Archive for category: Education

Information and stories on education.

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Decreasing Poverty in the Dominican Republic

Using Technology for Decreasing Poverty in the Dominican Republic Via Technology
A promising program that is aiming to help to bring people in the Dominican Republic out of poverty is the Community Technology Center Program (CTC). This initiative is one key sign of the progress the country is making in improving health, promoting gender equality and decreasing poverty in the Dominican Republic. With more innovative programs like CTC, the country could continue to see significant progress in many areas of poverty reduction through education and access to technological resources.

What Does CTC Offer?

Since its inception in 1998, the primary purpose of CTC is to offer technology resources for people to help in areas such as employment and education, thereby increasing financial stability. CTC is also working to achieve its mission connected to health by helping to prevent the spread of disease by offering people access to information about health. Currently, there are 87 centers, but there are plans to build more.

The CTC initiative works towards helping families living on a dollar per day to possess the tools to help themselves increase their financial stability. One of the reasons for the success of the CTC program is that it utilizes technology to help people at no cost, thereby bestowing people with the tools to have a say in their lives. In fact, the centers offer technology training for those who do not know how to use the resources.

Empowering Women and Minorities

Assistance for women, the disabled, immigrants and others who have not had access to online information and technology is a top priority. One of the issues the CTC program has been trying to address is women’s access and use of the internet. At least “three-fourths of the female population don’t use the internet.” The CTC initiative is also working to expand women’s participation in technology and internet access.

The part of the program, women on the net, also demonstrates the progress that CTC is making. Some of the areas of education the centers provide are programming, multimedia and telecommunications. By providing education in these areas, the goal is for participants to find jobs in technology. Meanwhile, by 2013, 700 female participants had finished programs at various centers, learning computer literacy and technology.

By providing assistance to people with disabilities, immigrants and non-legal residents, community technology centers are helping to reduce poverty in often marginalized communities. One of the people the program has aided in employment, Julien Joseph-Josue, said the CTC program made him feel like “part of a family.” Joseph-Josue is a Haitian immigrant who received training to help his career as an interpreter.

The Success of the Program

The centers provide opportunities for learning and sharing in a community space as well as providing training in obtaining a job. Currently, the centers have achieved substantial progress in alleviating poverty in the Dominican Republic and have made significant strides in working to promote gender equality. The number of people CTCs has helped demonstrates this development. CTCs have helped develop the skills of around 40,000 people, 60% of these people being women, creating a more positive outlook.

Demonstrating a continual sign of progress the CTC program has made is the Bill and Melinda Gates recognition for the initiative for its innovation. The organization awarded the initiative The 2012 Access to Learning Award (ATLA), an award for organizations across the globe that offer access to technology. The CTC program obtained $1 million from this award. Furthermore, Microsoft will give $18 million worth of software to the initiative in accordance with its global citizenship effort to offer help in the positive developments of technology.

The technology that the program provides allows for access to information aiding in financial stability, health and decreasing poverty in the Dominican Republic. In addition, the CTCs have shown to be capable of moving the Dominican Republic further along on the path to achieving gender equality. With the continual effort of the initiative, hopefully, there will be more positive results in the effort to alleviate poverty in the Dominican Republic.

– Daniel McAndrew-Greiner
Photo: Flickr

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Ending World Poverty One School at a Time

education Uganda
Education is crucial in the fight to eventually end world poverty. Around the world, there is a correlation between areas of high poverty rates and the low education rates in those areas. In Uganda specifically, more than 80 percent of children attend primary school. However, these numbers plummet to less than 20 percent when it is time for secondary schooling. It has been proven that when children continue on to secondary school, their earning potential as adults dramatically increases, which holistically affects their community as well as lifts them from poverty. But, it is even simpler than that; 171 million people could escape the grasp of poverty by simply providing basic reading skills to children in low-income countries. Such is the power of education in ending world poverty.

One School at a Time

At an organization based in Colorado, Bay Roberts and Patty Gilbert have been working tirelessly to improve education in Uganda, a country where poverty strikes hardest and education rates appear high, but the quality is severely lacking. The organization is called “One School at a Time,” and its goal is to provide better educational opportunities for impoverished areas in Uganda. They currently partner with five different schools in Uganda, working with more than 2,250 students using their unique model to invite entire communities to come together.

The main areas of focus include: teaching the existing schools to identify their own needs and develop and implement a five-year plan; securing water, sanitation and menstrual pads for older girls; starting community gardens; providing school lunch programs; training teachers in nonviolent communication and helping first-generation girls avoid early marriage and pregnancy. They have been working to end education poverty in Uganda for 13 years.

