Kenya has had quite the year. From a recent plane crash to a raid by al-Shaabab earlier in June, the citizens are looking for some good news. Unfortunately, Human Rights Watch cannot offer such consolation, but their news does show Kenyans that someone is on their side.
A low-income area outside of Mombasa is facing a serious health threat: lead poisoning originating from the toxic waste of a nearby battery recycling plant. The Human Rights Watch has released a film entitled “Kenya: Factory Poisons Community,” which details the resulting health and environmental damage and calls for change.
The plant in question opened in the Owino Uhuru district in 2007. The plant has been in operation almost continuously for seven years. There are no precautions to protect the surrounding local community from contamination, and as a result, the waste that leaks out of the plant has infected the water sources. In addition, workers inside the lead smelter receive no protection and are often left to handle the toxic batteries with bare hands. The result? Massive exposure in the workers and community at large to seriously dangerous toxic lead.
Toxic poisoning is no light matter. It affects some 125 million people worldwide each year, usually in the form of waste from various industries. According to the WHO, high levels of lead exposure can cause damage in vital organs including the brain, liver and kidneys, as well as intellectual and developmental disabilities for the next generation.
So far, three workers in the plant in Owino Uhura have died due to exposure to unhealthy amounts of lead, and the community of 3,000 is also showing signs of ill health. Blood tests performed on children back in 2009 showed unsafe and unusually high levels of lead in the blood, and children often suffer from fainting spells, seizures and intense chronic pain.
Little has been done to stop this tragedy. The plant was briefly shut down in 2009, but allowed to reopen shortly after, despite the health and environmental report that showed significant risk to the local community. However, since the smelter project was intended to stimulate foreign investment, officials are reluctant to end it completely.
That being said, some progress has been made, and the smelter was successfully moved from Owino Uhura earlier this year. However, this does little to alleviate the damage it has already caused and will only serve to infect another community with the same levels of lead poisoning. No citizens of the Owino Uhura district have received medical treatment or further testing. Compensation has not been given to the workers or patients either.
Phyllis Omido is a local within the community and a former employee of the smelter. When her son fell ill in 2009, she began a campaign to rally her fellow citizens and call for government action. Phyllis has organized letter drives and peaceful rallies. Although she has been arrested for her efforts, she does not plan to stop until the government helps her community. “We want them to clean up and to help remove the lead from the blood of our children,” says Phyllis.
The Human Rights Watch blames government inaction for the tragedy, but it is not the laws that are the problem. The Environmental Management and Coordination Act was ratified in 1999 and states that it is illegal for industry to release toxic substances into the air or water. Kenyan law also requires an environmental impact assessment before plants like the Owino Uhura smelter can open, but the plant in question did not go through the process. In short, the laws are in place, but are rarely followed.
Kenya is also a member of several esteemed communities that advocate for human rights and the environment. These range from the African Commission on the Human and People’s Rights, the Convention on the Rights of Children and the International Labor Organization. Kenya’s association with such groups means that it is obligated to take care of its people.
However, even though these laws are on the books and Kenya attends conferences on human rights, this obligation is often ignored. This illuminates not a flaw in the country’s laws, but in its government. The Human Rights Watch holds the Kenyan government accountable for the health tragedy in Owino Uhura and calls on it to remedy its toxic lead problem. Jane Cohen of the Human Rights Watch says, “This is an urgent and on-going crisis that needs immediate government action.”
So far, the Kenyan government has not released a statement, but is in attendance at the 2014 Environmental Assembly meeting, which has toxic poisoning on the agenda.
How Kenya will react to this recent call for action remains to be seen, but the seriousness of the situation is clear. Kenyan citizens are being put at risk by their government’s failure to abide by its own laws and protect its people. It is time for the Kenyan government to be held accountable for the health issues of its people caused by its industry.
— Caitlin Thompson
Sources: Huffington Post, Human Rights Watch, NCBI, Think Progress, RTT News, International News
Photo: Human Rights Watch
Lead Poisoning in Kenya
Kenya has had quite the year. From a recent plane crash to a raid by al-Shaabab earlier in June, the citizens are looking for some good news. Unfortunately, Human Rights Watch cannot offer such consolation, but their news does show Kenyans that someone is on their side.
