• Link to X
  • Link to Facebook
  • Link to Instagram
  • Link to TikTok
  • Link to Youtube
  • About
    • About Us
      • President
      • Board of Directors
      • Board of Advisors
      • Financials
      • Our Methodology
      • Success Tracker
      • Contact
  • Act Now
    • 30 Ways to Help
      • Email Congress
      • Call Congress
      • Volunteer
      • Courses & Certificates
      • Be a Donor
    • Internships
      • In-Office Internships
      • Remote Internships
    • Legislation
      • Politics 101
  • The Blog
  • The Podcast
  • Magazine
  • Donate
  • Click to open the search input field Click to open the search input field Search
  • Menu Menu
Global Poverty

Facts About the Selk’nam Genocide

Selk'nam GenocideAt the southern tip of South America lies the Tierra del Fuego archipelago. The largest island in the chain, Isla Grande de Tierra del Fuego, which today is split between Chile and Argentina, was once home to the Selk’nam tribe. The tribe was first encountered by Europeans in 1580, but did not see regular contact with European settlers until the 1880s. Like many relationships between native peoples and Europeans, tensions and conflicts arose between the two groups. Unlike many relationships, the conflicts led to the complete extinction of the Selk’nam people. A number of reasons show why these conflicts have come to be known as the Selk’nam genocide.

European settlers began to settle the main island in the 1880s. At the time, the Selk’nam tribe had between 3,000 and 4,000 members. In 1883, the government issued the first sheep ranching concession for the island and settlers began establishing sheep farms. With no concept of private property or ownership, the Selk’nam hunted the sheep.

Missionary Thomas Bridges urged the Selk’nam to respect the property rights of the ranchers. This request did not make sense to the group who held no concept of property. The Selk’nam felt entitled to hunt any animals within their territory and continued to hunt the sheep.

Settlers began to chase the Selk’nam off the lands they had claimed, but soon began an extermination campaign with the support of the Argentine and Chilean governments. In addition to hunting the Selk’nam, settlers also poisoned their food.

Large companies offered a reward of one pound sterling per Selk’nam dead. This was confirmed by a pair of hands, ears or a skull. Within 10-15 years, the number of Selk’nam was reduced to 500.

Some Selk’nam who were captured were sent to European “human zoos” to be displayed. Few survived the trip and fewer were returned to their homeland. Remaining Selk’nam were forced into reservations near established missions on the island. There, European diseases spread rapidly through the population.

Missionaries were allowed into the Selk’nam reservations to aid them and attempt to assimilate them, but the culture and people had been largely destroyed. The severe reduction in the population of the tribe caused by the Selk’nam genocide did not initially completely wipe out the tribe. The last full-blooded Selk’nam descendant died in 1974.

The U.N. Genocide Convention defines genocide as any of five acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group. The first of these acts is killing members of the group. With the express intent of the settlers being to kill the Selk’nam, resulting with the extinction of the entire tribe, the Genocide Convention accurately describes the Selk’nam genocide.

– Erik Beck

Photo: Flickr

November 2, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Kim Thelwell https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Kim Thelwell2017-11-02 01:30:562024-06-04 01:08:25Facts About the Selk’nam Genocide
Global Poverty, War and Violence

Socioeconomic Conditions That Lead to Extremism

Four major socioeconomic factors correlate significantly with the cultivation of extremism in developing nations: youth unemployment, militarization, levels of criminality, access to weapons and corruption.

These factors strengthen the four drivers of radicalization that arise in developed countries: historic conflict, corruption, acceptance of human rights and the marginalization of groups.

Two major categories of socioeconomic conditions that lead to extremism include relative deprivation and general corruption. These ideas largely capture the four elements that are common among both developing and developed nations where radicalization is most common.

Relative Deprivation
Relative deprivation is the discrepancy between individuals’ expectations of justice and the state and an opposing reality and is a precursor to radicalization.

