machinery usage etc. Thus, the usage of this technique was mostly acknowledged by the audience while highlighting the necessity of development in technology to cater sustainable agriculture and food security.

*Manual transplanting on puddled soil. Image by* *Nandalal Sarkar* *from* *Pixabay*

Seeing a better future or not?

As a final remark, I view these attempts presented in these presentations as very much constructive propositions in dealing with food security and nutrition amongst all the challenges Bangladesh is currently undergoing. Especially, I also consider that, promoting Golden Rice and High Iron & Zinc Rice together with machine sown DSR in Aus technique within the agricultural sector are frugal and credible initiatives in expansion of a rice-based agri-food system in Bangladesh.

On the other hand, as I am having roots in Sri Lanka, I believe introducing Golden Rice and High Iron & Zinc Rice even to the rice cultivation and national diet in Sri Lanka, will be a healthier option to strengthen the country’s food security and nutrition more. Particularly because, Sri Lanka being located in the South Asian region same as Bangladesh, having similar tropical climate conditions, having almost the same monsoon rain-based rice cultivation seasons and with rice being a staple food in both countries I see the possibility of paving the way towards this alternative in Sri Lanka.

At the same time, I believe, these tasks will not be simple, especially because, adopting and adapting to these innovations among the general public seems time consuming. Thus, in order to realise them and to make them sustainable, a lot of stable groundwork have to be laid. Apart from that, health and food can be considered as interdependent entities. In order to be healthy one needs to have nutritious food whereas one who is not in good health has difficulties in accessing and utilising nutritious food. Therefore, accomplishment of all these initiatives will also depend on the success of the country in controlling Covid-19 pandemic as currently, it managed to destabilise the ordinary livelihoods of people, not only in Bangladesh but also in the whole world.