Archive for category: Education

Information and stories on education.

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Countering the Multiple Causes of Poverty in Comoros

Causes of Poverty in Comoros

Although 44.8 percent of Comorians were below the poverty line in 2004, a few organizations have fought causes of poverty in Comoros to reach satisfying results. In 2009, the Comoros Poverty Reduction Strategy (CPRS) was approved and implemented from 2010 to 2014. Its goals were to stabilize the economy, improve health and promote education. In light of these efforts, among others, the island nation’s GDP grew 3.17 percent between 2000 and 2014, with 1.22 percent of that growth occurring from 2010 to 2014.

Agriculture
After merely a year of the CPRS influences, Comoros saw progress in agricultural production. Luckily, CPRS was not alone in its efforts. The International Fund for Agricultural Development (IFAD) provides four loans and two grants to Comoros to protect and increase agricultural production. Because of IFAD’s efforts in cultivation, 60,855 households benefit each year.

Due to an increased level of agricultural production, food prices increased. Thus, the Gross National Income responded with a one percent increase from 2010 to 2014. With the higher food production rates came a higher labor demand, establishing a need for more women in the labor force. By attacking one cause, like farming, CPRS was able to improve multiple aspects of the economy.

Health
Another focus of the CPRS is Comorian health and safety. Combating disease is a major implementation of the CPRS, as it prevents death and strengthens Comoros’ economy. One of the strategies was to “ensure appropriate allocation of resources by levels of service and equality of access to health services.” This led to a decrease in infant and maternal mortality rates. Cases of malaria also decreased from 42 percent in 2006 to 36 percent in 2011 as a result of the malaria ACT and efforts to grant free bed nets. Comorian life expectancy steadily rose from age 60 in 2006 to 63 in 2014.

Education
The CPRS envisions a basic education plan in place until 2020 to alleviate future causes of poverty in Comoros. The strategy emphasizes gaining high enrollment and completion rates, but battles with gender inequalities. The Gross Enrollment Ratio decreased favorably from 107 percent in 2008 to 103 percent in 2014 because of the increase in students completing basic schooling. The quality of education in Comoros has also been a focus of the CPRS by encouraging proper training for teachers, but also by holding teachers accountable for students’ performances.

The combined efforts to improve agriculture, health and education within Comoros has ignited a motivation for change. With continued efforts on behalf of the government and other organizations, soon the people of Comoros will have the opportunity to rise above the poverty line.

-Brianna White

Photo: Flickr

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Addressing Important Ways to Help People in Barbados

Help People in BarbadosBarbados, an independent British Commonwealth island nation, is the most flourishing country in the Caribbean area, with free education and accessible healthcare. However, there is still a need to help people in Barbados.

The country has made it a priority to provide efficient and accessible healthcare to include physical, mental, and social help. Because of this, such issues as infant and child mortality rates have decreased, and vaccines have greatly reduced preventable diseases. In addition, according to Commonwealth Health Online, there has been a decline in the AIDS fatality rate as well as an increase in the prevention of mother-to-child transmission.

Unfortunately, Barbados still struggles with the lack innovations in healthcare and patients’ growing expectations, as well as a failure to combat communicable and chronic non-communicable diseases, with HIV/AIDS as the exception. The government hopes to implement some changes, including supplying services in a more cost effective way, developing and integrating delivering services, and fulfilling unmet and vulnerable needs.

Concerning education, the Barbados government pays for schooling and provides compulsory primary school, from age five to eleven; compulsory secondary school, eleven to sixteen; and optional tertiary school, which is post-secondary education. But even with the seemingly sound educational system, some of the high standards have been declining over the past decade, due to negative attitudes from the students, poor academic performances, and the lack of technology to aid in the success of students.

To help people in Barbados regarding education, workshops have been developed to help teachers teach students better. The government has plans to help strengthen the technological infrastructure, to better teacher training, and to recognize teacher’s contributions to the nation-building actions.

