Mayotte is a former French colony. It is composed of several islands and lies within the Comoros Islands off the coast of Southwestern Africa in the Indian Ocean. However, in 1975 when the Comoros Islands chose to declare independence from France, Mayotte opted to remain as a French dependency. This has led to some negative views of Mayotte from the Comoros Islands.
Although it is difficult to find detailed information about the condition of poverty in Mayotte due to its small population and complex relationship with France, development remains a major problem facing the country.
The 247,386 people of Mayotte are considered French citizens and live under French law. While Mayotte’s connection to France provides some financial advantages, most individuals identify culturally and religiously with the Majority Muslim Comoran people. Mayotte became a member of the European Union in 2014.
This past spring, unrest over poverty in Mayotte came to a head as violent riots led by trade unions broke out in the streets. One activist shares his concern with French news station France 24, “a primary school student on the French mainland gets €7,400 (from the government)… In Mayotte, it is €4,300 ($4,850). That is injustice”.
Despite their status as a French territory, many Mahorais feel neglected by the French government. In 2011, over 84 percent of Mahorais lived below the poverty line compared to just 16 percent in France. There is also an extreme disparity between the upper class — which includes many French expatriates — and lower class of Mayotte. Of note, Mayotte’s GDP per capita is less than a quarter (€7,99) of France’s.
Mahorais also face concerns of rapidly increasing immigration — mainly from the Surrounding Comoros Islands — from individuals seeking French citizenship and a presumed higher standard of living. More than 40 percent of the Mayotte population were born outside of the country and immigrated to look for work.
In May, local anti-immigration groups took actions to expel many of the immigrants (over 700 people in one village alone), regardless of their legal status. Both French and Mahorai officials have spoken out against the forced expulsions. However, these events also prove to French officials that the Mahorais expect their concerns to be taken seriously.
In light of the unrest, France has since sent numerous officials to Mayotte to try to ease tension and put an end to the violence.
Politically and financially Mayotte is aligned with France, but they fit in more with the geography and culture of the Comoros Islands. However, due to its close ties to France Mayotte is much wealthier than surrounding islands. Hopefully, the territory can use its position within the French government to seek further assistance regarding poverty in Mayotte and unrest due to growing immigration concerns.
– Carrie Robinson
Photo: Flickr
How Can Vocational Training Help Developing Communities
Vocational education aims to provide the skills and training for individuals to pursue industrial and commercial occupations. It works as a method that is taught in professional schools or even job training workshops. The methods gained popularity after the Second World War as an alternative college education concerned with skills and specialized training methods.
In Malawi, the government adopted vocational training to promote self-employment and help vulnerable youth seek better opportunities. The government worked with researchers to evaluate and study how the program will affect development and improve economic conditions. The results indicated increased economic development and improved well-being of youth. The results also indicated that there is an increased likelihood of individuals starting their own businesses. The youth also invested more time on their skills development.
The results of a vocational training session for young women in Delhi showed an increased in employability, increased wages and a higher likelihood of owning a sewing machine. This increased employment could drive the economy and increase the pace of development in India as more women are entering the productive labor force. Even though such training might be costly, their impact on employment as a global issue is important.
Lastly, in Morocco, youth make up about one-third of the population. Unfortunately, 40 percent of these youth are out of school. Hence, vocational training can significantly impact the youth conditions in Morocco. USAID along with other partners locally, work to provide alternative sustainable opportunities.
The training revolves around equipping the youth with skills required to enter the workforce and to connect them to high-level demanding jobs. The training also focuses its attention in underprivileged neighborhoods in the north of Morocco.
– Noman Ahmed
Photo: Flickr
The Apparent Project Saves Children from Orphanages
After Haiti’s 2010 earthquake, an influx of international aid entered the country. This relief funded the construction of many orphanages housing about 32,000 children.
Out of 760 orphanages, roughly 80 percent of these children have living parents who want to take care of them, but lack access to adequate health, education and social services.
