Archive for category: Education

Information and stories on education.

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Education Helps Eradicate Poverty in Chile

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In recent times, some of the largest economic growth in South America has occurred in a small and notoriously narrow country, the Republic of Chile. A standard-bearer of free-market capitalism, Chile’s rapid expansion over the past 35 years has been staggering. According to Forbes, “poverty has fallen from 50 percent to 11 percent, per-capita income has increased from 4.000 dollars to almost 20.000 dollars and inflation was reduced from over 250 percent per year to less than 7 percent per year.” Often referred to as the “The Miracle of Chile,” this development seemed to lift the country out of economic and political chaos and into remarkable prosperity.

In 1973, Chile was in dire straits. Its annual rate of inflation had reached 150 percent and its economy was spiraling downward. On top of this, the country experienced the bloodiest coup of 20th century South America in which the military dictatorship of General Augusto Pinochet seized power from the Socialist president Salvador Allende. Over the course of just one month, over 3,000 Chileans lost their lives as military planes strafed and bombed the presidential palace. Ironically, this militaristic dictator became the source of the economic miracle.

General Pinochet promptly began to dismantle Allende’s socialist system and in its place instituted free-market economic policies. To enact these policies, Pinochet gathered together a collection of economists named the ‘The Chicago Group,’ as many members had studied at the University of Chicago. The group endorsed lower tax rates, the privatization of state companies, lower government spending and deregulation. But this growth came at a price to civil liberties and democratic values. In his 1980 constitution, Pinochet set the stage for Chile’s growth by prioritizing economic freedom at the cost of political oppression and social programs.

In 1990, Pinochet failed to retain his office after losing a public election and Chile steered back towards democracy. While his policies in the 1980s had brought the country out of financial failure and into economic prosperity, they left the poorest Chileans behind. Due to tax cuts and lackluster government spending, 45 percent of Chileans still lived in poverty. To the new Chilean government of the 1990s, the next big step was to confront poverty. Their solution was social spending.

Their plan was extraordinarily successful. Between the years of 1989 and 1997, the new Chilean government increased “health and education investments (mostly ignored under Pinochet) by 179.3 and 115 percent respectively,” according to a report from Brandeis University. This social spending helped to dramatically lower poverty; every percentage of growth Chile experienced between 1990 and 1996 counted 50 percent more to the reduction of poverty than under Pinochet’s regime. Ultimately, the poverty rate fell from 39 percent to 20 percent from 1990 to 2000. In comparison, poverty across South America only fell from 48 percent to 44 percent.

Of all social expenditures, education received the most attention and made the greatest impact. During the 1990s, spending on education grew at a rate of 10.6 percent annually and 274 percent cumulatively over the entire decade. The same Brandeis study mentioned above found that the increases in education spending were particularly effective in decreasing the severity of poverty in Chile.

However, Chile’s expansion, while exceptional, has not exactly been miraculous. According to the Brookings Institute, Chile has one of the highest rates of income inequality in the world. Unfortunately, Chile’s education system, particularly higher education, suffers from a similar form of stratification even though it has expanded by 33 percent in the past two decades. In terms of enrollment, 62 percent of Chileans from the upper 20th percentile in income attend institutions of higher education. By contrast, only 21 percent attend from the lower 20th percentile.

While Chile has developed rapidly, due in large part to social spending in education, it has left many of its poorest behind. With the current president Michelle Bachelet planning further tax increases to provide free education to all Chileans, it is possible that another miracle may be on the horizon.

– Andrew Logan

Sources: BBC, Bloomberg, Brandeis University, Brookings Institute, Forbes, IFPRI, MIT Poverty Action Lab, University of Hawaii
Photo: SnipView

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Improvements in Vietnamese Education System

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Vietnam has been making strides in its development over the past few decades; the country has seen a reduction in poverty and an increase in the standard of living. The Vietnamese government has invested heavily in its reformed education system, especially when it comes to literacy. Ninety percent of the working-age population is now literate and 98% of primary-school-age children are enrolled in school. The gender gap in education that plagues many other countries is nearly nonexistent in Vietnam, as the enrollment rates are comparable for boys and girls. Furthermore, 25% of college-age adults are enrolled in tertiary education.

These numbers are the product of many years of change in the Vietnamese education system. In the 19th and 20th centuries, the French colonized Vietnam, and very few citizens were able to attend school. With French considered the dominant language of the country at the time, nearly the entire population was illiterate. After Vietnam gained independence in 1945, the government began focusing on improving literacy rates and reforming the education system. Violent conflicts and economic crises made this difficult for many years, but the most recent decade has seen steady progress.

