Endemic problems facing education in Papua New Guinea (PNG) continue nearly unabated despite the passing of the 15-year-long time frame established by the U.N. for securing its ambitious Millennium Development Goals. Included among its eight commitments was dramatic education reform to address systemic gender-based discrimination, a goal that has hardly been realized in the Oceanic nation.
In a 2012 report, the Australian Agency for International Development (AusAID) tallied total enrollment in primary education to be a meager 29.3 percent of all PNG children. The research found that the male-to-female ratio is nearly equal during those early education years, with 16,821 males and 16,120 females enrolled in some level of schooling in the relatively wealthier Autonomous Region of Bougainville.
That seeming equality morphs as children age, however, especially when comparing different regions of the country. Female enrollment rates decline significantly in poorer regions that are also marked by a horrific record of abuse toward women. That state of affairs is attributed by many to the historic degradation toward women found worldwide, and in particular regions of the country like the Eastern Highlands.
Indeed, the literacy rate between men and women in that region was 51 percent and 36.5 percent, respectively. In 2009, grade 12 enrollees were made up of just 180 females to their 494 male colleagues. Much of the blame has been leveled at a lack of will and ability to actually fund initiatives aimed at attaining universal gender equality in spite of such officially professed goals.
Similar to the reality throughout the world, PNG girls and women face an exorbitantly high likelihood of experiencing rape or assault at some point in their lifetime. Human Rights Watch pegs that figure at a staggering 70 percent for PNG, well above the one in three average for much of the majority world.
The World Health Organization notes that this problem is exacerbated in low-income regions with poor social attitudes toward women, like rural PNG, and often increases the risk for physical and mental health problems. As those problems increase, the amount of professional and personal self-improvement women and girls can achieve diminishes, thus perpetuating the problem of gender inequality for education in PNG and elsewhere.
Some progress toward reforming education in Papua New Guinea has been made. AusAID found that total enrollment rates have increased from 52 to 63 percent between 2007 and 2009 among primary-aged students. At that same time, completion rates for students enrolled up to grade eight rose from 45 to 56 percent.
In 2012 the government rolled out a new round of subsidizations for tuition fees, building on the apparent success of similar policies enacted in the early 1990s. The new policies have positively affected enrollment among female children and have promoted retention rates among children who seek to continue on with their education at various levels.
In fact, a unique problem has arisen over the last several years involving a lack of resources to accommodate so many current and prospective students, with the numbers expected to continue climbing. For example, nearly 14,000 high school-aged students are expected to continue their education in Papua New Guinean colleges and universities despite glaring inadequacies in terms of quality of educational infrastructure and low numbers of qualified educators.
Ravinder Rena, who published research in 2011 which studied the causes and challenges facing primary education in Papua New Guinea, laments that the quality of most things associated with the PNG education system is derelict and in need of reforms on nearly every level.
“But, if the government can maintain its financial commitment to education, then Papua New Guinea’s educational system most likely will continue to progress,” writes Rena.
– James Collins
Photo: Flickr
Women-Only Villages of Kenya Defy Patriarchal Laws
In some countries, structural change fights systemic oppression. Historically disenfranchised groups will organize and work their way through the existing power structure in order to undermine the ruling class.
The women-only villages in the foothills of Kenya have a different approach. In order to fight the patriarchal laws of the Samburu region, they’ve formed gender-exclusive villages where their peers support the women and provide resources to raise their children without husbands or other family members.
Umoja, which means “unity” in Swahili, is the most prominent of the women-only villages in the southeastern region of Kenya. It is home to about 50 permanent residents who support themselves by opening up their village to tourists and selling handmade jewelry.
Chairlady Rebecca Lolosoli established Umoja 25 years ago with 15 other women. They had all experienced rape and abuse by British soldiers and felt unsupported by their communities. In Samburu tradition, women are considered men’s property and therefore not legally protected in cases of rape and abuse. A group of men brutally beat Lolosoli for speaking out against the patriarchal standards of Samburu culture; she was recovering in the hospital when she got the idea for Umoja.