Kartika Bhatia and Hafez Ghanem argue that unemployment and underemployment can increase the likelihood of violent extremism, explaining the positive relationship between relative deprivation and radicalization. Furthermore, those with secondary educations who are unemployed or underemployed have the highest risk of becoming radicalized.

The Global Terrorism Index discloses that those who move to Syria to become an ISIL foreign fighter experience relative deprivation in that they typically have high educations but low incomes.

Corruption
According to the Global Terrorism Index, acts of terror between 1989 and 2014, “93 percent of all terrorist attacks occurred in countries with state-sponsored terror including extra-judicial deaths, torture and imprisonment without trial” versus only 0.5 percent of countries not experiencing political terror suffering from internal terrorist acts.

Poor socioeconomic conditions like widespread poverty can lead to political instability that reinforces antidemocratic values and the disenfranchisement of citizens. This reciprocal relationship between poor socioeconomic circumstances and corruption negatively influence one another, both factors swelling each other’s occurrence.

The report also notes that “when group grievances against the state are high, and the opportunity cost of joining a rebellion is low, groups are most likely to form”.

Today and the Future
Despite it all, there is good news. In 2016, the number of terrorist attacks and deaths from the attacks have both declined by 10 percent.

A decrease in the number of instances is significant and certainly good news. But getting to the root of what is causing radicalization is the best strategy to ameliorate the socioeconomic conditions that lead to extremism in general.

The creation of anti-corruption measures is being enforced globally. The United Nations Convention Against Corruption recognizes the destructive effects that corruption has on citizens. Postulating corruption as a global issue, the convention proposes a set of regulations that fights to eliminate corruption both before and after it occurs.

Matthew Murray, former U.S. Deputy Assistant Secretary of Commerce for Europe, the Middle East and Africa, takes the position that freedom from official corruption is a human right and international law should reflect that.

The legal advocacy of recognizing corruption as a crime against human rights is a fundamental step toward global initiatives that will combat corruption preying on vulnerable nations.

– Sloan Bousselaire

Photo: Flickr

November 2, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Borgen Project https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Borgen Project2017-11-02 01:30:542019-12-29 18:16:51Socioeconomic Conditions That Lead to Extremism
Health

Three Underrated Global Health Organizations

global health organizationsThere are many global health organizations that are widely recognized for the work they do around the world. These include organizations such as the Center for Disease Control, the World Health Organization, the United States Agency for International Development and PATH.

There are also organizations around the world who have done a lot for the health community that are not talked about as much. Here are some organizations that have made differences in local and global communities also and deserve to be recognized:

1. Pakistan Children Heart Foundation (PCHF)
The PCHF is an organization that focuses on providing heart surgeries to children born with congenital heart defect. Every year, approximately 50,000 infants are born with congenital heart defect in Pakistan. Because of a lack of a specialized children’s heart hospitals in Pakistan, PCHF works to build a research clinic as well as establish funds for children in need. Thus far, PCHF has provided 819 surgeries.

2. HealthRight Foundation
HealthRight is an organization whose goal is to provide healthcare to marginalized communities because, as their slogan states, “Health is a Human Right.” HealthRight uses global resources and works with local partners to address local health needs. HealthRight works with women and children, migrants and at-risk youth. All of these people face health discrimination, whether it involves lack of access to healthcare or lack of means to access healthcare. HealthRight works to provide healthcare for these underrepresented groups.

3. Population Services International (PSI)
PSI is an organization that focuses on promoting healthy behavior and making healthcare products more affordable. PSI originated in 1970, with a focus on reproductive health. Since then, it has expanded to helping over 50 countries with solutions to malaria, HIV, family planning, sanitation, pneumonia and diarrhea. PSI works with local governments and organizations in order to make health solutions. PSI also uses marketing strategies and analysis to keep health products affordable.

