Archive for category: Education

Information and stories on education.

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Top 10 Facts About Living Conditions in Nauru

Facts About Living Conditions in Nauru
Situated in the Pacific Ocean to the northeast of Australia, the Republic of Nauru is the smallest island nation in the world. Phosphate mining has rendered 80 percent of the island unhabitable and devoid of arable land. Phosphate deposits depleted in the 1980s and Nauru’s economy stagnated, transitioning the country from fiscally self-sustaining to externally dependent. The country’s history, economy and foreign relationships interlace with—and have shaped many aspects of—Nauruan life, as evidenced by the top 10 facts about living conditions in Nauru.

Top 10 Facts About Living Conditions in Nauru

  1. Population: Nauru’s population is approximately 11,000. Ninety percent are indigenous to the island, almost half of the population are under the age of 24 and 3.5  percent are 65 and older. Although the country’s landmass is only eight square miles, Nauru is one of the world’s most densely populated countries.
  2. Colonialism: Nauru remained under colonial authority until gaining independence in 1968. For example, Germany annexed it in 1888, Japan occupied it in WWII and the United Nations (U.N.) subsequently placed Nauru under Australian administration. The nation only became of economic interest to colonial powers after the discovery of phosphate deposits in the late 19th century.
  3. Australian-Nauru Relations: Nauru sought damages from Australia in 1989 for “rehabilitation of the phosphate lands.” Before WWII, Germany and the United Kingdom split mining profits, and following the war, Australia and the United Kingdom divided revenues. The Hague sided with Nauru and the two countries settled in 1993 with Australia agreeing to pay $56 million AUD that year and another $50 million AUD over the next two decades. Australia continues to be Nauru’s greatest source of economic stimulus, its contributions making up 20 percent of the national GDP.
  4. Economy: Phosphate mining and production is integral to Nauru’s economy and continues to be the country’s most valuable resource. Phosphate is one of the key plant nutrients to make food crop fertilizer. Additionally, phosphate mines are an essential source of employment. A national economic crisis occurred in the 80s when Nauru exhausted existing deposits. Secondary mining did resume in 2005, but Nauru’s government estimates that reservoirs will be barren by 2030. Other niche industries have recently emerged, including immigration taxation and licensing commercial fishing. The Republic of China (ROC) and Nauru signed a fishing cooperation accord in 2004 to strengthen trade relations between the two countries. Renewed in 2016, the cooperation accord provides funds to improve Nauru’s fishing industry and promotes sustainable fishing practices.
  5. The Pacific Solution Policy: In 2001, Nauru became one of two Australian off-shore regional processing centers for refugees and asylum-seekers in an arrangement called the Pacific Solution policy. In exchange, the Australian Government would provide $1 million AUD annually for its operation, immediately pay $16.5 million AUD for infrastructure and provide increased access to Australian education and additional maritime security. Facilities closed from 2007 to 2012 due to international objections, including indefinite detention times and evidence of abuse; however, despite criticism, operations have since recommenced.
  6. Employment: Following the economic downturn in the 1980s, Nauru did not significantly diversify its industries, unemployment levels increased and the country became heavily dependent on external economic stimulus. For example, the uptick in employment levels in 2012 was the result of regional processing centers reopening. Facilities directly provided 500 jobs, and indirectly generated substantial ancillary employment opportunities; next to Nauru’s government, Australia is the country’s second-largest source of employment.
  7. Health Care: Nauru was one of seventeen countries in 2016 that, proportionate to its economy, spent over 10 percent of its GDP on health care. The Marshall Islands spent the most at 23.3 percent and Monaco spent the least at 1.7 percent. Despite this, many Nauruan’s develop noncommunicable diseases, specifically, obesity, diabetes and cardiovascular disease. Although obesity remains an issue in Nauru, it has made progress as male diabetes rates have declined 1 percent over the past decade and high blood pressure levels have decreased for both genders by 6 percent.
  8. Poverty: Nauru is officially a middle-upper-income nation, and previously, it was the wealthiest country per capita. However, a 2018 U.N. report showed that a quarter of Nauruans live in “basic need” poverty, too poor for the cost of food and access to necessities such as clean water, health care and education. The same 2018 report noted that Nauru had no instances of food insecurity, however.
  9. Education: Education in Nauru is free and mandatory until the age of 18. Eighty percent of Nauruan children enrolled in early and primary education in 2015, but only half that number attended secondary school. The Government addressed truancy in 2016, an ongoing concern for students in Nauru, by enacting the Nauru Education Assistance Trust Scheme (NEATS). NEATS incentivizes students to attend school by providing them with $5 a day to set aside for adulthood and help them establish businesses or purchase homes when they graduate. Following NEAT, school attendance increased by 11 percent from 2016 to 2018.
  10. National Sustainability: Nauru is confronting the significant damage that phosphate mining caused. The government acknowledges that it is an economically volatile and diminishing commodity. For example, the ROC and Nauru’s 360 Project is an initiative that encourages national self-sufficiency in areas such as vocational training, transitioning to solar energy and specialized forms of agriculture; the latter is to mitigate reliance on imported goods. The United Arab Emirates has aligned with Nauru to achieve similar efforts, providing financial aid for Nauru to establish its first solar energy plant, which opened in 2016.

