Archive for category: Education

Information and stories on education.

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Team Nelson Aiding Orphans in Tanzania

Orphans in Tanzania
Team Nelson is a nonprofit organization based out of Atlanta, GA that works to send orphans in Tanzania to school. In 2017, there was a 79 percent net enrollment rate in primary school but only a 23 percent net enrollment rate in secondary school. After primary school, many teenagers have to find work to help provide for their families, so retention is a huge issue in secondary school. Many of the orphanages in Arusha, Tanzania lack the funds to send their children to school, so McCrea O’Haire and her board began to raise money to send the first boy she met, Nelson, to school. From there, it grew.

Team Nelson has been successfully raising money and awareness in order to send more Tanzanian orphans to school. The organization also encourages kids to prioritize their education and reap the greater benefits of completing their education instead of leaving to find work. The Borgen Project had the opportunity to interview McCrea O’Haire about Team Nelson about sending orphans to school in Tanzania.

Who is Nelson?

Nelson is one of the first kids that O’Haire met in Tanzania and the inspiration behind Team Nelson. Upon first meeting him, she recalls him having a reserved and shy nature, as he was just trying to blend in with the other children. It was not until she learned of his situation that she saw him for who he really was and “realized how important it is to help the invisible children that people might not notice.” She eventually decided to transform Team Nelson into much more than just one child. Originally, she did not intend to do anything other than sending Nelson to school, but she received an outpour of support from family and friends which snowballed her intentions. Once she felt the support around her, she had the inspiration to do more.

The Future of Team Nelson

In running this nonprofit, O’Haire cites two main challenges. Firstly, everyone in the organization also works full-time jobs and have careers, so there are many difficult compromises that it must make. Secondly, there are always language barriers and cultural differences her team encounters when they visit Arusha. She cites their desire “to help people living across the world while not interrupting their cultural flow or offending anyone,” noting that this is not always easy.

Within the next five years, O’Haire hopes the organization continues its current trajectory. In the past year and a half, it has been able to send 18 children to school, so in five years, it would like to send around 50 or more kids. One of her favorite things about Team Nelson is the “one to one love” that they currently have. She wants to help as many kids as possible but also does not want the program to include thousands of kids that members of the organization have never met.

Addressing Systemic Issues in Tanzania

AIDS killed Nelson’s mother and alcoholism afflicted his father. His family alone represents a larger, systematic issue resulting in the death of many parents and caretakers in Tanzania, which has left about 3.1 million orphans in Tanzania. O’Haire cites this problem as one of the main reasons she and her team decided to create Team Nelson; “A lot of the problems in Tanzania revolve around offering more opportunities for education and helping the children further their lives with increased resources and tools.” She emphasizes the importance of sexual health education that children receive in school and the need for recurring doctor’s appointments.

If the government continues to receive pressure to employ more top-down approaches, she says, there will be drastic improvements in health and education. Fortunately, the Tanzanian government recently decided to make all lower-secondary education free in order to retain more students, as there are currently 1.5 million adolescents that are not in school.

Although it is quite difficult to live in rural Tanzania right now, O’Haire underscores the positivity of everyone she has met there. Prior to her trips there, she prepares herself to be the beacon of hope and energy that they may need but quickly reminds herself that Tanzanians are a happy group. In hard times, she reminds herself of the objectives of Team Nelson, which is sending children to school. She must often turn down requests but notes the importance of staying focused on her organization’s goals and trust in that impact.

If you would like to help Team Nelson and the orphans in Tanzania, O’Haire encourages a monthly donation of just $10, which directly contributes to getting children an education. In the case that providing a financial contribution is not possible, she hopes that “people will spread the word about this cause and really care about the problems our world is facing.”

To learn more, please visit https://www.weareteamnelson.com/.

– Jessica Haidet
Photo: Flickr

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Irene’s School in Uganda Supports Girls’ Education

Irene's School in Uganda

Education outcomes, a lack of funding, rapid expansion and inadequate management have led to low and declining education outcomes for girls and boys in Uganda. Since 2000, initial primary enrollment and attendance rates have increased; however, only one-third of students will finish their primary education.

