Information and stories on education.

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How the Super 30 Program Breaks Cycles of Poverty in India

Super 30In India, the state of Bihar has one of the highest illiteracy rates in the country. For many impoverished children in India, quality education is out of reach. For this reason, many children are unable to rise out of poverty and pursue higher-paying jobs. Anand Kumar, a famous mathematician in India, set his mind to solve this issue through the Super 30 program.

Background of Anand Kumar

Anand Kumar grew up living near the railway tracks in a town in India called Patna located in the state of Bihar. His family was not financially stable yet his parents were very supportive of his education. Over time, Kumar discovered a passion for mathematics, which his parents encouraged him to pursue. While studying toward his bachelor’s degree in mathematics, he produced theoretical papers that “were published in foreign journals.” Kumar seemed certain of a bright future in mathematics.

His next step was to study toward a master’s degree in mathematics at Cambridge University. However, his father’s death in 1994 left his family financially unstable, leaving him unable to pursue this plan. In order to support his family, Kumar assisted his mother in selling “papad and wafers” on the streets of Patna. According to the Times of India, in order to continue studying mathematics, Kumar traveled to Varanasi to study at the Banaras Hindu University (NHU) library and access foreign mathematical journals. Not long after, in 1992, Kumar decided to open his own mathematical school, the Ramanujan School of Mathematics.

Creation of Super 30

In 2002, an impoverished student of Kumar’s came to him seeking coaching for the entrance exam for the Indian Institute of Technology (IIT). However, the student was unable to afford the exam registration fee. At this very moment, Kumar came up with the idea for the Super 30 program. Each year, the Super 30 program selects 30 high-achieving academic students from impoverished families to receive “free lodging, boarding and coaching” in preparation for the IIT exam. After much coaching, many of these students are able to successfully pass the IIT exam.

The Importance of Super 30

Kumar’s Super 30 program operates on the premise that all children deserve an equal chance at success in education, regardless of their financial background. Some of the most intelligent children can be found in India’s most impoverished areas, yet they are at an immediate disadvantage because they cannot afford the private exam coaching and tutoring that children from wealthier families can afford.

Kumar’s students have a high success rate. In 2017, all 30 of his students passed the IIT exam. Since the beginning of the Super 30 program, Kumar’s coaching has benefited more than 500 students who are now qualified engineers.

These children, who were once unable to receive a quality education, are able to pursue their dreams of attending the most prestigious schools in India. Furthermore, with their final qualifications, these disadvantaged children can secure high-paying jobs that will enable them to break cycles of poverty. Programs such as Super 30 emphasize education as a proven tool for empowering children to rise out of poverty.

Inspiring Others

Super 30 has also inspired others to create similar programs. The Maharashtra Government was inspired to create its own Super 50 program to not only prepare underserved children for IIT exams but for other medical and engineering programs as well.

Programs such as Super 30 serve as a stepping stone to success. By inspiring more institutions to start similar programs, Kumar hopes for the world to come together to reduce global poverty through the power of education.

– Saanvi Mevada
Photo: Unsplash

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The Progress and Potential of Education in Kenya

Education in KenyaThe World Bank reported in 2015 that 36.8% of people in Kenya lived below the international poverty line, set at $1.90 per day. Estimates from April 2020 predicted that this level would continue to follow a slow downward trend to approximately 33.1% in 2020 and 32.4% in 2021. These recent statistics tend to vary across sources, however. For example, Statista reports that in 2020, 27.3% of Kenyans lived in poverty. Ultimately, sources seem to broadly agree that more than a quarter of the population in Kenya lives under the international poverty line. However, poverty rates could reduce by increasing opportunities for education in Kenya. The potential of education in Kenya reflects in the country’s successes over the years.

Poverty Reduction Progress in Kenya

Though the number of Kenyan citizens in poverty is undoubtedly high, Kenya has made great progress in reducing poverty in the last 15 years. In 2005, the World Bank found 46.8% of people living in poverty. This means that according to the World Bank statistics, poverty in Kenya has decreased by more than 10% in slightly more than 15 years. However, there is still a significant need for further poverty reduction progress in Kenya.

Eliminating poverty is crucial for a number of reasons as poverty has an irrefutable impact on other areas of life. One of these impacted areas is education. Global Citizen argues that poverty is the greatest barrier to education for children. Families living on less than $1.90 a day often cannot afford to send their children to school, whether that be due to high attendance fees, the cost of school materials or the need for the child to contribute to the family farm or business. Hence, addressing education is intertwined with addressing poverty in countries such as Kenya.

