Information and stories on education.

,

Erna Solberg and Her Fight for Female Education

Erna Solberg
Erna Solberg is a Norwegian politician who was born and raised in Bergen, Norway and has held many different positions of power during her career. Since 2004, she has been the leader of the Conservative Party of Norway (EPP, IDU) and has been Prime Minister of Norway since the General Election in 2013. Norway re-elected her as Prime Minister in September 2017 and she has leveraged her position as the leader of a wealthy and influential country to fight for female education and children’s rights in developing countries. The Prime Minister has a long track record of international educational aid especially for women and children, and these are just three examples of the important strides Ms. Solberg has taken.

Three Initiatives in the Fight for Female Education

1. Starting in 2016, the Prime Minister co-chaired the U.N. Secretary General’s Advocacy group for the Sustainable Development Goals. During her residency as co-chair, she committed herself to increasing equitable access to education for girls and children in conflict areas. In fact, in 2018, Norway promised to increase its contribution to The Global Partnership for Education (an organization that works to improve education in developing countries) to $255 million.

2. In 2015, under the direction of Ms. Solberg, Norway committed to providing at least $6 million to improve sanitation for the estimated two billion people lacking it. This commitment may seem unrelated to education but many developing nations lack adequate sanitation, which often keeps girls from attending school regularly. Cultural stereotypes and taboos around female hygiene, especially in regards to menstruation, often keep girls out of class. The $6 million Norway pledged can make a huge difference in closing the gender gap in classrooms. For example, a UNICEF study showed that girl’s attendance improved by 12 percent in Tanzania when the girls had access to clean water. Norway’s support for proper sanitation, in tandem with education, will give girls a better opportunity to obtain a quality education.

3. In 2014, Erna Solberg launched a $12.3 million initiative in Malawi to improve the access and quality of girl’s education. On a trip to Malawi in July 2014, Ms. Solberg announced the initiative and stated that it would strengthen the education system, particularly for girls, and improve aid effectiveness. With Norway’s money and cooperation, Malawi has launched a number of programs including promoting secondary school for girls, further integrating minorities and children with disabilities into the education system and providing new technologies to enhance learning. The program has been successful so far and under Ms. Solberg’s guidance, the initiative will continue until 2020.

It is clear that since her appointment as Prime Minister of Norway in 2013, Erna Solberg has focused the plentiful resources of her nation to uplift girls in the most underprivileged countries. In an op-ed she co-wrote in 2014, she said, “if you invest in a girl, she feeds herself, educates future children, lifts up her community and propels her nation forward – charting a path that offers dignity for all in the process.” The Prime Minister openly continues to hold this belief and has launched and supported many initiatives that prove it.

– Isabel Fernandez
Photo: Flickr

, ,

3 NGOs Improving Child Literacy Across the Globe

Improving Child LiteracyChild literacy is often taken for granted, but around the world, millions are growing up without the ability to read or write. What many do not realize is that literacy has a direct effect on poverty. According to a study conducted by the United Nations Scientific and Cultural Organization, there are links between illiteracy and higher unemployment. The study also found that illiterate adults are more susceptible to illnesses, exploitation, lower pay, and human rights abuses.

The inability to read or write is a self-perpetuating cycle because it traps illiterate communities in poverty without the tools to help themselves out. These conditions make illiterate communities more at risk of violence and conflict. In fact, 40 percent of illiterate children live in countries with active conflicts. The issue prompted the United Nations to launch the International Literacy Decade in 2003, which has taught around 90 million people to read and write. Despite this effort, there are still millions of vulnerable children around the world that need assistance to escape illiteracy and its negative consequences. There are many organizations dedicated to improving child literacy rates and these are just three NGOs working hard to bring education to the world.