The Problem

Only 20 percent of students reach O-level, which is four years of lower secondary education, and only 10 percent reach A-level, which is finishing secondary education and two years of upper secondary education. Furthermore, less than half of primary students meet the minimum level of literacy and numeracy in the National Assessments of Performance in Education.

Girls living in sub-Saharan Africa face some of the greatest disadvantages when it comes to gaps in education. Globally, over half of the out-of-school children live in this region, and nearly 40 percent of adolescent girls are out of school.

The reasons for this vary, however one of the most tenacious reasons is harassment from men. There is a lack of private bathroom facilities and it is very common for boys at school to target girls for consensual or forced sexual encounters which can harm the girl’s reputation. If she becomes pregnant, she’s forced out, while the father of the baby can continue with school.

Irene’s Story

Irene’s school in Uganda is a success story that stands above the rest and gives girls in sub-Saharan Africa hope. Irene Kamyuka, the youngest of four kids, was forced to drop out of her sixth year of primary school in 2012 because her father ran short of money. Kamyuka’s father told her that she could go back to school when her siblings were finished and he had saved up enough money.

However, because of her dedication and the generosity of others such as the Plan International Program, the 15-year-old is now in her first year at Kamuli Progressive College and stands as an inspiration to girls aspiring to stay in school. The international development charity is paying her term fees, which work out to about 20 U.S. dollars every three months.

Stories like Irene’s are not uncommon. Ugandans who live in rural areas, like in Kamyuka’s town Kamuli, make their living as subsistence farmers and run into difficulties paying for their children’s schooling. Though this East African nation’s government-run schools are free, parents who cannot afford to pay for uniforms, books and supplies cannot send their child to school.

According to preliminary statistics from Uganda’s Ministry of Education for the 2012 school year, the number of girls who qualify to attend secondary school stood at 343,000 in contrast to 408,000 boys. As in Kamyuka’s case, the outcome of their education is often interrupted or canceled completely.

How is the world helping?

Despite it being unusual for girls to attend school as far as the seventh grade in Uganda, the country is receiving support. UNICEF has been supporting Irene’s school in Uganda since 2015 by providing school supplies, as well as training teachers and building a new classroom block and latrines.

Similarly, the Plan International Program continues to help those in need to pay dues for school, and the Irene Children’s Support Organization (LICSOU) was formed in 2012. They work to respond to the overwhelming number of children who are dropping out of schools within rural communities like Irene’s school in Uganda. In order to accomplish their goals and help the greatest number of children, they plan on lobbying, advocating and improving community networking and collaboration.

– Grace Arnold
Photo: Unsplash

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Digital Education Improves Literacy in Bangladesh

literacy in bangladeshThe term “literacy” means far more today than in the past, incorporating not only the ability to read physical texts, but to also be able to comprehend and break down internet sources and articles as well. Bangladesh has been striving to make the country’s educational system develop these skills through the implementation of newer programs and the infusion of technology into schools. The government’s goal of creating an accomplished, educated population through digital education has helped to increase literacy in Bangladesh.

Education Overview

Bangladesh’s school system is broken down into four categories: pre-primary, primary, secondary and tertiary. The country currently has five years of compulsory education from age six to age ten. The country has been working to decrease the number of out of school children throughout the past ten years, with only 753 children not in school as of 2017. The number of out of school adolescents has also decreased, dropping from 2,776 children in 2010 to 995 children in 2017.

Impact of Digital Education

With these decreases in out-of-school children, Bangladesh has been working to increase the literacy levels throughout the country. Digital education is making access to reading materials and textbooks easier throughout all regions, which helps to improve literacy in Bangladesh. Using digital materials to increase the level of education in schools is helping children to understand the tools available through the internet and infuse a larger amount of knowledge into the current school systems in place. Many schools have adopted the use of technology to aid education throughout the country, incorporating digital white boards, tablet devices and learning apps to infuse more learning materials into classrooms.