Educational Success: Free Primary School

Located in East Africa, Kenya is part of a region where harsh climate, violence and general instability lead to high poverty rates and limited access to education. Yet, in the education spectrum, the country has made great progress in recent years, showing the overall potential of education in Kenya. One successful initiative began in 2003, when the Kenyan government rolled out the Free Primary Education (FPE) program, waiving all primary school fees for students. As a result, Olympic Primary School in Kenya’s capital of Nairobi reported that enrollment nearly tripled. This growth in attendance seems to have occurred nationwide as UNICEF reports that before the COVID-19 pandemic closed many schools in early 2020, primary school enrollment in Kenya stood at 99%.

World Bank statistics show Kenya’s successes in improving education through FPE and other programs, with the most recent data from 2018 showing a literacy rate of almost 82% for people older than 15. This is up significantly from 72.16% in 2007 and 78.73% in 2014. Yet, despite these improvements in literacy and primary school enrollment rates, Kenya still struggles to provide high-quality education and see children through to secondary school. Though nearly all children in Kenya attend primary school at some point, many of them drop out to supplement the family income. In 2017, the Kenya Climate Innovation Center reported a 27% dropout rate in primary school.

Even if students complete primary school, very few of them go on to any further education. Statista reports that in 2019, 10.1 million children attended primary school in Kenya. However, only 3.26 million children enrolled in secondary school the same year and only 509,000 Kenyan students attended college in 2019. More recent data is not available due to widespread school closures as a result of the COVID-19 pandemic.

The Potential of Education in Kenya

Getting students into primary schools was the first step to improving education in Kenya. But, while the most recent World Bank data states that, in 2018, the Kenyan government spent 5.3% of the country’s GDP on education, schools are still short on resources and teachers. In some classrooms, the teacher-to-student ratio exceeds 1:100, leaving teachers overworked and overwhelmed. The government is working hard to increase the percentage of students who transition to secondary school but requires more resources to employ enough teachers and support high-quality education for students.

Overall, education in Kenya has seen a vast improvement in the number of students attending primary school in the last 20 years as a result of FPE and other work. Now, Kenya must look to improve in other areas of education in order to fully empower students with the tools and knowledge to rise out of poverty.

– Julia Welp
Photo: Flickr

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Period Poverty in Mexico

Period Poverty in Mexico
Of the 127 million people in Mexico, 44% or 56 million live below the poverty line. Poverty often means a lack of shelter and food and not having the necessary resources to manage monthly menstruation. Without proper sanitation to manage menstruation, girls miss school and women miss work, along with other opportunities to overcome poverty. Period poverty in Mexico needs to be addressed to ensure that women and girls have the opportunity to progress in their lives.

About Period Poverty

Period poverty is the umbrella term for lack of access to sanitary products or the infrastructure to clean oneself during menstruation due to this economic, social and political issue. According to Global Citizen, “When people can’t manage their periods safely and with dignity, they miss out on school, [work] and opportunities to overcome poverty.” Menstrual poverty is an issue that COVID-19 exacerbated. An additional 3.8 million people in Mexico fell into poverty between 2018 and 2021 due, in part, to the pandemic. This rise in poverty is likely to have increased menstrual poverty.

Period Poverty in Mexico Schools

The lower chamber in Mexico approved a law in March 2021 to make female sanitary products, such as tampons, pads and menstrual cups, free in schools. The law still requires the Mexican Senate’s approval. If passed, the intention is to reinforce menstrual education to fight misinformation and bullying targeting menstruating girls.

There remains a lack of sexual and reproductive education, taboos about menstruation and the absence of the sanitary infrastructure for girls to maintain menstrual hygiene practices and dispose of sanitary products, adding to the obstacles around period poverty in Mexico. For women and girls, menstrual poverty perpetuates more poverty. Without menstrual products, water or pain medication, girls may miss school rather than risk humiliation at school.

Mental Health and Period Poverty

Beyond the lack of available menstrual products, missing school, work and other opportunities, girls who live with period poverty may also experience poor mental health. A limited ability to obtain menstrual products due to poverty can lead to anxiety, depression and feelings of embarrassment.

Period, a global nonprofit, and Thinx, a company that sells period underwear, recently implemented a study showing that two-thirds of teen girls experience stress due to limited menstrual supplies, along with feelings of shame and self-consciousness. In fact, UNICEF reports that half of school-aged girls would rather miss school than risk embarrassment of stained clothing from their periods. The fact that girls miss school has links to poverty, domestic violence, health complications and child marriage.

