Archive for category: Education

Information and stories on education.

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Soccer Without Borders Brings Sports to Impoverished Youth

Soccer without bordersSoccer is more than just a sport. It connects people from all around the world, crossing boundaries and eliminating limitations. Soccer Without Borders embodies exactly what soccer’s purpose is. Soccer Without Borders is dedicated to building a more inclusive world using the world’s universal language. Founded in 2006, Soccer Without Borders achieves its vision through youth-development programs serving underprivileged youth in more than 65 countries.

Soccer without Borders

The nonprofit organization believes that creating meaningful change is more important than the actual sport. They build their programs around the interpersonal element of the sport to meaningfully impact their youth’s physical, social and individual progression by using soccer as an agent of positive change in the development of skills necessary to overcome obstacles.

Impacting nearly 2,000 children on a yearly basis, Soccer Without Borders stretches across 10 countries. In the United States, the organization is stationed in Baltimore, Greely, Seattle and Oakland. Refugees seeking asylum in the United States comprise more than 70 percent of Soccer Without Borders participants. Internationally, Soccer Without Borders has program offices in Uganda and Nicaragua. In the past, Soccer Without Borders has worked in several countries in Latin America and Africa.

Soccer in Nicaragua

As one of the poorest countries in Latin America, more than two million Nicaraguans live in poverty with 20 percent of the population living in extreme poverty. Children are the first to suffer from poverty. Faced with health problems, violence and abuse, children lack the same opportunity. In particular, young girls are often victims of sexual exploitation, child marriage and human trafficking, increasing gender inequalities. Many children, especially girls, do not receive an education because of these disparities.

Founded in 2008, Soccer Without Borders hosts a program in Granada, Nicaragua. The organization works with girls ages 7 to 20 through the league with year-round programs, camps and clinics. In Nicaragua, the participants of Soccer Without Borders are 100 percent girls. The organization also provided education scholarships to 99 girls between 2013 and 2016.

Soccer in Uganda

Soccer Without Borders also founded a program based in Kampala, Uganda in 2008. There, the organization serves male and female youth refugees from Uganda, Rwanda, DR Congo, South Sudan, Somalia and Burundi. Ages range from ages 5-23, and they participate in tournaments, festivals and a variety of community events. Forty-one percent of the participants are female, and most of the coaches are refugees themselves.

A 2016 poverty reduction assessment shows Uganda has reduced poverty from a monetary perspective, but the nation still lags behind in non-monetary areas such as sanitation, health and education. Children often end up living in the streets, victims of child labor, child trafficking and child abuse. Both young girls and boys are forced into harsh situations. Boys become members of the armed forces while girls are forced to prostitute themselves. Young girls are often victims of violence and child marriage.

How Sports Can Help

Soccer and other sports can act as an agent of change. While they cannot eradicate poverty, sports help blur the divisive lives of inequality that poverty creates. Sports focus on building children’s developmental needs to then address the larger needs of the surrounding communities. Education through sports like soccer can provide children with skills such as decision making and taking responsibility that apply both on and off the field. The goal of sports is to help children develop the necessary skills to break the cycle of poverty.

For its efforts, Soccer Without Borders was named the winner of the 2016 Barry & Marie Lipman Family Prize by the Wharton School and the University of Pennsylvania. The organization was also awarded the 2017 Urban Soccer Symposium Impact Award by U.S. Soccer as well as the 2018 Sports Award Winner by the Robert Wood Johnson Foundation. Most notably, Soccer Without Borders earned the FIFA Diversity Award in 2017.

– Gwen Schemm
Photo: Cloudfront

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5 Ethical Fashion Brands Focused on Poverty Reduction 

Ethical FashionOperating under a set of core ethics, sustainable fashion brands eliminate harsh impacts on the environment while also providing safe workplaces and fair wages for the individuals making the products, the majority of whom are women. U.N. Women says increasing female employment “boosts productivity, increases economic diversification and income equality.” This is a major step forward to the alleviation of global poverty in developing nations. Keep reading to learn more about these five top ethical fashion brands.

5 Ethical Fashion Brands Focused on Poverty Reduction

  1. ABLE
    This brand focuses on providing ethical fashion by supporting economic opportunities for women in an effort to eradicate poverty. After seeing firsthand the effects of generational poverty in Ethiopia, Barrett Ward, ABLES’s founder, created the company to give “women an opportunity to earn a living, empowering them to end the cycle of poverty.” With 45 million women employed in the fashion industry, ABLE sees the investment in women as a necessary business strategy to bolster communities and economies worldwide. The company is proud that 98 percent of its employees are women and challenges the culture of the fashion industry by publishing wages, an act of transparency directly attributed to the protection and empowerment of the women it invests in.
  2. Parker Clay
    Parker Clay is a company that values timeless craftsmanship in order to provide quality leather goods to its consumers and economic opportunities for its artisans. But at its core, the founders saw an “opportunity to empower vulnerable women through enterprise” after learning that many women and girls are targets for prostitution and human trafficking in Ethiopia. In fact, in the country’s capital, around 150,000 work in the commercial sex industry.