Bay Roberts of One School at a Time

The Borgen Project interviewed Bay Roberts about the current situation of “One School.” When asked about the importance of education in the fight against world poverty, Roberts said, “Educated students learn to read and write and do basic math, they learn why it’s so important to wash your hands, they learn how to prevent disease and take care of their bodies, they learn how to plan for their futures and hopefully how to problem solve and how to think […] Current data indicates that in Sub-Saharan Africa, every extra year of schooling can equate to a 10 percent increase in wages throughout life.” Education is not just about reading, writing and math. For these children, it is about teaching them the basics of taking care of themselves as human beings. These skills stay with them throughout their whole lives.

Roberts then spoke specifically about the education of young girls, “Girls who do not have the chance to go to school are the ones that are hurt the most. They are sold early into marriage as parents often do not see the value in educating their daughters. These young women never have the chance to meet their potential, work a paying job, have access to their own money, etc.” Not only are young girls less likely to receive an education, but the impact that they have when they do is larger.

Roberts continued, “Girls who go to school are more likely to enter the workforce, earn higher incomes, delay marriage, plan their families and seek an education for their own children […] Women put 90 percent of their earnings into their families, compared to men’s 40 percent […] The World Bank has found that when a country improves education for girls, its overall per-capita income increases. Improvements in girls’ education lead to higher crop yields, lower HIV infection rates and reduced infant mortality.” In fact, a woman’s income has the potential to increase by 20 percent for every year of school she completes.

Building on Uganda’s Existing Education System

With that being said, the main goal of “One School” is not to provide access to education for children in Uganda. In 1997, Uganda implemented Universal Primary Education, presumably providing access for all children to receive primary education. However, due to woeful underfunding, the schools had almost no resources, direction or ability to educate properly. Therefore, the goal of “One School” is to partner with these underfunded schools and help provide them with tools, resources, and techniques to properly educate their students.  

When speaking about this process, Roberts said, “One School at a Time addresses this situation by working with stakeholders of a selected Ugandan government school to create a 5-year strategic plan to improve their school and then providing support to that school to implement their plan. Typically, in the early stages of the partnership, schools focus on infrastructure improvements: clean on-site water at school, latrines, health and sanitation, new classrooms and teachers quarters. Towards the end of the partnership, schools focus on programs to support older girls to stay in school, teacher training, small income-generating projects and farm and school lunch projects. The overall results are that these schools are markedly improved, stakeholders are energized and happy and students are having a vastly improved educational experience.”

As for the future, “One School at a Time” has plans to expand their programs further throughout Uganda, providing even more students with education and the opportunity for a better life. “Our plan is to expand this network to 10 schools and then replicate this process in another Ugandan district.” It is the hope of the organization that this program, with its capacity for growth, can be used throughout the world, giving every child a chance for success and ending world poverty through education.

– Zachary Farrin
Photo: Flickr

Top 10 Facts About Girls’ Education in Guinea

Top 10 Facts About Girls’ Education in Guinea

Education is the key to a healthier, more economically developed society, especially when every child has a chance to benefit from it. Guinea, a small country in West Africa, is no exception. Although girls’ education in Guinea is often impeded by gender bias and traditional views of women’s roles in society, the country has made great strides to create a more equal education system. Keep reading to learn the top 10 facts about girls’ education in Guinea.