Today, the women of Umoja share in the day-to-day responsibilities of maintaining the village and protecting it from angry neighbors. They build homes, operate a school for their children, conduct jewelry sales and sleep in shifts in case men from nearby villages come to claim their wives. Many of the current residents consider themselves refugees, coming to Umoja after escaping abusive marriages.
Another reason women come to Umoja is to escape the culturally-ingrained practice of female genital mutilation (FGM). Historically, FGM is used as a mechanism to disempower women and enforce strict patriarchy.
Once “circumcised,” girls as young as eight can be given away to older men. Despite its reputation in traditional cultures for being safe and healthy, FGM frequently results in long-term health consequences, like urinary problems, menstrual problems, life-threatening infections and psychological trauma. The World Health Organization considers FGM a human rights violation and strongly advises against its practice worldwide.
Umoja provides a type of mobility that women of the Samburu tribe don’t have in a traditional setting. The opportunity to earn and save her own money liberates a woman from relying on her husband or family.
On top of that, living in Umoja allows women to raise their daughters beyond the confines of traditional Samburu culture, protecting them from FGM and forced early marriage. For single women who don’t wish to marry or have children, Umoja offers a safe environment in which they can work and live.
There are several other women-only villages in Kenya, including Nachimi and Supalake. In contrast to Umoja, men in Nachimi are allowed in the community, but they must respect the women’s authority.
In Supalake, gender rules still exist, but reversed; men complete chores like house maintenance and water retrieval, while women make the laws and conduct business. Each village serves as a place of refuge for women who have faced oppression or victimization of harsh Samburu traditions.
The women-only villages of Kenya are important to understanding the obstacles women face in traditional tribal cultures. Seeing how women live beyond the confines of patriarchal laws can help people understand the kind of institutional changes needed for gender equality. Places like Umoja, Nachimi and Supalake show us that economic independence is a requisite for social mobility.
– Jessica Levitan
Photo: Flickr
Uganda’s Struggling Universal Primary Education Policy
The Ugandan government spends roughly $300 million annually on universal primary education. Despite the government’s devotion to free public education, the universal primary education policy is enduring severe growing pains.
One main issue is that despite the government’s large expenditure, parents still pay for half of their students’ fees. According to Nelson Wanambi, an economist at Uganda’s Ministry of Education, parents now pay 46.9 percent for education whereas the government pays a mere 27.6 percent.
The high cost for families causes many children to drop out of school as education becomes burdensome for parents. This economic strain on families contributes to Uganda’s staggering 75.2 percent primary school dropout rate.
After the universal primary education was introduced in 1997, Ugandan schools grew at such a high rate that not enough teachers could be trained to accommodate the increased enrollment rate. Further, many teachers receive insufficient salaries, resulting in strikes and frequent teacher absenteeism.
Fortunately, the government has recently received financial support from the Global Partnership for Education. The most recent contribution was over $100 million to support Uganda’s Education Sector Strategic Plan (EESP). The ESSP originally ran from 2004-2015, and the Global Partnership for Education has made a pledge to continue the program from 2014-2018.
As in many developing nations, gender-related issues contribute to the high drop out rate. On average, Ugandan boys stay in school for two more years than girls — 6.3 compared to 4.5 years respectively. In Uganda, 30 percent of girls drop out of school when they start menstruating because they cannot afford sanitary pads.
Organizations like Afripads, which is headquartered in Uganda, work to increase accessibility to sanitary pads for young girls and provide job opportunities for Ugandan women. Some schools, such as Katwe primary school, are successfully implementing the universal primary education policy. At Katwe, the school provides sanitary pads for their female students.
In theory, the universal primary education program would relieve the burden for many families to pay tuition for their children and increase graduation rate. However, the program has faced many obstacles. With the help of organizations such as Global Partnership for Education and Afripads, Uganda’s future for education is bright once again.