A low-income area outside of Mombasa is facing a serious health threat: lead poisoning originating from the toxic waste of a nearby battery recycling plant. The Human Rights Watch has released a film entitled “Kenya: Factory Poisons Community,” which details the resulting health and environmental damage and calls for change.
The plant in question opened in the Owino Uhuru district in 2007. The plant has been in operation almost continuously for seven years. There are no precautions to protect the surrounding local community from contamination, and as a result, the waste that leaks out of the plant has infected the water sources. In addition, workers inside the lead smelter receive no protection and are often left to handle the toxic batteries with bare hands. The result? Massive exposure in the workers and community at large to seriously dangerous toxic lead.
Toxic poisoning is no light matter. It affects some 125 million people worldwide each year, usually in the form of waste from various industries. According to the WHO, high levels of lead exposure can cause damage in vital organs including the brain, liver and kidneys, as well as intellectual and developmental disabilities for the next generation.
So far, three workers in the plant in Owino Uhura have died due to exposure to unhealthy amounts of lead, and the community of 3,000 is also showing signs of ill health. Blood tests performed on children back in 2009 showed unsafe and unusually high levels of lead in the blood, and children often suffer from fainting spells, seizures and intense chronic pain.
Little has been done to stop this tragedy. The plant was briefly shut down in 2009, but allowed to reopen shortly after, despite the health and environmental report that showed significant risk to the local community. However, since the smelter project was intended to stimulate foreign investment, officials are reluctant to end it completely.
That being said, some progress has been made, and the smelter was successfully moved from Owino Uhura earlier this year. However, this does little to alleviate the damage it has already caused and will only serve to infect another community with the same levels of lead poisoning. No citizens of the Owino Uhura district have received medical treatment or further testing. Compensation has not been given to the workers or patients either.
Phyllis Omido is a local within the community and a former employee of the smelter. When her son fell ill in 2009, she began a campaign to rally her fellow citizens and call for government action. Phyllis has organized letter drives and peaceful rallies. Although she has been arrested for her efforts, she does not plan to stop until the government helps her community. “We want them to clean up and to help remove the lead from the blood of our children,” says Phyllis.
The Human Rights Watch blames government inaction for the tragedy, but it is not the laws that are the problem. The Environmental Management and Coordination Act was ratified in 1999 and states that it is illegal for industry to release toxic substances into the air or water. Kenyan law also requires an environmental impact assessment before plants like the Owino Uhura smelter can open, but the plant in question did not go through the process. In short, the laws are in place, but are rarely followed.
Kenya is also a member of several esteemed communities that advocate for human rights and the environment. These range from the African Commission on the Human and People’s Rights, the Convention on the Rights of Children and the International Labor Organization. Kenya’s association with such groups means that it is obligated to take care of its people.
However, even though these laws are on the books and Kenya attends conferences on human rights, this obligation is often ignored. This illuminates not a flaw in the country’s laws, but in its government. The Human Rights Watch holds the Kenyan government accountable for the health tragedy in Owino Uhura and calls on it to remedy its toxic lead problem. Jane Cohen of the Human Rights Watch says, “This is an urgent and on-going crisis that needs immediate government action.”
So far, the Kenyan government has not released a statement, but is in attendance at the 2014 Environmental Assembly meeting, which has toxic poisoning on the agenda.
How Kenya will react to this recent call for action remains to be seen, but the seriousness of the situation is clear. Kenyan citizens are being put at risk by their government’s failure to abide by its own laws and protect its people. It is time for the Kenyan government to be held accountable for the health issues of its people caused by its industry.
— Caitlin Thompson
Sources: Huffington Post, Human Rights Watch, NCBI, Think Progress, RTT News, International News
Photo: Human Rights Watch
7 Facts About Education in Nepal
While education in Nepal greatly improved throughout the twentieth century, Nepal still faces many struggles, to date. The education challenges largely relate to poverty in Nepal.
1. The current education system in Nepal is one of the youngest in the world. Until recent years, Nepal followed a three-tier education system, modeled on the traditional Indian system, which ear-marked ten years for school education, four years for college education, and two for a Masters program at university.