JAAGO Foundation

One group working to improve literacy rates in Bangladesh is the JAAGO Foundation, which has helped through the creation of a digital school. This school helps to teach information and communications technology (ICT) to students, which was accredited by UNESCO in 2017 as an innovative, new method for ICT education. The school is set up into parts: a headquarters for teachers located in Dhaka, and classrooms in remote areas with video-streaming technology to broadcast lessons from the headquarters. JAAGO’s school also includes interactive calls between the students and the teachers in Dhaka so that these students have opportunities to ask questions and get individual learning time.

JAAGO has also partnered with Bangladesh’s government through the A2i project, which provides an e-learning platform for students looking for an online education. This platform, named Muktopaath, features both videos and educational lessons to supplement traditional education forms and help to increase the literacy rates throughout the country.

Literacy Rates on the Rise

Because of institutions like the digital school from the JAAGO Foundation, literacy in Bangladesh is currently at an all-time high, with 72.76 percent of the population being literate in 2016. This number has increased by 26.1 percent from 2007, where literacy rates were measured at 46.66 percent. The literacy rate for people between 15 to 24 has also increased drastically, from 61.87 percent in 2007 to 92.24 percent in 2016. These figures show how Bangladesh is working to break out of the Least Developed Country (LDC) designation and improve overall quality of education throughout the regions.

Bangladesh’s government has also been increasing funding to local schools to benefit the quality of literacy and education throughout the country. Government spending toward education was over $4.3 billion in 2016, which is more than double what the government spent in 2008. The National Education Policy of 2010 helped to make education accessible for everyone, and over 26,000 primary schools have been accredited by the government as national schools to ensure that a primary school is in every region of the country.

Literacy in Bangladesh has been steadily increasing by infusing technology into local schools. Through increasing government funding for schools and with the help of outside programs like the JAAGO Foundation, educational systems throughout the country are beginning to rise to meet international education standards. As more technology is added into school systems, Bangladesh will continue to improve in international standings and surpass LDC status within the next few years.

– Kristen Bastin
Photo: Flickr

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RD9 Solutions Offers Robotics and Programming Education to African Youth

Robotics and Programming EducationTyrone van Balla, a young South African entrepreneur, has designed a course for robotics and programming education in order to teach African children more about electronics and technology. His company, RD9 Solutions, provides accessible and affordable EdTech, or educational technology, with their innovative robots. Van Balla, originally from Cape Town, South Africa, grew up with access to a computer and now realizes how important it is for today’s children to be exposed to technology in order to be successful. As the global economy becomes more dependent on tech-savvy employees, it is imperative that Africa’s youth have the opportunity to learn these skills. That is exactly what van Balla and partner Ridhaa Benefeld plan to provide through various technologies at RD9 Solutions.

Access to technology and STEM education in many African countries is limited. In fact, UNESCO reported that only 22 percent of schools in sub-Saharan Africa have access to electricity, let alone any further technology. This is exactly the issue which van Balla and Benefeld plan to address through their company. Additionally, the African Union’s Agenda 2063 aims to provide full access to education, training, skills and technology for Africa’s youth, which accounts for 19 percent of the global population aged 15-24 years, by 2063. The sheer quantity of young, working-age people in Africa has the potential to yield great economic benefit for the continent. With both the government and companies like RD9 Solutions working towards a common goal, there is the possibility for huge changes in the education sector in Africa.

With the help of MiiA, the robot that the two entrepreneurs created, students can be taught robotics and programming education for other technologies. Programming is one of the most valuable modern skills and MiiA the robot helps these children quickly learn how to be efficient programmers. Students are able to program MiiA robots to do simple actions like drive, dance and play ping-pong or soccer. Once the children learn more about programming, the possibilities with MiiA are limitless, as it can be programmed to do just about anything. A robot like MiiA is so useful in Africa because it operates as a self-teaching tool, so there does not necessarily need to be someone present that knows how to program. This allows children in all parts of the continent to become self-taught programmers.