These top 10 facts about living conditions in Nauru reveal that its history is complex. The country’s remote location, limited economic opportunities and increasing dependence on foreign investment—usually politically contingent for all countries—continue to impact the Nauruan population. However, ongoing U.N. involvement and foreign relationships with countries like Australia and the ROC, are working to address Nauru’s long-term social issues.

– Annabel Fay
Photo: Wikipedia Commons
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10 Facts About Girls’ Education in Bolivia

Girls Education in Bolivia
Since the early 1970s, education from ages 6 to 13 has been mandatory in Bolivia. However, nationwide education rates after primary school have decreased drastically, with less than a quarter of young adults attending. The infrastructure of Bolivia’s education system, particularly in rural areas, is very underdeveloped, making girls’ access to education bleaker. However, the country is making strides to improve the quality of its education system. Here are 10 facts about girls’ education in Bolivia and the implemented laws and programs in place to enhance it.

10 Facts About Girls’ Education in Bolivia

  1. Urban vs Rural: A big part in determining the quality and endurance of each child’s education depends a lot on their socioeconomic status, region and gender. According to a UNICEF report, a girl living in the Amazon may only receive two years of schooling, while the son of an affluent family in the city could receive up to a 14-year education. Even within the city, there is gender disparity among ethnicity. For example, a city girl of indigenous background is only half as likely to complete her education as an urban boy of non-indigenous background.
  2. Indigenous People: Ethnicity has played a role in the suffering Bolivian education system, particularly in terms of income and class. While there have been slow improvements, the gender and ethnicity gap still remains. Indigenous women are five times less likely to complete secondary school education in comparison to non-indigenous males, mostly due to a limitation of proper resources to succeed in school and a lack of easy access to schools. UNICEF Bolivia initiated a four-year-long program from 2018 that works to improve “gender trends across different socio-economic structures.”
  3. Avelino Siñani-Elizardo Pérez: Bolivia passed the Avelino Siñani-Elizardo Pérez law in 2010 with the goal of making education a plurinational system in Bolivia. Alternative and special education are on the rise as a result of the passing of this law. Alternative education offers schooling for those 15 years or older, also known as continuing education outside of the classroom and through a department in the Ministry of Education. Special education focuses on helping people with disabilities learn. A translation of Article 10 reads that the law will “complement and articulate humanistic education with…gender equity.”
  4. Sanitation and Hygiene: Research shows that most rural schools do not have the resources for sanitation products for juvenile girls which affects girls’ education in Bolivia. These young women do not receive the help and equipment they need to transition into this new stage of life. In fact, the report concluded that this lack of support stems from the stigma and misconceptions about menstruation. The government has reported that many girls feel embarrassed or confused due to a lack of skills to manage menstruation and their companions often tease them. This leads to distraction from schoolwork, which can cause them to fail their classes.
  5. Gender-based Approach: UNICEF is stepping in to help bridge the disparity among gender and ethnicity in the education system. In a report, it says it has taken a gender-based approach in order to reach the most impoverished areas of the country and provide girls there with a better education. It plans to do this through a three-part system of “multilingual education, right-age enrollment, and child-centered pedagogy.” With an emphasis on educating and providing girls with resources from adolescent ages, UNICEF hopes to address many roadblocks for children in Bolivia.
  6. Discrimination: Among the small population of girls who pursue secondary and tertiary levels of education, they find themselves facing other hurdles, such as discrimination. According to a report by the World Bank, 20 percent of these women, particularly those who are indigenous or Afro-descendants, face discrimination when they pursue higher education. Much of the discrimination they face is based on their skin color, language, economic circumstances, gender, clothing and age. Programs like UNICEF develop new strategies to help tackle the marginalized indigenous groups of Bolivia and ensure they receive equal educational opportunities throughout their whole life.
  7. Secondary School Statistics: As of 2018, statistics show that the gender gap among secondary school students increases as social class lowers. In high-income families, the gender gap is almost nonexistent with both genders at about 95 percent completion rate. In middle-class families, there is only a marginal difference of about 3 to 4 percent. However, low-income families have the biggest gap, with almost a 10 percent difference.
  8. Future Employment: In 2009, the authoritarian form of government in Bolivia fell and democracy took its place. Bolivia has provided more educational, political and economic opportunities for women to involve themselves in their country due to these changes in the political structure. The workforce has seen a 7 percent increase from women, female representation has increased by 37 percent since 2002 and 46 percent of women feel free to participate in their political system, in comparison to the male statistic of 50 percent.
  9. The Programme: The mass migration of families to urban areas has left a large amount of poverty and single mothers in its wake. In an effort to increase the employment rate of these rural women, an initiative called The Programme helps these impoverished families by teaching them about property ownership and sustainable practices. The Programme does not provide them with traditional education but instead takes on a two-part plan to teach women tools to be able to provide for their families. The first part of this plan is transferring a monetary portion for “seed capital, startup grants, joint venture and risk capital.” The second part involves training and services that teach women about civic education and “full use of citizenship.” The Programme has successfully helped over 4,000 women find employment.
  10. Child Labor: Reports have found some of the worst forms of child labor in Bolivia, such as agriculture and sexual exploitation. A practice known as padrinazgo sends rural children to urban areas for better educational opportunities but leads to forced child labor. People have launched many programs over the past decade to end child labor, such as the Safe Terminal Program, which increases awareness and provides training to transportation officials about forced labor. However, despite the quantity of implemented programs, inclusivity of all regions and funding remain two issues that keep them from effectively reducing child labor.