    Parker Clay partners with Ellilta – Women At Risk, a nonprofit based in Ethiopia that helps women from being lured into prostitution or trafficking. Many of the women supported by this organization work at Ellilta Products where Parker Clay sources its blankets. Providing women with an opportunity to work is more than just a job, Parker Clay believes it is the start to social and economic stability.

  3. KNOWN SUPPLY
    By reimagining the process of apparel production, KNOWN SUPPLY works “with underserved populations … to show the powerful impact clothing purchases can have” by supporting the women who make the clothes in more than one way. KNOWN SUPPLY chooses to celebrate each maker by “humanizing” each product with signatures.

    The company also provides consumers with clear information about the country where each ethical fashion good is made, accompanied by a gallery of the women who make them. This feature gives consumers a look into the lives and communities being directly impacted by their purchases.

  4. Carry117
    At Carry117, providing economic empowerment to at-risk women is a necessary foundation for sustainable development. This brand, based in Korah, Ethiopia — a place where disease and poverty run rampant — believes that when women are empowered, families are strengthened. Their goal is to give these individuals “a hand up out of poverty, with a unified desire to bring change to the community.”
  5. Anchal Project
    In 2010, Colleen Clines, Co-Founder and CEO of Anchal, was inspired to start the company after a trip to India where she learned about “the extreme oppression women faced as commercial sex workers.” Today, the nonprofit not only sells fair-trade goods made of artwork and textiles significant to the artisans’ journey to empowerment but also provides holistic opportunities for the artisans to stay empowered in their communities.

– Danyella Wilder
Photo: Flickr

Overcoming Barriers to Education for Internally Displaced Children

Education for internally displaced children

Violence or conflict internally displaces approximately 17 million children worldwide. Internally displaced persons (IDPs) are those who have been forced to leave their homes but remain within the borders of their country of origin. A majority of IDPs live in urban areas, where they often lack access to basic services, including health care, housing and education. Ensuring access to education for internally displaced children is essential to improving livelihoods and fostering social cohesion.

Initiatives in Nigeria and Kenya represent important steps toward ensuring education for all internally displaced children in those countries.

Barriers to Education

For internally displaced children, schools are crucial to integrating into their new host community and regaining some normalcy after fleeing violence. Unfortunately, a myriad of challenges prevents many of these children from being able to attend school. A lack of documentation, financial struggles, language barriers, physical distance from the nearest school and a lack of education facilities in the area could possibly prevent internally displaced children from pursuing their education.

Furthermore, child labor, child marriage and recruitment by armed forces and gangs are other significant barriers to education for internally displaced children. IDPs often experience severe poverty and, as a way to make more money, send their children to work within the informal sector, thereby preventing them from going to school.

Child marriage is seen as another way to help overcome poverty, as marrying into the host community can provide economic and social benefits. Child marriage is frequently forced onto internally displaced children, especially girls. For IDPs who choose to marry when they are young, becoming independent from their parents may be a motivating factor. Once married, children rarely begin or continue their education.

Additionally, internally displaced children tend to live in poor, crime-ridden districts. They are more likely to be recruited by local gangs or armed groups in these areas. In Colombia, armed groups seek out children because they are able to avoid heavy criminal sentences if caught.

Conflict also negatively impacts education infrastructure, hurting educational opportunities for internally displaced children. Displacement disproportionately affects girls, who face additional challenges. Girls are 2.5 times more likely to not attend school in countries experiencing conflict. Gender-based violence and harassment that occurs at school and on the route to and from education facilities keep many girls at home. The abduction and rape that has occurred in at least 18 countries, along with the bombing of girls’ schools, also encourages families to keep their daughters at home rather than sending them to school.

UNICEF Recommendations

UNICEF recommends several tactics to overcome these barriers to education for internally displaced children. The organization’s primary goal is to ensure humanitarian organizations and governments begin to see education as a greater priority for IDPs. Education is commonly seen as secondary to addressing violence. Unfortunately, when conflicts last for years and decades, waiting to invest in education can leave generations of internally displaced children without schooling.

Key recommendations include strengthening education systems, abolishing school fees to reduce financial constraints and adapting curricula to address prejudices and promote diversity and social cohesion.

Case Study: Kenya

A study conducted at a Kenya school in 2013 and 2014 provides valuable insight into the benefits of educating internally displaced children alongside local children. At the school studied, 71 percent of students were internally displaced. However, efforts were made to provide an inclusive education that strengthened community relationships.

The study found that many internally displaced children were initially apprehensive about being accepted by their new school community. This sometimes lasted, but usually dissipated after a few weeks as the children become comfortable with each other. One student, Jey, told an author from the International Journal of Child Care and Education Policy, “I like this school because pupils like me. I don’t have any enemies all of them help me.”