Top 10 Facts About Girls’ Education in Guinea

  2. Gender bias hinders girls’ education in Guinea. Families with multiple children, especially those in rural areas, tend to choose to educate boys instead of girls. Guinean girls face the issue of being taken out of school to help with younger siblings and assist with cooking or other housework. This significantly affects their ability to keep up with schoolwork, which furthers the likelihood of dropping out altogether.
  3. There is a steep drop in girls’ enrollment between primary and secondary school. While 84% of girls attend primary school, only 30% attend and complete secondary school. Even fewer graduate and move on to higher education. This dramatic drop is largely due to teen girls dropping out of school to fulfill family expectations, like helping out at home. As girls get older, these expectations become bigger pressures to leave school.
  4. There is a major disparity in literacy rates between girls and boys. While 71% of males ages 15 to 24 are literate, only 49% of females can say the same. This gap has significant long-term consequences, limiting women’s access to higher education and reducing their participation in the workforce. Lower literacy levels can also restrict economic independence and career advancement, reinforcing cycles of poverty and inequality over time. 
  5. Child marriage is a major barrier to girls’ education. The frequency of teen girls who are married has dropped in the last decade. However, 46% of girls still marry before 18, and 11.5% give birth before they are 19 years old. Early marriage prevents girls from completing their education. 
  6. A lack of proper toilet facilities keeps many girls out of school. For girls of menstruating age, the ability to dispose of sanitary pads and wash their hands in a single-sex bathroom is essential. Between 27 and 95% of all female students in Guinea will miss school at some point due to menstruation. Missing even a week of class can raise the likelihood of abandoning school altogether.
  7. Gender-based violence also poses a problem to girls’ education in Guinea. Sexual harassment—even assault—is not uncommon for female students to experience. In fact, up to 28% of adolescent girls in Guinea report experiencing physical or sexual violence in their lives. Male teachers may exploit their authority over students, and violence is common enough to create worries for families sending their daughters to school.
  8. The COVID-19 pandemic severely impacted education. Students missed at least 36 weeks of school during the COVID-19 outbreak, which put girls at more risk for dropping out to support their families through marriage or work. After the shutdown, this effect was amplified by the resurgence of Ebola in 2021. While schools did not close, public fears of disease spread deterred families from sending children to school. 
  9. The Sahel Women’s Empowerment and Demographic Dividend (SWEDD+) project is expanding girls’ education in Guinea. The SWEDD+ project was launched in 2015 to promote opportunities for women in the Sahel region. SWEDD+ has supported more than 100,000 Guinean girls’ education through “performance incentives, school materials, bicycles and training in life skills.” Because of SWEDD+, Guinean girls have access to new education infrastructure specifically designed to help them. 
  10. In 2024, UNICEF launched its partnership with the Agence Française de Développement (AFD). Together, they secured $9 million to fund the Global Partnership for Education’s Girls’ Education Accelerator, which supports girls’ educational opportunities in countries around the world. An estimated 1.6 million children will benefit. In addition to their national advocacy campaign, this funding will help expand the Girls’ Education Accelerator services.
  11. Girls who are in school have been staying in school. The retention rate for girls enrolled in school was nearly 100% in 2024. Because of new programs and partnerships, more girls are being encouraged to continue their education. While girls’ education in Guinea still has a long way to go, girls have seen real improvements in recent years. Retention is the first step to expansion and continuation through secondary school. 

Education is a powerful tool, especially for girls who so often find themselves fighting to stay in school. The top 10 facts on girls’ education in Guinea prove that while progress may be slow, it is still happening. Implementing programs to bring educational opportunities to girls in rural areas, discouraging child marriage and eradicating harassment in the classroom is essential to create a more equal platform for education in Guinea.

– Holli Flanagan and Divya Beeram
Photo: Flickr

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Top 10 Facts About Girls’ Education in Indonesia

top 10 facts about girls’ education in Indonesia
Education in Indonesia has reached gender parity, with no significant gender gap in enrollment percentages. However, the schools there continue to reinforce gender stereotypes through their teachings. The top 10 facts about girls’ education in Indonesia explore issues within the gender-biased curriculum as well as the changes being made to combat them.

Top 10 Facts About Girls’ Education in Indonesia

  1. In Indonesia, students’ enrollment in school seems no longer influenced by gender. According to UNICEF, 92.8 percent of girls and 92.7 percent of boys are enrolled in primary school. Also, 62.4 percent of girls and 60.9 percent of boys are enrolled in secondary school. Therefore, gender parity is a notable accomplishment among the top 10 facts about girls’ education in Indonesia.
  2. However, schools in Indonesia tend to have gender-biased textbooks. In these textbooks, men are cited more often than women and there are more illustrations of boys than girls. Within the illustrations, boys are shown in more diverse roles while girls are shown in more stereotypically feminine roles.
  3. Gender stereotyping is also projected in the way students are conditioned to choose their subjects of interest. Women in Indonesia prefer subjects like Social Sciences while men prefer subjects like Technical Sciences. While women are discouraged to choose subjects such as Math or Biology, men are discouraged to choose subjects such as Humanities as they are considered feminine in nature.
  4. In Indonesia, girls are more likely than boys to drop out of school. According to UNICEF, for every 10 children that drop out of school at the secondary level, seven are girls. One of the primary reasons for this is early marriage and the stereotypical mindset of society.
  5. Close to 84 percent of men in Indonesia are in the labor force, while only around 51 percent of women occupy the same position. Also, most of the top government and private positions are held by men. As a result, there is a huge difference in pay between men and women in Indonesia. While the gross national per capita income for men stands at 13.391, for women it is as low as 6.668.
  6. On the brighter side, the PAUD KM 0 ‘Mekar Asih’ is an early education model that seeks to educate students equally without any gender discrimination. They provide a gender-neutral curriculum where children can see themselves in any role irrespective of their sex.
  7. Centers like PAUD ensure that both mother and father be equally involved in their child’s academic development. It is one of the ways in which they try to convey the idea of equality between the sexes to the children. For instance, the centers invite fathers to come in for storytelling in order to shatter the stereotypical image of women as caregivers.
  8. The PAUD KM 0 early education model has been adopted in over 300 districts and 34 provinces. The program also engages women and mothers by forming groups at various locations. They provide them with training by organizing workshops and through campaigning.
  9. According to Kurniati Restuningsih, Head of the Sub-Directorate of Curriculum, “The Ministry of Education and Culture promotes gender mainstreaming at an early age as a way to improve equality and diversity and eliminate gender discrimination which unfortunately still occurs in many communities.” The program seeks to empower girls at a young age to stay in education and pursue careers they would otherwise be stopped from pursuing.
  10. The Ministry of Education and Culture also conducts a Mothers of Early Childhood Education program called ‘Bunda PAUD’. The specialty of this program is that it is fully run by women, from First Lady, Irina Jokowi, to wives of governors, mayors, and regents. This is to provide girls with a strong female role model in a significant leadership position.