– Sabrina Yates
Photo: Flickr
Dream Chaser to Bring Space Missions to the Developing World
Dream Chaser will fly for two weeks in low Earth orbit with 20-25 lab stations containing microgravity experiments from countries around the world. The experiments will remain in orbit for the duration of the trip and will return to Earth intact.
UNOOSA plans to solicit proposals and select winning submissions via scientific panel by early 2018 for inclusion on Dream Chaser in 2021. Any U.N. member country is eligible to apply, but the program is aimed at developing countries.
Dreamer Chaser is 30-feet long and has been called a “mini-shuttle” with the ability to carry up to seven passengers. The aircraft has also been used by NASA for crewless missions such as resupply and trash disposal services for the International Space Station.
Sierra Nevada Corporation refers to Dream Chaser as a Space Utility Vehicle. It is the smaller, updated version of the Space Shuttle intended for smaller loads. It can land at any airport where a 737 can land. The Dream Chaser is not owned by NASA or the U.S. Government, so it can be leased to other countries or agencies interested in space exploration and experimentation.
UNOOSA and Sierra Nevada Corporation are seeking sponsors for the program. Countries submitting an experiment are charged a fee, but the goal is to make this fee affordable so that participation is accessible to countries with limited resources.
The goal is not only to design successful experiments but to also further the development and preparation process as a valuable scientific learning experience. According to Luc St-Pierre, the chief of UNOOSA’s Space Applications, the preparation for such an endeavor will leave a lasting impact on participating countries with the potential to foster an environment of exploration and development.
Programs and research in space can assist with human issues such as climate change, natural disasters, managing resources and global health. However, could investments in space programs also spur new types of development thereby reducing global poverty?
The goal of Dream Chaser is to bring space missions to the developing world. Space technology has the potential to support development in these areas contingent on partnerships rather than aid. Dream Chaser is an exciting project and could represent a new frontier in the developing world.
– Mandy Otis
Photo: Flickr
6 Facts About Education in Romania
Romania’s current education system is relatively new. Under communism, education in Romania was politically-fueled. The communist revolution in eastern Europe heavily influenced a nationalistic approach to education in Romania.
This meant that education was tailored to the Romanian majority. In the 1960’s Hungarian schools were merged with Romanian schools and virtually all classes that were once taught in Hungarian were now taught in Romanian.
This politicized education system was abolished in 1990 along with Romania’s communist regime. Today, Romania is a unitary republic with an education system that is constantly under reform. Here are six facts about education in Romania today:
Although these are major improvements, education in Romania still has room for improvement. Many people in rural communities do not have access to quality education and despite obtaining a higher level of education, there is a severe level of pay inequality between men and women in the workforce.
– Laura Cassin
Photo: Flickr
Students Find Hope in Nigerian Education
There is new hope in Nigerian education since an Islamic militant group, Boko Haram, ripped through certain parts of the country. Boko Haram, which means western education is forbidden, primarily operates in the northern states of Nigeria. These states include Yobe, Kano, Bauchi, Borno and Kaduna. Boko Haram has a long history of terrorizing prisons, police headquarters and heavily populated civilian locations. Boko Haram’s egregious actions have forced around 2.2 million Nigerians to flee their homes, creating one of the largest concentrations of internally displaced persons in Africa.
Consequently, the terrorism has effected many families and in turn hindered thousands of children from attending school and receiving the educations they desperately need. Due to this growing problem, the USAID and many NGOs have created a program called the Education Crisis Response.
Started in 2014, Education Crisis Response focuses on children ages 6 to 17 and plans to “expand access to quality and protective non-formal education and alternative education opportunities for out-of-school children.” The program provides students with the necessary school supplies, school provided meals and psychological teaching methods. According to Ayo Oladini, the programs director, returning to the classroom is more than therapeutic for the children who have been away for years at a time.
The program helps the students cope with their traumatizing pasts by having the students work as one unit and establish a great rapport with their teachers. The local community places an important role by stressing peace and other beneficial values.