Furthermore, students at the school developed community-consciousness. Many were aware of social inequalities that existed in Kenya. Internally displaced children recognized the disadvantages they and their families faced and were motivated to complete school to improve their futures.

Overall, more schools like this one in Kenya are needed to help bridge gaps between host communities and IDPs. This will improve opportunities for internally displaced children.

Plan International: Nigeria

In Nigeria, Plan International is creating learning centers to provide education for internally displaced children. These centers are created in areas that lack educational infrastructure and seek to support IDPs.

Patim, one of the teachers at a learning center in Maiduguri, noted that many of the children she teaches have lost their parents and require a great deal of support. The learning centers are doing what they can but often lack adequate resources and staff. However, the work being done is still directly benefiting many children. Patim recognizes that many of her students would be working on the streets if it wasn’t for the learning center. Attending the center helps keep children safe during the day.

Moving Forward

More communities and nations need to adopt UNICEF’s recommendations to ensure the availability of education for internally displaced children. Hopefully, recent attention to this issue will spark significant change in more countries, improving the livelihoods of IDPs around the world.

– Sara Olk
Photo: Flickr

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Poverty Among the Romani in Albania

Poverty Among Romanians in Albania
Albania, a country located east of the heel of Italy and bordering a chunk of the Adriatic Sea, receives millions of Euros each year. However, Albania invests next to nothing, if even that, in the ghettos where a majority of the Romani population live. The result is a continuous cycle of poverty among the Romani in Albania.

Estimates determine that Romani people migrated from Northern India to Eastern Europe in the 1400s. Upon arriving, Eastern Europeans discriminated against the Romani people due to their nomadic lifestyles. Romani people lived in tribes and worked as craftsmen. Being further developed when it came to technology, the Eastern Europeans used this to justify why they treated the Romani as “less than” or “untouchables.” In Albania, this treatment is still present today.

A Large Population

Although no one seems to have accurate data of how many Romani people live in Albania, the majority of sources seem to estimate somewhere between 50,000 to 100,000. Of this amount, 80 percent of the Romani in Albania have no job and live in extreme poverty. While this is a vast percentile, the Albanian government is still not fully addressing the issue of poverty among the Romani in Albania. For instance, the country’s social services such as welfare and economic aid make it difficult, sometimes impossible, for the Romani people to access them. Because most Romani people in Albania do not register at their local municipality, the government uses this to justify them as ineligible for the social services. However, the reason Romani in Albania do not register at their local municipality is due to the discrimination they face. This causes them to live on unclaimed land, move frequently and/or bear children at home rather than in a hospital.

Issues of Education

In Albania, 52 percent of the Romani population has no education. Of the other 48 percent who do attend school, 14 percent complete elementary school, three percent complete secondary school and four percent graduate from a college or university. Because of the lack of education, many Romani are not eligible to access employment which further contributes to their poverty.

Romani children tend to not attend school for the following reasons:

  1. They have to work to help their family survive because the average monthly income of Romani households is 68 Euros. The Romani people make less than half the monthly income of non-Romani households living in the same neighborhoods.
  2. Some schools refuse to register Romani children because they do not have birth certificates. This is despite the fact that it is the law in Albania to accept all Romani students into public schools whether they have a birth certificate or not.
  3. Romani parents choose to keep their kids home from school due to their claim that the teachers discriminate against their children because of their ethnicity.

Temporary Work

Because many Romani people in Albania are unable to find a stable source of income, they often resort to small, temporary jobs in different trades such as construction and agriculture, and most of these are low pay. While the government does provide economic aid to the unemployed, very few Romani benefit from this aid, and if they do, they do not receive it for as long as they need it. On top of all of this, Romani people are continuously denied their rights to adequate housing and lack of access to clean drinking water, and often experience ill-treatment from local police for no reason other than being of Romani descent.

The ERRC

In 1996, the European Roma Rights Centre (ERRC) emerged out of recognition of the discrimination Romani people face in multiple countries including Albania. It uses two methods to establish equal rights and opportunities for all Romani people:

  1. Strategic Litigation: In order to eliminate the discrimination against Romani people that prevents them from moving out of poverty, the ERRC fights whoever is implementing these discriminatory acts in court. It is able to do so in both domestic and international courts.
  2. Advocacy and Research: The ERRC believes that one of the best things anyone can do in order to help prevent poverty among Romanians in Albania as well as in other countries is to get the word out. One requires awareness and education of the issue in order for change to be possible.

An ERRC Victory

The ERRC completed its latest project in Albania on December 12, 2018. Due to discrimination, Romani citizens of Fushe Kruje, a city in Albania that has been home to a Romanian community since 1990, were suffering from lack of clean drinking water. While numerous Romani organizations took action to prevent this for the past 20 years, next to nothing has changed. The ERRC stepped in and went to court to fight the local municipality in Fushe Kruje for refusing to address the community’s limited access to clean water. The ERRC won the case, and the court declared that the local municipality would have to fix this issue within 30 days or receive a fine.

