Copyright © 2022 Womble Bond Dickinson (US) LLP All rights reserved.National Law Review, Volume XII, Number 73

MAXWELL AIR FORCE BASE, Alabama (AFNS) —

Last month, my colleague Dagney Faulk and I published a study on COVID-related learning loss in Indiana schools (available at https://projects.cberdata.org). The results were surprising and largely positive – or, at least, more promising than I expected. The aim of this work was to better understand which factors contribute to learning loss. What we know so far has mostly been limited to simple descriptive statistics about changes in test scores. It’s a good start, but it can’t speak of correlation, let alone causation on learning loss. To do this, more math is needed.

In a perfect world, we would have detailed student data over time. In the absence of this, school-level data provide a fairly good basis for assessing the effects of COVID and school-level responses to the pandemic on learning loss. Our aim was to examine how children of different age groups passed the same standardized test before and after COVID. This approach, coupled with statistical modeling, dodges most of the well-known criticisms of standardized tests.

We looked at all public schools, grades 3-8 in 2019 and 2021, the great COVID disruption. During this period, the middle school saw pass rates on standardized math and English tests drop by more than 10%. Some schools have actually done better due to COVID, but the vast majority have not. A handful of schools have even seen a 50% drop in pass rates.

In the best-performing schools, most children failed math and English tests. At worst, about half of the classrooms would have no students who passed both tests. This is frightening data that potentially affects educational attainment and long-term economic growth. Just so no one arbitrarily dismisses the past 18 months, I’m willing to place a $1,000 bet that the learning loss of this age cohort will still be evident in the 2060 census. The only question is how much will this loss be and what compensating factors, such as resilience and courage, will replace the classroom competence of these students.

Our statistical models that test for learning loss allow us to measure each variable together. In this way, we control several differences at the same time. For example, in crude comparisons offered by the Indiana Department of Education last summer, African-American students suffered more learning losses, as did poor children. However, when we control for both race and poverty, the statistical significance of race disappears.

Another way to explain this is that two schools with different racial mixes but the same level of poverty experienced the same level of learning loss. Our study could not tell which aspect of poverty caused the learning loss, but there are many potential factors such as lack of broadband access for distance learning. This should be fertile ground for research for years to come.

Our second big finding is that schools that performed better on standardized tests in 2019 experienced greater learning loss from COVID. We believe this is due to specialized programs in higher performing schools that were not easily executed during COVID. There are many other plausible contributing factors, so it may take some time before causes are identified.

The rest of our findings were really “non-findings” in that most of the differences between schools that we could measure were not correlated with learning loss. Race and ethnicity did not play a role in learning loss, nor did the share of English learners. The type of school did not matter, whether it was elementary, intermediate or combined. The size of the school did not matter, nor did absenteeism throughout the year. There was some evidence that declining enrollment increased learning loss, but this is a small effect.

The big surprise was that the combination of teaching – in-person, online or hybrid – had no effect on learning loss. This differs from the raw numbers shared by the Department of Education, but again without controlling for other factors, these comparisons offer no useful interpretation. I think the explanation for this result is quite simple.

Hoosier schools, like many others across the country, have struggled with scheduling and education decisions throughout the 2020-2021 school year. There is no doubt that each superintendent and school board has struggled to juggle several different priorities such as health, learning and enrollment. But, ultimately, most decisions could be reduced to two trade-offs: learning loss due to online learning or learning loss due to quarantine and isolation. Here’s how it works.

Suppose schools that have chosen to go fully online minimize the spread of disease in the school, but maximize learning loss from online learning. Alternatively, schools that accepted the COVID risk and went entirely in-person minimized learning loss from online learning. However, in doing so, they would have suffered more learning losses due to quarantine and isolation of students and staff. Either way, there is a risk of learning loss. The trade-off was not between health and learning, but between two different types of learning loss.

This is where statistical modeling of this type is so badly needed to understand how these policies have affected learning. If, on average, Indiana schools misjudged this trade-off and spent too much time in online instruction, or too much time in person, that would show up in our statistical model. But if, on average, schools were effectively balancing instructional metrics throughout the year, no specific type of instructional form would be correlated with learning loss.

