For over fifty years, USAID has been addressing the needs of those living in extreme poverty overseas, promoting stable, self-sustaining democracies and advancing security and prosperity on a global scale.
Founded by President John F. Kennedy in 1961, USAID, or United States Agency for International Development, works in over 100 countries to address a wide array of prosperity goals. These include advancing food security and agriculture, improving global health, providing humanitarian assistance and protecting human rights, among other objectives.
Despite its humanitarian efforts, USAID has garnered some criticism over the past few years. First and foremost, critics and watchdogs have claimed that USAID policies and actions are often more focused on advancing U.S. policy interests than global humanitarian interests.
In particular, a 2010 study by two Harvard and Yale economics professors found that the size of U.S. food aid shipments are determined more by the size of U.S. crops than they are by recipient need. Moreover, the study found that about half of the funding for food aid was allocated for shipping, often for American cargo ships.
Additionally, a 2012 study by the Center for Economic and Policy Research examined contracts issued by USAID for the 2010 relief effort in Haiti. It found that only .02 percent of these contracts went directly to local Haitian firms, while over 75 percent of the contracts went to American firms. One of these firms has received up to $173.7 million from USAID since the Haitian earthquake. However, the data provided does not track local subcontracting and grant making, which may or may not be significant.
Amidst these and a variety of other allegations against USAID involving wasteful or misplaced spending, the U.S. government has made some concerted efforts in the past few years to reform USAID.
Beginning in 2010, President Obama and former Secretary of State Hillary Clinton launched USAID Forward, an ambitious reform effort aiming to increase USAID’s transparency and provide more efficient, effective service.
In particular, USAID Forward incorporates rigorous evaluations for each new program undertaken, investments in new innovations to aid in sustainable development, better risk assessment tools and transparent fiscal reports.
In addition, USAID Forward has significantly increased its public-private partnerships and is working more directly with local governments, the private sector, civil society and academia.
The Agricultural Reform, Food and Jobs Act of 2013, passed in early 2014, also included some major food aid reforms. Specifically, the bill placed greater emphasis on improving the nutritional quality of food aid products, ensured that sales of agricultural commodity donations do not adversely affect local markets and created a new local and regional purchase program, among other reforms.
The Obama Administration has additional food aid reform goals in mind, including reducing the volume of commodities subject to cargo preference legislation, increasing cash donations and “providing greater flexibility in procuring commodities in local and regional markets.”
– Katrina Beedy
Sources: USAID, Reuters 1, Reuters 2, FAS, Reuters 3, Hagstrom Report, CEPR, Business Week, GovTrack
Photo: Flickr
10 Great Songs About Poverty
1. Angels With Dirty Faces
Performed By Los Lobos
Broken window smile
Weeds for hair
Strolling ’round the corner
Like a millionaire;
And the angels with dirty faces
Go it alone.
2. Another Day In Paradise
Performed by Phil Collins
She calls out to the man on the street
‘Sir, can you help me?
It’s cold and I’ve nowhere to sleep,
Is there somewhere you can tell me?’
He walks on, doesn’t look back
He pretends he can’t hear her;
Starts to whistle as he crosses the street
Seems embarrassed to be there.
3. Blackbird
Performed by The Beatles
Blackbird singing in the dead of night,
Take these broken wings and learn to fly.
All your life
You were only waiting for this moment to arise.
Blackbird singing in the dead of night,
Take these sunken eyes and learn to see.
All your life
You were only waiting for this moment to be free.
4. Do They Know It’s Christmas
Performed by Bob Geldof and Midge Ure
There’s a world outside your window
And it’s a world of dread and fear;
Where the only water flowing
Is a bitter sting of tears.
And the Christmas bells that ring
They are clanging chimes of doom.
5. Ghost of Tom Joad
Performed by Bruce Springsteen
Hot soup on a campfire under the bridge;
Shelter line stretchin’ ’round the corner
Welcome to the new world order.
Families sleepin’ in their cars in the Southwest
No home no job no peace no rest.