Helping impoverished people around the world have better access to healthcare is not a feat that should be ignored. These three global health organizations have made and continue to make positive changes in the world and provide hope for the future of healthcare around the globe.

– Rebekah Covey

Photo: Flickr

November 2, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Borgen Project https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Borgen Project2017-11-02 01:30:252024-06-05 02:12:17Three Underrated Global Health Organizations
Global Poverty

Young Business Leaders in Tanzania Development

Young Business Leaders in Tanzania Revolutionize DevelopmentIt has been two years since Abella Bateyunga, a 29-year-old woman from Dar Es Salaam, Tanzania, created the foundation to change lives of many young people in Tanzania. The foundation, known as the Tanzania Bora Initiative, aims to connect young Tanzanians that share the ambition to improve their country. The people in the initiative participate in data-involved projects, television shows based on politics and teach young girls to write computer code. The organization is one example of how young business leaders in Tanzania are revolutionizing development.

Sub-Saharan Africa has a lot of countries that are facing ‘youth bulge’ because of high fertility rates. In Tanzania alone, over 73 percent of the population is under the age of 30. With the help of USAID’s Consortium for Elections and Political Process Strengthening and their partner, The International Republican Institute, Abella was able to create the Tanzania Bora Institute.

Bateyunga, a Governance Officer at the BBC Media Action in Tanzania, has been working with nonprofit organizations for over nine years. She also completed the Washington Fellowship for Young African Leaders for Civic Leadership in 2014. Bateyunga, a former lawyer and radio reporter, used her skill sets to develop ways to engage the Tanzanian youth in the driven strategies for employment and as a way to give youth their own voice.

Bateyunga is known for combining education and entertainment to encourage Tanzania’s youth to engage in their communities’ social, economic and political advancements. She encourages young leaders in Tanzania to realize their potential and ability to make a change where they feel it is needed. Abella continues to work on civic education programs in Tanzania today.

Two years after the creation of the Tanzania Bora Initiative, the positive changes can be seen not only in the Tanzanian media but in society as a whole. One of the projects implemented was Data Zetu, a way to make information meaningful and accessible for citizens and prompt them to take action in their communities. The young people of Tanzania gather data from the local government on certain services, analyze it and then determine ways in which it may improve.

The projects implemented by Bateyunga demonstrate the ability of young business leaders in Tanzania to create a positive impact in society and development.

– Chloe Turner

Photo: Flickr

November 2, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Kim Thelwell https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Kim Thelwell2017-11-02 01:30:232024-06-05 23:55:32Young Business Leaders in Tanzania Development
Global Poverty

10 Facts About the Porrajmos Genocide

Porrajmos GenocideThe Porrajmos genocide is the term used to describe the attempted genocide of the European Roma during World War II. The name itself is rarely seen in pop culture, so it has been unjustly forgotten despite being a synonym of another word that does have a solid hold of our collective consciousness: Holocaust. But the Holocaust was not, as too many believe, solely a persecution of the Jewish population. In fact, there were many groups who experienced the horrors of Holocaust. Here, the focus turns to the Roma.

Who are the Roma?
The Roma, known widely as the pejorative “Gypsy,” are a traditionally nomadic people who migrated to Europe from Northern India between the eighth and tenth centuries C.E. In the thousand years since that migration. they have lived and worked all over Europe as one of the most oppressed ethnic groups in the history of the region.

The reasons for the massive prejudices held against the Roma people range from a European perception of the people as unclean, thieving and socially different, to the extent that they were believed to be Egyptian migrants (as the etymology of the term “Gypsy” suggests). The unifying factor of these prejudices is quite simple: they are untrue. Nevertheless, it was the hate bred by these misconceptions that led to the Nazi genocide campaign, resulting in the murder of an estimated 220,000 people, or 25 percent of all European Roma.

In the interest of rectifying their unequal representation in the history of World War II, what follows is a list of facts about the Porrajmos genocide, and the “forgotten people” who were its victims.