Of the dozens of statistical tests we performed, none indicated a correlation between learning loss and the teaching setting. This is a total and complete rejection of the scientific hypothesis that there is a correlation between these modes of instruction – in-person, online or hybrid – and learning loss in Indiana.

This is an important finding for schools, policy makers and taxpayers. The COVID pandemic has been a difficult time for schools. While I believe the Holcomb administration provided clear and consistent guidance, the CDC’s federal communications could hardly have been more confusing. Federal failures have helped fuel mistrust and frustration that have surely made educational decisions very difficult for school boards and superintendents.

There are undoubtedly many lessons to be learned from COVID, and some schools have done better than others. But with the data and analysis available on learning loss, schools in Indiana seem to have done about as well as they can. This should give the rest of us great confidence that they will tackle the problem of learning loss with the same good judgment.

Michael J. Hicks is director of the Center for Business and Economic Research and the George and Frances Ball Distinguished Professor of Economics at Ball State University’s Miller College of Business. His column appears in Indiana newspapers.

The Mayor of London, Sadiq Khan, today set out details of the price changes required for TfL services from 1 March 2022, under terms set out in the short-term extension to TfL’s funding agreement with the government.

The mayor said he had done all he could to keep this increase as low as possible for Londoners and was ‘helping to ensure that the capital’s economic recovery is both green and sustainable’ by encouraging people to use public transport and return to central London.

Details released today show fares will increase by an average of 4.8%.

These rate changes are put in place to help ensure that TfL can achieve financial sustainability by April 2023 in line with the long-term objective of the funding agreements, while ensuring that the rate increase is as affordable as possible. possible for Londoners, the mayor said.

While the overall level of fares set by TfL will increase by an equivalent of RPI+1, some individual Metro fares will increase by more or less than this amount due to rules stating that increases can only be made in increments of 10 pence.

Tube-only fares in Zone 1 will drop from £2.40 to £2.50. Passengers traveling longer distances on TfL services will see a slight increase to bring them more in line with nearby National Rail fares.

While single pay-per-view fares on the Tube, DLR and most TfL-run rail services will rise by RPI+1, single fares on buses and trams will rise by 10p to £1.65, and the cap daily will increase by 30 pence to £4.95.

Given that rail revenues are significantly higher than bus and tram revenues, and TfL has planned an overall fare increase of RPI+1 to achieve financial sustainability in line with funding agreements, bus and tram fares will have to increase by the equivalent of RPI + 2.7% to reach the overall increase.

The ‘Hopper’ fare, which was introduced by the Mayor in September 2016, remains in place and will continue to save Londoners money by offering unlimited one-hour bus and tram journeys for the price of one rate.

Since its introduction, more than 600 million Hopper fare trips have been made. Sadiq has taken steps to ensure that all current concessions, including free travel for young people under 18 and discounts for students, apprentices and those with certain benefits, also remain in place.

Mayor of London Sadiq Khan said: “Public transport should be affordable for everyone, and I have taken bold steps to achieve this since becoming mayor by introducing the Hopper unlimited bus fare and freezing all TfL fares from 2016 to 2021 – saving the average London household exceeds £200.

“Since TfL’s finances have been decimated by the pandemic, the government has set strict conditions under the emergency funding agreements to maintain essential transport services in London. We have been forced into this position by the government and the way they continue to refuse to properly fund TfL, but I have done everything in my power to keep fares as affordable as possible.

Shashi Verma, Chief Strategy Officer at TfL, said: “This tariff package aims to keep tariffs as affordable as possible while ensuring that TfL can continue to offer clean, green and safe services and support the continued recovery. economy of London. With daily and weekly capping, as well as Hopper fare and our wide range of concessions, passengers can continue to receive the best fare using pay-as-you-go with contactless and Oyster.

OXFORD, Mass. & SAN FRANCISCO–(BUSINESS WIRE)–Wilson Language Training (“Wilson”) today announced its partnership with Alpine Investors (“Alpine”), a people-focused private equity firm committed to building and supporting sustainable businesses. Alpine’s partnership will help further accelerate Wilson’s vision of achieving “literacy for all” by expanding its reach to more students and educators. Terms of the transaction were not disclosed. Wilson co-founders Barbara and Edward Wilson will remain significant shareholders with continuing leadership roles in the company, as well as members of Wilson’s board of directors.