2. Education in Nepal improved throughout the twentieth century. In 1951, Nepal only had 9,000 students in primary school, 1,700 in secondary school and about one hundred in two undergraduate colleges. There was no university, and adult education stood at only 5 percent. From 1971 to 2001, primary school numbers grew from 400,000 to 3.9 million, secondary school increased from 120,000 to 1.5 million and post-secondary level increased from 17,000 to 210,000. Literacy rates improved greatly, from 23 percent in 1981 to 54 percent in 2001.
3. School attendance has been unequal across income and gender groups, due to poverty and lack of value on education. As of 2006, 76 percent of the Terai Dalits, 62 percent of Muslims and 45 percent of the Hill ethnic group had not been to school. The Dalits have the lowest rate for completing primary school, trailed by the Muslims. The national enrollment for females between the ages of six and ten is 67 percent, compared to 78 percent for males. On top of families not valuing education for girls, girls themselves do not want to attend school because they may not understand the dialect there, there are no toilets for them to use, and as they get older, they feel it is not appropriate for them to use the fields to “tend to their menstrual cycles.”
4. Nepal’s education system is of poor quality, especially in public schools. Studies reveal that hardly any learning and teaching occurs in rural public schools. There is very little testing and no help for students who are struggling.
5. There is a shortage of funds. There is a shortage of funds for learning tools such as extra classrooms, libraries, scientific equipment, laboratories, field work and research. Nepal spends 16 percent of the national budget on education. Nepal’s share of higher education in the education budget was 6% in 2004, which was one of the lowest in the world.
6. Families in Tibetan villages have been sending their children away for better education. Nepal has also been struggling with families in Tibetan villages in Nepal sending their children away for better education. An estimated 1 percent of Nepal’s population is estimated to leave the country every year for better schooling. This is a severe blow to education in Nepal.
7. There is hope for education in Nepal. Despite current struggles for education in Nepal, UNESCO has pointed out that there are ways to remedy the situation. Different policies have helped countries as diverse as Nepal and Nigeria get more children into school. Organizations such as the Global Partnership for Education and Reach out to Asia (ROTA) are raising funds to support educational projects in Nepal and other countries. The Global Partnership for Education will be holding a summit in Brussels, where governments will pledge funding for education. The global summit is seeking $3.5 billion in education pledges. ROTA raises funds to support educational projects in Nepal, Yemen, Lebanon, Palestine and Pakistan. In Nepal, 50,000 children will benefit from ROTA’s project, which aims to enhance the quality of education resources and facilities. ROTA’s on-going project focuses on rural communities, as well as education training, emphasizing the empowerment of the youth of Nepal.
While facing many current struggles, there is hope for a bright future for education in Nepal. ROTA’s Executive Director, Essa Al Manaai, stated “Our aim is to secure a better future and provide hope to these vulnerable children to ensure they can receive support for their educational needs. Together with our valued volunteers and esteemed partners, ROTA will once again make a difference to disadvantaged communities in all of our neighbouring countries during the Holy Month of Ramadan.”
– Colleen Moore
Sources: Educate Nepal, Himalaya, Quartz India, Huffington Post, BBC, The Guardian, Zawya
Photo: Quartz India
Bangladesh Uses Mobiles to Protect Mothers
“It’s time for the second tetanus toxoid vaccine. Just one more and your baby will be protected against tetanus. Go to your clinic now,” reads one mobile message from Mobile Alliance for Maternal Action (MAMA).
Bangladesh is hard at work trying to meet Millennium Goals 4 and 5. In partnership with MAMA, the country has implemented a project to reduce mother and child deaths. Over 500,000 women already subscribe to the service. Named Aponjon, meaning “dear one,” the project sends over 350 free text and voice messages to expectant and new parents. The messages contain information about a range of pregnancy and childcare-related subjects, such as nutrition, vaccinations and when to go to the doctor. They can even be selected by topic, so mothers can request messages about preventing HIV transmission to their children, or post-partum family planning, if they require it. The messages are not just for mothers, either. There are some tailored for fathers and mothers-in-law, as well.
The goal of Aponjon is to reach mothers who do not have as much access to medical care. This is particularly relevant in rural areas, where Bangladesh’s dropping maternal mortality rate has made a smaller impact. While Bangladesh has reduced its maternal mortality rate by 66 percent, this change has been strongest in urban areas, under private medical care.
Aponjon allows women who cannot make it to clinic or who are nervous to talk to doctors, to understand how to take care of themselves and their babies. Since the adult female literacy rate is only 57.7 percent, messages are sent vocally as well as through SMS text.