Vietnam first entered the PISA test in 2012. This test measured how 500,000 students from schools in 65 countries answered written and multiple-choice questions. Vietnam ranked 17th in math, eighth in science, and 19th in reading, thus outranking some developed countries such as the United States and the United Kingdom. These results were a positive surprise worldwide.

There has been much discussion about the reasons behind Vietnam’s recent success. The government has been focused on investing in the education system — 21% of all government expenditure is devoted to education. Furthermore, teachers have been traditionally highly respected in Vietnamese culture and they are expected to meet high standards and stay committed to professional development. However, there is concern that strong PISA performance does not tell the whole story.

While the enrollment rates are high for primary school, only 65% of secondary school-age students attend school. Poor or disadvantaged students often drop out, and their scholastic abilities (or lack thereof) were not reflected in the PISA scores. While more privileged students scored high, students who may have lowered the scores were left out of the picture entirely.

Some Vietnamese schools have the resources to focus on creativity and critical problem solving, but most encourage rote learning and memorization. These methods can result in impressive test scores, but do not serve students well once they are out of school. Sadly, corruption is also an issue in Vietnamese schools, particularly elite schools, which sometimes sell students places for extremely high prices.

Although the Vietnamese education system has a long way to go, the recent PISA scores are positive signs of things to come. In the long process of recovering from years of conflict, these reforms in the school system have brought about progress and a more educated populace. As Vietnam develops, schools can continue to improve and effectively serve students of all economic backgrounds.

– Jane Harkness

Sources: BBC, The Economist, World Education News and Reviews, World Bank
Photo: Global Playground

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The Global Education Gap Remains Despite Education Numbers Surging

Education Numbers Surge, but Global Education Gaps RemainThe number of children across the globe attending primary school at the beginning of the 1800s: 2.3 million. This number has surged to 700 million today. But despite this gigantic increase, primary school children across the developing world still face one major problem: a global education gap between developed and developing countries.

A new Brookings Institution report details just what this problem is: a 100-year gap in the quality of education between developed and developing regions of the world. This means that the average level of education in many poor countries today is the same as the levels of education in places like Europe and North America were in 1900.

Not only is there a 100-year gap between global education in the developed world and the developing world, but the developing world also lags 85 years behind when it comes to educational attainment. It will take average-scoring students in the developing world six generations to catch up to the same scoring students in the developed world today.

Ninety percent of primary school-aged children are enrolled in school around the world – that success should not go unnoticed or without applause. At the end of World War II, only 1 million children attended primary school. In 65 years, this has increased to 7 million. This “going to scale” of education across the world is incredible. The next step, however, is catching the developing world up to the education levels the developed world enjoys today.

How did it get behind in the first place? The idea of mass schooling is available to all young people and not only those with the resources to access it became a mainstream idea in the middle of the 1800s in areas like North America and Europe. Only in 1948, almost 100 years later, with the Universal Declaration of Human Rights did this become a concept applied to children across the whole world.

Even with the large enrollment number victory, if the data is broken down in specific regions, the picture is not as pretty. In Sub-Saharan Africa, less than 80 percent of school-aged children attend school.

Another way to examine the gap is by looking at the average number of years of schooling adults have. In 1870, adults in the developed world completed an average of 2.8 years of schooling, while adults in the developing world completed under half that time – 0.5 years.

The average lagged behind, usually with adults in the developing world completing under half the years of education that their counterparts in the developing world did until 2010. For every 12 years that adults in the developed world completed on average, adults in the developing world complete an average of 6.5 years – just over half.

It is imperative that this gap is reduced and eventually banished for good. Besides the idea that morally all children deserve the opportunity to develop in order to thrive in the modern age, there are a couple of other reasons why action should be taken immediately. First, ending the 100-year gap holds the possibility for reform and improved global education. New ways of thinking about education in the developing world have the potential to be helpful to education systems in the developed world and benefit all young people.

Second, there is a skills deficit that has already started – between 2010 and 2030, 360 million people over the age of 55 will retire. At the same time, a 60 percent increase in the global labor force will come from places like Africa, India and other South Asian countries, all places in the developing world. These young people should not be affected by the global education gap, so they can seize their place in the world economy left by the well-educated retirees that came before them. If nothing is done, the 100-year gap will continue into eternity. Changes must be made to ensure this does not happen, for the sake of the world’s children and perhaps the world’s economy as well.