These top 10 facts about girls’ education in Indonesia highlight the issues with the gender-biased curriculum in Indonesia and also emphasizes the various efforts put forth by the Ministry of Education and Culture in order to close the gender gap.

– Anna Power
Photo: Flickr

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Education in Israel: The Arab-Jewish Divide

Education in Israel
Although Israel as a whole is a highly educated country, its Arab minority does not fare as well in attaining higher education. Arabs and Jews typically attend separate schools, and the state education budget is unevenly skewed towards funding Jewish schools. Unequal access to education has long term consequences and in most cases result in poverty and unemployment of Arab minorities.

An Educated Nation

Education in Israel is treated with importance. Consequently, the nation is a leader among OECD members for the percentage of citizens completing tertiary education. According to the 2013 OECD publication, 46 percent of Israelis aged from 25 to 64 hold a post-secondary degree, well above the group’s average of 32 percent. Additionally, Israel’s population is younger than the average. Over 42 percent of the population is younger than 25, providing a continuous stream of students and young professionals that are entering the workforce.

A precursor and important supplement to tertiary education in Israel is mandatory military service. Conscription begins at the age of 18, lasting three years for men and two years for women. The Israel Defense Forces (IDF) is structured into different units, with conscripts sorted among them based on military and technical aptitude. The most prestigious IDF unit is the Talpiot, noted for its scientific innovation. It combines military service with rigorous science, technology, engineering, and mathematics (STEM) education, giving its participants transferrable skills for university education and preparing them for the job market.

Challenges in Education in Israel

Primary education in Israel tends to be highly segregated. This segregation is representative of Israel as a whole as, according to Foreign Policy Magazine, 90 percent of Arab-Israelis live in all Arab communities. Separating children by ethnicity and religion limits their ability to learn about one another’s culture firsthand.

In addition to learning in isolation from their Jewish counterparts, Arab-Israeli schools receive less funding and do not meet the same educational benchmarks. Whether measured in standardized test scores, high school graduation rates or university matriculation, Arab-Israelis consistently lag behind. One of the more startling statistics regarding education in Israel is the per-pupil funding figure that can be almost 88 percent lower than that of a Jewish student. Furthermore, Arab-Israelis are not required to serve in the IDF, depriving them of the vocational training Jewish soldiers receive.

Consequences on the Country

Poverty in Israel is high compared to other Western industrialized nations and especially pronounced among Arabs. While poverty rates are decreasing, nearly half (49.4 percent) of Israel’s Arab population lives below the poverty line. Lack of education and underemployment plays a key role in Israel’s poverty rate, as over half of the poor families are working families.

Poverty creates a bad environment and makes people prone to crime, and the poverty present in Arab communities contributes to higher crime rates than Israel’s average. Most alarming is the increase in violent crime, including weapons violations and assaults. According to a 2018 article published in the Israeli newspaper Haaretz, Arab citizens were involved in 40 percent of violent offenses and in 60 percent of the murder cases in the country, despite only comprising 20 percent of Israel’s population. As many Arab-Israelis feel marginalized socio-economically, some resort to violence as a means to make ends meet.

Solutions to the Problem

Both the Israeli government and nongovernmental organizations are working to ameliorate the educational gap between Arabs and Jews. One nongovernmental organization called Hand in Hand that serves as a center for Jewish-Arab education in Israel strives to bring Arabs and Jews together in the classroom. According to the organization’s mission statement, it currently operates in six schools, with the goal of expanding in at least 10 schools and 20,000 pupils in the next decade.

In terms of governmental reforms, Minister of Education Naftali Bennett pushes for both increased spending and a curriculum overhaul. The Jerusalem Post reports that Israel’s 2019 education budget of around $140 billion will surpass its defense budget. This is an astonishing development for a country that faces a vast array of security threats in its immediate vicinity.