Since the program was launched, 294 non-formal learning centers have been created and adhere to a curriculum that includes literacy, numeracy and life skills. The communities in Nigeria open up their schools and other various buildings to be used for these learning sessions. Oladini and the other trained facilitators are using hope in Nigerian education to instill positive values in the many children they teach. They want them to strive for better futures no matter what happened in the past, and education is the key to unlock it.
“We make sure that we don’t create any more trauma, either for these children or within the community where they live,” Oladini explained. “We tell them ‘Look, the future is still there for you. You [may] have lost this, you [may] have lost that…but there is still hope for you.”
Documented evaluations conducted by state officials have proven that Education Crisis Response works and the Nigerian Government has continued to fund the program. Even though the program will begin to phase out in 2017, the government will sustain the program for the long haul. The combined efforts of the local government and communities has given these many children hope in Nigerian education, and a reason to care about the lives they will lead in the future.
It has returned ambitious attitudes to children who at one time believed all hope was lost. They are being taught “to move forward and persevere in a state of difficulty.” They have to fight for a brighter future and finding hope in education has given them that chance.
– Terry J. Halloran
Photo: Flickr
Scientist Joan Rose: World Water Week’s Champion
The 2016 World Water Week, attended by 3,100 people from more than 120 countries, was held in Stockholm, Sweden, where the theme was “Water for Sustainable Growth.” While this year’s World Water Week was primarily focused on water as it relates to the new Sustainable Development Goals (SDG) of the U.N. General Assembly and last year’s COP 21 climate agreement, many issues, such as pollution and sanitation, were raised.
The worldwide contamination of water is one of the greatest health threats of our time, as many experts believe that our oceans, rivers, lakes and wetlands are more polluted now than at any other time in history.
A recent report released by the United Nations Environment Program (UNEP) found that as many as 323 million people in Africa, Asia and Latin America are at risk of contracting infections from pathogen-ridden water. Apart from being a health issue, polluted water in these continents negatively affects food supplies, economies and inequality experienced by women, children and the poor.
Professor Joan Rose, a microbiologist and the Homer Nowlin Chair in Water Research at Michigan State University, is one of the foremost scientists working to end worldwide water pollution. At this year’s World Water Week, Rose won the 2016 Stockholm Water Prize, the greatest honor that an individual working in water research or development can receive.
Rose has dedicated most of her life to this field, working in countries such as Malawi, Kenya and Singapore, as well as numerous organizations including the World Health Organization, the International Water Association and the United Nations Educational, Scientific and Cultural Organization.
Throughout her career, Joan Rose has led research, set standards and educated the public about water pollution. While the issue may seem overwhelming, Rose believes that the future is bright, stating in an article published by the Guardian that, “There is more public support, more money, more political will to clean up water. We have more knowledge and more willingness to pay.”
– Liam Travers
Photo: Flickr
Evaptainer: How the Science of Sweating Can Increase Food Security
The Evaptainer brings modern-day technology to an idea that has been around for several millennia. At its most basic level, a refrigerating device that uses evaporative cooling contains an inner chamber that holds food. The outer chamber contains an evaporative medium, such as sand, between the outer and inner containers. Water is poured over the evaporative medium, which cools as it evaporates.
The science is simple. To evaporate, water must absorb heat energy from the environment in order to become hot enough to change its state, either from solid to liquid or liquid to gas. The heat the water draws from its environment, called latent heat, cools the environment from which it draws heat.
In the case of the Evaptainer, this process cools the inner container that holds the food. Evaptainers can cool the 60-liter inner container by up to 35 degrees Fahrenheit, extending the shelf-life of food from around two days to two weeks, in hot weather.
Bishop Sanyal, a MIT professor not affiliated with Evaptainer, told MIT Technology Review that Evaptainers could help increase food security. However, he sees the $25 unit price as posing a possible problem for families’ ability to access the devices. For example, the average family in Morocco makes $60-$100 per month as explained by Sanyal, so paying $25 upfront could be a challenge. Nonetheless, if families are able to make the investment, having an Evaptainer could save them money in the long run.