Menstrual products are necessary items that are often unattainable for girls and women facing poverty. This is partly due to the Value Added Tax (VAT) in Mexico that includes a 16% tax on sanitary pads and tampons and all items related to the management of menstruation.

In September 2020, Deputy of Movimiento Ciudadano Martha Tagle approached the Chamber of Deputies in Mexico with a proposal to eliminate VAT on sanitary products. Congress threw the proposal out after a vote with 218 voicing disapproval, 185 votes of approval and 11 abstaining from the vote. Congress stated that eliminating the VAT was not possible during the health crisis of the pandemic. However, groups such as Movimiento Cuidadano are making strides to reduce the cost of menstrual products.

Menstruación Digna Law

While Mexico is yet to remove the tax successfully, one state has made some headway. On March 3, 2021, Michoacán, Mexico, located in Western Mexico along the Pacific coastline and the ninth largest state in Mexico, passed the Menstruación Digna Law that incorporates menstrual education into health education in schools. Advocacy groups see this as a step forward for those experiencing menstrual poverty in Mexico and another positive move toward making sanitary products and menstrual education accessible to all girls and women in Mexico.

Impacts of Childhood Marriage on Period Poverty in Mexico

UNICEF has reported that girls who miss school or do not receive an education are more at risk of entering child marriage, experience pregnancy, malnourishment and domestic violence. Marriage as a child and teen pregnancies can exacerbate the cycle of poverty. Without powerful remedial measures, the World Bank estimates that the learning loss that has already occurred is going to cost girls in Mexico an average of 8% of their future income.

According to the World Bank, ending childhood marriage and educating girls can be powerful agents of socioeconomic change. Upon completion of school, girls are less likely to experience child marriage, face domestic abuse and suffer from long-term health complications. As a result, females who have education are more likely to have fewer and healthier children. These children then, in turn, are more likely to obtain an education and pull themselves out of poverty, thereby breaking the cycle of poverty. Educating girls around the world and in Mexico could shift the socioeconomic status and infrastructure of countries.

Ban on Plastic Applicators

In January 2021, a ban on plastic applicators in Mexico further exacerbated the issue of period poverty for girls and women. With a lack of access to tampons, women and girls are more at risk of missing more school. Experts have said that the ban could increase period poverty in a country where 43% of the population lives under the poverty line. For those in the lowest income level in Mexico, menstrual health accounts for up to 5% of their monthly expenses. A significant group of women in Mexico City also say that they cannot purchase tampons on e-commerce sites.

Eradicating period poverty in Mexico will support the world effort to end poverty by 2030. As Global Citizen states, “The world must act to end period poverty and guarantee clean water and sanitation for all by 2030. Promoting menstrual equity is key to supporting women and young girls.”

Advocating to end period poverty in Mexico is advantageous. Research shows that when girls receive education, gross domestic product (GDP) grows. A one percentage point increase in female education raises the average GDP by 0.3 percentage points and raises annual GDP growth rates by 0.2 percentage points.

– Sarah Mackay
Photo: Flickr

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Enhancing the Education System in Morocco

education system in MoroccoThe education system in Morocco has struggled for decades. In part, this is due to historical turmoil involving education accessibility. However, Morocco has recently taken a new approach to reverse this damage and improve its education system.

The “Decade of Education”

In 1999, Mohammed VI became the king of Morocco. He deemed education one of the main sectors in need of immediate action. Therefore, the years 1999 to 2009 were named the “decade of education.” During this time, reforms would take place under new guidelines, with the main goals to decrease illiteracy and upgrade the quality of learning. In addition, King Mohammed VI pledged to enhance private education and fight gender-based inequality.

The monarch’s involvement also resulted in a restructuring of the curriculum. To do this, King Mohammed VI replaced five years of primary and seven years of secondary education with nine years of the former and three years of the latter. He also introduced books that contained pedagogical principles.

These lessons targeted students’ needs and increased critical thinking skills. Through this reformed method of education, children learned how to develop a democratic mindset and thus the importance of human rights through science, technological and educational advances.

The Education Revolution

This new curriculum involved information technology studies and the integration of new subjects. Courses such as “Introduction to Education for Citizenship” in primary school, adding French and Amazigh language classes to the curriculum were all improvements to the former education system in Morocco. Exam schedules to ensure fairness and quality were revised and additional training in technology was provided to teachers. Overall, the changes during the Decade of Education shifted the way Morocco’s schools were administered. However, work to ensure the brightest future for Morocco’s children was still needed.