Addressing the academic gap between Jewish and Arabic students, Bennett urges Arab schools to emphasize Hebrew and English instruction claiming that its absence is a barrier to future employment. The future of education in Israel depends both on integrating Arab students with their Jewish counterparts and addressing the structural problems present in underperforming schools.

– Joseph Banish

Photo: Flickr

Summer Work and Travel Program

How the U.S. Benefits from the Summer Work and Travel Program
When universities go on break for the summer, college students from the United States usually go on vacations, travel or rest. Many students from the rest of the world travel as well, but they have other various options. For example, the students can come to the United States on visas that allow them to work in the country for three to four months during their break from university.

Summer Work and Travel Program

The program that allows students to come and work in the U.S is called the Summer Work and Travel Program. This program is under the broader J-1 visa category. Initially introduced as a cultural exchange program, it started in 1961 with the Mutual Educational and Cultural Exchange Act. The J-1 type visa exchange is meant to encourage the “the interchange of persons, knowledge, and skills, in the fields of education, arts and science.” Over the last 10 years, over 310,000 individuals from 200 countries have visited the U.S. through the program.

What the Program Means for Participants

The students who choose to participate in the program are really serious about it. It requires a good deal of dedication to the process, some serious preparation and a considerable investment of funds to be able to apply for a visa. The requirements that participants need to meet include English language proficiency, full-time enrollment in a post-secondary educational institution and a secured job offer prior to traveling.

Toni Kovachev is a student from Bulgaria who has been to the United States three times as a J-1 participant. “Working in the states can be described as exhausting but having a lot of fun at the same time,” Kovachev shares with The Borgen Project. The decision to participate in the program came with his choice of a higher education institution.

Kovachev needed to find the means to be able to attend the American University in Bulgaria, a private liberal arts college, and the Summer Work and Travel Program made that possible. During his time in the U.S., he has been able to earn enough money for his tuition and improve his English language skills. Kovachev says, “It was a choice that changed my life and I am so glad that it happened that I went three summers already.”

The Summer Work and Travel program is an opportunity for international students to share their culture with different people and experience U.S. society and culture. These exchange of ideas, stories and ways of life are enriching for both sides. Being exposed to people from different backgrounds generates respect, understanding and tolerance towards others.

How the U.S. Benefits From Summer Work an Travel Program

Over the last two years, the program has been under scrutiny and criticism. The disapproval comes from the fear that visitors take job opportunities away from American youth. But these criticisms are misguided. J-1 students supplement the local economy during seasonal peak times or when American workers are not available. They help businesses to be more productive by being able to offer more and better services.

The students who obtain their visas to work in the U.S. for the summer usually occupy seasonal jobs in the hospitality sector. The majority of them are concentrated in the Southeast of the U.S. with Massachusetts and New York hosting the most J-1 students. Martha’s Vineyard, Provincetown and Nantucket experience an influx of visitors and tourists over the summer. Without international students cleaning hotel rooms, busing tables in restaurants and restocking supermarkets, businesses in those places would not be able to keep it up.

The program is beneficial for both the countries of origin of the J-1 students as well as the United States. A report commissioned by the Alliance for International Exchange shows that the majority of participants come to the U.S. to experience and learn about the way of life that then results in their positive opinion regarding the United States.

Almost all students reported that they believe they have obtained skills that would help them in the future. To add to that, 92.1 percent of employers agreed that the Summer Work and Travel Program participants improved the workplace. The estimated contribution of J-1 students to the economy in 2016 was around $509 million.

– Aleksandra Sirakova
Photo: Flickr

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Education in the Nunavik

Education in the NunavikEducation in the NunavikEducation in the Nunavik
The Nunavik is a region located at the north of the Quebec region in Canada. With an area of 507,000 km2, it is home primarily to Aboriginal population, especially the Inuit. With struggles for land rights still occurring in this area, problems of large inequalities in health care and, in particular, education, persist. Inequity in education in the Nunavik is an important issue impacting many young lives and future livelihoods.

Country Overview

According to the OECD, Canada is the most educated country in the world with 56.2 percent of adults completing two-year, four-year or vocational program. In 2010, Canada had a graduation rate of 78.3 percent, making many think that almost everyone can get a diploma. While this national graduation rate may be high, the graduation rate for the Aboriginal youth population in 2011 was only about 24 percent. In comparison, the graduation rate for non-Aboriginal youths in the country was almost 87 percent. There is a huge disparity it the educational attainment in indigenous population, in this case, the Inuit, and in non-indigenous population.

Problems at Different Levels

The question, of course, is why this difference exists? Many failures can be linked to the ineffectiveness of policy initiatives created by officials at the local (Nunavik), regional (Quebec) and national (Canada) level. One example of the inefficiencies happened in 2015 when former Nunavik students learned that their high school diplomas were not in fact real diplomas, but certificates that indicate the “attestation of equivalence of secondary studies.”