– Greg Baker

Sources: Brookings, BBC MG Africa
Photo: Africa Business Conference

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How the SHEVA Company is Helping Girls Stay in School

How the SHEVA Company is Helping Girls Stay in School
In developing countries, girls often miss school or drop out entirely when they begin menstruating. Many are reluctant to tackle this issue because of the taboo that still surrounds menstruation, but it is a widespread problem that affects the education of millions of girls worldwide. In India, girls’ schools often lack functioning toilets, and in Burkina Faso and Niger, there are usually no places at schools for girls to change sanitary pads or dispose of waste. In Ghana, inadequate sanitation facilities, lack of access to sanitary products and physical discomforts related to menstruation, such as cramps, cause girls to miss an average of five days of school over the course of any given month.

Girls who drop out of school continue to struggle throughout their lives. They are more likely to marry and engage in sexual activity earlier. Because they are also less likely to use contraception, they typically have more children than girls who complete their schooling. This can trap them in the cycle of poverty. When girls miss school because of menstruation, they are held back from many opportunities by a completely natural physical process that should never have to interfere with their education.

That’s why SHEVA, a company launched in October 2014 by Marisabel Ruiz, is currently working in Guatemala to provide girls with sanitary hygiene products. Ruiz, who was born in Guatemala, decided to start these efforts in her native country because she already had connections there that could help SHEVA to reach more girls. Women can go to SHEVA’s website to purchase a variety of products, such as pads from familiar brands like Kotex and Playtex, or other items related to sexual health like condoms and pregnancy tests. With every purchase, SHEVA donates a month’s supply of sanitary pads to a girl in need.

SHEVA has also partnered with the organization Abriendo Oportunidades to provide health education to girls. They have created a two-year program that primarily focuses on what menstruation is, personal hygiene and women’s rights.

So far, SHEVA has provided sanitary pads to 300 girls, and 25 girls have enrolled in the educational program. A total of 5 million people have accessed free educational information on their website. Their next goal is to teach girls to make sanitary pads on their own, using biodegradable, locally available materials such as banana fibers.

Currently, only people in the U.S. can order from SHEVA’s website, but they plan to expand both their shipping and on-the-ground services to other countries in order to help as many girls as possible. SHEVA’s support for girls has helped them continue pursuing their education and has taught many that menstruation is nothing to be ashamed of.

– Jane Harkness

Sources: Girl Effect, Mashable, Menstrual Hygiene Day, SHEVA

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China’s Ambitious Plan for its Higher Education System

higher_educationDuring the 2008 Summer Olympics held in Beijing, China’s notoriously polluted capital, a controversial interview surfaced on the website of Tsinghua University. Alleged to have the support of university president Binglin Gu, the interview condemned the Chinese higher education system as teeming with “serious academic corruption dry and irrelevant to society curriculum, and rote memorization teaching methods.” It continued on to say, “The old-fashioned methods of teaching and teaching material caused our society to lose many Da Vinci’s and Bill Gates … up to now, China has no Nobel prize-winners, which has a lot to do with this kind of education pattern.”

While the interview was later revealed to be a fabrication by hackers, it still garnered enough attention to challenge the effectiveness of Chinese higher education, now the largest system of tertiary education in the world. The question remains though: Are the claims true?

As the report claims, China’s education style is, in a way, old fashioned. China has long favored memorization and exams for its education. This tradition dates all the way back to the 7th century, when China’s growing bureaucracy created the challenging keju exam system in order to select the best administrators. More than a millennium has passed, but the importance of the exam in Chinese education remains.

The college entrance exams, or the gaokao, a modern form of the ancient keju, serves as the single admission criteria for all Chinese universities. It has become a national obsession for college-bound students. In order to succeed on these intensely rigorous tests, the college hopeful have resorted to “cram-schools,” which fill the hours between school and bedtime with studying. On weekends, some 20,000 students will arrive at certain cram schools at 6:20 in the morning only to return home over 14 hours later.

The college admissions process has also received criticism for its bias and discrimination. Reports have suggested that more wealthy, urban students from influential cities like Shanghai and Beijing are 41 times more likely to be admitted to Peking University compared to more rural and poorer students from the province of Anhui.