Shelley Clay and her husband moved to Port-Au-Prince in 2008. They were looking to adopt a child but quickly discovered the overflow of children whose parents still continued to visit them. On one block, according to Clay, there were 20 orphanages which essentially operated as 24/7 day-care services.
Clay found famished young boys were stealing eggs from their equally impoverished neighbors. Single mothers were looking for work, but the market was limited.
To provide context, here are some more facts on poverty in Haiti:
In 2008, there were 380,000 orphaned Haitian children. Clay found many of the missionaries wanting to make a difference by investing in the construction of orphanages fueled a larger problem. With public housing services, feeding programs and food aid, the problem is never corrected, Clay told Deseret News.
She realized creating jobs would start to solve the issue one family at a time, so she launched a non-profit program called the Apparent Project. Clay saves many children from orphanages, keeping families together, by providing them work and a roof over their head.
Over the last couple years, she has helped 220 people gain income by transforming Haiti’s garbage into an object value — jewelry. Clay provides jobs to local women by recycling these natural resources for basic life necessities.
Now the artisanal jewelry is sold in home tupperware-style parties and small partnerships with stores, such as the GAP and Donna Karan. In December of 2011, The Apparent Project sold $100,000 in jewelry. This moved Haitian employees from conditions of poverty to middle class status while saving children from orphanages.
– Rachel Williams
Photo: Flickr
How South Sudan Is Improving Its Education Sector
As the world’s newest country, South Sudan has made strong progress in improving its education sector. In just four years, the enrollment of children in primary school has doubled, and the chance for a child in South Sudan to receive schooling has increased by 20 percent in the past decade. South Sudan’s Alternate Education System is also helping over 200,000 youth and adults catch up on their education.
Unfortunately, education in the country is still considered among the worst in the world. The adult literacy rate is only 27 percent and 70 percent of children ages 6-17 have never set foot in a classroom. The dropout rate for children in their first six years of primary education is 60 percent.
Overcrowded primary schools are extremely common and qualified teachers are few and far between. Only 15 percent of teachers in South Sudan are qualified with just three out of five teachers receiving a salary from the government.
In a World Bank article, the Country Director for South Sudan stated that in order to catch up with the rest of Africa, South Sudan needs consistent investment in classrooms, more schools in rural areas, more trained teachers and an efficient distribution of educational resources.
In order to make those improvements and boost education in South Sudan, USAID has implemented various programs and projects benefiting both students and teachers across the country.
USAID has greatly improved the accessibility of education in South Sudan. The Agency has contributed to the construction and rehabilitation of 140 primary schools and five secondary schools across the country.
In the past five years, the Agency has awarded over 9,000 scholarships to girls and disadvantaged boys who were previously unable to afford secondary education.
USAID’s South Sudan Teacher Education Program is helping to improve teacher qualification through in-service training and the implementation of a curriculum and professional teaching standards.
In 2012, the Agency provided technical assistance for the drafting and passage of South Sudan’s General Education Bill. According to a member of South Sudan’s National Legislative Assembly, “The bill provides for compulsory and free education for all citizens of the country through primary level.”
Although education in South Sudan is improving, there is still a lot of ground to make up. Organizations like USAID, UNICEF and the World Bank are working with the government of South Sudan to develop a stronger, self-sustaining education system.
– Kristyn Rohrer
Photo: Flickr
Hunger in Venezuela: Solving the Country’s Food Crisis
Venezuela, a country on the northern coast of South America, is well known for its lush forests and beautiful coastal view. Unfortunately, the breathtaking scenery does little for combating the growing concern of hunger in Venezuela.
Since Nicolás Maduro’s assumption of the Venezuelan presidency in 2013 after Hugo Chávez’s death, polls have found that 87 percent of citizens do not have enough income to provide food for their families.
Of their measly income, 72 percent is spent on food alone. To afford enough food to feed a family, the Center for Documentation and Social Analysis estimated a family would need the equivalent of 16 minimum-wage job salaries.