While the health and education systems are taking strides to improve, there are still major issues in the country, such as the lack of space and inefficient land use. According to the 2010 National Environment Summary, there is the possible threat of land degradation and droughts. There is also inadequate waste management in Barbados

In addition, there is the insufficient reliability of freshwater. There are between 96-98 percent of homes connected to the public water supply, while the rest just have slight access. The ground water supply is deemed fair, providing disinfected water. But, the development of sewage treatment plants is necessary to finally dispose from homes via septic tanks.

To help people in Barbados dealing with land, drought, and water issues, the charities listed below are active on the island. Donations or volunteer work can directly assist those citizens who are most in need on Barbados.

Verdun House
Future Centre Trust
Caribbean Permaculture Research Institute
Variety the Children’s Charity

– Chavez Spicer

Photo: Flickr

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Tibetan School for Blind, Braille Without Borders, May Close

Braille Without Borders Is in DangerBraille Without Borders, the renowned school for the blind, is in danger of being shut down. The institution was co-founded in May 1998 by German born Sabriye Tenberken and Dutch born Paul Kronenberg in Tibet to empower students who are blind or visually impaired. A Tibetan agency wishes to discontinue integration training that helps blind people assimilate into society. No explanation has been given as to why.

Braille Without Borders is so named because its founders are determined to defy the odds. They hope to inspire blind and visually impaired children to overcome negative perceptions in society that prevent them from playing an active and inclusive role. To bring this to fruition, students are given a holistic education that encompasses academic and life skills.

The preparatory school that is in danger of closing teaches students how to read and write the Tibetan, Chinese and English Braille scripts. Students are also trained in different vocations such as animal husbandry, agriculture, market gardening, composting and working in the cheese industry. Through educating children holistically, the program ensures students can take control over their lives upon exiting.

Tenberken created Braille Without Borders out of frustration. She lost her sight at the age of 12 and decided at a young age, with support from her family, not to let society tell her what she is capable of. In a 2010 interview with Deutsche Welle, she stated that it angers her that impaired people are not taken seriously because others focus too much on the disability the person has.

Furthermore, prior to the program beginning, Tibetan blind children were social outcasts. People thought they were stupid or possessed by demons, and parents didn’t want to touch their own children. Tibetan citizens believed blindness was a curse from God because of an evil committed.

The success of the program has changed how the blind are perceived. Tenberken stated in the same interview that people stand up for the visually impaired now, as Braille Without Borders has been very successful in reducing the stigma against blind people and providing them with an education. No longer is it okay to call them blind fools. They are confident young people who contribute to society.

So far, the program has impacted the lives of 300 children ages six to 15. However, there is far more work to be accomplished. Statistics state 30,000 of the 2.5 million inhabitants of the Tibet Autonomous Region are blind or highly visually impaired. Compared to most areas in the world, this is above average. Climate and hygienic factors such as dust, wind, high ultra-violet light radiation, soot in houses caused by heating with coal and/or yak dung, and lack of vitamin A and D at an early age, contribute to the unusually high number of blind and visually impaired people in this region. A rehabilitation program for the blind and visually impaired is necessary to improve quality of life.

Braille Without Borders is in danger of closing if supporters do not act now. It has endured over the past 19 years due to donations and encouragement from people outside of Tibet. If the school is closed, Tenberken is gravely worried students will be sent to schools where they won’t receive training to become self-sufficient. Supporters can continue to aid the program’s efforts through donations. Learn more ways to help on the official website of Braille Without Borders.

– Jeanine Thomas

Photo: Flickr

Student Micro-Loans: Education Option for Poor Students

Micro-LoansFor many of the world’s poor, access to equipment, capital and necessities like basic healthcare are difficult to acquire. Kiva.org is a pioneer for online micro-lending that enables low-income entrepreneurs to do something they otherwise would not have been able to afford. Kiva facilitates connecting a lender to a borrower, who then helps fund a no-interest loan as low as $25 (USD). The borrowers are then held accountable to repay the loan. As of today, Kiva is working in 84 countries and has a 97 percent loan repayment rate. Essentially, micro-lending is working.