6. Hole in the Bucket
Performed by Spearhead
Walk right past and think about it more
Back at the crib I’m opening up the door,
A pocket full of change, it don’t mean nothin’ to me.
My cup is half full, but his is empty.
7. If There’s A God in Heaven
Performed by Elton John
Torn from their families
Mothers go hungry
To feed their children
But children go hungry
There’s so many big men
They’re out making millions
When poverty’s profits
Just blame the children.
8. Mr. Wendal
Performed by Arrested Development
Uncivilized we call him,
but I just saw him eat off the food we waste
Civilization, are we really civilized, yes or no?
Who are we to judge?
When thousands of innocent men could be brutally enslaved
and killed over a racist grudge.
9. Mr. Banker
Performed by Lynyrd Skynyrd
Mister Banker
Mister please, how much does money mean?
Won’t you reconsider mister
Won’t you do this thing for me?
Ain’t got no house
Ain’t got no car
All I got, Lord, is my guitar.
But you can have that mister banker
Won’t you bury my papa for me?
Oh mister banker please.
10. Seek Up
Performed by Dave Matthews Band
Sit a while with TV’s hungry child,
big belly swelled
Oh, for the price of a coke or a smoke
keep alive those hungry eyes.
Take a look at me, what you see in me,
mirror look at me
Face it all, face it all again.
– Katrina Beedy
Sources: EdChange, Lyric Interpretations,
Photo: Pexels
Wastewater to Help Developing Nations
The key to the advances made by Aquanos Energy lies in addressing algal blooms. Algal blooms are the result of an excess of essential plant nutrients into water. The higher concentrations of these nutrients cause an increased growth of algae and green plants. The term is often used when there is a rapid accumulation in the population of algae in a water system. As more algae and plants grow, others die and the dead matter becomes food for the bacteria. This results in what is often referred to as a “dead area.”
These blooms can be dangerous if the algae involved are toxic, however, researchers have come up with a novel way to control algal blooms and then use them to absorb these excess nutrients before they escape to other parts of the environment.
Researchers were unsure as to why other wastewater with algae treatments did not work in the past. They eventually came to the conclusion that the water which was used to test the methods in the past was simply not dirty enough. The recommendation reached as a result of these studies was that decontamination plants needed to be in shallow ponds and stretch over vast areas of land. Fortunately for people in dire need of fresh water all around the world, these recommended areas can be found in remote areas in developing nations.
Despite the impressive economic growth by developing countries such as India, problems produced by waterborne pathogens still amount to the cause of about 80 percent of illnesses. A huge part of this issue is the lack of wastewater facilities. Only about 20 percent of India’s communities had access to wastewater treatment in the past.
Traditional wastewater treatments require large amounts of oxygen for their biochemical activity. Supplying this amount of oxygen requires mechanical devices to provide air into the reactors to begin cleaning the water. Unfortunately, these devices demand huge amounts of electrical power, to which many developing countries do not have access.
A new technology developed by Aquanos Energy and further improved by World Water Works has succeeded in making conventional wastewater treatment plants available.
The technology’s concept captures the interdependent relationship between bacteria and algae. The process results in a 90 percent reduction in plant energy and reduces the operational costs of wastewater treatment systems by 40 to 60 percent.
The concept was proven effective and successful in a demonstration project and is now being launched in parts of India and Africa.
– Sandy Phan
Sources: Aquanos, World Water Works, Natural Resources Defense Council
Photo: Flickr
Education in Laos
Buddhist temple schools called wat schools were the main source of education until the mid-twentieth century and the subjects covered were rudimentary. Buddhist monks would teach their pupils basic arithmetic and reading skills as well as social and religious subjects. At the time, only ordained boys and men had access to further education.
The French had an influence on Laotian education during the colonial period but, unfortunately, the secular system it established had little relevance to the vast majority of rural citizens. Most students never exceeded secondary school studies, and the few that did had to travel to larger cities in Vietnam. The elite minority who reached university-level studies usually traveled all the way to France to continue their education.