In the next five years, van Balla envisions the robots being available all throughout Africa. He also plans on this technology having a lasting impact on African youth. With a growing job skills gap, it is necessary that the education systems in African countries capitalize on this opportunity for their young people. In fact, STEM jobs alone have grown over 17 percent in the past few years creating an immediate need for more skilled workers. MiiA robots will allow students to be exposed to educational technology at an early age and develop those skills throughout their time in school. Once they enter the workforce, their programming skills will be extremely valuable to potential employers.

– Jessica Haidet
Photo: Flickr

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Education in Venezuela: Childhood Learning

Education in Venezuela
The Council of Foreign Relations refers to Venezuela as a failed petrostate, or as a nation struggling economically—and, as a result, socially—due to extensive reliance on a once successful, now-fractured petroleum trade. In 2015, global prices plummeted to less than $49 per barrel of oil. Just a year earlier, the average was $93 dollars per barrel. Since then, the Venezuelan economy has experienced inflation at record high rates—the highest at 2,688,670 percent in January 2019. This led to food and vital medicine shortages across the country. Almost 90 percent of the country’s population now lives in poverty, and education in Venezuela has experienced a major decline.

The economic situation this country has experienced since 1990 is almost entirely responsible for the lack of funding and resources that the country allocates to social welfare programs—particularly those supporting electricity, running water and food security in education. Despite worldwide support for leadership change in Venezuela while it is desperately in need of humanitarian assistance and guidance, people are doing very little to address the needs of individual citizens and the currently under-covered establishment of education in Venezuela.

Why Venezuelans Cannot Stay in School

Under the current system, basic education in Venezuela is compulsory and free–in recent years, however, the Venezuelan government has failed to follow through in ensuring these elementary level schools are in stable condition to foster a learning environment. As the disadvantages of remaining in Venezuela continue to increase, a growing number of Venezuelans have begun immigrating to countries like Colombia and Brazil in search of a better life. The conditions for learning in Venezuela are so dire. UNICEF reported on May 31, 2019, that up to 3,000 Venezuelan children in one region of the country cross daily into neighboring Colombia to get to and return from their school in the Colombian border city of Cúcuta. Seven thousand more students with their families have already left Venezuela behind and migrated to Colombia to live and learn there full time.

The quality of consistent and scheduled education in Venezuela has declined drastically in recent years. Country-wide power outages that lead to the cancellation of classes for days and weeks on end discourage many people in Venezuela from trusting the educational system of their country. While the Ministry of Education in Venezuela has yet to report on the frequency of power outages in Venezuelan schools, a Reuters article found that two major blackouts in March 2019 led to the government canceling classes for a week at the beginning and end of that month. Though classes would normally end at the start of July, Venezuelan Education Minister Aristibulo Isturiz said the school would be open until the end of July to account for missed educational days.

UNESCO has found Venezuelan youth are not remaining in school as they did in years past. In 2009, the gross enrollment ratio for primary students in Venezuela was 101 percent. In 2017, that ratio became 93.37 percent. This is alarming due to the fact that nine years of education (ages 7-14) are legally compulsory by decree of 1880 Venezuelan President Antonio Guzman and solidified through the creation of the Ministry of Public Instruction and the Bolivarian social program Mission Robinson. Though there should be no obstacles keeping children of this age in school, on average 7 percent do not attend. Secondary education adolescent gross enrollment dropped from 92 percent in 2013 to 83 percent in 2017. Between 2013 and 2017, the number of out-of-school children grew by 200,000 and the number of adolescents no longer in Venezuelan schools increased by 150,000.

No Food, No School

This overall decrease in quality also has to do with the fact that children who made sure to attend for the sake of receiving at least one meal per day are no longer receiving a meal at school. At the Santo Anglo School an hour outside Caracas, the nation’s capital, schools have adjusted their protocol so that they are not responsible for feeding students anymore. They ask parents to feed children breakfast before they go to school and end school around 11:45 a.m., which is just before lunch so they do not have an obligation to provide it.