The mobile company Telenor is also trying to expand health services, now that Bangladesh uses mobiles, to other countries as well. It currently offers a service where physicians answer health questions by phone at any time of day. It is also working on using video conferencing for doctor-patient interactions.
Bangladesh is also working to increase mothers’ health in other ways. Female education is increasing in the country, and currently more girls are educated than boys. Increased education leads people to seek more healthcare, as well as to have fewer children. There is also more education in medical-related fields. Also, the Bangladesh government, WHO, and the UN Population Fund introduced a program to train 3,000 midwives by 2015. Since only a third of Bangladeshi women have a skilled physician with them as they give birth, the program is designed to increase maternal health. Over 1,000 people have already completed the first stage of training.
All of these goals put Bangladesh well on the way to meeting and exceeding the Millennium Goals, in addition to creating a happier and healthier population for the country.
– Monica Roth
Sources: IRIN, Daily Star, MAMA, WHO, The Hindu, Htxt
Photo: MAMA
Fistula Surgery Success in Kenya
There is hope for the more than two million women worldwide who are affected by obstetric fistula, the medical condition in which a hole tears between the vagina and either the rectum or the bladder as the result of a prolonged and difficult childbirth. A string of successful fistula correction surgeries in Kenya proves that treatment is becoming more accessible to women in developing countries who suffer from what is widely known as “the most devastating of all childbirth injuries.”
Dr. Hillary Mabeya of the Gynocare Fistula Centre recently completed – with success – his 1,000th fistula correction surgery at the surgical hospital located in Eldoret, Kenya. Gynocare, which serves a region accessible to approximately 10 million people, performs all surgeries pro bono, allowing its patients to worry about nothing more than their own recovery.
In developing countries, surgical centers of this type are necessary to treat fistula, which often throws women even further into poverty as they become socially withdrawn because of constant bowel or bladder leakage. Although it is estimated that there are 100,000 new cases of obstetric fistula every year, the international treatment capability still hovers around just 6,500 cases annually.
Yet giving women access to this surgery is not the only challenge fistula presents: many women, especially those who reside in rural areas, do not even know that their condition can be corrected via surgical means. It is crucial to let childbearing women in low-income countries know that there are options should complications arise in their deliveries. They do not have to live with the indignity of obstetric fistula.
Considering that fistula correction surgeries have the potential to transform so many lives, it is disappointing that H.R. 2888, the Obstetric Fistula Prevention, Treatment, Hope and Dignity Act of 2013, which was assigned a Congressional committee nearly a year ago, was never introduced to the entire Senate or the House of Representatives. Foreign aid could be especially helpful in establishing surgical hospitals like Gynocare in other developing nations, many of which lack fistula treatment centers, as well as promoting fistula education.
Until more foreign aid is designated for this purpose, humanitarian organizations should look to the 1,000 women who have been freed from fistula in Kenya as inspiration for the future.
– Elise L. Riley
Sources: Gynocare, Fistula Foundation, Al Jazeera
Photo: Flickr
MNS Disorders in Developing Countries
When discussing health in developing countries, the diseases that come to mind are often exotic, tropical diseases that–although tragic–strangely spark our curiousity. We think of tropical disease such as malaria, dengue fever or parasitic diseases from which we in the developed world are completely safe. Tackling diseases such as these is incredibly important, but we often forget about other types of diseases that may be more familiar to us.
Rather than diseases that afflict the body physically, attention to mental, neurological and substance use (MNS) disorders is usually overlooked when addressing health issues in developing countries. MNS disorders are the leading cause of Disability Adjusted Life Years globally and account for 14 percent of the global burden of disease.
Although usually forgotten, three-fourths of the people worldwide suffering from mental illnesses are in developing countries. Worse, eighty-five percent of the people afflicted by severe mental illnesses in developing countries will not receive the care they need and deserve.
Mental illnesses are surrounded by stigma in many developing countries, which results in social exclusion, discrimination and in many cases isolation by means of being tied to trees or locked in rooms.
Addressing mental health conditions in developing countries is particularly important because widespread poverty increases vulnerability for developing MNS disorders. In addition to this, chronic conditions and mental disorders mutually reinforce each other. Other chronic conditions can increase the risk of developing mental illnesses and vice versa.