Recently, the Lao People’s Democratic Republic, or LPDR, has shifted its focus toward constructing an education system that will encourage broad ideological thinking and mobilize potential. With goals to build a well-rounded development in areas such as economy, technology and culture, the LPDR sees education as a way forward for the nation. It wants to strengthen the national education system by improving its overall quality, increasing relevance and ensuring equitable access.
These goals are specifically listed in Article 19 of Lao’s Constitution that states that “educational, cultural, and scientific activities are the means to raise the level of knowledge, patriotism, love of the people’s democracy, the spirit of solidarity between ethnic groups, and the spirit of independence.” In Article 22, the Constitution asserts that “the State and society shall endeavor to improve the quality of national education system, to create opportunities and favorable conditions for all the people to receive an education, particularly the inhabitants of remote and isolated areas, ethnic minorities, women, children, and disadvantaged persons.”
The Decree on Compulsory Primary Education of 1996 was a milestone in these endeavors by making primary education free and compulsory for all children whether by public or private institutions. All schools were mandated to comply with a national curriculum, thus standardizing minimum requirements of education for all schools.
The national program currently consists of primary schools where students learn for five years and can then move on to two periods of secondary education—four years in lower secondary and three years in upper secondary. Although girls are allowed to attend primary and secondary schools, they are still underrepresented along with cultural and language minorities. This is reflected in Lao’s literacy rates, where 86 percent of females between the age of 15 and 24 were surveyed to be literate in 2011, whereas 92 percent of males of the same age group were confirmed to be literate.
The Education Law enacted in 2000 and amended in 2007 reasserts the claim made in the Laos Constitution that “all Lao citizens have the right to education without discrimination” and establishes that the government has a duty to expand education for “the development of Lao citizens’ necessary knowledge and capacity for their occupation or further study.”
Although education in Laos is still not up to speed with that of developed nations, it is clear that the LPDR government has prioritized education improvement as a means of both modernizing the state and safeguarding the future of its people. It understands that education is an important means of national development and has strongly invested its interests in expanding education to reach that end.
– Shenel Ozisik
Sources: Library of Congress, State University, UNESCO
Photo: Wikimedia Commons
Education in Bolivia
Education in Bolivia was first formalized by Spanish-speaking Europeans who colonized the Iberian states occupying present-day Bolivia. In order to keep power from returning to the indigenous people after the liberation of these Iberian states, Bolivians of European descent used education as a tool to eradicate indigenous languages, traditions and ultimately, identity.
They believed they were “remaking Indians into productive peasants” and wanted to integrate them into campesino culture so that it would grow dominant over the indigenous culture. Education in this context was used as a method of control and subordination; it promoted prejudice against any language or culture that differed from that of the hegemonic group.
The schools set up for these indigenous groups did not teach its students traditional subjects such as arithmetic, reading or social studies. Instead, they focused on agriculture and pushed literacy to the edge of the curriculum. Reading and writing was assumed to be useless for people meant to work the fields—even potentially dangerous. In a world where knowledge is power, the ruling class knew that literacy among the working class would only undermine their authority.
The revolution of 1952 changed the power structure in Bolivia and eventually led to the redevelopment of the education system.
A new education act unified all people under one system, taking the place of the previous system where the working class and upper class had separate schools. However, students were only taught in the national language from that point on—a change that was intended to help integrate the indigenous population into the national Spanish-speaking culture, but instead further marginalized them. Indigenous children forced into Castellan-taught classes could not understand their teachers properly and often dropped out. Furthermore, teachers were poorly trained and classes often focused on memorizing rather than practical learning.
The result of these educational practices is a Bolivian population that is only 50 percent literate and an elite educated minority. It is estimated that 70 percent of the rural populate and 30 percent of the urban population are illiterate.
However, this is not necessarily a result of lack of funding. Bolivia devotes 23 percent of its annual budget to educational expenditures—a greater investment than most South American countries usually spend. The problem more likely has to do with lack of effective spending, to which the Bolivian government has responded by decentralizing spending on education in order to meet the diverse needs of local communities.