While the school board apologized, nothing could be done for the students who worked hard with the resources that they had for their achievements. While this is a problem that came about at a local level, the provincial and national governments did not aide the local government either. The school board that oversees Nunavik education has also placed responsibility on the provincial Minister of Education for not providing more funds and help to the schools.

Alleviating the Problem of Education in the Nunavik

Improving education in the Nunavik is a key component to alleviating poverty and improving livelihoods of the citizens of the region. The first step to solving this education crisis is by recognizing the problem, and this is being done both by the Canadian government and by various nongovernmental organizations. The 2018 Canadian budget dedicated almost $12 billion for investment in indigenous populations through various education endeavors, housing programs and health initiatives.

One nongovernmental organization that is doing incredible work for the Inuit population in Canada is Pauktuutit Inuit Women of Canada. This a national organization that has a goal to represent all Inuit women in Canada, giving them a voice and better access to educational opportunities. This group works with policymakers, other organizations and community leaders to develop ideas and solutions that are most beneficial to the Inuit population.

Another incredibly important nongovernmental organization is Indspire, a cross-national Indigenous-led charity that invests in Indigenous education all across Canada. Indspire has a virtual learning center called the K-12 Institute that helps policymakers, educators and community members best educate the Indigenous population. It also has awarded over $14 million for 2018 school year through about 4,900 scholarships to Indigenous students to advance their studies. This is an incredible organization because it is run by people who understand the struggles of educational attainment in Indigenous communities.

Disparities between indigenous and non-indigenous population have a long history in Canada, but these disparities will decrease with the work of nongovernmental organization such as Indspire and Paktuutit Inuit Women of Canada, along with the country’s government actions. By educating as many people as possible about the inequality, individuals and the government can continue to work hard to close the gap of education in the Nunavik and in whole Canada as well.

– Isabella Niemeyer
Photo: Flickr

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WonLife: Educational Program for South Africa

Education Programs in South Africa
Education programs in South Africa have been working tirelessly to aid the country’s effort to establish a holistic and accessible education system. Education is one of the key aspects that can successfully diminish the level of poverty that the country faces. By educating the youth, the country creates opportunities for individuals to escape the cyclical chains of poverty and pursue career paths that can provide them with higher standards of living.

South Africa’s education system is still recovering from the 1953 Bantu education law that essentially targeted the black community and their access to education, resulting in a depletion of opportunities for them to gain education and resources to pursue a career other than that of laborers. The government is currently focusing on this issue, but aid is still necessary. In 2017, the South African government allotted 17 percent of its budget to education. While this is a good statistic, much of this has focused higher
education, so early childhood and basic education are areas that still need improvement.

WonLife

WonLife is one the education programs in South Africa. It is a nonprofit organization registered in 1999 that focuses on providing holistic education and health resources to the youth and educational programs for the teachers as well. The organization has been working in the impoverished area of Fisantekraal, South Africa, located right outside of Durbanville. Explained in detail below are the four mains focus areas within the organization.

The Early Learning Centre

This is a registered, independent, Grade-R preschool that was established in 2007. Grade-R means that this center doesn’t only provide a curriculum that will prepare the kids for their next school year, but holistic education socially, mentally and physically gives young students the foundation for a lifetime of learning. The center receives about 120 students a year. Starting out at as a daycare, the early learning center has become a safe haven, both emotionally and physically, for young children to go and discover the world around them without harm or threat from the poverty-stricken area in which most of them live. The center is now equipped with one principal, four teachers, two assistant teachers and two kitchen/facilities staff.

The Literacy Centre

The Literacy Centre was opened in May 2013. Its goal is to provide children with critical reading and comprehension skills. Students in grades one through three need these skills as a foundation for the rest of their academic careers, which is why WonLife created a center dedicated to making sure each child obtains this knowledge before moving on to higher education. The program uses curriculum from Shine Literacy, a nonprofit organization focused on English literacy. The Literacy Centre also facilitates a much smoother transition for students that come in speaking
Xhosa, one of the native Bantu languages, by helping them master English before moving into the intermediate phase of schooling.

High School Programme

The High School programme has two focuses: health and education. For health, the programme works with external organizations to provide health care to students. Some examples of these organizations are OneSight, that offers eye-care to students and The Usapho Foundation that offers teen parenting workshops for young parents attempting to continue their education. In respect to education, the programme has an Education Centre. This is a secure environment that provides students with the sources and space to study and work on homework and projects. Coming from a poverty-stricken area, a large issue for students is finding a safe-haven where they can work on their schooling without distraction or danger. The High School Programme plays a huge role in helping these students advance their academic careers in a healthy and safe state.