There are definitely ways to go in improving the quality of education for the marginalized population of Bolivia, particularly for its young girls. However, with Bolivia taking on different initiatives and its government prioritizing poverty reduction, there is a promise that Bolivia’s education system will develop a strong infrastructure and be inclusive of all ethnicities and genders.

– Shreya Chari
Photo: Flickr

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How AI Could Reshape Education in India

How AI Could Reshape Education in India
India has the largest K-12 educational system in the world with 260 million students. However, it still ranks low globally on academic achievement and student performance. Nearly half of students lack basic literacy and math skills after studying in school for five years. However, the rise of new classroom technologies, such as artificial intelligence (AI), shows promising hope for rural communities seeking to improve student success. Here is how AI could reshape education in India.

The Challenges

Thirty-eight percent of government public school students in grade three are unable to read simple words. Only 27 percent of students could perform double-digit subtraction. Teacher preparedness and competency is also a reported issue. In one study, only 11 percent of government school teachers in the Indian state of Bihar could demonstrate the steps by which to solve a three-digit by one-digit division problem.

Surprisingly, a survey through the Center for Global Development has found no significant correlation between high teacher salaries and achievement in India. After evaluating per capita GDP and economic context, Indian teachers receive relatively good pay. Nevertheless, reports determined that low-cost private schools had similar learning levels where teachers received significantly less pay. The results highlight the need for more highly trained teachers and better professional preparedness programs.

Notwithstanding these educational challenges, early evidence shows a number of adaptive AI programs offer promise in mitigating the educational deficits in poor educational communities and schools. Oftentimes, these programs supplement the traditional curriculum and even absent teachers. This is how AI could reshape education in India.