Recently, Kiva entered a new lending space: education. With its Student Micro-loans program, now anyone can lend as little as $25 to students. In 2010, Kiva launched in Paraguay, Bolivia and Ecuador by working closely with its field partners to find prospective students in the three countries and create a customized loan program that works within the countries’ educational systems. Kiva’s CEO Premal Shah stated that moving into short-term student loans was a natural transition for Kiva. Shah saw an opportunity for financing something that had a long-lasting effect, and education fit the bill because student micro-loans create an education option for students in poor nations.

Improving access to education should be a top priority globally. Investing in higher education is a must if a country wants to encourage economic development. Education shapes the next generation of innovators, inventors and experts. Kiva CEO Shah mentioned that a one-year certificate in accounting can mean a 200-300 percent income increase in the countries Kiva is serving. It is a practical method to break generational poverty, which is why many impoverished nations treat education as a necessity. International focus on higher education was prominent during the 1990s, when student enrollment in public education doubled in developing countries.

Another startup, Vittana.org, launched a micro-lending marketplace for students and has since partnered with Kiva to help students get into the workforce and marketplace after matriculation. In 2014, Vittana and Kiva hoped to help 20,000 students access micro-loans for their educations. As a practical matter, the organizations are focusing on countries where jobs are abundant, but most require some level of higher education, like a certificate or degree. The purpose of aiding the borrowers in getting jobs afterwards is to secure Kiva’s interest in repayment. The loan is a loan, not a donation. Once repaid, the lenders have the option to re-invest in another borrower, or in this case, another student.

In short, student micro-loans create an education option for students of poor nations. By enabling education, students around the world have the chance to pursue knowledge and skills, and they are more competitive in the workforce and have the opportunity to break the cycle of generational poverty. When even one person steps away from poverty, it benefits them, their family and their community at large. Facilitators like Kiva and Vittana make it easy for anyone with $25 to get involved. In sum, their strategy is to pursue solutions to the lack of access to school with a simple, working concept that student micro-loans create an education option for students in poor nations.

– Taylor Elkins

Photo: Flickr

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Sanitation Leads to Improved Education for Girls in Ghana

Sanitation Leads to Education for Girls in GhanaEvery year, millions of girls all around the world experience their first period. To many, it is a moment of pride as they enter womanhood. For many others, the experience is significantly disruptive. This is especially true for school girls in Ghana, where the start of their period is simultaneously the start of missing 30 to 50 school days each calendar year. Inevitably, these young girls are falling behind in their education quickly. Education for girls in Ghana loses much to this.

One of the greatest obstacles for young girls in Ghana is acquiring sanitary supplies. For those who cannot afford the supplies, choices are limited. Many are left to fend for themselves by using scraps of clothing, fabric or even mud. Due to the risk of being exploited by their needs, many girls choose to stay home and simply avoid the embarrassment. According to a study in 2012 by WaterAid, upwards of 95 percent of the girls surveyed choose against attending during their period each month.

Fortunately, some non-profit organizations have begun tackling this issue of lacking proper sanitary supplies for the young girls in Ghana. The Educational Empowerment Initiative (EEI) has since been distributing free disposable sanitary supplies to school-aged girls within the school systems. As a result, schools have reported a drastic reduction in the number of period-related absences. All it took was distributing feminine hygiene supplies to show the fact that sanitation leads to improved education for girls in Ghana.

Moreover, the program has also sought to provide basic healthcare and reproductive educational classes to the girls as well as train teachers to talk to their students when they may have questions about their seemingly new bodies. Education concerning periods is just as crucial as general studies for girls in places like Ghana. A UNICEF study in 2013 revealed that nearly 48 percent of young girls were completely unaware of menstruation until they had their first experience.