Teacher Mentorship Programme

Established in 2015, the Teacher Mentorship Programme shifts the focus from the students to the teachers. Teachers that are working in local schools often have a problem in the sense that they received an education at an underperforming school and have lack of exposure to formal teaching training. Recognizing the importance of capable teachers in the effort to further education in South Africa, WonLife worked with one of the local government schools to create this programme. The programme mentors and coaches teachers to improve lesson planning, lesson delivery, student assessment and classroom set-up.

It also provides teachers with soft skills like effective communication, professionalism, teamwork and time management. It currently equips 15 teachers working at Trevor Manual Primary School with the tools to provide a holistic education to their students. There are 200 students within each grade, totaling at 600 students between the grades one through three. This means that teachers have the opportunity to reach and benefit the educational trajectory of 600 students a year.

WonLife is only one example of education programs in South Africa that are working to improve education, especially in early childhood. The organization offers newsletters that give updates to the state and progress of their work being done in Fisantekraal. By facilitating holistic education to the youth of South Africa, they are providing people with opportunities to have choices and break the cycle of poverty, eventually lowering overall rates of poverty. The presence of WonLife, and organizations like it, will
do wonders to improve the quality of life and growth of South Africa as a country.

– Mary Spindler
Photo: Flickr

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Hope for Reducing Poverty in Nigeria

Reducing Poverty in Nigeria
Nigeria has recently overtaken India as the poverty capital of the world. Ranking lists like the Commitment to Reducing Inequality Index (CRI) and the Human Capital Index (HCI) place Nigeria at the bottom or very close to the bottom. The country has the highest number of people in extreme poverty in the world, at 86.9 million people. However, poverty in Nigeria has not stopped its population from growing. According to the most recent estimates, predictions have determined that Nigeria will become the third-largest populated country in the world by 2050. Additionally, the poverty rate could increase exponentially if something does not change soon. Fortunately enough, the causes of Nigeria’s high poverty rate have undergone identification. If changed, the improvement in the following categories can bring hope for reducing poverty in Nigeria.

Improving Education

Data from October 2018, Nigeria has the greatest number of children that are out of school. The number increased from 10.5 million to 13.2 million. There was an attempt by the government to increase school attendance, but the children had to return to the streets because they could not survive while in school.

The high number of children out of school accompanies a high fertility rate in the country. In 2016, estimates determined that the birth rate would be around six children for each mother and usually, these mothers first started having children around the age of 18. Having so many children, it is hard to put them all in school because of the education costs. It is no surprise that many children go without education and many families prefer that they do things that can bring money to the family, or help gather food. To make things even worse, the children who go out in the streets to make a living are have exposure to sex trafficking, drug trafficking and other violent activities.

The Nigerian government is reluctant to start more education funding in the hope of reducing poverty in Nigeria. The big problem is that there is a lack of data that shows them what to do and how to fix the system. Punch Newspapers, a Nigerian newsletter, urges the wealthy in the country, and elsewhere, to help fund the program that will focus on collecting data, a program that will receive joint funding from different organizations and the government.

Cash Transfers’ Role in Reducing Poverty in Nigeria

The Overseas Development Institute (ODI) released a report in 2016 that showed that cash transfers, direct transfer payments of money to eligible people, can show direct growth in the economy, school attendance, health care and dietary diversity. The ODI determined that cash transfers, when invested correctly, can lead to an increased amount of income in the future. For example, if families invest money they receive from the government into agriculture, education or beginning a new business, they would have the confidence to continue their prospects once the cash transfers end.

However, once the cash transfers end, the progress typically stops too. As Quartz Africa stated, cash transfers are great for temporary benefits and giving citizens hope, but with the loss of transfers from the government, some families revert to the way they were before. Therefore, this should be a good example for the government to see how important it is for their intervention.

Development of Agriculture

Nigeria faced an economic decline due to the decline in oil and natural gas prices, the country’s main export products. However, due to the big dependence on oil and gas, agriculture growth in the country is out of great importance. The Center for Strategic and International Studies (CSIS) is conducting research on how to renew agricultural success. In its report on growing the agricultural sector, CSIS claimed that this is a very important sector to grow because of its potential to feed the country as well as provide jobs and stability to the extremely impoverished.

The agriculture sector already employs 70% of the country’s population, but by expanding it, the country can provide even more specialized jobs that will allow people to move through the job ladders. One of the main reasons this has not flourished as many expected is because the farmers have a hard time accessing loans to get the right machines to run a successful farm. The other issue stems from a lukewarm commitment from the government that also leads to a lack of research into the potential for agriculture. CSIS plans to put the work and money into Nigeria to help this sector grow.