The ERRC envisions a world in which Romani people and non-Romani people in Albania are able to work together to challenge the racism that exists. By doing so, poverty among the Romani in Albania will end, thus, allowing them to receive access to proper education, steady employment, and ultimately, better healthier lives.

– Emily Turner
Photo: Flickr

 

 

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Why Are Venezuelans Fleeing?

Venezuelans Fleeing
As the beneficiary of the world’s largest oil reserves, Venezuela was once the wealthiest nation in Latin America. However, in 2014, the economy began to collapse. The Bolivar, its currency, has gone into free fall, leaving millions unable to afford even the most basic necessities. According to Bloomberg’s Café con leche index, a cup of coffee today costs the same as 1,800 cups in January 2018. As food and health care become more difficult to come by, many Venezuelans are faced with the decision of struggling to get by or fleeing the country.

Why Flee?

Every day, thousands of Venezuelans leave their country in search of safety and stability, many of them arriving in Colombia. The International Rescue Committee has been supporting families in need in Cúcuta, a border city, since April 2018.

Venezuela is millions in debt while the only commodity that the country relies on is oil. Unfortunately, the value of oil has plummeted. In 2014, the price of oil was about $100 a barrel. Then several countries started to pump too much oil as new drilling technology could dredge up what was previously inaccessible, but businesses globally were not buying more gasoline. Too much oil caused the global price to drop to $26 in 2016. Today the price hovers around $50, which means that Venezuela’s income has been cut in half.

At the same time, Venezuelan President Nicolas Maduro’s hostility towards foreign business has created a corporate exodus. Companies such as United, General Motors and Pepsi have left entirely and unemployment in Venezuela could reach 25 percent this year. To try and keep up, Maduro has raised the minimum wage three times in 2019 in order to provide a little short-term relief to the poor. Currently, the minimum wage is at 18,000 bolivars per month, which is around $6.70 U.S.

How Many Venezuelans Have Left?

According to the U.N., more than three million people have already left Venezuela since the crisis began, and that number is increasing at a rapid rate. Approximately one million people, several lacking official documentation, have gone to neighboring Colombia. However, Peru is the second most popular destination country for Venezuelan refugees, with over 500,000. Ecuador follows, with over 220,000, Argentina with over 130,000, Chile with over 100,000 and Brazil with 85,000 immigrants.

By the end of 2019, the number of Venezuelans fleeing the country should reach 5.3 million. Nearly 300,000 children have fled the homes and lives they once knew, and approximately 10 percent of the country’s total population has already left.

The Way Out

The majority of those fleeing Venezuela do so on foot, and the road begins close to Cúcuta. Many people pay smugglers to use a trocha, which is an illegal border crossing through a river. On the Colombian side of the border has become a huge open-air market for all the things that people cannot get in Venezuela anymore. Vendors advertise medicines and cigarettes, candy and phone minutes for people to call home.

Sadly, some do not make the journey on foot. In Cúcuta, the temperature can hit 90 degrees Fahrenheit. However, on other parts of the route, the road climbs to 10,000 feet above sea level and temperature can drop below freezing. Walking this route takes approximately 32 days. The mountain pass, La Nevera, translates to the Refrigerator. Aid groups and residents have opened their homes and set up shelters along the path. However, the number of Venezuelans fleeing the country has surpassed the number of shelters available along the way, making space for only the lucky few.

The Impact

The emotional wellbeing of children who have fled Venezuela is of high concern. Sometimes traveling alone, boys and girls disrupt their education and are in great danger of falling behind in school and never catching up again. On the contrary, some parents leave their children behind when they leave the country. These children often gain material benefits from their parents’ migration, because sending hard currency to relatives provides greater access to food, medicine and other lacking necessities.

Furthermore, tensions between Venezuelans fleeing the country and citizens of other countries is often high. Colombia has had to reach out to the international community for help in dealing with the influx of migrants. Hospitals and elementary schools in Cúcuta have been overwhelmed, and administrators complain about the central government’s failure to reimburse them for the cost of caring for migrants. The national government has suspended the issuance of temporary visas, and the U.S. Agency for International Development, or USAID, has promised $30 million in assistance.

In Ecuador, anti-immigrant sentiments reached a highpoint when a Venezuelan allegedly stabbed to death his pregnant Ecuadorian girlfriend, Diana Ramirez Reyes, in front of police and scared residents of the city of Ibarra. Since then, President Lenin Moreno decreed a tougher immigration policy that requires incoming Venezuelans to present a document certifying they had a clean criminal record in Venezuela. However, such documents are costly to obtain in Venezuela.