Another challenge Evaptainer faces is that humid air can evaporate less moisture than dry air. As a result, in past 40 percent humidity, the device cools significantly less than it would in its optimal environment of 30 percent humidity or less.
For now, at least in optimal environments, Evaptainers have the potential to improve the quality of life of those who have no access to electricity or refrigeration and reduce the amount of spoiled food waste. According to the U.N. Food and Agriculture Organization, such progress represents about $310 billion annually in developing countries alone.
– Laura Isaza
Photo: Flickr
Cockroach Milk: The Superfood Game-Changer?
Most cockroaches are oviparous, or egg-laying animals. However, the Pacific beetle cockroach, or Diploptera punctata species, gives birth to live young by carrying them in a fleshy brood sac. Only this certain species of cockroach is viviparous, meaning they are among animals that give birth to young and nourish its offspring with milk protein.
Surprisingly enough, this specific milk protein is the very liquid substance packed with nutritious fats, sugars and proteins that are taking the protein game by storm. The “so-called” milk gets converted into concentrated protein crystals that are stored in the gut of the embryos.
It all began with the curiosity of Nathan Coussens, a young researcher out of the University of Iowa, who noticed shiny crystals pouring out of a roach gut one day in the lab. This discovery took place 10 years ago.
International teams, including InSTEM, have since broken down the structure of these crystallized milk proteins. More often than not, protein crystals obtained from living systems tend to be small and limited in size by the volume of the cell they grow in. This leaves scientists little room for investigation.
Scientists try very hard to obtain pure proteins with which to make crystals for X-ray crystallography studies, a technique employed to elucidate protein structure. Peculiarly enough, the milk crystals within roach guts grow large enough to be used for this type of technique.
“The crystals are like a complete food – they have proteins, fats and sugars. If you look into the protein sequences, they have all the essential amino acids,” said Sanchari Banerjee, one of the postdoctoral fellows at InSTEM, in an interview with the Times of India.
Now equipped with the gene sequences for these milk proteins, InSTEM’s lead biochemist on the project, Subramanian Ramaswamy, and colleagues plan to use a yeast system to produce these crystals. “They’re very stable. They can be a fantastic protein supplement,” says Ramaswamy.
If everything goes according to plan, InSTEM will synthesize the protein-rich milk and market it as a supplemental food. The scaffolding in the milk protein crystals shows compelling characteristics — ones that could be used to design nanoparticles for drug delivery. It’ll be interesting to see if and how cockroach milk is rolled out over the next few years.
– Keaton McCalla
Photo: Flickr
Poverty in Slovakia
Slovakia has only been a state for less than three decades; it became independent from Czechoslovakia in 1993. Since then it has struggled to break the cycle of poverty. Having experienced hard economic reforms to join the European Union, the country is known as the eurozone’s second-poorest member. With a population of 5.4 million and a weakening employment rate, poverty in Slovakia continues to rise.
According to the “Phenomenon of Poverty and Economic Inequality in the Slovak Republic,” Slovakia has a poverty rate of 13%, which equates to about 700,000 people.
The Harsh Effects of Poverty in Slovakia
In a study, 32% of respondents said their living standards are lower than they were before 1989. Working-class families with three or four more children, the elderly and the handicapped have felt this burden the most.
Moreover, those at risk of poverty are totaled at 112,200 people, representing 20.6% of Slovakia’s total population. Citizens whose income is below 60% of the median income face a 13% risk of living in poverty.
For the above reasons, citizens have been forced to rely on government programs to get by, putting the state deeper in debt.
Additionally, ethnic poverty is well apparent. Romas are marginalized from the rest of the population, they live the worst off, in shanty settlements grappling with little to no money. Around four percent of the population suffers from “severe housing deprivation.”