Founded in 1985 by Barbara and Edward Wilson with the goal of improving education for students with dyslexia, Wilson is a pioneer and leader in advocating for the science of reading and continues to empower administrators, teachers and students in the pursuit of its mission. Over more than three decades, Wilson has trained nearly 300,000 educators and certified more than 25,000 teachers nationwide in the Wilson Reading System® (WRS), the industry’s leading teacher certification program. the company that prepares teachers to implement the WRS with people with dyslexia who struggle to read. and spell.

Demand for Wilson’s programs is accelerating dramatically due to increased national recognition of programs grounded in the science of reading and the continued introduction of new state dyslexia laws across the country. Through this new partnership, Alpine will provide the support, expertise and resources needed to help Wilson scale its impact to meet the growing demand for its professional learning programs and services from educators and districts. Across the country.

“We are incredibly excited about the future of Wilson as we continue to expand our ability to reach more students, teachers, and administrators in pursuit of our vision of achieving “literacy for all,” said Barbara Wilson, co-founder of Wilson Language Training.

“With Alpine, we are delighted to have found a long-term partner who is not only completely aligned with our mission and belief in structured literacy and implementation science, but who also has extensive experience in partnership with education and founder-led companies like ours. . Going forward, Alpine will provide us with the additional resources, knowledge and expertise to continue to meet the changing needs of our customers as we expand the impact we can have on the education community,” continued Wilson.

“Barbara and Ed Wilson have built an exceptional company, and we look forward to helping them continue to advance their high-quality program pedagogy, professional learning, and commitment to implementation science that has helped countless students learning to read and write over the past three decades,” said Dan Sanner, founding partner at Alpine Investors. “We have a deep respect for Wilson’s mission, vision and culture and are excited to partner to invest more in their people, programming, professional learning, technology and the delivery of the COMPASS plan so they can continue to increase the impact of their mission for students and students. educators.

Wilson joins Alpine’s growing portfolio of educational businesses, which includes, but is not limited to, Riverside Insights, Perennial EdTech and McKissock Learning.

For Alpine, Morrison Foerster acted as legal counsel and debt advisor. For Wilson, Bigelow LLC served as financial advisor and Verrill acted as legal advisor.

About Wilson Language Training

Over the past three decades, Wilson has advanced his vision of “literacy for all” through multi-sensory structured literacy programs and professional learning supported by a commitment to the science of reading and implementation. work. Wilson is an expert in the field of dyslexia and a forerunner in providing life skills instruction to students in K-3 general education classrooms and those who struggle with reading and spelling. . The Wilson Reading System® (WRS), Foundations® and Just Words® programs provide a solid foundation for beginning readers and close the literacy gap for struggling students, including those with dyslexia. Wilson’s certifications translate to Wilson Dyslexia Practitioner and Therapist designations, which have been awarded Accreditation Plus by the International Dyslexia Association (IDA). Nearly 300,000 educators have participated in Wilson courses and workshops, and 25,000 have earned WRS Level I certification. For more information, visit http://www.wilsonlanguage.com.

About Alpine Investors

Alpine Investors is a people-focused private equity firm committed to building sustainable businesses by working with, learning from and developing exceptional people. Alpine specializes in investing in companies in the software and services sector. Its PeopleFirst strategy includes a CEO program that enables Alpine to provide leadership in situations where additional or new management is needed after the transaction. Alpine is currently investing in its eighth fund of $2.25 billion. For more information, visit http://www.alpineinvestors.com.

Dual language immersion programs are increasingly popular in the United States. So if you want your child to be able to speak two languages, Sandpiper Elementary School’s Spanish Language Immersion Program can help you make it happen!

Sandpiper Elementary School’s Spanish language immersion program is designed to help children become bilingual, illiterate and bicultural. From kindergarten to sixth grade, students learn academic content in English and Spanish and develop cross-cultural skills.

“It’s important to know that a bilingual immersion program is a long-term commitment for students and parents to fully see student academic and fluency outcomes,” says Jessie Kinney-Alcazar, director of the Sandpiper Elementary School. “Sandpiper’s program offers students the opportunity to develop their Spanish skills and learn academic content in an immersive environment taught by native Spanish-speaking teachers and staff.”