3 NGOs Improving Child Literacy Across the Globe

  • Room to Read: Room to Read is an NGO founded in 1998 that began its work in Nepal. Room to Read’s vision is to improve literacy and access to literature in low-income communities, with a special focus on gender equality in education. The NGO has now spread all over Southeast Asia and Africa and has benefited around 16.6 million children worldwide. The NGO has distributed 24.1 million books, trained 15,285 librarians and teachers, and has partnered with 30,337 schools to implement its literacy program. In addition to the literacy program, Room to Read also has a specific program for girl’s education which aims to close the gender gap in classrooms of developing countries. Room to Read has received many commendations, most recently receiving a perfect “four stars” rating from Charity Navigator for the thirteenth year in a row.
  • World Literacy Foundation: The World Literacy Foundation was founded in 2003 with the guiding mission to provide books, tutoring and literacy tools to children in communities that otherwise would not have access to these resources. WLF began transporting books to Africa in 2005 and shortly after developed low-cost eBooks that could be distributed in local languages. In 2016 WLF designed and implemented “Sun Books”, which are solar powered tablets that bring educational books to classrooms in Uganda without electricity or the internet. In 2014, WLF ran the first World Literary Summit to increase cooperation with other literacy organizations. Since then, the summit has been held in 2016, 2018 and is scheduled again for 2020. So far, WLF has been active in more than 93 countries, has provided access to literacy resources to 250,101 children, and last year alone reached more than 350,000 children and adolescents.
  • Pratham: Pratham was founded in 1995 in Mumbai, India with the goal of having “every child in school and learning well.” Pratham is one of the largest NGOs in India, operating in 21 out of 29 Indian states and with volunteers in 300,000 Indian villages. Its mission is to improve literacy and the quality of education in India by supplementing government efforts and supporting teachers and parents. Pratham’s lead program, Read India, was launched in 2007 and has reached more than 30 million children. The program also provided training for around 61,000 teachers to improve literacy all across the country. Pratham has been a strong advocate for education reform to improve basic competencies like reading, writing, and arithmetic in Indian school children. Several state governments use Pratham’s Annual Status of Education Reports to plan yearly education programs. In 2013 Pratham was named one of the top 100 NGOs in The Global Journal for their pioneering work in primary and literacy education in India.

There are still 124 million children and adolescents that are not enrolled in school and one in four children in developing countries is illiterate. Tackling child and adult illiteracy is no easy task but it is NGOs like Room to Read, WLF and Pratham that are making big strides in closing the literacy gap. By providing training and resources to the neediest communities, these three NGOs provide disadvantaged children the fundamental tools needed to escape poverty.

– Isabel Fernandez
Photo: Flickr

,

Top 8 Facts About Education in Uzbekistan

8 Facts About Education in Uzbekistan

Since 1925, the Uzbek Soviet Socialist Republic had been following the Soviet Union’s lead in education. But in 1991, after the Soviet Union collapsed, Uzbekistan became an independent state, which led to a need for reform in the public education process. Currently, Uzbekistan, a country with a population of around 32 million, ranks highly among the most developed countries, with an education index of 0.92, compared to the world average of 0.77. How Uzbekistan has reached this education index can be analyzed by looking at eight facts about education in Uzbekistan, focusing on educational reforms, enrollment rates, gender disparities and children with special needs and disadvantaged backgrounds.