Moreover, unemployment continues to increase; the long-term unemployment rate in the Slovak Republic stands at 8.8% compared to the OECD average of only 2.6%. The share of children living in workless households stands at 6.9% and lies below the OCED average.
Studies have shown that the problem arises from economic inequality and an absence of business competitiveness throughout the country. Additionally, a lag in technological development has led to inadequate modern infrastructure — one of the primary ways for generating revenue.
To counteract the rate of poverty in Slovakia, the state established the Institute for Subsistence Law: those whose monthly income is below a minimum fixed amount, are entitled to social assistance benefits.
Furthermore, the EU also recognizes this increase of poverty throughout Europe as seen with the European Commission’s ten-year economic plan called “Europe 2020.”
They plan to raise the employment rate of the population aged 20-64 from the current 69% to 75%. They also aim to reduce the number of Europeans living below the poverty line by 25%, lifting 20 million people out of poverty from the current 80 million in the region; including Slovakia.
– Marcelo Guadiana
Photo: Flickr
Challenges Plague Education in Papua New Guinea
Endemic problems facing education in Papua New Guinea (PNG) continue nearly unabated despite the passing of the 15-year-long time frame established by the U.N. for securing its ambitious Millennium Development Goals. Included among its eight commitments was dramatic education reform to address systemic gender-based discrimination, a goal that has hardly been realized in the Oceanic nation.
In a 2012 report, the Australian Agency for International Development (AusAID) tallied total enrollment in primary education to be a meager 29.3 percent of all PNG children. The research found that the male-to-female ratio is nearly equal during those early education years, with 16,821 males and 16,120 females enrolled in some level of schooling in the relatively wealthier Autonomous Region of Bougainville.
That seeming equality morphs as children age, however, especially when comparing different regions of the country. Female enrollment rates decline significantly in poorer regions that are also marked by a horrific record of abuse toward women. That state of affairs is attributed by many to the historic degradation toward women found worldwide, and in particular regions of the country like the Eastern Highlands.
Indeed, the literacy rate between men and women in that region was 51 percent and 36.5 percent, respectively. In 2009, grade 12 enrollees were made up of just 180 females to their 494 male colleagues. Much of the blame has been leveled at a lack of will and ability to actually fund initiatives aimed at attaining universal gender equality in spite of such officially professed goals.
Similar to the reality throughout the world, PNG girls and women face an exorbitantly high likelihood of experiencing rape or assault at some point in their lifetime. Human Rights Watch pegs that figure at a staggering 70 percent for PNG, well above the one in three average for much of the majority world.
The World Health Organization notes that this problem is exacerbated in low-income regions with poor social attitudes toward women, like rural PNG, and often increases the risk for physical and mental health problems. As those problems increase, the amount of professional and personal self-improvement women and girls can achieve diminishes, thus perpetuating the problem of gender inequality for education in PNG and elsewhere.
Some progress toward reforming education in Papua New Guinea has been made. AusAID found that total enrollment rates have increased from 52 to 63 percent between 2007 and 2009 among primary-aged students. At that same time, completion rates for students enrolled up to grade eight rose from 45 to 56 percent.
In 2012 the government rolled out a new round of subsidizations for tuition fees, building on the apparent success of similar policies enacted in the early 1990s. The new policies have positively affected enrollment among female children and have promoted retention rates among children who seek to continue on with their education at various levels.
In fact, a unique problem has arisen over the last several years involving a lack of resources to accommodate so many current and prospective students, with the numbers expected to continue climbing. For example, nearly 14,000 high school-aged students are expected to continue their education in Papua New Guinean colleges and universities despite glaring inadequacies in terms of quality of educational infrastructure and low numbers of qualified educators.
Ravinder Rena, who published research in 2011 which studied the causes and challenges facing primary education in Papua New Guinea, laments that the quality of most things associated with the PNG education system is derelict and in need of reforms on nearly every level.
“But, if the government can maintain its financial commitment to education, then Papua New Guinea’s educational system most likely will continue to progress,” writes Rena.
– James Collins
Photo: Flickr