New Education Strategy Vision 2030

In 2014, the Minister of Education proposed additional revisions for the education system in Morrocco. In this vision, titled “New School for the citizen of tomorrow” the new education system allowed schools to appropriately provide all students with a high-quality education. The program allowed for increased Arabic classes, foreign language courses and learning vocational training.

Moreover, the project focused on encouraging openness and skill-building. With these overall advances, achieving greater  levels of education and the encouragment entrepreneurship allowed Morocco’s youth to learn important life skills. The ministry will also open centers for languages, culture and sports. The Ministry declared that during 2011-2012 and 2014-2015, there was an increase of more than 325,000 students enrolled in public and private schools.

In 2019,  The World Bank announced that it would contribute $500 million to the 2030 project. The grant will allow Morocco to extend access to quality education, especially pre-primary schools. It will also significantly increase teachers’ skills and competencies as improving human capital for children.

Hmemsa Organization: Education Program

Another group aiming to improve the education system in Morocco is Hmemsa. This organization is a successful Moroccan non-profit in the United States. Its main goal is to help low-income Moroccan households with essential needs and social issues. In an interview with The Borgen Project, Wafa Bennani was able to share more of the organization’s aspirations and achievements.

Bennani shared that currently, the Hmemsa organization is sponsoring two education programs. The first program involves exchanging engineering expertise with American students. Thus, Hmemsa is cooperating with the American Society of Engineering Education and other universities in Morocco to engage in an ASEE universal seminar in Morocco.

The second program is dedicated to orphans and impoverished children. Hmemsa’s Orphan Education Program is teaming up with the “Kafala Tifl Association” in Morocco to support and assist vulnerable children ages 5 to 18. The program has helped alleviate the financial burden of education from impoverished families and orphanages by providing children with necessary school supplies. Overall, the Orphans’ sponsorship program consists of $500 a year toward a child’s education.

Hmemsa’s Success Stories

Bennani also explained that the organization has been working with two orphanages in Meknes and Fez for more than 6 years now. They are planning to extend the program to include different orphanages in other cities as well. Success from Hmemsa’s work has been plentiful so far. Bennani expressed that two orphans have recently graduated high school with excellent overall grades. Additionally, Hmemsa sponsored one of the students to visit the U.S. and learn English at Western University. After this experience, the student went back to Morocco and secured a high-paying job.

Bennani also explained that when it comes to the challenges, mental health in orphanages is an issue Hmemsa sees frequently. With a shortage of special needs education, Hmemsa is looking for ways to provide counseling therapists and added support. With previous success in advocating for action against PKU, they are optimistic about their efforts in mental health advocacy.

Education and Poverty’s Future

In recent years, Morroco has made enormous efforts to boost its education system and make it accessible for all children. From the “decade of education” strategy to the 2030 vision, Morocco has always been striving for a better way to educate its children. With the help of The World Bank and non-profit organizations like the Hmemesa organization, the education system in Morocco is significantly enhancing education for all Moroccans.

– Zineb Williams
Photo: Flickr

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Ahmad Joudeh and SOS Children’s Villages

Ahmad Joudeh and SOS Children's VillagesAhmad Joudeh is a world-renowned ballet dancer and is famous for his performance in Eurovision 2021. His background is less well-known. Growing up in a refugee camp in Syria, Joudeh dreamed of dancing. In 2021, he began volunteering with SOS Children’s Villages, a nonprofit dedicated to supporting children and families in poverty and providing humanitarian assistance where it is needed.

Ahmad Joudeh Growing Up

Ahmad Joudeh grew up with aspirations of dancing since he was young. For much of his young life, he lived in a refugee camp. Joudeh lived in an environment where poverty is the norm. The people around Joudeh were primarily unsupportive of his dancing. However, he defied traditional expectations of men in Syria and would dance in the streets.

Joudeh studied dance at the Enana Dance Theatre for almost a decade from 2006 to 2015. He made his biggest appearance on the world stage in Eurovision 2021. In his free time, Joudeh teaches at the SOS Children’s Villages. Joudeh dances with the children and volunteers to inspire them in the art of dance and help them build confidence to navigate any issues that may arise while living in poverty.

SOS Children’s Villages

SOS Children’s Villages is an international organization with more than 130 “villages” in operation. The organization was founded by Herman Gmeiner in 1949 after witnessing the effects of World War II on local children. Gmeiner developed SOS Children’s Villages with the help of family, friends and generous donors. Since then, Gmeiner’s organization has blossomed to help children on an international scale.