8 Facts About Education in Uzbekistan

  1. Since Uzbekistan is under reform to gradually shift from a planned economy to a liberal market economy, it needs to do so by avoiding social conflicts, since Uzbekistan consists of many ethnicities. At the same time, Uzbekistan wishes to maximize intellectual potential and promote education as a national social priority. Uzbekistan also maintains a centralized form of implementing education reforms that are usually maintained by the National Program of Personnel Training (NPPT).
  2. One of the key changes in the education processes from 1991 to 2010 was the increase in the years of schooling from 11 to 12 years, where the last three years constitute compulsory secondary education. The Uzbek government expected the top ten percent of students graduating from high school to attend the more academic-oriented Academic Lyceum, and the other 90 percent to attend more technically and vocationally oriented institutions.
  3. Enrollment rates in both primary and secondary education reduced in Uzbekistan during the first part of the 1990s when the state got its independence, but they steadied by the 2000s. It is currently stabilized at 100 percent for primary education for both boys and girls. As for secondary education, it has steadily increased from around 89 percent in 2009 to above 92 percent in 2017 for both boys and girls.
  4. In addition to the NPPT, there are three other specialized ministries that are involved in the education reforms in Uzbekistan: the Ministry of Preschool Education, the Ministry of Public Education and the Ministry of Higher and Secondary Specialized Education. The Uzbek government also devotes a large share of its resources and expenditures on education, at a 34.2 percent share of the 2017 state budget. Meanwhile, the average government expenditure on education for OECD countries stands at an average of 13 percent.
  5. Despite the high percentages among male and female students, there is still some gender disparity in education in Uzbekistan. Women are only a minority of students enrolled in higher education institutions, making up only 38.2 percent. In secondary education, the ratio of girls to boys has decreased from 0.39 in 2000 to 0.37 in 2011.
  6. UNICEF is advocating for Uzbek children who are at the appropriate age to be present in preschool establishments. The organization argues that the lack of access to early learning and developmental skills does not allow for the maximization intellectual potential. In Uzbekistan, less than 30 percent of children have access to quality preschool education, which mostly consists of urban male children. However, this will change, as there are regional plans to increase access to these programs in Bukhara, Djizzakh and Samarkand.
  7. Education in Uzbekistan for children with disabilities has been getting more attention recently, as a pending new law in education is to be released that would protect the rights of these children and their education. At the present rate, the number of children with special educational needs enrolled is at a nationwide average of 0.79 students per school. The schools which accommodate these children are the only ones who currently offer accessible or inclusive classes.
  8. The government attempts to provide support to children from low-income families and orphans. Such students qualify for free school materials, including textbooks and school accessories. In addition, around 80,000 children from a low-income background are exempted from tuition fees for preschool education.

These eight facts about education in Uzbekistan only provide a brief insight into the current situation and how it can be improved. Comparatively, education in Uzbekistan is performing at a better rate than its neighboring countries of Kazakhstan and Tajikistan. Uzbekistan continues to strive for equality among its citizens, which include their rights to an education.

– Nergis Sefer
Photo: Wikimedia

, ,

The EU’s Progress in Chad

EUs Progress in Chad

The European Union (EU) is one of the major donors to Chad, a country where 46 percent of residents live below the poverty line. The reasons for the high amount of people living in poverty include the fact that the country finds it difficult to accommodate the more than 300,000 refugees it houses, occasional droughts destroy food security and there is poor healthcare and inefficient farming techniques. In 2018, the EU’s progress in Chad stems from providing more than $74 million in humanitarian aid to Chad.

Influx of Refugees

With more than 46 percent of Chad’s population living in poverty, it’s difficult for the government to even provide aid to the native population. The EU is helping Chad by providing basic needs, such as healthcare, food, shelter, water and sanitation. It also provides care for refugees, host communities and internally displaced people. The refugees arrive from neighboring countries Sudan and the Central African Republic, amounting to more than 300,000 refugees fleeing to seek protection and job opportunities in Chad. Though Chad doesn’t have the capacity to take care of these refugees, outsiders like the EU, are providing aid to those in poverty.

Agricultural Practices

Another way to show the EU’s progress in Chad through its focus on agricultural self-sufficiency and self-reliance. More than 80 percent of Chad’s labor force involves agriculture. Agriculture also accounts for half of Chad’s GDP. One major way EU is helping Chad prosper is by providing efficient and sustainable farming techniques. A lack of capital has created a major strain on the government helping its citizens, so the EU is also helping by providing financial assistance.

The country of Chad is divided in half by the Sahara Desert in the north, the Savanna in the south and the Sahelian belt in the center where the transition from desert to Savanna takes place. The environment makes it difficult to farm, and poor farming practices contribute to poverty conditions. The government of Chad believes the future lies in the mobilization of the private sector, including improving the business environment concerning agriculture and mining. The EU’s involvement is helping to improve the lives of millions of people in Chad who struggle to find clean water and produce an adequate amount of crops.

Seeds for Solutions is a project aimed at helping host camps and villages. This project is located in the eastern portion of Chad where Sudanese refugees and Chadians work together to cultivate crops. The region is arid, but the fields are provided daily water thanks to an irrigation system maintained through solar energy. The advanced farming technique helps yield a greater output of crops. About 70 percent of harvested crops are sold, and the farmer’s family then consumes the rest.