MNS disorders directly affect an individual’s ability to have stable relationships with family members and other members of the community and essentially prevent them from being able to fully contribute to society.
A 2010 report by the World Economic Forum and the Harvard School of Public Health showed that indirect costs of mental health conditions in low- and middle-income countries were estimated to be $583 billion and estimated to more than double by 2030 to $1.4 trillion. Along with cardiovascular disease, mental health conditions are the main economic burden of non-communicable disease, accounting for almost 70 percent of lost output.
A study in Nigeria asked 250 people about their primary reactions to mental illness and their responses included fear, avoidance and anger. It is extremely rare that those suffering from mental diseases in Nigeria receive treatment.
In Kaduna, there is an effort to help those suffering and reduce stigma. Through hard work, counseling and prayer, this treatment center that is half prison, half hospital helps its patients treat their mental illnesses. Men learn skills such as welding, sales and learn to build an array of sellable items ranging from pots to sofas. Women learn skills such as sewing and making baby clothes. Stalls are available for patients to sell their goods and gain income.
Despite the small size of this program, it is a testament of the success that can come from helping those dealing with MNS disorders to receive treatment and learn employable skills so that they can earn income.
More programs such as these are necessary to address mental health disorders and reduce stigma in developing countries, but funding is often a main roadblock. Low- and middle-income countries spend less than one percent of their already small health budget on addressing mental health.
Some organizations have begun funding these programs, which is a great first step to addressing and drawing the necessary attention to mental health disorders. Grand Challenges Canada, funded by the Canadian government, has already invested $31.5 million to date in “funding for bold, transformational proposals to improve mental health treatment, expand access to care and reduce the stigma in developing countries.”
There is scientific evidence to prove that moderate additional cost is needed to effectively address and treat mental illnesses and can even come with economic benefits, all while helping those suffering to live productive, healthy lives.
– Kimberly Tierney
Sources: World Economic Forum, Nature, Youtube, Global Mental Health, Voice of America, The Agenda, WHO
Photo: The Guardian
Education in Colombia
In the past decade, resource-rich Colombia has risen to become one of the second world’s emerging powers. Its resource production and role in global trade have increased rapidly, and in turn, education is in the process of reform. While education in Colombia has improved in recent years, the government is continuing to make reformative change.
Only 37.2 percent of young Colombians continued their education past high school in 2010. In response, the government made a goal for half of young Colombians to continue their education after high school by 2014. College degrees have been shown to make a significant difference in individual incomes: Colombians who get bachelor’s degrees generally earn about 3.5 times more than those who only graduated from high school.
The Colombian government formed the Everyone Learns program in 2012, which focuses on elementary students in public in schools in the country’s poorest areas. Everyone Learns is primarily geared toward mathematics and language and has reached approximately 2.4 million students. Education Minister Maria Fernanda Campo lead the program, which selected more than 3,000 of Colombia’s best teachers to bring in another 90,000 in the countrywide initiative.
Colombia is very focused on improving early childhood education. The country and its neighbor Ecuador have joined with Italy and the United Nations to support their desire for new childhood development goals to be included in the Millennium Development Goals. The countries are primarily interested in increased and accessible programs in early childhood education.
In a 2012 report titled Education for All, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) explained that the rapid growth of Colombia reveals existing inequalities in social class, gender and ethnicity, which is aggravated in large part due to a lack of access to education. The UNESCO examination reports that while Colombia has a good adult literacy rate, there is a low rate of education among children and an even lower index in post-secondary studies.
While many students in wealthier households might have access to education, those from families living in poverty often have less accessibility to schools. Forty-two percent of children from the poorest households start late, as opposed to the 11 percent who start late from more affluent families.
From when they begin school on into secondary school, the large majority of students from wealthier families have access to education, whereas about only half of youth from families in poverty attend school. “Colombia has been one of the fastest growing countries in Latin America, but growth is volatile, affected by conflict and discrimination,” the report said.
Colombia is in the process of evolving: the disparities revealing themselves as Colombia develops have left some of its poorer citizens with less access to education. However, the government is focusing on making change and is promoting initiatives to increase accessibility to schooling.