The SOS Children’s Villages help families struggling financially by training parents in skills for workplace environments or counseling families as needed. The organization works one-on-one with children to provide education and health services while advocating at policy levels and providing safe spaces to explore.

Children and Families Using SOS Children’s Villages Services

Since children and families involved with SOS Children’s Villages face financial difficulties, they often do not have the tools or resources to help themselves. As a result, a significant number of SOS Children’s Villages residents rely on education. With volunteers, the organization reaches out within the communities where volunteers operate. The volunteers engage the families and children struggling and provide quality education on life skills.

When SOS Children’s Villages are helping a child or a family, the villages provide a safe space. For hours each day, the families are cared for in a safe environment to foster new habits and skills until each individual or family no longer requires the organization’s services. SOS Children’s Villages operate in areas where poverty is high. For example, in the main village in Syria where Ahmad Joudeh volunteered, the poverty rate reached 80%. The village works with families to ease financial burdens in both the short and long terms.

Building Community

The education provided to parents and children worldwide through this organization helps each person find a good job or mentorship. In addition, with its advocacy work, SOS Children’s Villages helps build protection within communities and in governments to support families in poverty.

Because people born into poverty often do not have access to higher education, they are likely to remain in poverty. In 2018, the United Nations Educational, Scientific and Cultural Organization (UNESCO) surveyed childhood education, attendance and poverty and found that more than 250 million children globally cannot attend school due to the cost. SOS Children’s Villages provide education to children at no cost to the families to break the cycle of poverty.

Understandably, Ahmad Joudeh knows the strains poverty can have on children. The mental health issues that develop in children living in poverty are most commonly anxiety and depression. So while SOS Children’s Villages operate to ease physical and financial difficulties, Joudeh dances with the children and strives to help them achieve their dreams.

Ahmad Joudeh’s Involvement and His Hopes for the Children

Joudeh has a deep respect for the work of SOS Children’s Villages. For some time, he has taught dancing in the organization’s village in Damascus to help build long-term goals for children. In 2016, Joudeh also did a workshop with the children in the SOS Children’s Village Vicenza. Joudeh dances with the children and guides them to work through their anxieties and constant worries around them. The mental toll on children in poverty in the areas where SOS Children’s Villages operate is devastating.

Joudeh dances with the children step-by-step, providing undivided attention, teaching them to focus on the music and not the world. The safe space he creates through dance grants these children an opportunity to explore and feel free without worries about what the outside world may bring or what challenges await their families. Joudeh dances with the children because his dreams of dance have expanded over the years. The freedom Joudeh finds in dancing is a feeling he hopes to extend to the children in the SOS Children’s Villages.

– Clara Mulvihill
Photo: Flickr

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Rihanna’s Foundation Helps People in Poverty

Rihanna’s foundationSinger and businesswoman Rihanna has taken on many ventures including a music career, a lingerie brand, a makeup brand and more. However, many Rihanna fans do not know about her work to help people in global poverty. Rihanna founded the Clara Lionel Foundation, which helps people in global poverty recover from natural disasters as well as funding education initiatives.

Rihanna, whose birth name is Robyn Fenty, founded the Clara Lionel Foundation in 2012. Rihanna’s Foundation is named after her grandparents, Clara and Lionel Braithwaite. The Clara Lionel Foundation’s work focuses on the Caribbean and Africa. It promotes education and emergency preparedness while responding to natural disasters.

Disaster Response and Emergency Preparedness

Rihanna’s Foundation responds to disasters in the Caribbean and Africa both financially and on the ground. The Foundation has nine active projects related to disaster relief and has committed $10 million over the course of its establishment.

The Foundation’s most recent response occurred when Hurricane Dorian struck The Bahamas, which has a poverty rate of 11.1%. The response included donating $1 million in emergency grants to relief partners on the ground, rebuilding healthcare facilities, mobile medical care, the distribution of food in impoverished areas and providing portable satellite communications systems. This type of support in The Bahamas is a characteristic of the work the Clara Lionel Foundation does to alleviate the effects of natural disasters for those living in poverty. The Foundation recognizes that natural disasters affect those living below the poverty line the most, as the populations lose their shelter, food and water sources, jobs and more. This impact is why much of the work focuses on impoverished and hard-to-reach areas.

The Foundation achieves its mission of emergency preparedness by educating people about what the populations need as well as establishing health clinics. The Clara Lionel Foundation partnered with the International Planned Parenthood Federation/Western Hemisphere Region (IPPF/WHR) and Engineers Without Borders USA (EWB-USA). The partnership is working with health clinics to strengthen the clinics structurally and in scope. The partnership is helping add a focus for reproductive health as many women in poverty do not have anywhere to turn to after a disaster. The clinics become hubs for healthcare following a disaster, making communities more prepared.