How AI Could Reshape Education in India

  1. Mindspark: Mindspark is an adaptable Indian AI program that adjusts to a learner’s knowledge and skills. As the student progresses, it introduces more challenging concepts. The software includes text, video, games and interactive tutorials that people can access on multiple devices. Proponents of Mindspark have remarked that although AI may not be the best educational solution for countries that already have an effective education infrastructure, it has shown to raise scores for areas that experience teacher shortages or absenteeism. MIT’s randomized study in Delhi of 619 government school students found that students progressed significantly in math and Hindi after using the Mindspark software. Priced at approximately RS 1,000 per month ($14 per month), it is a cost-effective program for students.
  2. Byju’s: Named after its founder, Byju Raveendran, Byju’s is an Indian learning app. Similar to Mindspark, the program’s AI adapts to student users to create personal learning experiences, a mapped syllabus, interactive tests, recommended videos in response to mistakes, interactive questions, quizzes, games and interactive lessons. The program uses a bank of student data on learning patterns to personalize feedback and assessments. Although innovative and fun, the company currently only markets adaptive software to urban families looking to supplement their child’s education with a new delivery method. Forbes India recognizes that while the model receives good funding through venture capital, greater access to Byju’s AI for poorer communities through government and nonprofit investments would be advantageous to the country.
  3. Onebillion: Onebillion is a U.K. education nonprofit that created a modular course for children designed to improve their writing, reading and numeracy. It includes carefully structured courses with a huge bank of activities, games and stories adapted into many different languages. It includes a digital teacher who offers individualized, weekly diagnostic tests to ensure the addressing of learning gaps. Teachers can monitor student progress through the system as well. It is for students who have little or no access to formal schooling. The organization incorporates a localization process that keeps the content relevant by partnering with local communities and experts. Like Mindspark, the aim of the organization is to get the software directly into the hands of the student who lacks formal educational mentors. Onebillion has reached more than 100,000 students globally, including students in rural India in 2016.

The Future for India’s Education

What is evident thus far, especially from the implementation of Mindspark, is that AI has the potential to address gaps in education in India for poor, rural communities that lack high-quality teachers and programs. Access to effective tools is currently in favor of wealthier communities in India. Forbes India opines that more investment from the government, nonprofits and companies is necessary to expand the influence of these new technologies into the communities that need them. India, which already has one of the world’s largest software industries and telecommunications systems, may prove how AI could reshape education in India with investments in education technology.

– Caleb Cummings
Photo: Wikimedia Commons

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10 Facts About Girls’ Education in Macedonia

Girls' Education in Macedonia
The Republic of North Macedonia, commonly referred to as Macedonia, is a republic in the Balkan Peninsula. After the country’s independence from Yugoslavia in 1991, Macedonia had a tumultuous relationship with Greece. Macedonia became a U.N. member in 1993, and in 1995, Greece and Macedonia agreed to ease tensions in their relationship. After Macedonia’s 29 years of existence as a nation, girls’ education in Macedonia is coming into the spotlight as part of the country’s initiative to improve its education system. Here are 10 facts about girls’ education in Macedonia.