Not surprisingly, more testing means Chinese students spend more time in classrooms than their Western peers. While more than one-third of Chinese college students experience 30 hours of class time a week, the average UK college student spends 14 hours equally working inside and outside of the classroom. In comparison, 40 percent of Chinese college students spend less than five hours working outside of class.

The Chinese obsession with tests corresponds to the increasing attendance and funding among the country’s colleges. In 1999, the Chinese government expanded its education system in order to jumpstart its stagnant economy. The number of graduating students has spiked since then. In 2003 there were 2.12 million university graduates in China, with almost 7 million a decade later, according to government estimates.

However, this investment in education has not entirely paid off. As more and more Chinese have enrolled in universities, China has found its economy actually decelerating, albeit in small amounts. Recent graduates have also struggled with employment, with only 35 percent having found employment. Post-graduate students fare even worse, with only 26 percent having found employment.

While China has invested greatly in its own higher education, its best universities still cannot hold a candle to those elsewhere, particularly in the West. This has led a large number of Chinese students to seek more valuable college educations abroad to get an edge in an increasingly difficult domestic job market. More than 3 million Chinese students have chosen to study abroad and they represent 20 percent of international students from OECD countries.

These international students often do not return home. In fact, according to a study, 85 percent of Chinese students who earned their doctorate in America in 2006 were still there five years later. With so many potential academics and intellectuals not returning to the country, many proclaim that China has a “brain-drain.” Only recently have Chinese citizens begun to win Nobel prizes for work done in their home country.

To entice its many expatriate academics back to their homeland, China has offered generous benefits. Those who return can expect free housing, a 1 million Yuan bonus and state-of-the-art facilities. The results were exceptional: From 2005 to 2012, published research articles from universities rose by 54 percent, with patents increasing eightfold. However, returning professors still have to work in an academic environment that restricts their research. Currently, the Chinese government plays a major role in directing research and rewards academics for the quantity of articles published rather than their quality.

Yet the sheer amount of money China has invested in its higher education system should guarantee results, a Harvard Business Review article stressed. It predicted that China will soon produce the most PhDs of any country in the world and lauded the increasing productivity of its professors.

The question still remains as to whether or not China can innovate and compete in both the realms of business and education. While perhaps less revered and creative, China’s universities are pioneering a controversial yet forward-looking path. To those guiding this burgeoning system, quantity has a quality of its own.

– Andrew Logan

Sources: The Economist, Harvard Business Review, New York Times 1, New York Times 2, Times Higher Education, TIME, University of Buffalo
Photo: New York Times

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Sierra Leone’s Ban on Visibly Pregnant Girls Attending School

sierra_leone_banIn 2010, Sierra Leone banned visibly pregnant girls from attending school. Schools were shut down for nine months during the Ebola outbreak, but reopened again on April 14, 2015, with the ban still in place.

The ban is in effect because visibly pregnant girls supposedly set a bad example for their classmates. Sierra Leone’s minister of education, Minkailu Bah, argued that “innocent girls” could be influenced by those who are pregnant and pregnancy rates could increase.

Bah’s statement is far from the truth. Having pregnant classmates would most likely cause a drop in pregnancy rates. NPR explains that teen pregnancies in the United States dropped almost 6 percent from watching the MTV show, 16 and Pregnant. Girls who see their classmates pregnant would be less likely to become pregnant themselves.

Sierra Leone is one of the most dangerous places for expectant mothers, with high rates of maternal and child mortality. One-third of pregnant women in Sierra Leone are teenagers. The teenage pregnancy rates and incidences of maternal and child mortality were decreasing before Ebola, but have increased once again. Incidences of sexual violence rose during the Ebola epidemic, and girls, especially those who had lost a relative to Ebola, traded sex for supplies to help them survive.

The ban on educating pregnant girls is also detrimental because many girls see pregnancy as a turning point and are encouraged to work even harder to get an education because they know that they will have to support themselves as well as their children. The fact that girls who are inspired to get an education are not allowed to access it is extremely worrisome. If Sierra Leone lifts its ban, it will give these girls an opportunity to support themselves.

The ban also fails to acknowledge girls who are pregnant as a result of rape. Seventeen-year-old Isatu Gbanky was a student in Sierra Leone but was not allowed to return to school after it reopened because she was pregnant. Isatu said, “I was raped by a fellow student. He forced me to have sex while I was fetching water for my family. I hope the government makes an exception for girls like me.”