Since 1994, this decentralization has significantly improved dropout rates. More children are going to school across the nation; however, schools still seem to be lacking in quality teachers and relevant curriculum. This can be observed by the high rate of secondary school graduates who want to attend university but must take an entire year’s worth of extra courses in order to bring their knowledge up to speed with international standards.
Bolivia still has a long way to go in terms of improving its education system in order to substantially increase literacy rates and to help its students acquire the skills needed to lift themselves and their families out of poverty.
– Shenel Ozisik
Sources: FOCAL, Journal of Intercontinental Communication, Foundation for Sustainable Development
Photo: Lab
USAID Fights Poverty, Addresses Criticism
For over fifty years, USAID has been addressing the needs of those living in extreme poverty overseas, promoting stable, self-sustaining democracies and advancing security and prosperity on a global scale.
Founded by President John F. Kennedy in 1961, USAID, or United States Agency for International Development, works in over 100 countries to address a wide array of prosperity goals. These include advancing food security and agriculture, improving global health, providing humanitarian assistance and protecting human rights, among other objectives.
Despite its humanitarian efforts, USAID has garnered some criticism over the past few years. First and foremost, critics and watchdogs have claimed that USAID policies and actions are often more focused on advancing U.S. policy interests than global humanitarian interests.
In particular, a 2010 study by two Harvard and Yale economics professors found that the size of U.S. food aid shipments are determined more by the size of U.S. crops than they are by recipient need. Moreover, the study found that about half of the funding for food aid was allocated for shipping, often for American cargo ships.
Additionally, a 2012 study by the Center for Economic and Policy Research examined contracts issued by USAID for the 2010 relief effort in Haiti. It found that only .02 percent of these contracts went directly to local Haitian firms, while over 75 percent of the contracts went to American firms. One of these firms has received up to $173.7 million from USAID since the Haitian earthquake. However, the data provided does not track local subcontracting and grant making, which may or may not be significant.
Amidst these and a variety of other allegations against USAID involving wasteful or misplaced spending, the U.S. government has made some concerted efforts in the past few years to reform USAID.
Beginning in 2010, President Obama and former Secretary of State Hillary Clinton launched USAID Forward, an ambitious reform effort aiming to increase USAID’s transparency and provide more efficient, effective service.
In particular, USAID Forward incorporates rigorous evaluations for each new program undertaken, investments in new innovations to aid in sustainable development, better risk assessment tools and transparent fiscal reports.
In addition, USAID Forward has significantly increased its public-private partnerships and is working more directly with local governments, the private sector, civil society and academia.
The Agricultural Reform, Food and Jobs Act of 2013, passed in early 2014, also included some major food aid reforms. Specifically, the bill placed greater emphasis on improving the nutritional quality of food aid products, ensured that sales of agricultural commodity donations do not adversely affect local markets and created a new local and regional purchase program, among other reforms.
The Obama Administration has additional food aid reform goals in mind, including reducing the volume of commodities subject to cargo preference legislation, increasing cash donations and “providing greater flexibility in procuring commodities in local and regional markets.”
– Katrina Beedy
Sources: USAID, Reuters 1, Reuters 2, FAS, Reuters 3, Hagstrom Report, CEPR, Business Week, GovTrack
Photo: Flickr
DREDF: People with Disabilities Serving Each Other
People with disabilities make up one of the largest minorities in the U.S. with 75 percent who are unemployed and more than 25 percent living in poverty.
However, some social and economic challenges the disabled face are not the consequence of physical limitations but are the result of a lack of accessibility provided by public policy. One leading national civil rights law and policy center is trying to change this by advancing the civil rights of people with disabilities through legal advocacy, training, education, public policy and legislative development. The Disability Rights Education and Defense Fund, or DREDF, has worked toward advocating for the disabled since 1979.