These issues persist in all parts of this country. Francy Rodriguez, a teacher in Venezuela’s capital, told an Al-Jazeera reporter that, “The children have no food at home and they come here to at least get one meal. But we haven’t had food for a year because the kitchen is broken. The children faint during physical education class because their stomachs are empty.” A Venezuelan regional president to a chapter of the National Federation of Educational workers stated that “Hungry people aren’t able to teach or learn. We’re going to end up with a nation of illiterates.”

Efforts to Fix the Crisis

In a joint effort led by the International Organization for Migration and the office of the United Nations High Commissioner for Refugees, 95 worldwide organizations that strive to end migrant crises will be working to solve the Venezuelan migrant crisis by following the Refugee and Migrant Response Plan of 2019. This plan provided “a total of USD 738 million … for the period January – December 2019, including USD 315.5 million for Colombia, USD 117.3 million for Ecuador, USD 106.4 million for Peru, USD 56.6 million for Brazil, USD 35.7 million for the Southern Cone, USD 34.8 million for the Caribbean, USD 21.7 million for Central America/Mexico and USD 49.7 million for regional (Venezuela).”

In addition, UNICEF advocates are appealing to allocate around $70 million to the Venezuelan cause, with a focus on assisting local and national governments within that region to improve the quality of “drinking water and sanitation, protection, education and health services for uprooted children and those in vulnerable communities.” Also, the World Food Programme plans to expand its initiative supplying food in schools that are not meeting healthy standards to Venezuela. In doing so, it provides food security so that children do not feel obligated to enter the labor force at an age they should be learning and growing their intellectual capabilities.

– Fatemeh-Zahra Yarali
Photo: Flickr

 

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Going to School Nonprofit Empowers Indian Girls

Empowers Indian Girls
According to the Ministry of Human Resource Development (MHRD), 62.1 million children in India do not attend school. Of children between the ages of 6 and 14, only half attend school. Within that age group, 53 percent of girls are illiterate. In India, the persistent drop in attendance of girls in school perplexes many, but also encourages a few. Going to School is a creative nonprofit trust that empowers Indian girls and children through the creation of digital games and books to educate them and help them establish new skills. These abilities will help the children navigate the world around them.

Going to School emerged in 2003 when Lisa Heydlauff traveled India with Nitin Upadhye. During their travels, Lisa recorded their experience with children who went to school in a tent in the middle of the desert. Lisa turned her experience into a children’s book, which later became the inspiration behind the Going to School nonprofit.

Graphic novels, apps, movies, television shows and digital games are just a few things Going to School creates with its “design-driven stories.” Working with government school systems, Going to School provides teachers with the skills necessary to spread their stories. Aside from being teachers, the Going to School nonprofit is a diverse team of writers, designers, artists, educationists and economists. Going to School also has printed over one million children’s books and games, ensuring that over 300,000 children have access to entrepreneurial skills.

Unique Stories and Projects

This creative nonprofit empowers Indian girls through a variety of projects such as Luna’s Stories, Girl Star and The Children’s Scrappy News Service. Luna’s Stories is a series of 10 stories that follow Luna, a young, curious and creative girl who attends school in India. Using small animated movies to introduce the adventurous explorer, Luna inspires over 100,000 girls who live in Bihar and Jharkhand, India. In addition to Luna’s Stories, girls receive a skill challenge project and a game that demonstrates Luna’s skills and traits.

Girl Star, composed of 15 children’s stories, movies and radio shows, focuses on extraordinary girls. These stories encourage girls to attend school by teaching them about unconventional careers, such as beekeeping. Seen by over 100 million people, Girl Stars continues to empower girls today. Kids run the Children’s Scrappy News Service for kids. The platform provides children with a voice as they take on and solve problems in the world. The children learn a variety of skills, such as writing, communicating, editing and filming. Government schools show the Children’s Scrappy News Service fueled by scrapbooks made of recycled material.