Inflation has also risen to over 180 percent since December 2015. This is partly because of a drop in oil prices that reduced Venezuelan foreign earnings by two-thirds. However, it also caused in part by the formation of Local Committees of Supplies and Protection (known locally as CLAP).
CLAP regulates when people can go shopping at the supermarket and even what they are allowed to buy based on the last digit of their identity card. For instance, if the identity card ends in a zero or one, a citizen might be able to buy groceries on Monday. They receive staples such as flour, pasta, and soap at a controlled price; the government controls even hunger in Venezuela.
These regulated shopping trips are not enough for struggling Venezuelans; lately, protests have become more widespread and even physically violent. In Cumaná, protestors marched on a supermarket, defying the grocery-shopping schedule implemented by the government, to empty the entire supermarket of food.
Riots like the one in Cumaná have occurred across Venezuela, with as many as 50 riots in the span of two weeks.
In addition to growing participation in supermarket riots, citizens have been calling for President Maduro’s resignation, blaming his socialist policies and exploitation of farmers for the current food crisis. Maduro’s response has been to blame bordering countries for hoarding food and bombing Venezuelan power plants.
Keep an eye on the Borgen Project for more information on hunger in Venezuela and developments in the Venezuelan food crisis.
– Bayley McComb
Photo: Flickr
Poverty in Mayotte
Although it is difficult to find detailed information about the condition of poverty in Mayotte due to its small population and complex relationship with France, development remains a major problem facing the country.
The 247,386 people of Mayotte are considered French citizens and live under French law. While Mayotte’s connection to France provides some financial advantages, most individuals identify culturally and religiously with the Majority Muslim Comoran people. Mayotte became a member of the European Union in 2014.
This past spring, unrest over poverty in Mayotte came to a head as violent riots led by trade unions broke out in the streets. One activist shares his concern with French news station France 24, “a primary school student on the French mainland gets €7,400 (from the government)… In Mayotte, it is €4,300 ($4,850). That is injustice”.
Despite their status as a French territory, many Mahorais feel neglected by the French government. In 2011, over 84 percent of Mahorais lived below the poverty line compared to just 16 percent in France. There is also an extreme disparity between the upper class — which includes many French expatriates — and lower class of Mayotte. Of note, Mayotte’s GDP per capita is less than a quarter (€7,99) of France’s.
Mahorais also face concerns of rapidly increasing immigration — mainly from the Surrounding Comoros Islands — from individuals seeking French citizenship and a presumed higher standard of living. More than 40 percent of the Mayotte population were born outside of the country and immigrated to look for work.
In May, local anti-immigration groups took actions to expel many of the immigrants (over 700 people in one village alone), regardless of their legal status. Both French and Mahorai officials have spoken out against the forced expulsions. However, these events also prove to French officials that the Mahorais expect their concerns to be taken seriously.
In light of the unrest, France has since sent numerous officials to Mayotte to try to ease tension and put an end to the violence.
Politically and financially Mayotte is aligned with France, but they fit in more with the geography and culture of the Comoros Islands. However, due to its close ties to France Mayotte is much wealthier than surrounding islands. Hopefully, the territory can use its position within the French government to seek further assistance regarding poverty in Mayotte and unrest due to growing immigration concerns.
– Carrie Robinson
Photo: Flickr
Collective Action to End Poverty in the Central African Republic
Following a 2012 armed insurgency that fought for national control, a coalition of rebel militia factions started the Séléka movement and installed a new ruling regime that led to an unprecedented level of poverty in the Central African Republic.
Currently, the Central African Republic (CAR) ranks among the poorest countries both on the continent and globally. According to the United Nations Development Program (UNDP) 2013 Human Development Report which classifies countries’ performances using a gamut of developmental variables, the Central African Republic ranked 180 out of 187 countries.
Additionally, as a result of current conflict in the country, the Central African Republic’s economic prospects are dismal at best, which is exemplified by its average income per capita of $750.