Training Programs

In partnership with the U.N. Refugee Agency (UNHCR) and the Lutheran World Federation, the EU’s Civil Protection and Humanitarian Aid Operations helped to create a vocational training center where people are taught masonry, carpentry, mechanics and sewing. Estelle, a young Chadian woman, is one of the hundreds of Chadians taking part in the program. “In our country, women are in the field or in the kitchen; I want to participate in the construction of my village and my country,” stated Estelle during her nine-month training at one of the four vocational training centers in the country.

The UNHCR and its partners are involved in hosting income-generation activities for refugees and citizens. The IT centers are involved in teaching sewing, masonry and carpentry, and have more than 300 students. The income and products from these activities enable the people to accomplish the EU’s goal of improving self-sufficiency and self-reliance.

The EU’s progress in Chad is visible through the many programs implemented to help alleviate poverty. Although conditions in Chad are still far from perfect, the EU is providing some important resources to help improve the lives of the people in the country.

– Lucas Schmidt
Photo: Flickr
, ,

15 Shocking Child Labor Facts Everyone Needs to Know

Child laborChild labor affects 150 million children worldwide. Child labor can take many forms, but the most common is defined as strenuous and dangerous work that is carried out by a child and does not abide by national and international child labor legislation. Many of these children are deprived of education, proper nutrition and a childhood without sports or playtime. Keep reading to learn more about the top 15 child labor facts everyone needs to know.

15 Child Labor Facts Everyone Needs to Know

  1. The agricultural industry makes up 71 percent of child labor in the world. Agricultural labor can include but is not limited to forestry, subsistence and commercial farming, fishing and livestock herding. Children may have to work on farms in long, unbearable heat.
  2. According to the International Labor Organization (ILO), 73 million of the 152 million children being forced into child labor are experiencing hazardous labor. Ages between 15 and 17 years old make up 24 percent of child labor and experience more hazardous forms of labor than other age groups.
  3. More than half of child labor around the world is found in Africa. One in five African children is subject to child labor. Between 2012 and 2016, there was no reduction in child labor in Africa although there was some improvement in other areas of the world. Areas with more conflicts and disaster are more likely to experience child labor.
  4. In Africa, 85 percent of child labor is in the agricultural sector. The service sector is responsible for eight million children working, and about two million are working in the industry sectors.
  5. The ages of child laborers range from five to 17 years old. However, the majority of child labor comes from the ages of five to 11 years old. Children ages 12 to 14 years old make up about 28 percent.
  6. There is a large gender gap between girls and boys regarding child labor. Eighty-eight million boys are affected by child labor worldwide, but about 20 million fewer girls are affected by child labor.
  7. Two-thirds of all children in child labor go unpaid.
  8. Research has found that housework and chores are often neglected when children are involved in child labor. However, girls between the ages of five and 14 years old account for more than 21 hours of chore labor every week.
  9. Alliance 8.7 and UNICEF are backing the goal of Target 8.7 in regards to 2030 Sustainable Development Goals. Target 8.7 concentrates on measures to reduce all child labor, child slavery and human trafficking worldwide. The organization hopes to end child labor by 2025.
  10. Child labor greatly affects education and children staying in school. Thirty-six million children are not getting an education because of child labor. For those children who do go to school and work, their work still affects their performance and ability to succeed in school.
  11. Although African countries lead with the highest rates of child labor, Asia and the Pacific have 62 million child laborers. The ILO reported that other countries, such as the Americas, have about 10 million child laborers, and the Arab states have the lowest with 1.2 million children.
  12. Two-thirds of children are employed by their families and their companies. But, only 4 percent of those children are paid. The remaining one-third of children working is left to work for third parties.
  13. Children in the age range between 15 and 17 years-old are above the minimum age to work. Even though these children are not young children, they are often actively engaging with work that can affect their health.
  14. Child labor has many circumstances surrounding and affecting it, such as poverty, migration, emergencies and social norms.
  15. Since 2000, child labor for girls has dropped 40 percent and for boys has dropped 25 percent. In addition, there are 136 million children fewer children being affected by child labor around the world.