The Facts

  1. Like the Nazi view of the Jews, the Roma were considered to be an inferior ethnicity.
  2. German S.S. forces began relocating Roma families in 1940. They were moved to the concentration camps at Auschwitz-Birkenau, Chelmno, Belzec, Sobibor, Treblinka, Bergen-Belsen, Sachsenhausen, Buchenwald, Dachau, Mauthausen and Ravensbrück.
  3. To distinguish them from the Jewish population, Roma were made to wear an inverted black or brown triangle (worn by those considered to be “asocial”) while living in the camps.
  4. In one of the first rounds of deportation, a group of 5,007 German Roma were sent to the Lodz ghetto. Nearly half died within the first month due to poor living conditions. The rest were murdered at Chelmno a few months later.
  5. Between 5,000 and 15,000 Roma are believed to have qualified for exemption from incarceration if they were thought to be “pure blooded” or they occupied a higher standing in German society. Authorities often ignored that exemption, meaning that a large number of Roma were sent to concentration camps while on leave from the German armed forces.
  6. In 1944, S.S. officers ordered the killing of an entire compound within Auschwitz. When the Roma discovered their intentions, they armed themselves and refused to exit the compound. This action, though noble, only delayed the eventual execution of 2,000 people, half the compound’s population. The rest were sent to other camps. By the end of the war, nearly 23,000 Roma had died in Auschwitz.
  7. In the Baltics, an estimated 30,000 Roma were shot without ever being deported to a camp.
  8. In Romania, close to 30,000 Roma were forced to leave their homes and relocate to one ghetto.
  9. Between 3,000 and 6,000 Roma were interned by Vichy France in the early 1940s.
  10. In the Independent State of Croatia, an Axis partner, the entire Roma population of 25,000 people was executed.

This list, though nauseating, demonstrates the brutal nature of Roma internment during the war, and brings to light some compelling questions, such as “why has history forgotten them?” and “where are they now?”. The answers to these questions are intimately tied to the prewar European prejudices mentioned above. While the result of the Jewish Holocaust was an opening of the conversation, that of the Roma effectively intensified their dissociation from European identity.

Now, 72 years and a Porrajmos genocide later, Europe has yet to open a healing dialogue about the Roma’s place in European society or offer any concrete policy changes to help the transition of Roma communities out of shantytowns and into proper housing. As a result, unemployment, discrimination, lack of education and racist violence against the Roma have become a devastating norm for Europe’s oldest ethnic minority.

-Katarina Schrag

Photo: Google

November 2, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Borgen Project https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Borgen Project2017-11-02 01:30:202019-12-29 18:21:3910 Facts About the Porrajmos Genocide
Global Poverty

10 Facts About Isaaq Genocide

Isaaq GenocideSince its creation, Somalia has been involved in war and instability. The first 30 years as an independent country were marked by a brutal genocide that almost wiped out one of the original tribes of the region: The Isaaq. The Borgen Project brings to you 10 facts that you need to know about the Isaaq genocide.

  1. In 1960, Somalia declared independence from Italy and Britain, who controlled different regions of modern Somalia territory.
  2. The Somalia genocide started in 1969 when Siad Barre, a military leader, overtook the government and led the nation into a partnership with the Soviet Union, declaring the country a socialist state.
  3. In 1978, the Somali army attempted to invade Ogaden, a territory located on Ethiopia’s border. Thanks to the help of Cuba and the Soviet Union, Ethiopian soldiers were able to drive Somali forces out of the region and strike different villages in Ogaden. Around 1 million people, who lived in those villages, had to flee to Somalia’s border, specifically women and children.
  4. The Somali government asked for support from the United States after socialist countries, Cuba and the USSR, provided military aid to Ethiopia.
  5. After the war with Ethiopia, Somalia was left with a severe crisis and became divided by strong opposition groups. These groups were led by the Somali National Movement which was established by the Isaaq clan of the northern regions.
  6. In consequence, Barre’s government carried out aerial and artillery bombardment over three Isaaq cities: Hargeisa, Berbera and Bur’o.
  7. Before the attack, Barre forced marches of Isaaq across the desert towards the Ethiopian border. In 1990 there were around 360,000 Somali refugees in Ethiopia. After the incident, thousands of Isaaq fled their homes in Somalia, leaving behind ghost cities.
  8. The Washington Post reported that around 50,000 Somali citizens died during the war, a majority of whom were Isaaq civilians.
  9. In 1988, the Somali government signed a peace agreement with Ethiopia.
  10. In 1991, President Barre was forced into exile after the Somali Congress overthrew his military regime.