Implications of Poverty in the Central African Republic
The civil war has disproportionately affected the children of the Central African Republic; more than 50% of the population is below the age of 14. Children that manage to avoid becoming internally displaced persons or child soldiers often never enter the educational system. Moreover, teenage girls are more likely to be illiterate; they attend primary school at rates 21% lower than their male counterparts.
Unfortunately, the people of the CAR also have to contend with terrible health conditions. Currently, more than 120,000 persons live with HIV. Approximately 11,000 individuals require a recurring dose of antiretroviral drugs in order to prevent spreading their disease to a fetus.
The plight of people in the CAR is largely caused by the absence of sustainable agricultural practices. Apart from the effects of conflict, insufficient agricultural infrastructure has produced an alarming food security crisis — more than 10% of children in CAR suffer from malnutrition.
Although the humanitarian situation presents daunting challenges, the international community continues to demonstrate its commitment through stalwart relief efforts. Notably, S.O.S Children’s Villages International has created two-day care facilities, medical centers and educational services that are available to the people of the CAR for free.
The World Food Programme (WFP) is another international actor that has made an impact on poverty in the Central African Republic. So far, the WFP has provided meals to families with children under the age of five and plans to distribute 1.1 metric tons of food across the country in 2017.
In addition to international organizations and global nonprofits, governments that provide foreign aid have helped combat poverty. The United States plays an essential role in reversing poverty; in the past four years, the U.S. has contributed $190 million to the CAR and plans to contribute more than $31 million in 2016.
The global community must continue to prioritize curbing poverty in the Central African Republic, with both assistance programs and greater media coverage of the day-to-day plight for those in the country. It is practical to provide aid, as it is essential for international stability.
– Adam George
Photo: Flickr
Bilingualism: A Resolution to Cultural Conflict in Thailand
Since 2004, 6,500 people have died as a result of cultural conflict in Thailand between Malay Muslims and Thai Buddhists in the ‘Deep South’ (Thailand’s three southernmost provinces). The culture clash stems partly from the majority Muslim area’s desire for autonomy, a hot topic in Thai politics. On numerous occasions, public schools have been targeted for attacks, leaving educators concerned about their students’ safety.
In the Deep South, four out of five individuals identify as Muslim, compared to Thailand’s overall 93 percent Buddhist population. Many of Thailand’s Muslims believe the country’s public education system, which is geared toward Buddhists, only serves to exacerbate the ongoing conflict. Although Malay Muslims’ first language is often not Thai, all public school classes are taught in it.
Professor Suwilai Premsrirat of Thailand’s Mahidol University has spent the past 10 years working to integrate the Patani-Malay language into public-school curriculum in the Deep South through a pilot program to deter cultural conflict in Thailand.
Although Premsrirat faces criticism from both sides for incorporating elements of the opposing group’s language, she believes the bilingual approach is the key to success. Primary school teacher Mrs. Hareena promoted the pilot program, saying “you can see [the students] are understanding better now.”
Hopefully Premsrirat’s initiative will also serve to reduce cross-cultural violence in the Deep South by promoting understanding and diversity. “We want to make it [clear] we respect [Patani-Malay language and culture],” Premsrirat said, speaking for the Thai public school system.
According to Asia Peacebuilding Initiatives, incorporating the Malay language into the public school system may discourage Muslim families from sending their children to private Muslim schools. More Malay children attending public schools will result in increased diversity and mingling between the two cultures. This in turn may help promote national unity and reduce cultural conflict in Thailand.
Asia Peacebuilding Initiatives is quick to point out, however, that while language integration is a major step, the ultimate goal is to shift educators’ perspectives on the importance of diversity in language and religion.
Because of the cultural conflict in Thailand, many Malay Muslims feel alienated by their native tongue. Hopefully, incorporating their language into Thailand’s public school curricula will provide Malay Muslims a sense of belonging and Thai Buddhists an opportunity for understanding.