The 15 child labor facts presented show that children are still being affected by child labor around the world. While organizations such as UNICEF, International Labor Organization, the Human Rights Watch and Alliance 8.7 are working towards eradicating child labor, it still is an issue that is affecting our world.

– Logan Derbes

Photo: Pixabay

,

The Importance of Floating Schools

Floating SchoolsFloating schools are exactly what their name suggests, they are schools floating on water, typically on a boat. They are essential to providing year-round education in regions where rainy seasons and flooding often disrupt the school year for the most vulnerable children. Floating schools have proved to be incredibly effective in providing an uninterrupted education in places like Bangladesh, Nigeria and Colombia where extreme weather often makes getting an education more difficult.

Bangladesh

Bangladesh is located in the massive delta created by the Ganges, the Meghna and the Brahmaputra Rivers meaning that the majority of the country is below sea level. The monsoon season, from June to October, can leave up to two-thirds of the country under water. Naturally, this extreme flooding makes it impossible for children to get to school for a significant part of the year which can be very harmful to a developing mind.

Enter the nonprofit Shidhulai Swanirvar Sangstha and its 23 floating schools. The floating schools usually take the form of large boats and use solar panels to provide electricity and power computers. These schools bring the classroom to Bangladeshi children when they cannot get to it themselves. In addition to the school boats, Shidhulai Swanirvar Sangstha operates a flotilla of boats acting as libraries, adult education centers and solar workshops. In 2012, the organization won the U.N. Prize for Inspiring Environmental Action.

Nigeria

The neighborhood of Makoko in Lagos, Nigeria spans across the Lagos lagoon making the region at perpetual risk of flooding and waterlogging. Around 250,000 people live in Makoko in crude housing that often deteriorates because of heavy rains. These conditions make it especially difficult to give children in this community a consistent education. The Nigerian architect, Kunlé Adeyemi, in collaboration with the Heinrich Böll Foundation and the United Nations, designed and built Makoko’s prototype floating school. The school was three stories, used plastic drums to stay afloat and housed around 100 students.

Unfortunately in 2016, after the school had been decommissioned, the structure collapsed during heavy rains after what Adeyemi described as “three years of intensive use and exceptional service to the community.” The Makoko community and the international community alike welcomed the school. In 2014, the floating school was shortlisted for the design of the year award and an improved version of the school is already in the design process to replace the collapsed one.

Colombia

In northern Colombia, in the town of Sempegua, the rainy season invariably brings flooding and disruption. Andres Uribe and Lina Catano, in partnership with the United Nations Development Fund and Colombia’s National Disaster Risk Management, constructed and inaugurated the first floating school in Latin America in 2014. The architects behind the project designed the school so that it could float during the rainy season and function on ground during the dry season, making it operative year-round. The schoolhouse can fit 60 children and around 400 underprivileged families will benefit from the floating structure. The school is also part of a loftier project that Uribe outlined, “and when we talk about floatable housing solutions, we are not just imagining schools, but houses, health centers, sports centers, or commercial zones, so the town can continue to be productive.”

These floating schools provide consistent access to education to children who otherwise would not be able to get to school on a regular basis, but also provide viable infrastructure solutions to places where persistent flooding has been disruptive for decades. Floating schools are just the beginning; the future leaders educated inside these schools are sure to continue developing the full potential of floating infrastructures for their communities.

– Isabel Fernandez

Photo: Wikimedia Commons

,

Top 10 Facts About Girls’ Education in North Korea

Girls' Education in North Korea

Article 43 of the constitution accentuates the importance of socialist pedagogy as a means of raising younger generations. These are generations who will contribute to society in the future. Conversely, the attitude towards girls’ education in North Korea is rather different from the perceived authoritarian nature of the regime.

The state of girls’ education in North Korea is a great insight into the country’s public education system. It also unveils North Korean society as a whole. Additionally, it sheds light on its government policies. Like any another child, all young girls in North Korean children have personal goals and ambitions.