Education Efforts

The Clara Lionel Foundation contributed $5 million to education, helping more than 7,000 children get access to schooling. The program financially supports schools in different countries including Rihanna’s home of Barbados, as well as individuals looking to participate in higher education. After Hurricane Maria in Dominica, the Foundation also helped rebuild schools and built the schools to serve as a shelter for incoming disasters.

COVID-19 Relief

The Clara Lionel Foundation contributed over $36 million to COVID-19 relief. It served 30 countries by donating to 45 organizations. Much of this went towards providing relief in the Caribbean and Africa.

Rihanna’s work as a philanthropist helps people in global poverty lift themselves out of natural disasters and prevents the population from falling back into an insecure situation in the chance of another disaster through preparedness and education.

– Sana Mamtaney
Photo: Flickr

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Facebook Creates Sabee App to Improve Education in Nigeria

Sabee AppNearly 200 million people currently live in Nigeria. Out of all the children in the world who are not attending school, one in five of those children live in Nigeria. The statistics of education in Nigeria paint a bleak picture as only 61% of children aged 6-11 attend primary school on a regular basis. Furthermore, in 2018, only 20% of Nigerian adults who finished primary school were literate. However, Nigeria might be turning the corner in education as many educational tech startups focus on facilitating education in Nigeria. Facebook is the latest company to invest in the development of Nigerian education through the Sabee app.

Education in Nigeria

At the moment, Nigeria’s education system suffers from a severe lack of funding. In 2020, Nigeria dedicated only 6.7% of its annual budget to education even though UNESCO recommends that a government should allocate a minimum of 15% of the annual budget toward education. Therefore, Nigeria allocates far less than is recommended.

Although education is free in Nigeria, Nigerian public schools do not have many teachers. In some regions, the teacher-to-student ratio is an astounding 1:73. The schools also lack the vital resources needed to learn and lack quality and clean facilities. There is also insufficient training for teachers in schools. The government does not have established guidelines for hiring teachers, leaving students with inadequately trained instructors. Unqualified staff means the quality of learning severely decreases.

Lastly, terrorism has impacted the learning ability of Nigerian students. Due to the Boko Haram group terrorizing the northern parts of the country, less than half of female students in Northern Nigeria attend school. Furthermore, the ongoing violence has left many schools damaged and destroyed.

The History of the Sabee App

Sabee is an educational app that “aims to connect learners and teachers in online communities to make educational opportunities more accessible.” Facebook aims to develop Sabee as a part of its long-term investment strategy in Africa. Since most people will live in urbanized areas by 2030, and with Africa’s population rising fast, Facebook wants to establish a market in the African region. The platform particularly focuses on Nigeria. This decision is based on studies that estimate that Nigeria will become the second-most populated country by the turn of the century.

The Nigerian word “sabi,” which means “to know,” is the inspiration behind the app’s name, Sabee. The Sabee app will increase access to educational opportunities and bridge the literacy gap in Nigeria. With COVID-19 still affecting many parts of the world without vaccine access, the Sabee app will help many gain access to education remotely. In addition, the Sabee app seeks to address the poor literacy rates of Nigerian women and girls.

Development and Implementation of Sabee

Currently, more than 100 million Nigerians have access to the internet and more than 95% of internet users utilize mobile broadband data. Additionally, 250,000 new internet users in Nigeria were online by the end of 2019. Facebook aims to ensure Sabee works with 2G networks to make it accessible to more people, even those with less advanced internet connections.

As of now, the app is in the testing phase, “with fewer than 100 testers” assessing the app. Facebook plans to develop the app further based on the testers’ feedback and implement another phase of testing before the close of 2021.

Several technology startups and companies such as Facebook are investing in improving the system of education in Nigeria. However, to make a lasting impact, Nigeria must dedicate more of its resources toward ensuring quality education for all youth.

– Matthew Port Louis
Photo:Flickr

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TaSCA Aims to Even the Education Field In Uganda

Education Field in UgandaBirungi Nabasanira lives in Kasasa, Uganda, a community becoming the site of the Tat Sat Community Academy. This will include a secondary school, savings and credit cooperative and performing arts facilities. All facilities will reach completion in 2021 as the TaSCA project aims to even the education field in Uganda. Also known simply as TaSCA, the project is part of the InteRoots Initiative. The InteRoots Initiative is a Denver, Colorado-based nonprofit that works on local, national and international projects. The communities where investment occurs have a prominent voice in InteRoots, making sure that community members direct project priorities, methodologies and timelines.