Helping Children Develop Lifelong Skills

Going to School empowers Indian girls and children by not only providing them with the skillset needed to succeed in school but also the knowledge and drive to put those skills to the test later in life. In April 2018, Going to School launched its Girl’s Guide to 21st Century India project, upon the American Jewish World Service’s request. Tasked with creating a “feminist-economics toolkit,” the questions revolve around 10,000 girls’ submissions. The toolkit provides girls and young women with answers ranging from everything they need to stay in school, including voting and mental health.

There is also hope for the young entrepreneurs who live in poverty through the Be!Fund. The Be!Fund is India’s first nonprofit risk capital fund for 18-29 year-olds who live in poverty. The Be!Fund asks these young people to submit business ideas that could solve an issue where they live. Through the Be!Fund’s partnership with Going to School, more children have better access to education, a brighter future and a chance to change the world.

In 2016, Going to School won the HCL Grant, which will go towards introducing 300 Be! Schools to government schools. The HCL Grant, created by the HCL Foundation, supports and strengthens NGOs. From classes eight and nine, 30,000 students will learn valuable life skills through Going to School’s interactive storytelling lessons. The grant will also train 600 government school teachers to teach interactive storytelling classes.

The creative nonprofit plans to release new material and stories during the summer of 2020. It is evident, however, that its unique take on learning will continue to empower Indian school girls for many years after graduating.

– Emily Beaver
Photo: Flickr

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Prevention of AIDS in India

AIDS in IndiaIndia has the third largest epidemic of AIDS in the world, as 2.1 million of its residents are currently affected. Fortunately, efforts to reduce this number have largely been effective as new infections declined by 27 percent between 2010 and 2017. The groups with the highest reported rates of infection are truckers, female sex workers, homosexual men and injecting drug users. Most projects that have been launched aim to target these populations. India’s Condom Social Marketing Program focuses on making condoms accessible in high risk areas such as truck stops and remote areas.

Groups such as Sampada Grameen Mahila Sanstha and India’s National AIDS Control Organization have successfully worked with female sex workers. Sampada Grameen Mahila Sanstha reported that 100 percent of the sex workers in their areas of work attended their free, voluntary HIV testing services, and in 2015 the National AIDS Control Organization had reached 77.4 percent of sex workers with their HIV prevention activities. Historical data shows that organizations like this have had a huge impact reducing AIDS in India. In 2017, new infection cases and AIDS-related deaths increased, by 8,000 and 7,000 respectively. Listed below are three issues that need to be addressed in order to decrease the prevalence of AIDS in India.

Stigma and Discrimination

Many of the populations affected by AIDS already face prejudice and discrimination both legally and socially. Once these groups are known to be affected by AIDs, the surrounding stigma increases. Previous discrimination also means many of these people do not have access to healthcare. For example, although sex work is technically legal in India, brothels are not. This serves as justification for hostile and often abusive treatment of sex workers by police. A 2011 study indicated a correlation between this abuse and increased rate of HIV transmission. Similar challenges are faced by women who are not sex workers but are still often treated as second class citizens because of their gender.

Educating the Young

Looking to the health of future generations, young people must receive education about AIDS and know how to avoid infection. In 2017 only 22 percent of young women between the ages of 15-24 and only 32 percent of young men knew how to prevent AIDS. Fortunately, the Adolescent Education Program and Red Ribbon Clubs are working with schools to improve their sex education curriculum and incorporate lessons on AIDS prevention. Additionally, UNICEF launched a program to provide sex education to children who are not in school.

Reaching the “Dark Areas”

One way that people learn about AIDS prevention methods is through popular media. For example, the National AIDS Control Organization works to increase awareness and condom use by launching radio, social media and television programs. Some rural villages in India that have high infection rates are also considered “dark areas,” because they lack access to these types of mainstream media services. One suggested approach to this issue is to send folk troops door to door in those areas with a rehearsed, entertaining message about AIDS prevention.

The progress to combat AIDS in India throughout the past decade has been impressive. However, considering the recent increase in infection, there is no reason to sit back and relax. Previously established organizations should continue their work and prioritize ending discrimination, bettering education and infiltrating rural areas. Making these changes will not only decrease the prevalence of AIDS, but also improve overall quality of life for people in India.