About the school day

Students spend half their day learning in English and the other half learning in Spanish. A group of students spend their mornings learning in Spanish, while another group of students are learning classes in English. Students change teachers and receive instruction in two different languages ​​throughout the day.

Benefits of a Bilingual Language Immersion Program

Research attests to the development of academic achievement and language proficiency by students who attend language immersion programs. Studies have also shown that students achieve higher levels of language proficiency in the immersion program, develop greater cognitive flexibility, increased attention control, better memory, and superior problem-solving skills.

• Students develop full fluency in speaking, reading and writing in two languages.
• Not only do students achieve similar or higher levels than their peers enrolled in other programs on standardized English reading and math tests, but they can also read and write at grade level in another language.
• Students in a bilingual program develop very positive attitudes towards students from other linguistic and cultural backgrounds and positive attitudes towards themselves as learners.

How parents can help their child

There are many ways for parents to support their child’s academic efforts in a bilingual immersion program.
Ask your child to teach you Spanish.

• Invite and form groups within the school community and organize activities that develop friendships between students and parents.
• Encourage your child to take risks by speaking and writing the second language.
• Celebrate your child’s accomplishments.
• Attend parent education workshops on bilingual immersion programs.
• Support your child’s language and literacy development in two languages, as well as their emerging cross-cultural appreciation. This can be accomplished by introducing your child to books and films in both languages, attending cultural festivals, and providing opportunities for authentic language exchanges.
• Provide students with the opportunity to read in English and Spanish.

Learning Spanish and English simultaneously gives kids a competitive edge when applying for colleges and jobs later in life. What are you waiting for? Plan your visit to Sandpiper Elementary today!

Governor Gretchen Whitmer will unveil an ambitious budget plan this week that addresses Michigan’s shortage of educators as well as the mental health and learning needs of students.

Whitmer offers to deliver the biggest increase in education spending in 20 years. The governor’s budget director is due to present the spending recommendations to lawmakers on Wednesday.

Whitmer’s $18.4 billion JK-12 spending plan would increase the base per-student allocation by 5% ($435 per student), from $8,700 to $9,135. In addition to this, the governor is recommending additional funding for districts with a higher proportion of special education and at-risk students as well as districts with a higher proportion of English language learners or students enrolled in vocational technical education programs.

Every Michigan student has “a birthright to a phenomenal education,” Whitmer said in a statement to the Detroit Free Press. The effects of a two-year global pandemic have hit students and educators hard, she noted.

“The past few years have been difficult for our students and our schools, especially students with additional needs and those who come to school with economic disadvantages,” Whitmer said. “We now have the opportunity to make lasting investments to help our children catch up and get on the right path to long-term success.”

In addition to the increased funding for the foundation, the Associated Press reported details a four-year, $2.3 billion educator retention plan to give $2,000 bonuses to all full-time public school employees who return to their districts in the fall of the next two school years . Part-time staff would receive pro-rated amounts.

Certified teachers and other staff would receive additional bonuses of $3,000 and $4,000 over the next two years through the 2025-26 school year. New teachers and those in positions at Title I schools would also be eligible for bonuses.

“Staff shortages, quarantine, increased trauma and learning loss are making this job harder than ever,” Whitmer told the AP. “We need to do more to provide for the Michiganders who show up every day for our children.”

Whitmer’s spending plan includes $600 million in scholarships to help aspiring educators pay for college, pay a student-teacher stipend and help districts create their own programs. Another $200 million would go towards mentoring and retaining early career educators.

An additional $360 million is proposed to increase mental health services in schools, according to the Detroit News. This includes expanding TRAILS (Transforming Research into Action to Improve the Lives of Students), a University of Michigan program that trains educators in practices that help students manage their mental health.

MEA Chair Paula Herbart said the governor’s ideas will move Michigan toward its goal of becoming a world leader in education. All the money for Whitmer’s education priorities comes from continued higher-than-expected revenue increases in the state — not new taxes or federal funds.