Almost 27 years after the Isaaq genocide event, Somalia still faces a violent crisis between different political and religious groups. Organizations like the United Nations are trying to stop the violence in the country and provide security to its citizens.

– Dario Ledesma

Photo: Google

November 2, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Kim Thelwell https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Kim Thelwell2017-11-02 01:30:152019-12-29 18:22:0610 Facts About Isaaq Genocide
Developing Countries, Development, Education, Global Poverty

Education Superpowers and What We Can Learn from Them

Education_SuperpowersIn 2015, 72 countries participated in The Organization for Economic Cooperation and Development’s (OCED) triennial Programme for International Student Assessment. The test examines 15-year-olds’ aptitude in reading, math and science. Singapore, China, Japan, South Korea, Estonia, Canada and Switzerland are consistently among the top 10 performing countries in all subjects, with Singapore ranking number one across the board.

Science

  1. Singapore
  2. Japan
  3. Estonia
  4. Chinese Taipei
  5. Macao (China)

Reading

  1. Singapore
  2. Canada
  3. Ireland
  4. Estonia
  5. South Korea

Math

  1. Singapore
  2. China
  3. Japan
  4. South Korea
  5. Switzerland

What makes these countries different from low performing ones? Four notable components emerge from experts’ conversations about what makes education superpowers successful.

  1. Equality and a strong education policy
  2. High-quality instructors
  3. Parental involvement
  4. Objectivity

Equality and education policy
There is only a narrow socioeconomic discrepancy between schools in the top-ranked countries, proof of a remarkably consistent educational system. For example, Canadian students score high regardless of being an economically advantaged or disadvantaged student.

In Macao and Vietnam, students with unfavorable socioeconomic conditions still outperform advantaged students internationally on PISA exams, citing a successful and consistent educational framework as one of the reasons for this.

High-quality teachers
The support and training for teachers in education superpower countries is extensive. These countries tend to have high salaries and comprehensive policy frameworks that support teachers and reflect the importance of teacher quality and preparation.

In a three-year study, the Stanford Center for Opportunity Policy in Education’s leading researcher Linda Darling-Hammond found that countries that best prepare their students focus on two things: building an effective and long-term educational system and professionalizing the teaching career.

The qualifications and training process of becoming a teacher are denser, but systems are in place to make this a more affordable process. In Canada, teachers are paid salaries comparable to that of engineers and other societal professionals. Singaporean primary school teachers earn an average of S$51,000 annually.

Parental involvement
In a comparative study reading parents’ involvement in the learning process between American and Chinese students, Cecilia Sin-Sze Cheung and Eva Pomerantz found that parental involvement was positively associated with the child’s achievement in both countries, especially in the education superpower of China.

Andreas Schleicher, OECD’s education director, argues that Singapore’s success is in part due to the high priority that parents in Asian countries put on education. This ultimately contributes to their child’s educational success and achievements.

Education superpowers don’t buy into the myths
Contrary to popular belief, a high rate of immigrants does not necessarily contribute to a lower success average in schools. In Canada’s case, embracing immigrant students has contributed to the overall success of the Canadian educational system.