The DREDF is directed by people with disabilities and by those who have children with disabilities. Thus, people with disabilities are able to serve and be served in the areas that fall under their expertise, as these are issues they face everyday. They work with the core principles of equality of opportunity, disability accommodation, accessibility and inclusion to fulfill their mission and vision of a just world where all people can live full and independent lives free of discrimination.
They do this by employing the following strategies:
1. Training and Education
2. Legal Advocacy
3. Public Policy and Legislative Development
The DREDF also runs an ongoing campaign for healthcare justice for people with disabilities called Healthcare Stories, which is a video advocacy tool that tells the stories of real people with disabilities facing healthcare disparities.
– Chelsee Yee
Sources: DREDF, USICD, Law Help CA,
Photo: Google+
Education in the Gambia
Located in west Africa, just slightly less than twice the size of Delaware bordering the North Atlantic Ocean and Senegal, lies the smallest country on the continent of Africa, the Gambia. Of the estimated 1,925,527 residents of the Gambia, 90 percent are of Muslim religion and the population can be deemed mono-ethnic with only 1 percent of the population reported as non-African.
The Gambia’s education expenditure was an estimated 4.1 percent of the GDP in 2012 and ranked 109th in comparison to the rest of the world. The Gambia’s literacy rate (defined as those who are 15 and over and can read and write) for the total population was estimated at a mere 51.1 percent in 2011 (male: 60.9 percent, female: 41.9 percent.) In comparison, the United States doubles this rate with 99 percent of the total population deemed as literate.
The school life expectancy, primary to tertiary education, in 2008 totaled to only 9 years— the U.S.’s school life expectancy totaled to 17 years. Contributing to low school attendance rates is the prevalence of child labor (children ages five to 14), which was estimated at 103,389 (25 percent) in 2006.
The Gambia’s Education Structure: Lower and Upper Basic School
The formal system of education in the Gambia operates on a 6-3-3-4 system. Basic education consists of six years of primary (lower basic) and three years of upper basic education, together totaling to 9 years of uninterrupted basic education.
Typically, gambian children start school at age seven. From ages seven to 13, the students are enrolled in a lower basic school. At grade six, students take a placement exam.
At age 13, students enter an upper basic school for three years until they are 16 years old. Upon completion the upper basic school, the students take a Basic Education Certificate Exam (BECE) in nine or 10 subjects and this completes their basic education. Depending on their performance on the terminal examination offered in the ninth grade, the student may attend a Senior Secondary School or other Vocational Training provisions.
According to the U.S. Embassy, “Until 2002, primary education lasted for six years and led to the Primary School Leaving Certificate (phased out). Secondary education was divided into junior secondary schools, which offered a three-year course leading to the Junior School Leaving Certificate, and Senior Secondary schools which offered a three-year course. Since 2002, a new unified basic education system was introduced covering 1-9 years, through an automatic transition with no examination at the end of the lower basic cycle. The cycle is divided into two cycles: lower basic (Grades I–VI) and upper basic (Grades VII–IX).”
In the Gambia, there are 368 lower basic schools and 89 upper basic schools. Another type of school system in the Gambia called the basic cycle schools is a combination of the lower and upper basic school.
Senior Secondary School (SSS)
Admission to Senior Secondary/High School is very competitive in the Gambia. 75 percent of Gambian students attend government schools. According to the U.S. Embassy, “Secondary schools offer a variety of subjects in science, arts and commerce. At the end of Grade 12, pupils sit for the West African Secondary School Certificate Examinations (WASSCE) conducted by the West African Examinations Council. Students in all the 55 Senior High Schools take a Core curriculum consisting of English language, integrated science, mathematics and social studies. Each student also takes three or four elective subjects, chosen from one of seven groups: sciences, ‘arts’ (social sciences and humanities) or commerce (visual arts or home economics).”
Collegiate Education
Like the United States, gambian students pursuing an undergraduate program at a university will typically study there for four years prior to receiving their bachelor’s degree. There is also a significant amount of Gambian students studying in the U.S. In the 2007-2008 academic years, 330 Gambian students were studying in the U.S. at various times. Also similar to the U.S., Gambian student may further their education at a university as a graduate student for over a year to obtain their Master’s degree.