“Governor Whitmer’s bold plan is the most transformative investment in public education we’ve seen in decades,” Herbart said. “The governor’s budget proposal tackles Michigan’s acute shortage of educators head-on, and his plan will make a real difference in recruiting, retaining, and respecting educators to help every student succeed.”

Additional increases proposed by the governor would help pay for services in districts with a higher population of students at risk, learning English or enrolled in special education or vocational technical education programs.

Whitmer’s budget plan would also continue a planned three-year expansion of the state’s free preschool program for eligible 4-year-olds. Preschool expansion as well as increased funding for before and after school programs have been touted as positive investments in Michigan’s future by businesses and child advocates.

“A strong foundation is essential for long-term success,” Whitmer told MLive. “Making big investments in our littlest Michiganders prepares them to succeed in school, pursue higher education and get well-paying jobs.”

Stay tuned this week for how you can push for passage of Whitmer’s plan to make critical investments in schools and educators at this most challenging time in history.

Related: Questions from Whitmer Fields members about the shortage of educators (login required for members only)

Of course, people are essential to the success of any business, but as the infrastructure industry evolves, the engagement, training and development of its employees will be of paramount importance.

Facing new challenges and new opportunities will require an adaptable leadership team that is as adept at traditional high-quality team and project management as it is in the business, strategic, technology and media skills needed to manage heightened expectations. new and existing stakeholders.

The challenges are often the most obvious and include a potential conflict of incentives, shifting from a short-term to a longer-term perspective, and managing employees of diverse cultures, backgrounds, and skills. Management must be prepared to address talent shortages, adapting and using technology and engaging with a much wider and more diverse range of colleagues and consultants, as well as public opinion.

The successful entrepreneurs and business leaders of the future will be those who can think strategically, who can lead by example, and who can educate and engage both the workforce and the communities whose their projects will benefit.

The leaders of the future

The shift to modular construction and manufacturing methods is massive and will require innovative thinking. While traditional leadership teams typically feature a “chief operating officer” or other technology-focused role, they are unlikely to already have the kind of in-house board-level expertise required for a real transformation.

Many construction companies will need to look to other sectors, including technology, manufacturing and aerospace, to fill these skills gaps, and a “talent rush” at senior and executive levels is likely. Lendlease, for example, appointed Bill Ruh, formerly of Cisco Systems, as general manager of its digital team in January 2019. Companies can also seek to make strategic acquisitions or enter into joint ventures (JVs) with technology companies. with the necessary expertise – although joint ventures present their own challenges.

Characteristics that this next generation of leaders should embody include:

Strategic thinking

The approach the management team has taken in the past to winning and delivering large infrastructure projects may need to evolve. Leaders must be able to consider all available options with a long-term, sustainable mindset, and engage with the best and most innovative ideas.

Decisions may need to be based on different metrics and values, different financial environment, more efficient technology, and greater public and workforce influence to best develop and optimize the strategic vision of the organization. business.

Cooperation and commitment

Current leaders cannot be expected to have all the skills and experience required to embrace the new environment in order to deliver major projects. Instead, they must be able to partner and collaborate effectively, with experts and capabilities across the organization as well as with external consultants.

The leadership team should put topics such as effective use of technology, industry evolution, decarbonization and social impact at the top of the list. They will be expected to engage and inspire colleagues and consultants across a much wider range of disciplines and skill sets than they have in the past.

Education

Infrastructure leaders must be able to educate and engage on the themes of industrialization and decarbonization, and the opportunities they create within the sector.

The team should lead by example, both in their language and in their decisions, when it comes to technology opportunities, reputational influence and financial impact. Given the direct impact of infrastructure projects on communities, leaders must be in touch with public opinion and be able to communicate and educate effectively through public and social media platforms.

Background diversity

Infrastructure companies have a fantastic track record when it comes to promoting colleagues within the organization. However, the management team will increasingly have to consider strategic and diverse recruitment. This will likely involve recruiting from outside the sector where appropriate, and recruiting people from different backgrounds, with different characteristics and different international experience.

Increasing talent diversity is necessary in an industry facing change on multiple fronts. There will be an increased demand for change management skills, technology experience and legal experience. The sector will need to reposition itself and the range of careers it offers to compete with other sectors looking to increase their own digital skills.