10 Facts About Girls’ Education in Macedonia

  1. Mandatory Education: Both primary and secondary education is mandatory in Macedonia. Primary education lasts for nine years for all children aged 6 to 15. Secondary education lasts for four years for teenagers aged 15 to 19 for both general and vocational education. General secondary education is compulsory between the ages of 6 to 19 and 6 to 17, and vocational training is compulsory for ages 17, 18 or 19.
  2. Decentralized Education System: The education system in Macedonia is decentralized. Except for the secondary schools in Skopje, the capital, Macedonia’s decentralized education system places both the administrative and financial responsibilities of public education in the hands of local governments. The national government provides financial resources for education in each municipality, and local municipality councils are responsible for distributing these resources.
  3. Roma Girls: Early marriage makes Roma girls’ education in Macedonia more challenging. The Romani people, commonly called Roma, are one of the ethnic minorities in Macedonia. In 2002, an estimated 2.7 percent of the Macedonian population was Romani. USAID reported that Roma girls are especially vulnerable to early marriages. This results in lower school-completion rates compared to other ethnic groups in Macedonia.
  4. Roma Women’s Illiteracy: Illiteracy among Roma women is high. UNICEF’s 2013 report highlighted illiteracy among Roma women as one of the key education issues in Macedonia. This Romani education issue parallels with Macedonia’s gender discrimination issues. In 2013, UNICEF stated that only 77 percent of Romani women were literate. The report attributes this to their 86 percent primary school enrollment rate.
  5. Gender and Socio-Economic Situations: Gender, socio-economic situations and race play a role in girls’ education in Macedonia. The Organization for Economic Cooperation and Development (OECD) reported that in 2011, the NAR (net attendance ratio) of Roma girls rose from 21 percent to 35 percent. This rise is still a lackluster number of enrollments compared to the 85 percent NAR of Macedonian and Albanian children. This 35 percent NAR showed that the lowest attendance was in both extremely poor and extremely wealthy families. Nearly 60 percent of Romani children did not attend secondary school. This lack of secondary education attendance is the root cause of the continuing cycle of unemployment and social exclusion.
  6. Girls in Rural Areas: USAID’s Gender Analysis Report found that 31 percent of girls in Macedonia between the ages of 14 to 15 do not continue their education after primary schooling, and this is especially in rural areas. In rural areas, 42 percent of secondary school-aged children are out of school. To remedy this, USAID recommends the Macedonian government target girls and boys in rural areas with a high population of ethnic minorities when planning their education projects.
  7. Increasing Girls’ Education: Girls’ education in Macedonia is on the rise. UNESCO’s country profile of Macedonia noted an upward trend in Macedonian children’s participation in education. True to the trend in the data, girls’ education in Macedonia is on the rise along with the general education ratio in the country. Compared to 2009, when 4,862 girls were out of school, there were only 2,927 children who were out of school in 2019.
  8. Inclusive Education: The Macedonian government is striving to improve inclusive education. Inclusive education aims to provide quality education to all children regardless of their gender, socio-economic background, disability or race. Working closely with UNICEF and the OECD, the Macedonian Ministry of Education and Science is training teachers according to the inclusive education guidelines provided by UNICEF.
  9. The Macedonian Government’s Commitment: The Macedonian government has committed itself to the improvement of access to quality pre-primary education. The Macedonian government committed to improving and expanding access to pre-primary school education in the country because around 61 percent of pre-primary aged children do not attend preschools. In April 2019, Mila Carovska, Minister of Labor and Social Policy, told UNICEF that her ministry’s budget for capital investment increased by 300 percent, which shows the Macedonian government’s commitment to the project.
  10. Girls Versus Boys: According to the OECD’s 2019 of review and assessment of North Macedonia’s education system, girls in Macedonia are outperforming boys in school. According to the report, Macedonian girls are outperforming boys by 20 score points in science and seven score points in mathematics.

While there is certainly room for improvement in girls’ education in Macedonia, it is clear that the Macedonian government is taking steps toward improving education. Girls’ education in Macedonia is not a singular issue of gender discrimination. Rather, it is a diverse issue that has its roots in socio-economic backgrounds and race of the girls in Macedonia. With the help of international groups such as OECD and UNICEF, the Macedonian government is improving the education of girls.

– YongJin Yi
Photo: Flickr

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The Fight Against Learning Poverty

The Fight Against Learning PovertyLearning poverty is defined as not being able to read or understand a simple text by the age of 10. It is common in developing countries. As of 2017, 262 million children from ages six to 17 were not in school. More than 50 percent of children are not meeting the minimum standards in reading and math. In addition, their teachers and the teaching quality have not improved over time. Especially elementary school teachers, who are arguably the most important. As a result of this plateau, around 750 million adults were illiterate as of 2016. The vast majority of them are women. The largest populations of illiterate people are in South Asia and sub-Saharan Africa. Many schools in developing countries cannot provide efficient learning environments because they do not have access to computers, electricity, drinking water or basic facilities and infrastructure.

The UN Sustainable Development Goal 4

The United Nations created Sustainable Development Goal 4 to fully address the issue and solve the problem of learning poverty around the world. It consists of five pillars.

  1. Make sure students are prepared and motivated to learn: The first pillar focuses on motivating students to learn when they attend school. The parts that contribute to making this successful are Early Childhood Education (ECE), nutrition and stimulation. There has been much evidence to show that intervening during a child’s earliest years is the best time to build a strong foundation for the future, especially for children who are less fortunate than their peers.
  2. Effective teachers at every level: The second pillar focuses on increasing the number of quality teachers available. Incentives must be made more to entice more people to the field of teaching. Thus, improving its compensation policies and making it easier to transfer into will help with this issue. Selecting and hiring based on talent, effort and achievements will ensure that these are high-quality teachers. Once in a teaching position, teachers should continue to improve. Additionally, teachers should be educated on how to use tech resources.
  3. Equipped classrooms: The third pillar emphasizes on providing classrooms with a simple but efficient curriculum. This includes increasing access to books and technology and coaching. In addition, teachers are urged to “teach to the right level.” This means they should start with a one-size-fits-all approach and adapt to students’ needs as necessary. It enables children of all different learning levels and styles to learn at the same time. Teachers should also provide feedback to the students so they can further improve their personal education.
  4. Safe and inclusive: The fourth pillar focuses on maintaining a safe and inclusive environment for all students. Many countries are falling into crises, violence and fragility. Schools do not need to be added to the list of places where a child does not feel safe. An unsafe environment makes a child want to stay home. When they do attend, they are more unwilling to learn. Also, unsafe environments from violence or discrimination do not foster learning. As for inclusivity, teachers and staff should not stereotype a student based on their gender, race or disability. Schools must be inclusive to those who have trouble keeping up with their peers.
  5. Well-managed education systems: The fifth pillar is focused on good management in education systems. Principals should show how to further their careers and how to become better leaders for their schools. Moreover, there should be clear authority and accountability in schools.