UNICEF and Ghana Education Services (GES) are also pushing for research and improvements through Ghana. These two organizations have partnered together in order to conduct project research on the myths that haunt Ghana’s people regarding menstruation. For example, many believe menstrual blood to be a bad omen and that women are impure during their menstrual cycles. UNICEF and GES are seeking to use their finding to improve ongoing Water, Sanitation, and Hygiene (WASH) programs in schools. Specifically, UNICEF is focusing on advocating for better Menstrual Hygiene Management throughout the country, hoping it will improve girls’ attendance and retention.

Another real concern for all students in Ghana—not just the girls—is the overall lack of access to sanitation facilities. For some schools, like the Adusa Municipal Assembly Primary School, a couple of pit latrines and one makeshift, semi-open structure is all the students have to use to relieve themselves. Due to the extremely poor conditions of the facilities, many of the students report that they “hold it,” but admit to being unable to concentrate during class. The Ghana WASH project has specifically mentioned that institutional latrine improvements will address some of the girls’ absences, too. A simple extension of privacy and a brief excuse from class allows young girls to take care of themselves without missing a whole day of school.

The entrepreneurial young woman behind EEI, then-15-year old Winnifred Selby is a part of a global movement recognizing how important it is to aid young girls and women in fulfilling their basic needs. By helping the girls and women remain in and prioritize school, the chances they eventually enter and contribute to the workforce grow. Education is a powerful tool that enables people around the world to develop and participate in their local, national and international workforces and communities. Investing in educating women is an investment in improving society. Therefore, what is happening in Ghana is not isolated to Ghana. Improving sanitation is a greater concern for the world at large. As shown by some of the actions of EEI, UNICEF and the WASH projects, improved sanitation often leads to improved education.

– Taylor Elkins

Photo: Flickr

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Three Ways Poverty in Uruguay is Being Addressed

Poverty in UruguayWithin the past few decades, Uruguay—a small country with a population of about 3 million—has managed to reduce its moderate poverty rate from 25.5 percent in 1989 to 12.4 percent in 2012, and the extreme poverty rate from 3.3 percent to 0.5 percent over the same period. Because of the great reduction of poverty in Uruguay, the nation’s Human Development Index ranking is ever increasing, and it is seeing longer life expectancy and greater birth rates.

However, despite improved conditions for citizens of Uruguay, there is still anxiety among community members due to a long embedded history of fluctuations in the economy and government that have contributed to poverty-like phases for many. The last 40 years have been illustrated by a slow-moving economy, one that is not quick to adapt to change, but with moments of remarkable growth. Uruguay is uniquely addressing its poverty issues, some with successful outcomes and others with less positive consequences. Here are three ways poverty in Uruguay is being tackled.

  1. Economy
    Uruguay has been relatively successful in ramping up economic development, which has seemed to keep up with globalization. Gross Domestic Product increases in the late 80s have been able to sustain Uruguay through some economic downturns in recent history. This, coupled with social reform, is keeping extreme poverty low.
  2. Social Integration
    Uruguay still experiences marginalization and social disintegration, but has taken initiatives in the last few decades to bring these issues to public view. It has been argued that education is a key element is bringing many different demographics of people together and enabling students and families to take charge of their lives. From the early 90s to the present, referendums have been drafted regarding education and social reform as well as being a topic for political platforms.
  3. The Work Force
    Women have become more of a present figure in the job market, having the highest rate of participation in labor in Latin America. While the amount of active workers is higher than it has ever been, Uruguay still has relatively high unemployment rates. However, the Uruguay legal system is working toward slimming the gap between wage discrimination and job security rights among its citizens.

While Uruguayans are working toward a more stable economy and social reforms, there is clearly still some way to go. But, despite slow moving and small-scale changes, Uruguay is a positive example of poverty reduction efforts and there is growing hope for change in the South American nation.

– Casey Hess

Photo: Flickr

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Ghanaian Government Supports Free Education Program

Free EducationPresident of Ghana Nana Addo Dankwa Akufo-Addo has shown full support for the Government’s Free Senior High School (SHS) program, which launched on September 12, 2017. The initial implementation of this policy was held at West Africa Senior High School (WASS) to officially integrate free senior high school education.