– Madeline Lyons
Photo: Flickr

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8 Facts about Education in Tajikistan

Eight Facts About Education in Tajikistan

Tajikistan, a country of 9 million people in Central Asia, recently created a new educational approach that will help address its ongoing struggles. The number of females enrolled in primary and secondary schools is significantly lower than males, and keeping children in school during economic or political crises is difficult for many families who rely on them for immediate financial returns. Despite gender and financial inequalities that still exist in educational institutions, however, many projects and investments are underway that will undoubtedly help reduce these discrepancies.

8 Facts About Education in Tajikistan

  1. Children are required to attend school between the ages of 7 to 15. Nonetheless, the number of out-of-school children in 2017 was 11,435, with girls accounting for more than 70 percent of this figure.
  2. Armed conflict during the 1990s meant that females in the region were 7.3 percent less likely to complete their education than females in non-affected areas. In the long-term, they also returned to school at a lower rate than males.
  3. The Global Partnership for Education, a funding platform that helps increase the attendance in schools in developing countries, works in conjunction with the Tajikistan government to increase access and quality of early childhood education. In fact, more than 18,000 children have benefitted from improved schooling conditions in 400-500 education centers.
  4. As of 2017, 5,400 primary teachers were trained and two million new learning materials were distributed to schools.
  5. Along with the addition of new materials, an enhanced curriculum that teaches practical applications and an interactive atmosphere are being used by 160,000 primary students.
  6. Location, gender and finances are the main obstacles to completing higher education. The proportion of students who complete higher education from the most well-off households is eight times higher than from the poorest families.
  7. Girls make up less than 30 percent of the overall number of students enrolled in universities. In fact, one in three women stops their education before completing secondary school.
  8. According to 19 percent of parents and out-of-school youth, the main reason for high dropout levels in females is marriage and avoiding “a bad reputation.”

As of 2017, the poverty rate in Tajikistan is 29 percent down from 37 percent in 2012 and education is one of the main factors that helped to reduce these levels. As described in these eight facts about education in Tajikistan, many new educational reforms are underway in Tajikistan that seek to alleviate the gender gap and create a system that benefits the community directly. Access to education will allow individuals to help lift themselves from poverty and contribute to the economy, which in turn will positively affect the global economy by reducing trade barriers and creating a more competitive global market. Investments in education have long-term payoffs that can make a tangible difference in the lives of people who live below the poverty line and create a more accessible and powerful global trade market.

– Tera Hofmann
Photo: Pixabay

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How Empowering Women Reduces Poverty

Empowering Women Reduces Poverty
Gender inequality has been a major topic of concern since the end of the 19th century and countries around the world have made huge strides to empower women and make changes for gender equality ever since. Yet specifically in developing countries, gender inequality still plays a huge role in women’s lives and has a lasting effect on the economy, environmental degradation and poverty. Here’s how empowering women reduces poverty.

Effects of Gender Inequality

According to The Life You Can Save, one in three people in the world live on less than $2 a day, and 70 percent of them are women. Often, women in poverty have higher fertility rates and zero access to vaccines and health care, resulting in living on even less per day and in more deaths.

Empowering women reduces poverty and makes a huge difference overall for women and their children’s lives. The fact that some women do not have the same rights as men make it almost impossible for them to start businesses, earn an income and have the opportunity to live an independent life. Nonprofit Women for Women states that 25 million women in the Middle East and Africa do not have the constitutional and statutory property rights that men do. This often prevents women from being able to start a business from the lack of financial security and respect from community members.