Isatu’s story is unfortunately not unique, but the government has yet to lift the ban on pregnancy for either rape victims or those who became pregnant through consensual sex. However, there is hope that the ban will end soon. The UN Population Fund (UNFPA), Irish Aid and the Department for International Development are working with Sierra Leone, and may be able to come to an agreement over a temporary solution which would involve pregnant girls getting a formal education outside the classroom. Since teenage pregnancy rates in Sierra Leone are so high, if this agreement is reached, it will be extremely significant for education levels throughout the country.

Pregnant girls attending school does not cause higher pregnancy rates. If Sierra Leone wants to lower its rate of teenage pregnancies, it needs to focus on making school cheaper and more accessible, rather than banning pregnant girls who want to attend. Girls who know that they can gain an education and have a future are less likely to get pregnant and more likely to focus on their schooling.

– Ashrita Rau

Sources: The Guardian, NPR, VOA, NY Times
Photo: The Huffington Post

Breaking Down the Drug Trade in Colombia

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Colombia is known to have one of the biggest illegal drug industries in the entire world, grossing around $10 billion every year. This huge sum is largely due to the existence of a rebel army called the Fuerzas Armadas Revolucionarias de Colombia (FARC), which is a guerilla group that has combated the government of Columbia for decades.

The FARC thrives off of the lower class, a group of individuals that have become enraged with the injustices being committed against them every day. While much of their money comes from ransoms, a large portion of it is also drawn from drug trade.

Since Columbia is a more tropical climate, farmers who are mostly lower class citizens, can easily grow cocaine between their crop rows without it being noticed by officials. This cocaine is then purified and packaged and sent through airports by drug mules who often do not get caught due to ingenious methods of hiding. But this is beginning to come apart.

Airport security is at an all-time high in Columbia, leading drug traffickers to become more ingenious with their methods. One example of this was using a mule posing as a hiker and filling his rope with liquid cocaine. Airport security is onto such tricks and has been able to cut down the amount of cocaine that is being trafficked. A shift in management is also called for as many officials could have connections with illegal groups such as the FARC. There has been a long standing war between the FARC and the government and it does not look like it will be ending anytime soon. However, there is a glimmer of hope in the blanket of darkness that envelops this country.

The long years of struggle between the FARC and the government has come to a standstill as government officials begin to accept their fates as prisoners in their own nation, but various NGOs have begun to step in to make a difference. NGOs have taken up the job of accounting for dead or lost individuals, monitoring violence, investigating links between the FARC and government officials, providing aid to individuals who have been displaces due to violence and providing education to those who search for it.

This education will eventually become key to decreasing the overall transactions of illegal drugs in Columbia. By providing education for the young children, NGOs are creating a brighter future for entire families. An educated individual can go on to travel overseas or to create innovation and business in their own hometowns. This education can also be spread through generations allowing entire families to rise in social standing.

When a family no longer relies on the production of drugs as their main source of income, the FARC may begin to lose supporters. It is a daring venture and one that will inevitably prove to be very dangerous, but for those bold few that seek out the education they deserve, it can make a world of a difference.

– Sumita Tellakat

Sources: Freedom House, Stratfor Global Intelligence,
Photo: Sekuritaci

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5 Facts About Education in Armenia

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In Armenia, schools are essential for cultural survival and are highly valued with 1,600 years of literary history. The government spends about 3 percent of its annual GDP on education and has passed new laws to help increase educational standards. Armenia has found some success improving education standards and is continuing to find solutions to other educational issues.

Here are five facts you may not know about education in Armenia:

  1. 77 percent of teachers in primary schools are professionally trained. The government is attempting to increase the number of experienced school teachers by raising their monthly wages, which are below the national average. In 2005, their wages went up 65 percent, but many teachers today are still offering private tutoring in order to supplement their teaching income.
  2. Armenia ranks 59th in the world in primary school enrollment. Part of the problem with enrollment for education in Armenia is the fact that there are 18,000 children who are not enrolled in primary school. Most of the un-enrolled children are boys and they end up working to help their families, sometimes earning more than Armenian teachers.
  3. Dropout rates in Armenia are rising by 250 percent per year. Armenia’s dropout rates are low compared to neighboring countries, but the fast rise is alarming. However, the government is committed to improving education by ensuring access to a quality education for all Armenians regardless of gender, race, ethnicity and income level.
  4. 47 percent of Armenians have access to the internet, compared to only 6.4 percent in 2009. The country now ranks 61st in the world for internet access, which is crucial to the continued growth of education in Armenia.
  5. Disabled school children have limited access to education: There are about 8,500 disabled children in Armenia, and only a few of them are able to attend school. UNICEF has helped increase educational programs for children with special needs by enrolling 250 students in 18 inclusive kindergartens and 257 in 14 inclusive schools.