The Ghanaian government’s decision to implement this program was based on the desire to educate at a faster rate to encourage national development and progress.

“By free SHS, we mean that in addition to tuition, which is already free, there will be no admission fees, no library fees, no science center fees, no computer laboratory fees, no examination fees, no utility fees. There will be free textbooks, free boarding and free meals and day students will get a meal at school for free,” said President Akufo-Addo.

The program covers topics including agricultural, vocational and technical studies at the high school level, which will prepare students to be successful members of the community.

With free education opportunities, more children throughout Ghana will be able to attend school, especially girls who struggle with increasing teen pregnancy and teen marriage rates.

Students interested in the free SHS program need to apply, and the most eligible candidates are granted access. Girls, for aforementioned reasons, are prioritized in the decision process in an attempt to increase the number of educated Ghanaian females.

All applicants are fairly reviewed for the free education program, and so far over 420,000 young Ghanaians have applied. Out of these, 267,327 applicants have been accepted and placed in schools. When students are denied initial acceptance into the free SHS program at the school of their choice, they are placed on a waiting list and provided a selection of schools with vacancies.

The free education program has been fully supported by the Ghanaian government, and the opening ceremony at WASS was attended by the President, Vice President of the Republic, Minister for Education, Minister of State for Education and several officials from the Ministry of Education.

The work done by the Ghanaian government to provide free SHS opportunities will open the door for several young students who would otherwise remain uneducated with slim to no future career prospects.

“The coming into effect of the free SHS policy is vital for the transformation of the Ghanaian economy,” President Akufo-Addo said.

– Kassidy Tarala

Photo: Flickr

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Understanding the Reasons Why Tajikistan is Poor

Why Is Tajikistan PoorTajikistan has done an incredible job over the past 15 years of reducing poverty and strengthening its economy. However, the poverty rate still remains at 31 percent. Despite being in the top 10 percent of countries in terms of poverty reduction, the question of why Tajikistan is poor remains.

Poor soil and a lack of employment opportunities have driven more than one million Tajiks to work abroad, mostly in Russia, in order to support their families. Additionally, narcotics are a huge source of economic activity in Tajikistan, leading to hostile environments for students and driving away foreign investment.

Education in Tajikistan is often truncated. There is limited opportunity for secondary school, and higher education is an opportunity only the most privileged can afford. The levels of education across Tajikistan are lower for women, as 12 percent do not end up graduating the compulsory nine years of primary school.

Minimal infrastructure is another explanation as to why Tajikistan is poor. Though there is a fairly well developed system of roads, they are in need of repair and supplement. Access to the internet and clean water, not to mention basic health care, is also restricted, and the railway system is rudimentary and ineffective.

Besides a lack of education and overall infrastructure, the rule of law in Tajikistan is weak, likely due to a history of civil war and a former dependence on the Soviet Union. This makes foreign direct investment unlikely, leaving little chance for new businesses to grow and develop.

Much has been done in recent years to continue to strengthen the Tajikistan economy, yet the question of why Tajikistan is poor remains. The country must work even harder than in the past, increasing access to the internet and energy, developing the private sector more fully and making the country an attractive one for foreign direct investment if they wish to continue the impressive growth that has been the norm for fifteen years.

– Connor S. Keowen

Photo: Flickr

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Overcoming Language Barriers for Education in Malaysia

Education in Malaysia
Whether in textbooks or spoken in lectures, language is crucial in effective education. Without a common means of communication, many students will be left behind. While education in Malaysia has predominantly used Malay, the country’s official language, in its classrooms, some Malaysian schools also include more English, Chinese and Tamil cultures into their curricula.

In most instances, immense diversity is a privilege to instill greater global awareness, but, in the Malaysian education system, it has hindered progress, especially in keeping up with other countries’ educational opportunities. To keep up in an ever-changing economy and job market, education in Malaysia needs to establish a common language for all schools.