OCED acknowledges that counties with high immigrant student populations are not associated with poor student performance.

The cost of being an education superpower
The top-performing countries also rank high on the World Health Organization’s adolescent suicide rate chart. Hong Kong, Japan and South Korea all near the top of both lists. Countries such as Albania and Peru that are among PISA’s lower test performers have a higher proportion of students who enjoy school.

Though preparing students for a global economy and cultivating abilities to compete on a universal level is worth applauding, it may be at the cost of happiness. The most important things for education superpowers to work on are reducing the stress put on students and making their education enjoyable as well as enriching.

– Sloan Bousselaire

Photo: Flickr

November 2, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Borgen Project https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Borgen Project2017-11-02 01:30:132024-05-29 22:27:58Education Superpowers and What We Can Learn from Them
Education, Global Poverty

Education in Comoros: Focus on Improving Literacy

Education in ComorosAccording to the Global Partnership for Education, the government of Comoros considers education a vital aspect of the nation’s political, economic and social development. That said, in recent years the country has come across several difficulties in the realm of education. Here are several facts about the challenges being faced as well as what is being done to address them.

  1. Education in Comoros has strengthened significantly over the last few years to thanks to the government’s efforts to improve the system and provide equal access to all children in the nation.
  2. Despite its progress, the nation still exhibits high rates of repetition and dropouts at the primary and secondary levels. Poor learning outcomes have been recorded, including high rates of illiteracy, poor management of human resources as well as an increased dependency on foreign aid.
  3. This year marks the end of the Interim Education Sector Plan, which was established by the Global Partnership for Education in 2013 to address these challenges.
  4. Early childhood and primary school education were a major part of the sector plan. Specifically, this included raising parental awareness, diversifying preschools, increasing teacher quality and providing better access to children with disabilities.
  5. Literacy in the sector plan was meant to increase through an improved curricula, textbooks and resources for teachers.
  6. Secondary school was addressed in the same way as literacy, including better resources and textbooks. There is also a plan to construct more schools and classrooms with better facilities and infrastructure.
  7. In terms of higher education, it is planned to increase the monitoring of graduates and facilitating the connections between them and professionals, so as to meet market needs and create more career opportunities.

Comoros has had a history of political violence since its independence in 1973. Since then, it has been highly dependent on foreign aid. The country continues to work with the GPE and UNICEF to increase access to primary education in Comoros so that students can take advantage of this resource.

– Melanie Snyder

Photo: Flickr

November 1, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Borgen Project https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Borgen Project2017-11-01 07:30:572019-12-29 18:22:47Education in Comoros: Focus on Improving Literacy
Developing Countries, Education, Global Poverty

Education in Cabo Verde Successes: Enrollment

Education in Cabo Verde

Cabo Verde is a small nation that consists of a group of islands just under 400 miles off Africa’s northeast coast. Nine of the 10 islands are inhabited and they are divided into two groups. The Barlavento group in the north includes the islands of Santo Antão, São Vicente, Santa Luzia, São Nicolau, Sal and Boa Vista. The Sotavento group in the south includes the islands of Maio, Santiago, Fogo and Brava.

According to a 2014 report by the World Bank, 3 percent of primary school aged children were not enrolled in school. Girls were less likely to receive an education in Cabo Verde; only 1 percent of primary school aged boys were not in school compared to 4 percent of girls. The rate of completion of primary education in Cabo Verde is 99 percent, which shows that the small nation is making progress towards its goal of universal primary education.

Compared to other low to middle-income nations, access to education in Cabo Verde ranked among the 85th percentile, but it only ranked at the 61st percentile in learning. Despite this, the literacy rate of the youth population was 98 percent, which was higher than the average in other lower to middle-income nations. This is good news for education in Cabo Verde, because literacy is a necessary skill for accessing higher levels of education.