In 2014, the World Bank announced that they will provide $30 million for the Education Improvement Project in Armenia. Reforms taking place include implementing new educational standards and a new national curriculum and extending the educational system to include grade 12; these steps are vital to building a successful and competitive educational system in Armenia. The project will also help 12,000 children living in poverty in rural areas and boost development for electronic content.

– Donald Gering

Sources: Internet World Stats, Social Progress Imperative, UNESCO, UNICEF, World Bank
Photo: Open Source Foundation

Educating the World’s Disabled Children

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When organizations reach out to provide children in developing countries with an education, one group of children is often overlooked — children with disabilities.

The issue of not reaching children with disabilities is diverse. For example, there are children who physically cannot make it to school, and those who need specialized equipment, curriculum and teachers in order to learn and participate in school.

There are estimated to be around 93 million children with a disability in the world, with 80 percent of them living in developing countries. As there are limited to no resources to help them, these children are unfortunately more likely to drop out of school.

Many children with severe disabilities are already left out of the community and discriminated against. By lacking an education, these children will be further overlooked.

Some of these disability issues can be addressed by providing healthcare access to young children. Identifying that someone needs glasses or a hearing aid, for example, can allow children to go back to school and continue learning. Fixing clubfoot or cleft smile can ensure that children can physically get to school and speak without significant impediment.

One activist for education for disabled children is Ashwini Aangadi from India. As a visually impaired person herself, she recognized the need for schools for disabled children, especially blind youth. The schools for which she advocates not only provide an education that is accessible to blind students, but also accommodates the students. This way, students do not have to worry about transportation and self-care.

Aangadi believes that education is a key to giving the visually impaired a self-reliant and dignified life. This extends beyond just visually impaired children, to all disabled children. With an education, these children can begin to live a healthier, safer life and make meaningful contributions to the community.

– Katherine Hewitt

Sources: DNA India, Global Partnership,
Photo: Sulekha

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UNICEF Introduces Unicoin for Early Childhood Education

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UNICEF and the H&M Conscious Foundation have launched the Unicoin campaign to honor children’s dreams, bolster their right to learn and garner support for early childhood education for those in the developing world. The partnership is supposed to contribute to ongoing support for early childhood education and every child’s right to education in general. The campaign is also working on gaining governmental support for early childhood education in countries where it is in need of desperate attention.

UNICEF said, “With this new innovative activity, the H&M Conscious Foundation supports UNICEF in raising public awareness about the importance of early childhood development and at the same time provides an opportunity for people to contribute.”

The recently launched Unicoin campaign is already making headway as an important project that will fuel the Sustainable Development Goals for the next decade. Hailed as the “first currency dedicated to good” by UNICEF Australia, the Unicoin is a simple exchange making a profound impact; to earn a coin, a child must upload a picture of what they want to be in the future. The only way to spend this coin is on a notebook and pencil, which UNICEF will provide for a child in the developing world who lacks access to education.

Research has shown that the beginning of a child’s life plays an important role in how they will live as an adult. The first 1,000 days of a child’s life are critical for brain development, motor skills, nutrition and learning. When a child is burdened by poverty or malnutrition, it is almost impossible for them to lead productive and full lives. Furthermore, the importance of early childhood education has not been recognized in some countries, which only contributes to the worldwide problem. According to UNICEF, the disparities in early childhood education in developing countries are causing over 200 million children to have poorly developed bodies and minds.

As Unicoin has said, “Few donors or governments prioritize funding Early Childhood Development, which is why the H&M Conscious Foundation wants to contribute to filling that gap by supporting UNICEF. The program will receive a total of USD 9.3 million over a three year period.”

What adults most often adore about children is their ability to dream and use their imaginations in some of the most difficult circumstances. Now, through Unicoin, a child’s creativity can make an impact on another child’s life. The term “Unicoin” itself demonstrates this creativity, with the prefix “uni” conjuring the most well-known creature of the imagination — the unicorn.

 

The Unicoin campaign began on June 11, 2015 with a short video that can be viewed on YouTube. To find out more about the Unicoin campaign, visit www.unicoins.org.

-Candice Hughes

Sources: News BTC, UNICEF 1, UNICEF 2, Unicoins,
Photo: UNICEF