The World Bank’s Literacy Policy

The World Bank has introduced a Literary Policy package outlining interventions to boost literacy. So far, a few countries have already started following it, including Egypt and Brazil. Egypt has begun the Egypt Education Reform Project. The project focuses on four core values:

  1. Expanding access to quality kindergarten
  2. Improving education delivery through digital learning content
  3. Developing educational professionals
  4. Developing computer-based assessment systems

There are many expectations for this program in the future. For example, the project predicts that it will be able to serve around 500,000 more kindergarten students including those from poorer districts. There will be a 50 percent improvement in early education. Additionally, there will be two million new quality teachers and two million students in secondary school.

Furthermore, the past 10 years have been good for Brazil as a result of its increased efforts in elementary school education. Their rate of learning poverty has been rapidly declining but is currently at 48 percent. Consequently, Brazil plans to increase quality and labor productivity. This necessitates increasing its quality of education. As a result, they are working on improving early education, teacher training and providing more financing.

Overcoming learning poverty is an essential step in the Sustainable Development Goals. It will not only improve the lives of the children learning but it will also decrease poverty rates and increase economic development. Hopefully, programs like the World Bank’s Literacy Policy and SDG 4 will motivate more countries to make education a priority.

– Nyssa Jordan

Photo: Flickr

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Goals for Girls: Sports and Empowerment

Goals for Girls: Sports and Empowerment“Sport has the power to change the world. It has the power to unite in a way that little else does. It speaks to youth in a language they can understand. Sport can create hope where once there was only despair. It is more powerful than governments in breaking down racial barriers. It laughs in the face of all types of discrimination,” said South African anti-apartheid revolutionary Nelson Mandela. Soccer is the world’s most popular sport. More than 240 million people play soccer. At least 30 million girls participate in the sport. Goals for Girls helps young women across the globe score their own goals and celebrate empowerment.

Goals For Girls

Goals for Girls changes the world of young women. It started with a team of 16-year-old soccer players who opted to impact the world through soccer rather than compete at an international tournament. Now, Goals for Girls has teamed up with funding agencies, new partners and stars of the U.S. women’s national soccer team to teach and develop young women into agents of change through soccer. The organization aspires to give each young girl the tools to become a world changer.

Sports offer many psychological and physical benefits for girls and women. People who participate in sports benefit from a more positive body image, self-concept and overall well-being. In 2016, Saudi Arabia sent four women to compete in the Rio Olympics. This historical move represented a forward shift for women in Saudi Arabia. Before, they had faced discrimination and had restricted rights; they still do.

Maria Toorpakai, a Pakistani squash player, uses her sport to face and fight the Taliban. She gained their attention as she rose to fame. She moved to Canada to train, but she hopes to go back to Pakistan to bring sports to boys and girls. The U.S. women’s national soccer team is paid one-fourth of what their male counterparts are, but it is paving the way for the equal pay movement.

India

India hosted the first Goals for Girls program in 2014. The program tackled awareness, communication, teamwork and goal-setting. These are the four international summit pillars of Goals for Girls. The organization aimed to facilitate activities that help with issues the young girls faced on a regular basis like gender-based violence, child marriage and education inequality.

Child marriage has been practiced for centuries in India. In 2016, 27 percent of marriages were child marriages. Luckily, this is improving. Child marriage has decreased from 47 percent in 2006. Child marriage facilitates the cycle of poverty which enables malnutrition, illiteracy and gender discrimination. Child marriage also perpetuates a cycle of gender-based violence and education inequality.

Girls are more likely to be pulled from educational opportunities. Additionally, girls who marry young tend to have lower educational levels and are perceived as an economic liability to their family. UNICEF is working with the Indian government to forgo child marriage through girls’ empowerment, which aligns with the mission of Goals for Girls.