– Carrie Robinson
Photo: Flickr
Meet The Borgen Project’s Top Mobilizer
Ayusha Shrestha, an exchange student from Nepal is the winner of The Borgen Project’s Top Mobilizer Award. Ayusha attends Kennesaw State University and is a Political Affairs Intern for The Borgen Project in Georgia. In 15 days, Ayusha mobilized 67 people to email Congressional leaders in support of the Reach Every Mother and Child Act.
Helping India’s Education System for Global Development
However, there are efforts to reform education in India through the National Skill Council (NSC) that works with the Confederation of Indian Industry. These groups are focused on improving vocational and management schools through renovating curriculum and faculty.
The government hopes that by the year 2022, there will be 500 million people trained in varied skills that would match tomorrow’s demands. The real challenge for the success of this initiative is to the creativity and involvement of non-governmental organizations.
Quality education will make India’s youth gain valuable skills to tackle societal and economic challenges. It would “provide children with the protection they need from poverty, exploitation and disease; and give them the knowledge, skills, and confidence to reach their full potential.”
The global corporation Microsoft also aims to improve the quality of education by decreasing the gap between those who have the opportunities and those who don’t. Microsoft launched a global initiative known as YouthSpark. It aims to provide opportunities for 300 million youth over the course of three years. In India, the project targets 80,000 youth.
The problems that India faces in its education can be also improved by bringing new technologies into the classrooms and schools. Efficiency will cut down the running costs for a massive education network. Also, there needs to be an inclusive and a quality education while utilizing the public-private model of sources.
– Noman Ashraf
Photo: Flickr
Chinese Teaching Methods Lead to Educational Success
China is known for having educational success. 70 United Kingdom (U.K.)-based teachers were sent to Shanghai in 2014 to study Chinese teaching methods. Surprised with what they found, they returned to the U.K. and reported China’s success in the classroom comes from the “chalk and talk” approach – a teaching method the West has been moving away from.
The “chalk and talk” approach is an example of direct instruction; it is when the teacher remains at the front of the classroom, directing learning, controlling classroom activities and ensuring a disciplined environment. This method has contributed to China’s great success in international tests such as the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS).
Despite the technique’s proven success, the West strayed from direct instruction in the late 1960s and early 1970s. In an attempt to improve teaching methods, it developed what is referred to as discovery learning: basing learning on children’s interests, giving them more control over classroom activities and eliminating mental arithmetic.
Jun Yang-Williams, a teacher in English schools who previously taught in China said, “It seems… that British schools have almost dismissed the ‘teacher-led’ teaching style… Although the ‘teacher-led’ pedagogy is seen as passive, it does not necessarily jeopardize learning outcomes. Students are in fact more proactive and more responsible for their learning.”
Videoed lessons in both China and the U.K. revealed that whole-class teaching makes up 72 percent of Chinese lesson time, compared to only 24 percent in the U.K.
These supposedly innovative techniques were proven to do the opposite of what the West was trying to accomplish. A recent study of classrooms in the U.K. and China found increasing evidence that new-age teaching methods lead to under-performance.
Professor David Reynolds of Southampton University and postgraduate research student Zhenzhen Miao also conducted a test in 2014 on 562 students ages 9 and 10 from Southampton in the U.K. and from Nanjing in China using math tests from TIMSS. The average Chinese score was 83 percent, whereas the average English score was just 56 percent.
By establishing the basics and spending more time on teacher-led style, Chinese teaching methods lead to educational success. Teachers constantly ask and answer questions, invite students to demonstrate solutions on the board and quiz students about their thinking. The classroom is involved, but driven by the teacher rather than the students.
Even with teacher-driven classrooms, students are content with Chinese teaching methods. According to the 2012 PISA survey, 85 percent of Shanghai’s students agreed that they “feel happy at school” – a percentage much higher than the Organization for Economic Cooperation and Development (OECD) average.
Perhaps the West will consider reintroducing direct instruction to its teaching methods.
– Alice Gottesman
Photo: Flickr