– Eastin Shipman
Sources: U.S. Embassy, UNICEF 1, UNICEF 2, CIA 1, CIA 2
Photo: Access Gambia
The Ruble in the Rubble
In a conference held on December 15, Russian President Vladimir Putin placed the blame for the ruble’s collapse on Western embargoes. During the three-hour speech on his country’s current economic situation, Putin focused on two primary topics: foreign policy and the economy.
President Putin offered a unique metaphor connecting Russia’s foreign policy and where the country stands on global politics. He said, “Sometimes I wonder, maybe the bear should just sit quietly, munch on berries and honey rather than chasing after piglets … but they will always try to chain [the bear] up.”
With Russia playing the bear in his metaphor, President Putin provided a closer look at his primary goal: to put a fallen Russia back on top. However, since Russia can no longer borrow money from Western banks after the invasion of Ukraine, the Russian government has been forced to dip into other savings, such as foreign aid and reserves.
According to Mr. Putin, Russia “will overcome the current situation. How much time will be needed for that? Under the most unfavorable circumstances I think it will take about two years.” Mr. Putin has high hopes for oil prices to rise and the territories in Ukraine and Siberia to become huge assets to Russia. Mr. Putin also aims to knock out political opposition within Russia and create a resilient, independent economy for Russia.
President Putin’s words during the press conference failed to gain much support in the crumbling market. While it did see a slight increase the day after his speech, the ruble has since continued to weaken against both the dollar and the euro.
The Russian Central Bank reportedly spent more than $80 billion in foreign reserves to slow the ruble’s downfall in December, and this rush to revive the ruble is continuing into 2015. Russian savings could potentially depreciate and push Russia further into an isolated economy. Mr. Putin hopes that the depreciation of the ruble will “make Russia’s economy more independent,” as it is weaned off of Western influence. With Russia being such an influential nation in Northern Asia, its continued isolation could have devastating effects on global poverty.
As Russia further separates itself from the Western economies, the world feels the weight of Russian policies.
– Alaina Grote
Sources: The Economist, The Guardian, Foreign Policy, CBS
Photo: WordPress
Controversial Leadership: China’s Role in Africa
China is currently the continent’s largest trade partner. China and African nations exchange roughly $160 billion worth of goods every year, and one million Chinese have moved to Africa in the past decade.
China says that more than half of its foreign aid goes to Africa; between 2010 and 2012, China provided Africa with more than $14 billion in foreign aid. Additionally, China funded the building of the $200 million Africa Union headquarters in Addis Ababa, Ethiopia, as “a symbol of deepening relations.”
China also provides economic guidance in Africa. In a November 2014 conference, officials from China and the African Union met in Ethiopia to discuss how Africa can learn from Chinese industrialization practices. A joint-commissioned comparative study on Special Economic Zones in China was presented at the conference, with the goal of improving Special Economic Zones in Africa.
Many, including Ethiopian president, Dr. Mulatu Teshome, see China’s leadership role in Africa as a good thing: “Benchmarking China’s best practices in industrialization is essential, in that that it is almost unthinkable to realize the African dream of becoming an industrialized, united and prosperous continent by 2063 only through Africa’s own technology generation.”
It would appear that China is uniquely suited to provide development leadership in Africa. Much of China’s success in reducing poverty amongst its own people stemmed from agricultural and rural development. Similarly, rural poor account for over 70 percent of sub-Saharan Africans living below the poverty line. According to a World Bank study, roughly three-quarters of China’s overall poverty reduction between 1981 and 2001 came from gains to the rural poor.
Some, however, have accused China of “resource colonialism,” asserting that China is using Africa’s mineral wealth to spur its own economic growth — a charge that foreign minister Wang Yi has adamantly denied.