Despite its linguistic differences, Malaysian education is goal-driven and focused on improving itself. The government released an ambitious Malaysia Education Blueprint in 2013. The detailed plan hopes to achieve universal access and full enrollment of all children from preschool to upper secondary school, improved student test scores, and reduced urban-rural, socio-economic and gender achievement gaps, all by 2020.

To meet such high standards, however, promoting a mother tongue language for education in Malaysia is key. The benefits of doing so include higher enrollment and success rates, especially for girls and rural-based students, and greater parent-teacher communication. The students that tend to feel the most marginalized, those from poorer households, are more likely to attend school, retain information, and participate in their learning.

Other countries in the region with similar struggles serve as examples of how to overcome potential language barriers. Laos has dozens of diverse languages that are mainly spoken in rural, impoverished communities. However, with education requiring fluency in Lao, the official language, children from different ethnic backgrounds were left out. With UNICEF’s support, the government took a “Schools of Quality” approach that starts children in their native language and slowly transitions them into Lao. The change has been a successful way to boost student morale and attendance.

Such benefits of a mother-tongue-based education will propel Malaysia to become a world leader in a digital economy. Students who face language barriers in their education have limited opportunities to reach their full potential. If students fall behind in understanding their studies, they will also fall behind when facing an increasingly technical-based economy. Acquiring skills in technology and STEM-related fields requires a quality, forward-thinking education as a foundation. That education appropriately requires a cohesive language to teach and learn.

Education should be an accessible service to every person, regardless of their language, ethnicity or socioeconomic status. Education in Malaysia is on the right path to improving its system, but an important step forward will involve overcoming language barriers. Other countries in the region serve as testaments to the positive growth in preserving the mother tongue, and, with continued support, Malaysia too can experience this progress.

– Allie Knofczynski

Photo: Flickr

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Causes of Poverty in Panama

Causes of Poverty in Panama
To understand poverty in Panama, the economic dichotomy between the country’s urban and rural regions must be brought to attention. Many residents of Panama’s larger cities currently experience the monetary benefits of one of the world’s fastest-growing economies. This is largely due to international trade being introduced through the newly expanded Panama Canal. However, many Panamanians living away from these cities experience a vastly different economic reality. Poor infrastructure and little opportunity for agricultural growth constitute the primary reasons for the causes of poverty in Panama.

The country’s poor infrastructure is one of its main causes of poverty. Per a New York University report, roads “remain poor in rural parts of the country.” The report goes on to state that, “in total, only about 34 percent of the roads are paved”.

Roads that are unpaved and dangerous to use make it difficult for rural farmers to transport their goods to market. In turn, this means that many of these families have a much more difficult time selling goods and services to a broader market than people who have access to proper infrastructure. This has led to a crisis in Panamanian agricultural output, which is now a little over two percent of the country’s GDP, a low number for a country that has heavily relied on this form of trade in the past. This is one of the causes of poverty in Panama and is found mainly in the country’s rural areas in which agriculture is the primary source of livelihood.

Drought is another one of the main causes of poverty in Panama. Much of the time, growing food in rural Panama is a matter of life or death and a necessity to feed one’s family. Rural Panamanians not only sell agricultural goods, they often sustain themselves from what they grow. This is a practice called subsistence farming — feeding oneself entirely from the food one produces personally. Unfortunately, much of Central America has been experiencing a drought since 2014, leading to a decrease in food production.

“The lack of rain since the middle of 2014 has resulted in the loss of staple grain crops and death of thousands of cattle in El Salvador, Guatemala, Honduras and, to a lesser extent, in areas of Nicaragua, Costa Rica and Panama,” states a report by the U.N.’s Office for the Coordination of Humanitarian Affairs.

The World Bank has cited that a proper educational system installed in rural Panama could diminish much of its poverty. The World Bank report states that families led by a member who has received some level of education are less likely to be poor than families that are not. Educational systems brought to rural Panama have the potential to increase social mobility for the uneducated. Perhaps programs such as this could not only decrease the financial gap between urban and rural Panama but also reduce poverty in Panama in general.

– Michael Carmack