10 Facts About Girls’ Education in North Korea

  1. North Korea also has one of the highest literacy rates in the world at 99 percent. This is particularly due to the fact that girls’ education in North Korea is mandatory as the state stresses the compulsory secondary education for both genders.
  2. The official North Korean newspaper, Pyongyang Times, encourages the participation of women and encourages education opportunities. A 1991 article showcased Kim Hwa Suk, a woman who completed compulsory education and worked as a farmer. Soon after, she attended university and chaired her cooperative’s management board. She eventually attained a position as a deputy to the Supreme People’s assembly.
  3. Apart from a core curriculum, most children receive their education from the Kim Il, Sung Socialist Alliance. Idolization education begins from the early stages of education for both boys and girls.
  4. The high school curriculum includes classes like “Kim Jong Un’s Revolutionary History”. The middle school curriculum teaches subjects such as “Kim Jung Un’s Revolutionary Acts.”
  5. The government has established over 11 schools for disabled children in the country for both girls and boys. This provides access to equal opportunities in life by providing a strong educational foundation.
  6. There seems to be a certain parity in girls’ education in North Korea. Both genders are to take ideology classes at the university level like “Juche Political Economy”, “History of the Revolution” and the “Philosophy of the Juche Ideology,” along with their declared majors.
  7. Girls’ education in North Korea has helped change gender roles over the years. Many women are now getting opportunities to major in fields like medicine, biology, literature and foreign languages
  8. However, ‘Confucian Patriarchy’, is unfortunately a part of society and is an impediment to girls’ education in North Korea. These tend to adversely impact women particularly during admissions into higher education institutions.
  9. Even though women are allowed to train for military service, sexual violence remains rampant among women who join the army. Furthermore, many women continue to be denied access to education according to Human Rights Watch and don’t receive the social credit or papers for household registration.
  10. Moreover, most women are expected to actively take part in the labor force and the government endorses this commitment equally between both men and women which is also attributed, in part, to the country’s dire labour shortages.

To conclude, contrary to popular opinion, societal attitudes toward women and girls continue to advance. Further progress for girls’ education in North Korea is of great historical and social significance. This is especially significant given the repressive nature of the government. It will remain an important foundation toward making further strides in the realm of gender equality and tackling other related issues.

-Shivani Ekkanath
Photo: Flickr

, ,

Breaking the Cycle: Intergenerational Transmission of Poverty

Intergenerational Transmission of PovertyMore than 780 million people live below the poverty line, as a result of and contributing to the intergenerational transmission of poverty. More than 160 million children at risk of continuing to live in poverty by the year 2030. Similarly, those living in poverty will likely remain in poverty. In other words, poor parents raise poor children, who are more likely to remain poor as adults. This intergenerational transmission of poverty refers to two or more successive generations of a family living in poverty. The intergenerational transmission of poverty includes financial, material and environmental assets, human capital and attitudes, cultural and other knowledge or traditions. Therefore, those seeking to end persistent poverty must prioritize childhood poverty.

The United Nations Convention on the Rights of the Child is an international agreement that sets out the civil, political, economic, social and cultural rights of every child (up to 18), regardless of race, religion or abilities. This agreement expresses that children should live free of the deprivations of poverty. Unfortunately, millions of children are still living in poverty. Children are particularly more vulnerable to the impacts of poverty, malnutrition and poor health.

Effects of Intergenerational Transmission of Poverty

This is especially true in developing countries that are riddled with poor sanitation, poor access to clean water and electricity, lack of healthcare services, and a lack of transportation. Such risk factors affect their physical, cognitive and social development. As a result, disadvantaged children are more likely to perform poorly in school, have low incomes and high fertility rates. Consequently, these children will ultimately provide poor care for their children. These deprivations then initiate another cycle of the intergenerational transmission of poverty. Child poverty is a global issue, not just one in developing countries. For example, in the United Kingdom during the 1970s, 19 percent of men who experienced relative poverty as a teenager also experienced poverty while they were in their thirties.