The Importance of Education

In an interview with The Borgen Project, Kasasa community member Nabasanira said that education is important to move ahead in life today. She believes TaSCA will help progress the education field in Uganda. Nabasanira said the question that many have proposed has always been how to best afford education. She also mentioned that TaSCA and InteRoots are implementing working relationships with community members.

Including the insights of local community members in the school curriculum through the Institute of Indigenous Cultures and Performing Arts (ICPA) aids the efforts of TaSCA and InteRoots greatly. The ICPA will engage the larger community in the cultivation and preservation of common heritage. Community members also receive support with access to micro-lending through the Savings and Credit Cooperative Organization (SACCO), which will provide community financing, student/family financial support and economic education.

Putting Skills into Practice

Scott Frank, executive director and co-founder of the InteRoots Initiative, told The Borgen Project that one of the innovative programs of the TaSCA project is the Graduate Enterprise Fund. “A brilliant part of what the community has envisioned is that a majority of student tuition, which really is affordable, goes toward an account set up for each student at the credit union. Once they graduate, they are able to use the money that was put aside to continue studies, start a business or pursue other ventures.”

He says students will be able to use the skills they learned in school, which goes far beyond a traditional curriculum through the incorporation of skill-based training and financial literacy training. Additionally, students will have the resources necessary to apply these skills and follow their dreams after graduation.

The Return of Indigenous Traditions

Ronald Kibirige, the co-founder of the InteRoots Initiative and board chair, noted that Uganda has lost many indigenous traditions due to Western-style schooling. As such, TaSCA aims to incorporate local culture into secondary education. Furthermore, according to UNICEF, just one in four children in the country attend secondary school.

In an interview with The Borgen Project, Kibirige said that most secondary schools in Uganda are private and they cost too much money to attend, making them off-limits for many families who lack the financial security for such endeavors. TaSCA aims to even the education field in Uganda by creating a model that not only supports students but also creates a net positive for the community’s investment.

– Kristi Eaton
Photo: Flickr

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Providing an Education for Street Kids in Afghanistan

education for street kids in AfghanistanThe issue of providing quality education to children in Afghanistan persists. According to UNICEF, approximately 3.7 million children in Afghanistan are not in school, including more than two million girls. Afghan children face several barriers to education. These include “a shortage of schools and insufficient transportation” as well as a scarcity of qualified teachers. Only 48% of teachers possess the “minimum academic qualifications” to teach. For girls specifically, continued antiquated cultural practices, including child marriage in impoverished areas, continues to serve as a significant hurdle. Securing education for children in Afghanistan is important since education is a proven tool for breaking cycles of poverty. Furthermore, providing education for street kids in Afghanistan is especially important because these children are more vulnerable to the impacts of poverty.

The Plight of Street Children in Afghanistan

The term “street children” refers to children who live and/or work on the streets. In Afghanistan, the number of street kids is rising steadily, with at least 50,000 in the capital of Kabul. Endemic poverty and parental deaths caused by decades of war have forced many children into labor. Some of these children are as young as 3 years old. According to Mahboba’s Promise, an Australian aid organization, street children earn an average of less than $2 a day through menial jobs including collecting garbage and polishing shoes. These meager wages are barely enough to survive on. As such, working on the streets has become synonymous with malnutrition, illnesses and even sexual assault. Ensuring access to education for street kids in Afghanistan is paramount if Afghan children are to break free of cycles of abuse and poverty.

Organizations Providing Education for Street Kids in Afghanistan

While the current status of education in the country and the plight of its street kids is lamentable, the work of several organizations on the ground in providing an education for street kids in Afghanistan suggests that not all hope is lost.