– Julia Thomas
Sources: OECD, World Bank, Colombia Reports
Photo: The Guardian
A Look at Solar Cookers International
Solar Cookers International aims to provide thermal cooking technologies to those who most need them. Over three billion people eat food cooked over an open fire, and burning organic matter instead of returning it to the land causes soil erosion and a decline in crop production.
Solar Cookers International has already distributed 155,000 units worldwide. They teach individuals how to cook during sunny weather, at night and during severe weather. They also educate the users on how to use a water pasteurization indicator so that they may produce safe water to drink. Moreover, Solar Cookers International has recently made it their goal to provide 20 percent of families with access to solar cooking technology by 2030.
Projects to distribute the cookers in Chad, Haiti, Kenya and Madagascar have been successfully implemented. Solar Cookers International provided cookers in four refugee camps in Chad where many of the women have been teaching each other how to use the technology. Cookers were distributed in Haiti after the 2010 earthquake in an attempt to help preserve more of the forests.
Cookers were also distributed to refugee camps in Kenya and now provide food for over 15,000 families. Cookers were distributed in Madagascar, also to help preserve the forests, and as a region that averages 330 sunny days per year, the cookers have become an extremely common means of cooking. Over 50,000 cookers are in use; as a result, deforestation has been reduced by around 65 percent.
Solar Cookers International operates on four basic principles: visibility, technology, training and conferences. The goals are to “increase awareness about the life and earth saving power of solar cooking, to improve solar cooking designs, to promote and provide training in how to use solar cookers, and to expand [their] role in regional and international conferences on solar cooking and other fuel efficient cooking methods.”
Solar Cookers International’s ultimate goal, however, is to “change and save lives with solar cooking thermal technology.”
– Jordyn Horowitz
Sources: Solar Cookers International, SCInet Wiki
Photo: EPA
The Effects of Civil War on Education in Tajikistan
After the dissolution of the Soviet Union in 1991, Tajikistan, a small country between Uzbekistan, Afghanistan and China, erupted in a civil war between the Moscow-backed government and Islamists.
The war lasted for five years, greatly hurting the nation’s economy. Around 50,000 people were killed and more than 10 percent of the population fled the country. The war only came to an end in 1997 when the United Nations facilitated a peace agreement.
Since the civil war, the economy of Tajikistan has not recovered and the country is currently Central Asia’s poorest nation. Almost half of the country’s Gross Domestic Product (GDP) is earned by its citizens working out of the country. Meanwhile the nation itself relies on the economies of Russia and China, as well as oil and gas imports.
During the war one in every five schools were destroyed. Since the war, Tajikstan has worked to improve the country’s education.
Tajikistan currently has an enrollment of 97 percent for primary school, 80 percent for secondary school, and 17 percent for tertiary school. Late entry, combined with the early dropout of school aged children, especially girls, lower Tajikistan’s attendance for later schooling.
Although there is a very high rate of literacy, other issues affect its educational system.
Salaries paid to teachers are very low, which leads to low staffing and poorly qualified teachers in schools. This is in part due to the lack of government spending on education. In 1991, 8.9 percent of the GDP was spent on education. In 2005, this figure was down to 3.2 percent.
Due to the negative effects of the civil war on the Tajikstan economy and the immense loss of life, the school systems have been suffering ever since. Although the government has been working to improve access to education, there is still a lot of work that needs to be done.
– Lily Tyson
Sources: BBC, UNICEF, Eurasia
Photo: Asianews
Global March Against Child Labor: Continued Progress
In 1998, a group of forward-thinking activists organized the Global March Against Child Labor. It took groups from over 100 countries to lead a march that crossed 103 countries and ended at the International Labour Organization (ILO) in June 1998, where activists from all over the world rallied to end child labor.
In response, the ILO began the World Day Against Child Labor in 2002. Every year on June 12, governments, citizens and civil societies gather to focus the world’s attention on child laborers and create campaigns to help them.
The movement has lofty ambitions but is still doing a great job of fulfilling them. Before the turn of the millennium, there were nearly 250 million children who were child slaves. The figure has now dropped almost 100 million and is estimated to be around 168 million.
Girls in particular have benefited from this as their numbers have dropped nearly 40 percent since then, while boys have dropped 25 percent. Despite this, some 88 million children still work in potentially fatal jobs.
Like many problems that need to be solved, one method employed in the reduction of child labor is simply raising awareness. The Global March Against Child Labor has proven to governments and civil societies around the world that this is something that needs to be stopped.