South Africa

South Africa became a country of focus after the launch of the program in 2007. In South Africa, the program centers around the aforementioned international pillars, but the activities are tailored toward issues plaguing girls in South Africa like HIV, teenage pregnancy and education inequality.

There have been strides made in recent years to combat the HIV epidemic. Despite having the largest antiretroviral treatment program globally, South Africa still has the highest prevalence of HIV in the world. Poverty, along with gender-based violence and gender inequality, perpetuates the discrepancy between gender and HIV rates. In 2016, South Africa implemented the “She Conquers” campaign to increase economic opportunities for women, prevent gender-based violence and keep girls in school.

Sports have been a platform for change for many women on a global scale. Goals for Girls is working to make that change even stronger. It is providing girls with education, teamwork building skills and important life skills. Its ultimate goal is women’s equality.

– Gwendolin Schemm
Photo: Flickr

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Unique Library Programs

Unique Library Programs

Access to books is vital in developing countries. However, it is often difficult to bring libraries to these countries. Across the world, many organizations promote literacy through unique library programs.

School Library in a Box

Book Aid International is a charity working to create a world where everyone has access to books. Book Aid International has a unique library program called School Library in a Box. School Library in a Box takes libraries to students in the “poor and remote areas in the Kagera Region of mainland Tanzania and the Zanzibar archipelago.” In these areas, children’s schools do not have libraries due to lack of government funding.

The project provides 700 books written in English and Kiswahili to schools. Student librarians transport the books to classrooms to allow children to enjoy independent reading before their lessons. School Library in a Box also provides training for educators on how to use the books to support their classes. The teachers use the books to support their lessons and to help children develop reading skills in both English and Kiswahili.

This charity collaborates with non-government organizations (NGOs), national library services, community library networks, local government and individual institutions to make its vision happen. For the Zanzibar library services, it collaborates with Zanzibar Library Service and with the Kagera Region it works with Voluntary Service Overseas.

An evaluation of eight schools that participated in this project found that reading levels of students have improved and school lessons became more creative and engaging. As a result, students in many schools proactively chose to read independently. Students borrowed books and established regular reading periods. In 2016, the program supported 40 schools and 39,101 children.

Mobile Libraries

Around the world, many organizations have created mobile library programs. Mobile libraries are now in countries such as America, Nigeria, Norway and Columbia. These libraries transport books by boat, elephant, donkey and bus to reach children who need access to library services.

Though it might seem like a new phenomenon, the first mobile library was established in 1859 in Warrington, England. This mobile library used a horse-drawn-cart and lent about 12,000 books during its first year in service. Today this unique library program idea has greatly expanded and many organizations now have mobile library programs.

In Columbia, Biblioburro brings books to children via donkey. This library is run by an educator who wants to increase his pupils’ access to books after noticing their low literacy rate. Over the 22 years since it started, the program has expanded to include a network of libraries, including a brick-and-mortar library. Biblioburro began distributing laptops to help children learn about the internet.

Other unique mobile library programs include Epos, the boat library, which travels along the coast of Norway. This boat carries 6,000 books. A unique mobile library in Nigeria called iRead Mobile Library travels by bus and carries 13,000 books.

There are many unique library programs around the world that help increase literacy. Ultimately, government funding is needed to permanently solve this issue. These unique library programs inspire many and are creating a world where literacy is more accessible.

– Emily Joy Oomen
Photo: Wikimedia Commons
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Unconventional Education Providers

Unconventional Education ProvidersPoor infrastructure contributes to the fact that one in five children around the world lacks access to quality basic education. In general, supporting basic education in specific regions requires a massive increase in basic infrastructure, teaching staff and educational supplies. In Turkey, the gap between the demand for education funding for Syrian refugee children and the actual amount received reached 43 percent. Due to conflict in the region, 70 percent of children are out of school. With so much content created and shared online, the internet now is a reservoir of knowledge. These unconventional education providers are trying to bring education to struggling areas through technology.

Unconventional Education Providers

Internet companies dominate online resources and access. Companies such as Microsoft and Google frequently cooperate with non-profit organizations for philanthropic purposes. The primary goal for many of these organizations is to offer accessible education through innovative solutions. Google, for example, made a five-year, $1 billion commitment to improve access to education through partnerships. In particular, Google contributed $5 million to Learning Equality and its offline educational platform Kolibri as a way to promote an innovative way of providing primary education.