  1. Mahboba’s Promise. Founded by Mahboba Rawi, an Afghan refugee, this organization is committed to rehabilitating street kids in Kabul by placing them in “safe houses.” The safe houses provide the children with well-balanced meals and teach fundamental subjects such as English, math and Islamic studies. Partnering with Architects Without Frontiers, Mahboba’s Promise successfully opened the Hope House in 2007. The Hope House is a shelter for women and children living in poverty that comes fully equipped for educational and recreational facilities while serving as an oasis of safety away from the turbulent streets of Kabul.
  2. Aschiana. Engineer Mohammed Yousef founded Aschiana in 1995. He was spurred to action after witnessing the harsh living and working conditions of street kids in Kabul. At its Day-Care Center, Aschiana provides basic education and vocational training for women and children while offering art-based therapy to help children who may have been traumatized by war, among other initiatives. Aschiana also organizes “mobile library units” to improve literacy and arranges legal aid for children charged with crimes. Today, Aschiana operates in seven provinces in Afghanistan and has impacted the lives of more than 150,000 women and children.
  3. The Noor Foundation. Founder Noor Ramazan was once an Afghan street kid himself. However, he broke free from his family’s cycle of poverty and became a successful businessman. He opened a tour guide service, Let’s Be Friends Afghanistan, in 2015. Recognizing the importance of providing an education for street kids in Afghanistan, Ramazan founded The Noor Foundation early in 2021 with the hope of saving street kids in Mazar-i-Sharif from the fate he managed to escape. At present, Ramazan is concurrently working on two projects. The first, Noor’s Nest, will be a shelter for about 30 street kids. It will have comfortable lodging facilities and staff to support the children’s educational and extracurricular endeavors in a “family-type setting.” The other project, The Noor School, will accommodate up to 200 children. Street kids will receive free tuition and priority access. Ramazan intends to start constructing the school by 2022 and has obtained financial support from 264 Education, a German NGO that reached out to Ramazan after hearing about his aspirations through the popular YouTube channel, Yes Theory.

Looking Ahead

Both local and international organizations have managed to make inroads concerning education in Afghanistan. However, the ongoing withdrawal of U.S. troops from the country threatens to undermine current and future progress. As the Taliban expands control of the country due to the power vacuum created by the United States, the future of education for Afghan children, especially girls, remains precarious. Without the continued provision of education for street kids in Afghanistan, there is a high risk of child recruitment by the Taliban. In a land rife with volatility and instability, prioritizing the education of children is imperative to equip Afghan children with the knowledge and tools to create a better and brighter future.

– Vyas Nageswaran
Photo: Flickr

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Improving the Quality of Life in Vietnam

quality of life in VietnamThe South Asian country of Vietnam has experienced vast improvements in its quality of life over the years. Proof of these improvements is abundant. In 2016, the Happy Planet Index Report found that Vietnam was the happiest country in Asia. Life expectancy in Vietnam also reflects a positive trend in the quality of life for the country. Life expectancy is at 75.5 years, which is especially impressive when considering the U.S. life expectancy of 77.3 years. These are only a few examples of the positive improvements in quality of life in Vietnam. Thanks to the efforts of the Vietnamese government and other supporters abroad, Vietnam has been able to make many other improvements.

Better Healthcare

One indicator of improving the quality of life in Vietnam is healthcare. The maternal mortality rate in Vietnam has reduced four-fold over recent years. The number of children under 5 years old dying has also reduced by half. Progress like this has become possible due to better access to reliable healthcare for Vietnamese people. However, work still needs to occur in many areas.

For example, 100 children still die from preventable diseases every day in Vietnam. Thankfully, UNICEF is providing help to further improve healthcare and, as a result, make the quality of life in Vietnam better. UNICEF provides its services to healthcare personnel throughout Vietnam so that they can provide better care to the Vietnamese people. 

Better Education

A better education system is yet another way of improving the quality of life in Vietnam. The Vietnamese government has seen to this by using numerous methods. One is by holding Vietnamese teachers to a high standard. Teachers in Vietnam must display their skills and knowledge at the standard the country outlines. Teachers also need to display professionalism.

The government of Vietnam takes inspiration from other Asian countries that have exceptional education systems. The education in Singapore and South Korea has especially influenced Vietnam’s school curriculum.

Decreasing Poverty for Minorities

One of the most important ways that quality of life in Vietnam is improving is the reduced poverty amongst its ethnic minorities. Much of Vietnam’s ethnic minorities live in the highland areas of Vietnam. These places are often rural, and about 72% of Vietnam’s low-income citizens live there. Luckily, the poverty rate for this group of people declined by 13% in 2018. 

Many solutions exist to help further improve the economic situation for the minorities living in the highland areas. One solution is for the ethnic minorities in the highlands to grow crops that will sell for more money than common ones. Many of the people living there are already farmers, but they grow basic crops. Crops like coffee and rubber have higher monetary value, so farmers could start growing these.

All of these improvements help the quality of life in Vietnam in numerous ways. Better healthcare means longer lives for Vietnamese people, better education will lead to better job opportunities and alleviating poverty will help ethnic minorities live better lives. 

– Jacob E. Lee
Photo: Flickr

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