Similarly, Peru and Chileans have developed hesitation toward Venezuelans fleeing the country. People cannot renew work permits in Peru and as of 2018, the country decided to stop issuing them. A recent survey in Chile found that many natives disapprove of the number of immigrants coming in. Seventy-five percent of those responding to the survey thought that the number of immigrants was excessive.

Who is Helping?

Since April 2018, the IRC has been working in Cúcuta supporting Venezuelans and vulnerable Colombians with specialized services for women and children, cash assistance and health care. Aid organizations and families are also working to help immigrants along the route. The Colombian Red Cross has a small aid station on the outskirts of Pamplona, a city in Colombia’s Norte de Santander region.

The U.S. government has also helped by providing about $200 million in humanitarian aid to address the crisis in the region. Most of this money has gone to Colombia as do the majority of Venezuelans fleeing the country.

UNICEF has appealed for $69.5 million to meet the needs of uprooted children from Venezuela and those living in host and transit communities across the LAC region. It is working with national and local governments, host communities and partners to ensure access to safe drinking water, sanitation, protection, education and health services for Venezuelans fleeing the country.

– Grace Arnold
Photo: Flickr

 

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Edtech in India Helps Improve Education

EdTech in India
Education Technology, also known as EdTech, is a current driving force for major improvements to education in India. The information and communication technology placed in school systems throughout the country helps bring outside knowledge to classrooms that would have been previously inaccessible. Edtech has recently dropped in pricing, making the equipment and technology easily accessible in less developed areas and easier to implement in impoverished schools.

Four Key Facts About India’s Educational System

  1. India has one of the largest populations of school-age children, with an estimated 270 million children between the ages of 5 to 17.
  2. The country has four main levels for education: pre-primary from ages 3 to 6, primary from ages 6 to 10, secondary from ages 11 to 17 and tertiary from ages 18 to 22.
  3. Children must attend school from ages 6 to 13.
  4. School systems have seen a major increase in student enrollment in recent years, with a 15.37 percent increase of total gross enrollment in secondary education between 2009 and 2016.

While enrollment has increased, education in India is still behind with teaching methods and test scores. Many students test poorly in math and reading skills and teaching quality decreases in rural areas. In 2015, the mean achievement scores for math at a national level for rural areas was 247, while the urban score was 256. Urban areas also scored 19 points higher in English, with a mean score of 263. With less access to teachers and educational materials, the rural school systems face more deficits than urban areas.

Education technology is a relatively new concept for foreign countries, but the benefits to technology-infused classrooms are well known. Below are three benefits of increasing EdTech usage in Indian school systems.

Three Benefits of Increasing EdTech Usage in Indian Schools

  1. EdTech Bridges the Gap Between Rural and Urban Education: EdTech incorporates text, audio and video to teach and elaborate on classroom subjects. This technology fills in knowledge gaps when teachers are absent or less educated with certain materials. The language in these materials is also more streamlined, making topics easier to understand for a multitude of students. Video lessons make classes more consistent in all schools, eliminating the variation of teaching materials around the country. These programs also make student data more accessible to teachers, with some methods collecting and compiling data on student progress for teachers to be able to track progress and note areas that need improvement.
  2. EdTech Programs Emphasize Specialized and Individual Learning Plans: Education in India has previously been less effective at aiding students individually; through the implementation of EdTech, schools are better able to cater to students’ needs and adapt specific programs to better suit individual learning styles. Mindspark, an Indian based company that delves into education through videos, games and questions, is working to pique students’ interest in non-traditional ways. The software takes the basic values of comprehension for each student and adapts lesson plans to better fit their needs. The company recently worked with over 600 students in Delhi, citing increases in understanding of math and Hindi.
  3. EdTech Forms a Collaborative Space for Education: As more teachers begin to incorporate the newer technologies into the classroom, lesson plans will become more consistent in each region. Teachers will also be able to share effective teaching strategies using newer technology to benefit classrooms with less access to EdTech. This technology also makes information about students’ success more accessible to parents. Automated messaging to parents regarding progress can increase test scores for students overall.

While Edtech is benefitting education in India, foreign investments heavily fund the current ventures. Further development into education technology would require extensive partnership with the government, but some are taking steps to bring more technology into Indian classrooms. Prices for tablets and computers have decreased in recent years, making these educational programs more accessible to the multitudes. Many state-run schools have some access to these newer programs, and India is making more strides towards providing EdTech for students in all regions.

– Kristen Bastin
Photo: Flickr

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The Impact of The AASD on Malnutrition and Economic Growth in Peru

Malnutrition and Economic Growth in Peru

Globally, 1 in 7 individuals suffers from malnutrition every day.  This problem is illustrated quite clearly in Peru, where 13 percent of children under 5 are chronically malnourished. However, much progress has been made in the past decade to improve this statistic. One organization that has made a positive impact on the situation is the Andean Alliance for Sustainable Development (AASD). Over the past decade, they have established numerous partnerships between both local and international academic institutions, as well as indigenous communities, in order to help conduct valuable research, fund agricultural projects, and establish solidarity programs. These efforts have helped to improve malnutrition and facilitate economic growth in Peru.