Ways to Empower Women

Women’s empowerment is crucial to mitigating poverty and allowing women to reach their full potential. Below are several ways how empowering women can reduce poverty, and how individuals can help:

  1. Support charities that are working to educate and empower women and girls. Charities such as Women for Women, Days for Girls and Living Good focus on educating and supplying girls and women with health care, critical skills, counseling and protection from trafficking and child marriage. Charities are vital to helping women and girls who need it and every donation helps to empower women and mitigate poverty. In addition, if people become involved with charities such as Big Brothers, Big Sisters, they have the opportunity to mentor or tutor a young girl in an area close to home and this is a great way to influence the life of an impoverished girl.
  2. Help improve access to clean water. According to UNICEF, girls in poor communities often do not go to school because they spend their time fetching water for their families. Girls walk an average of six kilometers to fetch water that is usually dirty and unsanitary to drink. UNICEF’s WASH program aims to address the inequalities that women and girls suffer in relation to water sanitation. Spreading awareness and supporting WASH is vital for poor communities to receive clean water and for women to have the opportunity to receive an education.
  3. Support the Reach Every Mother and Child Act. The Reach Every Mother and Child Act focuses on helping the poorest and most vulnerable people in the world prevent maternal, newborn and child deaths. According to World Vision Advocacy, around 2.7 million newborns die every single year due to treatable complications and illnesses. The Act will help implement an approach in giving poor mother’s the treatment that they and their babies need in order to survive and live a healthy life. Contacting Congress and supporting this Act can make a huge difference and in saving lives and empowering women.

Change Starts with People

In conclusion, there are plenty of ways to involve oneself in the community and have a lasting effect on young girls’ lives. Empowering women reduces poverty, and supporting charities and Acts that help empower women and make a difference in their lives is crucial to giving women and girls around the world the opportunity to flourish.

– Paige Regan
Photo: Flickr

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Increasing Credit Access in Bulgaria

Credit Access in Bulgaria
Bulgaria is an Eastern European country with a population of approximately 7 million people. In 2016, the country’s poverty rate stood at 23.4 percent, which means that around 1.6 million Bulgarians lived below the national poverty line. In addition, Bulgaria has the lowest GDP per capita in the European Union and the highest levels of income inequality among E.U. countries. Increasing credit access in Bulgaria could be one way to recharge the economy and help reduce poverty.

Background

Poverty in the country has been steadily rising. Since 2000, the poverty rate has increased by 9.4 percent. Contradictorily, the unemployment rate has never been lower and wages have never been higher than they are now. To explain this contradiction, it is important to know that Bulgaria has experienced a rapid population decline. Between 1988 and 2018, the population of Bulgaria declined by nearly 2 million people. By 2050, economists predict that the Bulgarian population will fall to 5.5 million if the country does nothing to reverse the trend. This has precarious implications for the nation’s economy, and increasing access to credit is a viable solution to stymie population loss.

Particularly concerning is the fact that young and educated Bulgarians constitute the bulk of those leaving the country. In most cases, they leave to find employment elsewhere in the E.U. Some dubbed this phenomenon a “brain drain,” and studies confirm that it hinders economic growth and development. Experts at the Institute for Market Economics in Bulgaria argue that political stability and economic growth are the surest ways to dissuade young people from leaving the country; in other words, the overall outlook for the country must be bright.

Credit Access in Bulgaria

One possible way to address Bulgaria’s population problem is to increase access to credit. With increased credit access, impoverished Bulgarians can secure the funding they need to start a business, purchase a home or own a car. Expanding credit for small businesses could be due to economic growth. Furthermore, a 2006 study found that increased credit access in Bulgaria had a strong correlation with total factor productivity. Credit access has also led to growth in both the manufacturing and service sectors. A Georgia State University study found that access has led to a 0.34 percent annual increase in value for both sectors. These sectors account for 83 percent of Bulgaria’s GDP.

By further developing access to credit, Bulgaria has a brighter economic outlook. Despite its population decline, the GDP has increased by $52 billion since 2000. In order to reverse the brain drain and address national poverty, financial institutions and the Bulgarian government should continue to invest in credit access. Credit access will allow young entrepreneurs to remain in the country, helping the economy grow and encouraging Bulgarians. Economic growth, according to the Institute for Market Economics, remains Bulgaria’s best chance at recovering its lost population.

– Kyle Linder
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