Although Cabo Verde has made great strides in access to education, there are still some obstacles to overcome. One problem for education in Cabo Verde is that many students and teachers alike speak Creole at home and have a weak command of Portuguese, which is the language used in the academic setting. Aside from that, there is not enough spending on supplies, books and lunches, and there is also a high rate of repetition. Students are more likely to repeat grade two during their primary education. The rate of repetition in grade two was 18 percent in Cabo Verde, which was double the average of other primary grades.

Cabo Verde‘s high enrollment and literacy rates show that education is a priority in the country. By addressing its students’ obstacles to learning, it can ensure that they get the most out of the education they are receiving.

– Fernando Vazquez

Photo: Google

November 1, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Borgen Project https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Borgen Project2017-11-01 07:30:332024-05-29 22:27:56Education in Cabo Verde Successes: Enrollment
Global Poverty

Why Is There Hunger in Mongolia?

Hunger in MongoliaHunger in Mongolia is one of the major challenges faced by the country, as it has led to poverty. The poverty rate has declined over the last decade but still remains at over 22 percent. Approximately 20 percent of children under five years old are anemic (most due to iron deficiency), while about 13 percent of them are undernourished or suffering from other nutrition-based conditions such as skin diseases and rickets.

Hunger in Mongolia stems from the dzud, a weather phenomenon where a summer drought is followed by a harsh winter. Dzuds negatively affect the economy, especially among the herder population, which accounts for over a third of all employment in the country. Their livestock, which herding families rely on for food, transportation and income, often do not survive the dzud, resulting in food insecurity and malnutrition.

According to the secretary-general of the Mongolian Red Cross, Nordov Bolormaa, over 150,000 Mongolians across 17 of 21 provinces were affected by this February’s dzud. The Mongolian government discovered that over 40,000 animals had died by early February. Over a million livestock died in the winter of 2015-2016, and the dzud of 2009-2010, one of the worst recorded, saw over nine million animal deaths.

Several organizations are working to address both the short-term and long-term effects of hunger in Mongolia. The Red Cross placed an emergency appeal for over $835,000 to help over 25,000 people in Mongolia who are vulnerable to the effects of the dzud. The Asian Development Bank approved a grant to address child malnutrition, planning to work directly with families in Mongolia to educate them about the causes of malnutrition and ways to prevent it. These programs are vital to helping Mongolians better endure the dzud and establish a solid foundation to reduce hunger and malnutrition.

 

– Jalil Perry

Photo: Flickr

November 1, 2017
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Borgen Project https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Borgen Project2017-11-01 07:30:202024-05-29 22:27:57Why Is There Hunger in Mongolia?
Page 1616 of 2447«‹16141615161616171618›»

Get Smarter

  • Global Poverty 101
  • Global Poverty… The Good News
  • Global Poverty & U.S. Jobs
  • Global Poverty and National Security
  • Innovative Solutions to Poverty
  • Global Poverty & Aid FAQ’s
Search Search

Take Action

  • Call Congress
  • Email Congress
  • Donate
  • 30 Ways to Help
  • Volunteer Ops
  • Internships
  • Courses & Certificates
  • The Podcast
Borgen Project

“The Borgen Project is an incredible nonprofit organization that is addressing poverty and hunger and working towards ending them.”

-The Huffington Post

Inside The Borgen Project

  • Contact
  • About
  • Financials
  • President
  • Board of Directors
  • Board of Advisors

International Links

  • UK Email Parliament
  • UK Donate
  • Canada Email Parliament

Get Smarter

  • Global Poverty 101
  • Global Poverty… The Good News
  • Global Poverty & U.S. Jobs
  • Global Poverty and National Security
  • Innovative Solutions to Poverty
  • Global Poverty & Aid FAQ’s

Ways to Help

  • Call Congress
  • Email Congress
  • Donate
  • 30 Ways to Help
  • Volunteer Ops
  • Internships
  • Courses & Certificates
  • The Podcast
Scroll to top Scroll to top Scroll to top