The School Greenhouse Project

One of the AASD’s most notable achievements is the creation of The School Greenhouse Project. Co-designed by a cohort of graduate students from around the world and local agricultural experts, the project provides fresh vegetables for school lunches as well as an interactive classroom for students. Providing these resources to young children helps accomplish one of AASD’s main goals, which is to address malnutrition and economic growth in a sustainable and locally-driven way.

Ecological Footprint Farm

Agriculture in Peru’s Sacred Valley has a rich history dating to before the Inca Empire. Unlike agricultural models adopted by the Peruvian Ministry of Agriculture, AASD seeks to establish and capitalize on relationships with local family farms. For example, AASD’s Ecological Footprint Farm is based out of the Nina Family Farm. This partnership aims to tap into the decades of agricultural expertise for high altitude cultivation that the Nina Family have collected. According to the website, The Ecological Footprint Farm “acts as an experimental space for fusing ancient and modern forms of agriculture, a place of communal learning, and a bridge between local and global communities.”

Nutritional Deficiencies and Crop Growth

Living at high elevation poses particular challenges for nutrition. For example, individuals living in the Peruvian highlands have been shown to have significantly more nutrient deficiencies compared to individuals living in regions along the coast of Peru. Specifically, coastal inhabitants have higher protein and vitamin A intakes than their high-altitude brethren. This has led to organizations like AASD to focus the majority of their efforts on improving malnutrition into areas of high elevation. One integral aspect of farming that AASD works to inform individuals living in these areas about is the importance of taking the elevation that they are at into account when growing crops. For instance, potatoes cannot be grown at elevations higher than 12,000 feet, but superfoods like quinoa and canihua can grow at elevations of almost 15,000 feet.

Solidarity Program

In addition to their agricultural programs, AASD also offers a Solidarity Program. This program provides opportunities for youth, high-school and college-aged students to live and work in locations throughout Peru. It teaches these students the basics of international development, as well as the importance of social justice and community development work. For example, in one recent show of the good work that the program helps facilitate, high school students helped to raise $12,000 to build a new greenhouse for the School Greenhouse Project. Through this partnership, AASD completed a tangible project which will have long term positive ramifications for the health of the community while also spreading Andean wisdom to the high school students. This kind of knowledge building is central to AASD’s model for change, as students often depart these programs with an understanding of the importance of sustainable, community-driven projects.

Looking Ahead

While Peru still faces many challenges with regards to malnutrition and economic growth, the Andean Alliance for Sustainable Development has helped establish many important building blocks to ensure that the people of Peru can begin to overcome these challenges. Their agricultural and community-building initiatives have provided an enormous help to millions of Peruvian children, teens, and adults, and as a result, they have helped to spread greater awareness about the problems that Peru faces going forward.

– Sarah Boyer
Photo: Wikipedia Commons

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5 Microsoft Initiatives Improving Education in India

Five Microsoft Initiatives Improving Education in India
With 372,601 people under the age of 14, India’s school-age population demonstrates a massive market for scholastic innovations. The country has been working to build the level of technology-infused education throughout the eight years of compulsory education. Only 3.8 percent of India’s GDP is currently being used for education, so outside companies also work to contribute to the educational system.

Microsoft initiatives have influenced STEM education throughout the country. Microsoft has partnered with many schools and government programs to improve education in India. Five Microsoft initiatives improving education in India include Project Shiksha, Project Shaskam, Showcase Schools, Microsoft Academia Accelerator and Microsoft Innovative Educator.

Project Shiksha

Project Shiksha was founded in 2003 to target classrooms lacking technology to aid education. Teachers participate in a six-day intensive program to build computer skills for classrooms and administrative duties. Incorporating technology into Indian classrooms helps to build a more effective learning environment and engage a wider range of students.

As of 2018, Project Shiksha has impacted more than 430,000 students in India. The program has trained 9,246 teachers throughout the country to better incorporate technology into the daily curriculum. Additionally, in the Karnataka region, Project Shiksha has impacted eight districts, 992 schools, 5658 teachers and 3,13,748 students since the project began. In that region alone, the program has instilled three different IT centers to improve computer education and technology literacy.

Project Shaskam

Project Shaskam helps fund professional development classes to train faculty in technological skills for the classroom. The program helps educators to digitize classrooms and bring more technology-based learning lessons to students. This can drastically improve the level of education in India. Less than one in five teachers in India are qualified to teach, as demonstrated through the dwindling numbers of teachers passing evaluation tests in Maharashtra. In 2015, only one percent of teachers tested passed the end of year evaluation tests. Project Shaskam ensures teachers in public education sectors are sufficiently trained to educate students in India.