Funded by Google, Kolibri is a free education solution that includes both device and content for users who have limited internet access. Content like KA Lite has been installed in 200 countries and reached 4.5 million learners. Besides the widely spreading installations, training personnel in these regions is another major objective for this unconventional education provider. Kolibri project inspired the implementation of a similar platform in Jordan where 10 learning hubs trained 40 Syrian refugees to be Kolibri coaches or coordinators within 10 days.

Artificial Intelligence

Artificial intelligence provides internet companies with a distinct method in their mission to reduce poverty. In 2018, Microsoft initiated AI for Humanitarian Action, a five-year program funded with $40 million that applies artificial intelligence in poverty-related issues. Artificial intelligence can help NGOs in disaster response, childcare and education, the livelihoods of refugees and human rights.

Companies are working on ways to make AI even more efficient. In many impoverished areas, there is a shortage of qualified teachers. As AI continues to develop and improve, it will be able to perform more complex grading tasks. Companies are already working on translation software to offer more content to children in a variety of languages.

Women in Coding

Women suffer from gender inequality all around the world, but more so in impoverished regions. One of the ways to combat this is through acquiring an education. Some unconventional education providers are giving these women a way out of poverty through learning how to code. The nonprofit STEMbees is giving women and girls in Africa the chance to learn to code. In Lagos, Nairobi and Kampala, women engineers make up 30 percent of their total employment.

In short, via funding or technological support to other non-profit organizations, internet companies have become unconventional education providers. The technology they are developing gives impoverished people access to more knowledge at a lower cost. With so many connected online, it may be a good time to start thinking about how to use the internet to help to fight poverty.

– Dingnan Zhang
Photo: Prlog.org

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Menstruation, Education and Poverty

Menstruation Education and Poverty
Each day, more than 800 million women and girls menstruate, yet people often leave periods out of conversations regarding poverty, global health and progress. Menstruation, education and poverty link together. Most who menstruate experience their first period between ages 10 and 16. Menstruation can cause other complications for children already in poverty. Despite efforts to include menstruation in these conversations, stigma and shame still often prevail when discussions arise.

In order to have a healthy period, people need access to clean water and sanitation. More than 35 percent of the world’s population lack these necessities. Without necessary hygiene measures, menstruation can result in illness and death.

Menstruation, Education and Poverty

In addition to these concerns about physical well-being and safety, menstruation can negatively affect a child’s education in a number of ways. Lack of proper sanitation and menstrual hygiene products such as tampons and sanitary pads can lead to missed school days around the time of a period.

When logistical concerns combine with the common stigma about periods and menstruation, people who menstruate miss out on valuable education. In Ghana, a nation where 8 percent of people live in extreme poverty, over 95 percent of students who menstruate reported frequent absences from school due to their period.

Fighting Back

While stigma and the lack of access to sanitary products continue to be a problem, various global initiatives are acting to combat this threat to health and safety. In 2013, the German nonprofit WASH United named May 28th Menstrual Hygiene Day, aiming to educate the public and fight stigmatization around menstruation globally.

May 28th is more than just a day to educate and enact action. It also symbolically ties to menstruation. May, the fifth month of the year, represents the average of five days that menstruation lasts each cycle. The number 28 represents the average length in days of a menstrual cycle.

WASH United is not the only organization realizing the importance of including menstruation in the conversations surrounding poverty and global health. The global nonprofit PERIOD is working to provide quality menstrual care, education and opportunities for those who menstruate. The Pad Project works on the ground in impoverished areas installing sustainable, locally sourced machines that produce pads, creating both necessary sanitary products and jobs. These two nonprofits both additionally stress the importance of proper menstrual care in order to ensure that menstruation does not limit a child’s education.

Looking Forward

Menstruation is not just a concern for the 26 percent of the global population who experiences it. There is a great need for education on the process and common challenges of menstruation in order to improve health and access to necessary care. In the fight to improve menstrual health around the globe, it is imperative that people teach menstruation as a natural, biological process that is healthy for the body, and not something that is shameful or unsanitary.

When people who menstruate have confidence in the tools they use during their period, as well as access to basic needs of water and sanitation, then menstruation, education and poverty can begin to destigmatize and children can face less of a barrier in obtaining the schooling, comfort and safety they deserve.

– Elizabeth Reece Baker
Photo: Wikimedia Commons