Diversity of departments

Another option for changing the business is either to create a new leadership role within the organization or to make a strategic acquisition of the relevant business or technology, either through a simple acquisition or through the through a joint venture agreement. Both options are something the management team should actively consider and consider.

Incentive to change

Employers will need to reinvent how to engage the entire workforce to prioritize the industrialization of the sector within the workforce and encourage employees to embrace innovative ways of working and to focus on innovation in their functions. This could be based on career development opportunities, changes in job descriptions and key performance indicators, the development of values ​​and an organizational objective related to industrialization and sustainability and, of course, reviewing the way financial and compensation benefits are determined.

Developing the talents of tomorrow

Management teams will also be responsible for attracting and retaining more junior talent with the right mix of leadership and technical skills to build the business for the future.

The construction industry is already facing a general skills shortage due to the attractiveness of other industries, including technology. Recruiting, retaining and developing staff with the right mix of skills will depend on their ability to compete in these sectors. Opportunities for career growth and development, a strong mix of benefits, and alignment with people’s personal values ​​will all need to be considered.

One of the most effective ways to attract top talent to this industry has always been to have the best projects to work on. Being seen as a leader in decarbonization and innovation could in itself be one of the best ways to ensure that the company is able to attract and retain these talented people.

Change the culture

Achieving all of this will also require a cultural change within the company, on which the management team will have to play a proactive role.

Implementing the required cultural change could be as simple as incremental internal policy changes regarding how compensation is determined and bonus policies implemented – including through long-term incentive plans, linked to decarbonization commitments – and the allocation of budget to areas of the business that help drive its evolution.

Who is Ignazio Cassis, the new president of Switzerland? Known for having put an end to the discussions with Brussels on the institutional framework agreement of the European Union, he hopes to reach a consensus in his new function. SWI swissinfo.ch takes a closer look at who will represent Switzerland in 2022.

This content was published on January 3, 2022 – 09:00

January 3, 2022 – 9:00 AM

Balz rigendinger

His father Luigi Cassis was a farmer; and his grandfather an Italian immigrant who settled in a village near the border in Ticino. “If you grow up with three sisters and a bathroom, you learn to negotiate,” Ignazio Cassis said of his humble origins. He was an unruly child. At the age of 12, he lost the little finger of his right hand on the tip of a fence and fell.

Today, at the age of 60, Ignazio Cassis has become President of Switzerland. He is a typical product of the Swiss militia system, which now elevates him to this honorary post. In 2017, after a rapid rise in party politics, he entered the Swiss national government. His roots in the Italian speaking part of Switzerland have helped him; the minority canton had not been represented in government for a long time. His open and straightforward demeanor worked in his favor. In many ways, Cassis is a man who resembles Switzerland.

The most difficult wallet

Once in government, Cassis takes on the most difficult portfolio. Without diplomatic experience, he was in charge of unblocking Switzerland’s blocked relations with the European Union.External link and negotiate a framework agreement to frame long-term relations with Brussels.

It failed. In 2021, the Swiss government broke off negotiations. The decision was made by the seven-member cabinet, but the disappointment it caused mainly focused on Cassis. Swiss foreign policy experts have been critical, and in a Swiss Broadcasting Corporation opinion poll last fall, Cassis was ranked last among all members of government.

“My goal is not to be popular but to do a good job,” Cassis said in an interview with Swiss public television SRF. “It is more important to stay true to my principles and to implement my policies. As a representative of the Radical Liberal Party (FDP), he is a political liberal. Observers place him on the right wing of his party.

A doctor in the government

After the unspectacular conclusion of the negotiations with Brussels, the Swiss presidency appears like a light at the end of the tunnel for Cassis. Freed from the EU portfolio, can he establish himself as a unifying figure and take the stage in the pandemic as a doctor and expert?

This is a possible optimistic scenario put forward by some Swiss newspapers. Cassis obtained her doctorate from the University of Zurich at the age of 26. He then became a young cantonal doctor in the canton of Ticino before completing his doctorate as a specialist in public health. He recently told SRF: “With my experience, I can certainly explain government decisions to people. “

Ignazio Cassis came to politics late. He took office at the age of 43 in the assembly of his local municipality of 4,600 inhabitants. At 46, he became a deputy. “He was not a politician, but we considered him a good candidate,” remembers Fulvio Pelli, a veteran of the FDP who has supported Cassis since the start of his career. “He’s a smart man and he learns fast.”