Since 2011, Project Shaskam has trained more than 4,228 teachers in more than 148 Indian universities. The educators that participated in the program have since trained 1,126 other teachers in these skills. Teachers are trained to use multiple Microsoft programs, including Microsoft Office, Microsoft OneNote Class Notebook, Sway and other programs. The institutes involved in Project Shaskam include SRM University, Geetanjali Girls College, NIMS University, Shaheed Sukhdev College of Business Studies, Jai Narain Vyas University and Integral University. As of 2018, the program impacted 931 teachers at 25 universities.

Showcase Schools

Showcase Schools focuses on building and maintaining leadership skills throughout globally recognized schools to enable educators to create a more effective learning environment in Indian classrooms. The program emphasizes one to one learning techniques. This helps teachers build more personal relationships with students in the classroom and push students to be more successful. Showcase School leaders work together to create a collaborative space to explore teaching ideas and methods to heighten the usage of technology in Indian schools.

More than 126 schools are currently working under the Showcase Schools initiative to impact more than 4,000 students. The Microsoft Showcase School Leaders Forum, hosted in 2016 through a partnership with The Aga Khan Academy, featured multiple Showcase School leaders who shared new ideas for innovative education platforms using technology. One example of the program’s impact on education in India is the two-day INFINITUS Fest held at Delhi Public School in Ghaziabad. The event, in collaboration with Microsoft India, also impacted 17 other schools.

Microsoft Academia Accelerator

The Academia Accelerator program began in 2014 to create a long-lasting relationship between Microsoft and programs benefitting education in India. The program helps facilitate developments in Indian schools and universities to ensure the programs continue to modernize. Furthermore, Academia Accelerator works to improve student understanding of newer technology and ensures that computer-based skills are retained throughout classes.

Academia Accelerator has partnered with 18 different schools throughout India to improve education systems. Microsoft sponsors Code.Fun.Co, an annual event featuring a 20-hour hackathon for the students at partnered universities. This event allows students to address real-world issues through technology and coding programs. The program also hosts AXLE, a Microsoft Academia Accelerator showcase in India, to discuss the impact of AI and technology in learning. This showcase includes keynote speakers, the Code.Fun.Co competition and innovative new technology designs. These activities help inspire students to dive further into STEM education in India and tackle large-scale issues in the community.

Microsoft Innovative Educator

Of the five Microsoft initiatives improving education in India, Microsoft Innovative Educator program seeks out educators who are going above and beyond using technology to reach students in new and exciting ways. The program works as an advocate for technology-infused schools, bringing in outside sources to merge the traditional educational system with more modern technology to strengthen the level of material in schools.

Innovative Educator reached 443 teachers in 2018 to create an educational group that encourages technology use in Indian classrooms. At the 2019 Education Exchange (E2) conference in Paris, India’s representative group was the largest to date with 10 Microsoft Innovative Educator (MIE) Experts, six school leaders and three MIE Fellows. Six of the Indian educators and fellows also participated on winning teams at the conference, showing their unique approaches to adding technology into the classroom.

Five Microsoft initiatives improving education in India are Project Shiksha, Project Shaskam, Showcase Schools, Microsoft Academia Accelerator and Microsoft Innovative Educator. These programs reinforce technology-based education and improve the level of materials in classrooms throughout the country.

– Kristen Bastin
Photo: Flickr

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8 Facts about Education in South Sudan

education in south sudan

South Sudan, the world’s youngest country, faces a bevy of challenges. A long civil war within the previously integrated Sudan and an onslaught of recent conflicts in the newly independent country of South Sudan have resulted in years of instability, undermining education there. Geographical and gender-based issues also pose threats to learning, but the government and NGOs are working hard to create a better system. Here are eight facts about education in South Sudan.