Even when children live in relative poverty, in which they lack the minimum amount of income needed in order to maintain the average standard of living in the society in which they live. They also have much poorer opportunities in education and healthcare, which disproportionately affects their chances of climbing out of poverty.

In Guatemala, a study found healthier children from advantaged homes are more likely to continue their education beyond primary level. These children, consequently, tend to have better cognitive skills during preschool. These children were compared to children with early biological, social and psychological risk factors. Thus, the results show the effects of poverty affect educational success. Subsequently, it also affects the ability to attain jobs with livable wages.

Childhood poverty can also affect society as a whole and feeds into the intergenerational transmission of poverty. Poverty contributes to low educational attainment leading to a less productive workforce and unemployment due to lower skills and productivity.

Strategizing Against Intergenerational Transmission of Poverty

UNICEF aims to improve the lives of millions of children and disrupt the intergenerational transmission of poverty. To do so, UNICEF provides an agenda to ending childhood poverty:

  • child poverty should be an explicit part of the global development framework and its implementation;
  • every country should explicitly prioritize the reduction of child poverty on their agenda and include appropriate national plans, policies and laws;
  • expand child-sensitive protection systems and programs, improve access to quality public services for the poorest children;
  • an inclusive growth agenda to reach the poorest and most deprived.

Children with a good start in life are much less at risk of being poor as adults. Tackling childhood poverty should be a priority when addressing the intergenerational transmission of poverty. When we help children climb out of the cycle of poverty, we are not just helping them individually, we are also helping society prosper.

– Andrea Rodriguez
Photo: Flickr

, , , , ,

The Vietnamese Water Crisis

vietnamese water crisis
Vietnam, a southeastern Asian country whose coastline stretches 12 nautical miles, imminently struggles with providing clean water to those living there. The country has over 2360 rivers and about two-thirds of its population resides near one of Vietnam’s three water basins. Even so, most of this aquatic supply is unusable and undrinkable. The ongoing Vietnamese water crisis is so threatening that it is a focal point of national policy and international concern.

Background

Both government and industrial issues exacerbate the Vietnamese water crisis. Poor regulation coupled with irresponsible handling of waste has led Vietnam’s ponds, lakes, and canals to shortages and contamination.

In March of 2018, the Coalition for Clean Water and the Centre for Environment and Community Research released a report detailing how industry has altered the water quality in Vietnam. The report revealed that about 70 percent of waste released from industrial parks is directly released into the environment. These tainted waters carry dangerous chemicals and cause illnesses.

The World Bank’s estimations concerning the crisis show that it is no diminutive issue. The organization notes that rising threats against Vietnam’s water supply could reduce the nation’s GDP by six percent by the year 2035. Pollution presents itself as the biggest hazard to water basins, which drain into water outlets all over the country. In the most highly polluted areas, wastewater has poisoned the air to the point that it has become odorous and toxic.

Impacts of the Crisis

Those living in rural areas suffer the most from water sanitation issues. Only 39 percent of rural individuals have access to clean water. Furthermore, most of these individuals must use water wells that tap into underground aquifers to compensate for the lack of a clean water source at the surface.

The absence of clean water does not only deprive rural Vietnamese of their basic needs, but it also affects their ability to efficiently participate in the economy. Agricultural production is a precious monetary asset that takes up 80 percent of Vietnam’s water supply. The infrastructure needed to transport clean water to farms is unstable.

The Vietnamese water crisis has created national health issues, as well. The Ministry of Natural Resources and Environment estimates that up to 80 percent of diseases in Vietnam is directly caused by water pollution. Nearly six million citizens have contracted a waterborne illness, the most rampant being cholera, typhoid, dysentery, and malaria.

Impacts on Children

Children are the main concern for the international community as dirty water affects the growth and development of a new generation.

UNICEF reports that more than 9.5 million Vietnamese still release excreta into their surroundings, further contaminating the water supply. Children lack the matured immune system needed to fight off the problems generated by this unhygienic practice, such as diarrhea, pneumonia, and parasitic infection. Diarrhea is responsible for nearly 10 percent of the deaths of children under the age of five.