Cash transfers feed into the ability to pursue education, which will further the growth of the economy and society. Not only that, but the bigger step in cash transfers will be long-term loans to farmers so that the agricultural sector can further develop.

There are also other steps and means that can eliminate extreme poverty in Nigeria, but the development of agriculture and education with the help of the government seems to be three pillars of success. As long as people recognize the steps that are necessary to improve the situation, hope for reducing poverty in Nigeria remains.

– Miranda Garbaciak
Photo: Flickr

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Education in India: The OSCAR Foundation

Education in India
India, the home of 1.2 billion people, is a vast and diverse country. While the overall literacy rates have been on the upward trend recently, rising from 64.8 percent in 2001 to 74 percent in 2011, there are still approximately 1.7 million children who are out of primary school.

Education in India

Within the country, there are also vast differences in the literacy rates among the different regions and states. The highest ranking state by literacy in the country in Kerala with 93.9 percent while the lowest ranking state, Bihar, has a literacy rate at 63.8 percent.

The main barriers that prevent children from accessing education in India are poverty, gender discrimination and lack of resources in schools as teachers lack training and schools are overcrowded. On the national level, 41 percent of schools lack basic hygiene service. There is either no facility or no water. The gap between male and female literacy rates has shrunk from 21.59 percent in 2001 to 16.68 percent in 2011 and the increase in literacy during the same period is 6.9 percent for boys and 11.8 percent for girls. However, there is still a persisting gap in the overall literacy rates as 82.1 percent of males are literate compared to 65.5 percent of females.

Child Labor

Children from marginalized underprivileged groups face other barriers to accessing education in India. They are often victims of trafficking, sexual and labor exploitation as well as domestic service. Some are forced to work to repay family debts. Forced child labor in India is primarily in the garment-making and quarrying industries.

Some children also perform dangerous work producing bricks. According to UNICEF, around 11 percent of children between the ages of 5 and 14 are working. The government has made efforts to deal with child labor, passing legislation such as the Child Labor Act, but the problem persists.

OSCAR Foundation’s Work

The OSCAR (Organization for Social Change, Awareness and Responsibility) Foundation aims to keep children in school by teaching underprivileged children from the poorest communities life skills and values through football. Children in the program learn not only to play the game but, more importantly, to value the education that empowers them to reach their full potential. The kids involved in OSCAR’s programs go on to become role models and make a positive change in their communities.

Akshay Chavan, a 16-year-old boy, has been with the organization for seven years. He is a player, coach and leader, currently pursuing his Bachelor’s degree in Commerce in St. Xavier’s college in Mumbai. As a young child, he suffered from an injury with lots of complications. In the 2017 Annual Report for OSCAR Akshay confessed: “On the first day itself, I felt welcomed. The coaches encouraged me to play, and the rest of the team was very supportive. They motivated me when I felt low. I developed a strong connection with OSCAR friends and started feeling confident enough to fight for myself.”

Founded in 2006, this nonprofit organization’s main goal is to prevent children from dropping out of school and improving education in India. So far, they have directly or indirectly impacted over 3,000 children in states like Maharashtra, Karnataka, Jharkhand and Ut Delhi. The organization nurtures and develops children’s talents and encourages them to become leaders and responsible citizens. OSCAR has three core programs: Young Leader’s Programme, Football Programme and Education Programme.

The Young Leader’s Programme aims to give young children the opportunity to create their own careers and make a change in their communities. Children older than 17 years in the football program who show potential to be good leaders are selected and go through a training process of workshops in football coaching and personal development.

The Football Programme teaches children from ages 5 through 22 not only football skills but also how to be consistent and value their education and focuses on girl’s empowerment.

The Education Programme is specifically aimed at children who struggle in school and provides them with educational assistance. They currently help 400 children in subjects like Hindi, Maths and English. As part of that program, the Foundation has three projects. They provide tuition and additional classes to pupils who experience difficulties in learning, teach children computer skills and offers scholarships to children from low-income families to complete their higher secondary education.

Poverty Alleviation

Over 30 percent of the world’s children living in extreme poverty are located in India. While everyone is negatively affected by poverty, children suffer the most detrimental effects. Living in poverty stunts their development, limits their access to education and keeps generations stuck in the cycle. Low-income communities have other issues related to poverty like substance abuse, early childhood marriage and gambling because education also influences morality.

Education and literacy’s positive outcomes are endless. They are linked to an overall improvement of the quality of life- life expectancy, infant mortality, nutritional levels, migration and other aspects of life. The OSCAR Foundation started out by addressing community issues in the Ambedkar Nagar slum in Mumbai and has grown to reach thousands of young people. By doing something as simple as holding several football sessions a week, they are transforming children’s lives and constantly improving children’s education in India.

– Aleksandra Sirakova
Photo: Flickr