8 Facts about Education in South Sudan

  1. In South Sudan, 51 percent of  children are out of school. There are 400,000 children out of school due to chronic insecurity and displacement, while another 13,000 are absorbed in the country’s protracted conflicts. This high rate fits within a broader pattern: children in conflict-affected countries are much more likely to miss out on educational opportunities than their peers in other countries. With homes destroyed and families lost, the long-term endeavor of schooling becomes an impractical afterthought.
  2. Many school buildings have been decimated. In 2013, tensions between two major politicians spurred fighting between the Dinka and Nuer ethnic tribes. Thousands were killed and more than two million were displaced during the two-year civil war that followed. In the midst of this, 800 school buildings were destroyed. While 6,000 remained usable, almost all of them were stripped of vital educational resources and infrastructure. “[A]nywhere else, they wouldn’t be called schools. It’s basically a tree and a blackboard,” UNICEF’s chief of education in South Sudan told NPR in 2016.
  3. With a five percent net enrollment rate, very few school-aged children attain a secondary education in South Sudan. Part of the problem lies in the limited number of schools: only 120 secondary buildings remain standing in the entire country, according to the Global Partnership for Education.
  4. Educational inequalities persist along rural and urban lines. For one, all 120 secondary schools are in South Sudan’s towns. Students from rural regions who want to obtain a secondary education must take on high transportation costs, which prevent some students from even trying. This challenge compounds upon others. Many rural South Sudanese families engage in cattle-keeping, for example, which forces school-aged children to migrate according to seasonal variations and economic pressures.
  5. Girls’ education is on the rise but requires more work. While more boys obtain an education in South Sudan than girls, this gap narrowed slightly since 2013. One organization making headways in this area is Project Education South Sudan (PESS), which has sponsored many scholarships that help South Sudanese girls attend better-resourced schools. PESS has also established grinding mills in villages close to schools, which frees girls from the manual task of grinding grain.
  6. In 2012, South Sudan’s government, in partnership with several NGOs, established the General Education Strategic Plan (GESP). The GESP increased the number of alternative education systems in the country, targeting problem areas like adult illiteracy. However, the plan fell short in many respects: on-the-ground implementation efforts were limited and money transfers to local governments were not well-coordinated.
  7. The Ministry of General Education and Instruction in South Sudan developed a new GESP for the years 2017-2022. This plan takes into account some of the shortcomings of the previous one. For example, it establishes a school inspection framework and specifies personnel roles at the local level to ensure the effective implementation of funding. Moreover, the plan provides money to reopen conflict-affected schools and create temporary school structures while permanent buildings are built.
  8. The opposing political groups who sparked the 2013 conflict signed a peace deal in September of 2018. Among other things, this deal allowed UNICEF to provide educational resources in previously blocked-off parts of the country. As a result, the organization is likely to pass its goal of enrolling 729,000 new children during 2019.

Conflict and complex political geography combine to undermine education in South Sudan, but the weight of both pressures is gradually lifting. This spells a promising future for South Sudan. Besides being instrumental for healthy living and economic prosperity, education is also a key to future peace. As the South Sudan government and NGOs continue to strengthen the education system, stability will hopefully follow.

– James Delegal
Photo: Flickr

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How Wealth Inequality and Poverty Connect

Wealth Inequality and Poverty
Wealth inequality is an issue that plagues many developing nations, causing a widening distance between the wealthy and the poor in those nations. When a country distributes income among its people in an unequal manner, even a country with a growing economy can advance slower. Impoverished people are often unable to improve their situation due to the number of barriers they face, and some people may even be more prone to falling below the poverty line when a country’s economy advances without them. Here are examples of how severe wealth inequality contributes to poverty and how these issues can be corrected.

The Challenges of Inequality

The country the United Nations Development Program (UNDP) lists as having the highest wealth inequality is South Africa, according to its GINI index of 63 percent (a measure of inequality, with zero percent representing perfect equality and 100 percent being maximum inequality). Though South Africa has a high GDP compared to the world average, it still has a large number of people below the poverty line. In 2014, 18.9 percent of the population was living on less than $1.90 per day. In many cases, the poorest workers in South Africa are living on wages of $50 per month. Many of these issues are due to the country’s history of apartheid, which entrenched economic differences between different groups of people. Though South Africa removed that system 25 years ago, its legacy still impacts the country today.

Brazil is another country where wealth inequality contributes to poverty in a significant capacity. Despite others earmarking the country as one quickly moving towards becoming a developed nation, 10 percent of the population still lives in extreme poverty. Though the country’s economic growth is significant, 61 percent of that growth from 2001 to 2015 has gone directly to the richest 10 percent of the country. This means that the majority of Brazil’s population has only seen 39 percent of all of its economic progress.

This inequality contributes significantly to the problem of poverty and prevents the poorest of the country from improving. Progress in Brazil on this issue with regards to specific groups of people is slow. By current projections, women in Brazil will not close the wage gap until 2047. As for black Brazilians, estimates determine that they will not earn as much as white Brazilians until 2089 by the current rate.

What Can Countries Do?

One should note that while wealth inequality contributes to poverty, the exact causes behind wealth inequality can vary greatly and come about as a result of many different social, political and economic factors. South Africa’s inequality as a result of historical institutions may be an issue more difficult to tackle. According to experts, however, a good start would be to offer more opportunities to those who those institutions have systematically excluded.

In Brazil, access to education remains seriously dependent on one’s family income. As a result, the majority of Brazilian adults have no secondary education. Expanding access to more education opportunities may be key to alleviating income inequality and poverty in Brazil.

Inequality is a serious issue in countries like South Africa and Brazil, and the issues that connect with it contribute to poverty’s continued existence and expansion. According to a study published by members of the U.N., there is a strong link between income inequality and poverty. In order to reduce poverty, it follows that countries must also correct inequality. With more legislation and NGOs assisting individuals severely disadvantaged by income inequality, ending poverty seems a lot more accomplishable.

– Jade Follette
Photo: Flickr