USAID Intervention in the Ha Lam Commune

USAID has routinely provided donations and grants to the Vietnamese government to solve humanitarian issues. A recent project launched on March 30, 2019, is aimed at assuaging the problems perpetrated by water pollution.

The project, called the Vietnam Local Works for Environmental Health, focuses on the Ha Lam commune in the Thanh Hoa province. Small scale water supply systems are currently being entrenched in the region to provide clean water to kindergarten, primary, and secondary schools. The new infrastructure is estimated to benefit over 20,000 individuals living in this northern province.

The Ha Lam commune, however, is not the only area where children are at risk. Education institutions in other parts of Vietnam are also in need of effective water supply systems, as more than 80 percent of schools around the nation lack fully operating water sanitation facilities.

Looking Ahead

Due to the awareness and concentration on the Vietnamese water crisis, it is possible that this problem will soon be overcome. By 2025, the Vietnamese government hopes to attain the clean water standards needed to revive an unhealthy public and a feeble economic production. Specifically, the government has launched a national plan directed at hindering the open defecation that so commonly contaminates the country’s water supply.

With six years to go until Vietnam’s standard is hopefully achieved, it is imperative that this issue remain persistent in the global mind. The government and participating groups must remain resilient through the growing population and industry in Vietnam that work to destabilize existing plans. Clean water is required if the human and environmental body is to exist comfortably.

– Annie O’Connell
Photo: Flickr

,

Improving Disability Services in Senegal

disabilities in Senegal

Senegal has the fourth largest economy in the western region of Africa. However, half of Senegal’s population still lives in extreme poverty. Due to the limited disability services provided by Senegal’s government, the barriers that people are encountering under poverty are amplified for Senegalese people who have a disability. Efforts towards improving disability services in Senegal are currently focusing on accessibility within education and economic inclusion.

Improving Educational Opportunities

Children with disabilities often miss out on quality education due to a lack of accessibility services. It is estimated that, in West Africa, one in four children with a disability does not attend school. Many organizations are working to improve the education system in Senegal to make it more accessible for people with disabilities. One organization is Sightsavers Senegal.

There are 700,000 people in Senegal who have a visual impairment, which includes thousands of children. Sightsavers Senegal started a pilot program in order to address the large number of visually impaired students who are excluded from the education system in Dakar. The program began in 2011, and by 2016, 187 students with visual impairments were enrolled in three different schools.

Sightsavers was able to provide scholarships to students along with textbooks that had been translated into braille. Facilities and technology were also adapted in order to accommodate students with a visual impairment. Sightsavers was able to collaborate with Senegal’s Ministry of Education to provide resources and training for students and educators to include more inclusive learning spaces for children with visual impairments.

The success of this pilot program provided incentives to the Senegalese government to uphold the program and work towards expansion nationwide. This budget has allowed for the addition of assistive facilities and learning resources in two more regions in Senegal.

Improving Economic Inclusion

Gaining economic independence and success is often difficult for individuals with disabilities. Job training and matching are challenging when services aren’t available to facilitate the movement of people with disabilities into the workforce. Senegal enforces a minimum access quota to provide employment opportunities for individuals with disabilities in both private and public sector jobs. These quotas minimize the number of people out of work due to a disability. The Ministry of Civil Service, Ministry of Labour and the Ministry of Technical and Vocational Training are in charge of implementing and enforcing the quota.

In Senegal, Humanity & Inclusion’s “EMPHAS” Project is working to provide training and services to help individuals with disabilities work towards economic security. Their focus has mainly been pointed towards women and young people who have disabilities. Humanity & Inclusion focuses not only on the technical training side of job fields but also advocates for accessible facilities. At least 500 adults and 90 public and private employers have benefited from the implementation of EMPHAS.

In March 2019, the Committee on the Rights of Persons with Disabilities, under the U.N., assessed the efforts being made towards improving disability services in Senegal. The committee identified areas where more intervention can be made, such as more vocational training and a focus on the implementation of services. Although there is still a portion of the disabled community in Senegal experiencing exclusion, resource allocation and a focus on making facilities more accessible have contributed to improving disability services in Senegal.

– Claire Bryan

Photo: Flickr