“In China’s exchanges and cooperation with Africa, we want to see mutual benefit and win-win results. I want to make clear one point, that is, China will never follow the track of western colonists and all cooperation with Africa will never come at the expense of the ecology, environment or long-term interests of Africa,” Wang asserted.
Others wonder whether China’s political role in Africa is expanding along with its economic role. China insists that its support is unconditional, and that it has no designs on interfering in the political affairs of African nations. “Politically, we always speak up for African countries and uphold justice. Economically, we help African countries to enhance development to achieve prosperity,” said Wang.
A recent article in the Economist argued that, while China’s win-win rhetoric is largely empty, China appears to have no designs on building its political influence on the African continent. “Some thought, after a decade of high-octane engagement, that China would dominate Africa. Instead it is likely to be just one more foreign investor jostling for advantage.”
– Parker Carroll
Sources: The Economist, The Guardian, International Fund for Agricultural Development
Photo: PxHere
Causes of Human Trafficking
There are numerous causes of human trafficking, but the root of most causes is money. Reaping approximately $150 billion and victimizing close to 27 million people, human trafficking is the fastest-growing illicit industry in the world. It includes sex trafficking, child sex trafficking, forced labor, debt bondage, domestic servitude, forced child labor and the unlawful recruitment of soldiers. The common factor lurking behind the different causes of human trafficking is the victim’s vulnerability to exploitation.
Characterized by low costs and high returns, human trafficking is an extremely lucrative enterprise. Harvard’s Siddharth Kara discovered that the cost of today’s slaves is, on average, $420 and modern slaves can generate more than 500 percent in annual return on investment. In comparison, the cost of slaves in 1850, after adjusting for inflation, was between $9,500 and $11,000. During the time, the return on investment from a slave was significantly lower, around 15 to 20 percent in annual return on investment. Furthermore, traffickers face low risks, although more governments around the world are actively penalizing human traffickers, and have a steady stream of vulnerable people to exploit.
Poverty & Causes of Human Trafficking
Although the world successfully reduced global poverty by 35 percent in the past 27 years, 767 million people still live in poverty and make up a portion of the pool of those vulnerable to human trafficking. The structural causes of human trafficking are poverty, lawlessness, social instability, military conflict, natural disasters, weak law enforcement and racial and gender biases. These structural causes represent the broader, necessary requirement for human trafficking to thrive: vulnerability.
Many times, poor families will give their children away to traffickers posing as agents promising their children better lives. Refugee camps are prime locations for this kind of exploitation. Where displaced people lack many forms of proper care, shrewd traffickers build relationships with corrupt officials and freely prey on the weak.
In a more recent example, migrants who cross the Sahara to escape war and terrorism are often captured by traffickers in northern parts of Africa. The International Organization for Migration reported that many of these migrants are falsely promised jobs and then are sold publicly in Libyan slave markets. Many do not make it to Europe.
Human trafficking can happen anywhere, as long as the environment contains vulnerable conditions. The New York Times estimates that one-fifth of homeless youth are victims of human trafficking in the U.S. and Canada. In West Africa, traffickers pose as teachers and enslave optimistic students to become beggars. In 2015, the Associated Press discovered that young migrants and impoverished Thais were forced to catch seafood that later ended up in the world’s seafood supply, including on the shelves of America’s major retailers and supermarkets. Thai agents recruited children and the disabled, some of the most marginalized and vulnerable groups in the world.
Today, many countries are collaborating together to reduce the causes of human trafficking. The U.S. State Department Trafficking-in-Persons Report is the world’s most comprehensive resource on anti-trafficking efforts, including 188 countries and territories. Countries that fail to meet the report’s minimum requirements fall to tier three status, which can result in sanctions on the country. In 2016, Thailand was recognized for making significant strides in eliminating human trafficking.
Locally, ordinary people and nonprofits are continually impacting their communities. Nonprofits, such as Mango House in Chiang Mai, Thailand or FOREFRONT in India, continue to address these structural issues that breed vulnerability.
– Andy Jung
Photo: Flickr