The Swiss president is neither the head of state nor the head of government. The seven-person cabinet, also known as the Federal Council, is seen as a collective head of state and government. The president could be “first among peers”- the first among his peers – but he has no more power than the rest of the cabinet. Each of the seven cabinet members takes turns in the solemn rotating one-year post. The unwritten rule is that the presidency passes to the member of the government who has not held it for the longest time.

First steps as a diplomat

In a sense, Cassis only chairs government meetings and performs special representational functions. He gives speeches on radio and television on the occasion of the New Year and the federal holiday of August 1. In addition, it welcomes foreign diplomats in Switzerland at a New Year’s reception. It is also common for the Federal President to make official visits abroad.

None of this is new for Ignazio Cassis. He was Swiss Minister of Foreign Affairs for four years and, as such, he is now at home on the diplomatic scene. It hasn’t always been that way. His first steps on the international scene are hesitant.

Cassis took over the Swiss Ministry of Foreign Affairs in November 2017. As a health politician, he had all the necessary knowledge for the Ministry of the Interior, but the only post open was that of Minister of Foreign Affairs. In Switzerland, this ministry is not making big waves in domestic politics. Development aid and diplomacy are part of a longer term perspective. “Foreign policy is not very popular in Switzerland,” says Pelli. “Nobody wants the Ministry of Foreign Affairs. He took it. “

Cassis has made a number of missteps, fueling a growing chorus of criticism. He made non-diplomatic comments on the role of the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) in the Middle East conflict and tweeted public relations messages for commodity company Glencore from a mine in Zambia. An economic liberal, Cassis also attempted to convert Swiss foreign policy into a form of foreign economic policy, to the chagrin of the left.

“It has linked it more closely to economic needs and to migration policy,” explains Paul Widmer, professor of diplomacy. Its political opponents fear a “Switzerland first” policy. Fabian Molina, a specialist in social democratic foreign policy, told SRF de Cassis: “As a member of the government, he put business before human rights in foreign policy. I have some doubts that he can represent the entire population as Swiss president.

“Foreign policy is domestic policy”

Foreign policy – alongside the pandemic – remains one of Switzerland’s major projects in 2022. Relations with the EU have never been so unresolved. From the start of his mandate, he was at the head of negotiations with Brussels.

In 2018, he hired a new chief negotiator, but still led the direct dialogue himself. He also chose to speak publicly on the issue, assuming the role of moderator. He listened to the needs and mediated between the different interests of Switzerland and the EU. “Foreign policy is domestic policy,” he explained.

But there was no real movement on the outstanding issues between the two sides. In Switzerland, neither the left nor the right dared to take the plunge. Brussels and Bern looked at each other with suspicion. Cassis took the opportunity to set new development aid priorities. The importance of Latin America has been downgraded and measures to reduce migration have been taken more into account in foreign aid. He set priorities in foreign policy: China and the Middle East. He also extended Switzerland’s diplomatic network.

But Cassis is being measured today by the question of the fate of Switzerland in the EU, on which there has never been much to gain. Thus, in his year of presidency, he will be happy to turn to the more joyful enterprise to make himself known on the domestic scene. He hopes to “strengthen national unity,” he said. As the representative of a linguistic minority – which also speaks the other national languages ​​perfectly – he seems destined for this. “My goal is to allow differences of opinion to be seen as an asset in this difficult situation. And not as a source of conflict, ”he says.

An honorary position as an opportunity

Negotiations on international issues also remain on the agenda. Switzerland has almost obtained a non-permanent seat on the UN Security Council for the period 2023-2024; a decision will be made in June. And the Alpine country could organize a future conference on Ukraine. Cassis is always looking for dialogue with China on human rights and, in general, multilateralism remains at the top of the Swiss agenda: international Geneva, digital diplomacy, and the search for mandates for international mediations. .

All of this also creates a positive image at home. And for Cassis, this offers the potential to score some important points to improve its image in parliament and among the population.