The U.S. Department of Labor has played a critical role in producing promotional documents and reports that have been quite successful in raising awareness of this terrible issue. Additionally, USAID acknowledged the power of video and strung together compelling footage in what eventually came to be a feature film about child labor, titled “Stolen Childhoods.”
USAID has played a big role as well in raising awareness. Through the Global Labor Program, USAID has helped workers in Liberia mobilize against employers and has ensured that any exploitative wage practices were discontinued. As children were typically employed in rubber plants in Liberia, USAID managed to ensure that children would not be separated from their parents if they worked, and also oversaw the building of a school on the plant. The employers agreed to pay the adults a living wage.
Another entity that is vital to ending child labor is business. Thanks to the Global March Against Child Labor and USAID’s awareness campaigns, a spotlight has been placed on businesses and their obligation to ensuring that children are not working.
The most prominent advocate of this is the program GoodWeave. This is a system by which companies in India can be certified to ensure that children are not used in the creation of rugs or carpets. Since its inception in 1995, GoodWeave has approved of over 11 million carpets. In that time, the number of children who work in carpet factories has dropped from 1 million to 250,000.
The Global March Against Child Labor was the beginning of a bold social movement, but now we must celebrate and continue its ongoing achievements.
– Andrew Rywak
Sources: USAID Blog, International Labour Organization, U.S. Department of Labor, Global March
Photo: List Top Tens
Poor Quality of Education in South Asia
According to a report released by the World Bank on June 30, 2014, the poor quality of education in South Asia is holding the region back. Weak education systems act as a snare, keeping many young people in poverty and preventing economic growth.
The World Bank performed its first comprehensive study to assess the effectiveness of the education in South Asia. It found low levels of student learning in the region despite the increase in enrollment.
In South Asia, a region which includes Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sir Lanka, countries have committed significant resources to increasing access to education. The recent push to raise enrollment comes in an effort to achieve the Millennium Development Goal of universal education for primary education by 2015.
The effort has been largely successful, as the enrollment rate in the region has grown from 75 percent in 2000 to 89 percent in 2010. The percentages, however, are just an average, and education access varies greatly from country to country. For example, Sri Lanka achieved almost complete universal education over 10 years ago while Afghanistan and Pakistan are considerably behind.
Despite the increased enrollment, the systems of education in South Asia prove to be achieving below the standards. The World Bank concluded this after measuring the student learning in each country. Part of the problem is that many children who attend primary school do not complete the final grade. For example, in Bangladesh only 55 out of 100 students complete the last grade of primary education. Gender inequality is also a contributing factor as evidenced by the fact that over half of world’s illiterate women reside in South Asia.
The poor quality of education is, according to the organization, also due in part to the large increase of first-generation students in the classroom. The curriculums lack important lessons on measurement, problem-solving and writing. More than one quarter of students who complete primary school do not have fundamental number and literacy skills. This deficit severely impairs their ability to complete secondary school and to secure higher paying jobs.
The World Bank surveyed employers in the region and the results supported the findings that students lack many skills essential for the work place. As a result of the poor education systems, there is a lack of a skilled and qualified labor force.
To help address the issue, the World Bank presented a multi-faceted strategy in order to improve the quality of education. One factor calls for the countries to ensure that children receive proper nutrition. South Asia has one of the highest rates of malnutrition, which inhibits children’s ability to learn. Another aspect includes improving the quality of teachers by establishing and upholding academic standards that every educator must achieve. Additionally, more investments should be focused on improving the learning goals for students and not simply expanding facilities and raising teacher salaries.
Part of the World Bank’s strategy also includes bringing in the private sector to help. The governments of South Asia have very little money, and companies could provide a source of capital to improve education. In addition, the strategy calls for and improvement in the measurement of student progress by bettering the quality of student assessments.
The hope is that with the World Bank’s model for improvement, children will be able to receive better education. Literacy and mathematical skills are key for accessing skilled labors jobs. With more young people getting these jobs, individuals will be able to escape poverty. And an increase in the skilled labor force will also help the individual countries prosper as the country will be able to produce more and have more potential consumers. In starting with education, the World Bank hopes to help the entire region grow.
– Kathleen Egan
Sources: World Bank, UNICEF, UNESCO
Photo: World Bank