Archive for category: Education

Information and stories on education.

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The Power of Educating Girls

“If you educate a man, you educate an individual. When you educate a woman, you educate a nation,” goes one African saying. Indeed, women are a rare sight in African schools, but they shouldn’t be: 90% of what a woman earns, she will reinvest in her community.

But while 60% of the education population should be women, it is a goal that is missed. Getting girls into these schools is difficult for a couple reasons. The first part of the problem is a shaky economy. The second is that the African continent has only recently been taking the needs of girls seriously.

Social customs illustrate how men are considered more valuable all across the continent. Women are expected to feed men first and give them the best food, and women are also expected to work menial jobs.

A glimpse into the life of girls in school can also demonstrate why women think hesitate to send their daughters to school. Girls who are barely teenagers often voice their fears of being sexually abused when they use the latrine. At a primary school in Enjolo Village, a “cleansing” initiation involves the teacher having sex with young girls. The man could be in his 40s and 50s while the girl could be as young as 10.

The practice caused an influx of young pregnancies and also spread AIDS at an alarming rate. A group of mothers were able to halt the tradition in Enjolo and now girls drink a glass of herbs but elsewhere, the sexual cleansing continues.

While it is not as horrifying as a sexual cleansing tradition, there is another problem that symbolizes the battle women wage in schools. In many areas of the continent, schools are not equipped with latrines or other sanitation that only girls need. They lack the basic facilities that would allow the girls to not miss days of school.

With all the problems barring girls from school, research suggests that the old African saying is true when it insists that it is worthwhile to be educating women.

Educating girls reduces the chances of teenage pregnancy, making them more likely to wait to get married. Education increases earning potential by astronomic figures and by extension improves the economy of the community. Areas with high percentages of educated women are consistently ranked as less dangerous.

There are health benefits as well. Educated women are three times less likely to contract HIV, and they are better informed about nutritional and sanitation habits to keep children healthy.

—Andrew Rywak

Sources: USAID Blog, New York Times USAID Blog 2, CNN
Photo: Flickr

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#GirlWithABook

Last month, the creators of #GirlWithABook, a project advocating for girl’s education, had the opportunity to meet Malala Yousafzai, their inspiration. #GirlWithABook, the hashtag coined by college students Olivia Curl and Lena Shareef, has caught the attention of leaders and advocates worldwide.

Students at American University in Washington, D.C., Curl and Shareef shared the world’s reaction of astonishment and disgust after 14-year-old Pakistani Yousafzai was attacked on her way home from school in October 2012.

Malala Yousafzai survived after she was shot in the head by the Taliban, and when United Nations Secretary-General Ban Ki-moon admonished the Taliban in an address to the world, his words stuck with the two American girls. Ki-moon explained that what frightens terrorists the most is “a girl with a book.”

Curl and Shareef decided to start a campaign based on those words. They sent out a call to action, asking their female friends and family to pose for photos with books and flood social media with the pictures accompanied by the hashtag #GirlWithABook.

“Stand with Malala Yousafzai and show the Taliban that there’s no way they can stop us girls from getting an education,” their website reads. “Post a picture of yourself reading a book or holding a sign of support.”

Just a month after the project had begun, hundreds of photos flooded in from notable figures around the world. Ki-moon is pictured reading to his granddaughter, violinist Midori sent in a photo and even scientist Jane Goodall participated in the campaign.

The overwhelming response from women’s education supporters worldwide prompted Curl and Shareef to compile all the photos into a book. The Secretary-General presented Yousafzai with the book on her 16th birthday, when she visited the United Nations headquarters in New York.

A year has passed since #GirlWithABook was published, but the excitement over the movement continues.

Recently, Curl and Shareef were invited to participate in a conversation about the Millennium Development Goals as a part of the U.N.’s 500 days of action. On August 18, the girls spent the day at United Nations headquarters, along with 500 other young people.

They had the opportunity to meet face to face with Yousafzai and her father, who showered the girls with words of encouragement to continue their advocacy efforts.

Lena Shareef speaks on behalf of her partner when she describes the future of #GirlWithABook: “If Malala wants us to keep going, then there’s no question that we will.”

– Grace Flaherty

Sources: UN
Photo: UN

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Corruption Kills Millions, Steals Trillions

In a report released by ONE, an anti-poverty organization, it is estimated that corruption causes 3.6 million unnecessary deaths and costs poor countries $1 trillion each year.

Using three different methodologies to calculate the cost of corruption, all three measures indicated that the loss was either $1 trillion or $2 trillion.

In what is called a “trillion dollar scandal,” corrupt business practices, “anonymous shell companies, money laundering and illegal tax evasion” all serve to severely reduce the effectiveness of poverty relief efforts.

While extreme poverty has been reduced to half its original level over the past 20 years and has the potential to be completely eradicated by 2030, corruption is putting much of that progress at risk.

While corruption is damaging in almost all countries, it is especially dangerous in poorer and developing countries and mostly affects children. It is estimated that millions of deaths could be avoided if corruption was combated and recovered funds were reinvested in essential fields.

Furthermore, the money that is siphoned out of poor countries is not from international development aid, which has helped make a considerable improvement, but rather directly from businesses in these countries. The money is generated by domestic businesses and illegally extracted out of the country. The largest source of financial drain is the illegal manipulation of cross-border trade.

The organization found that even recovering a small amount of the money lost to corruption could dramatically affect development. In Sub-Saharan Africa, a small amount of recovered funds could provide an education to an additional 10 million children each year; pay for an additional 500,000 primary school teachers; provide antiretroviral drugs for more 11 million people with HIV/AIDS and buy nearly 165 million vaccines.

The report stresses action that serves to end the secrecy that allows corruption to thrive. If specific policies were implemented that increased transparency and combated corruption in the four areas of “natural resource deals, the use of phantom firms, tax evasion and money laundering,” developing countries could considerably stem the financial drain.

Natural resources in particular can provide a vital source of funds that could greatly increase economic growth in many developing countries. Corruption concerning natural resources is particularly bad, with approximately 20 countries in Sub-Saharan Africa rich in natural resources but receiving few benefits from these reserves.

Specifically, One calls for mandatory reporting laws for the natural resource sectors and publish open data so citizens are able to track where travels from and to, ensuring that the funds are not lost to corruption.

Published in anticipation of the G20 meeting in Brisbane, Australia in November, the organization stresses the importance for the G20 nations to address the issue. Now that the cost of corruption has been defined in real terms, the fight against corruption can become more directed and effective.

— William Ying

Sources: ONE 1, ONE 2, ONE 3, BBC, The Guardian, ABC News, Yahoo News
Photo: Blogspot

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Free High School in Nicaragua

High School in Nicaragua
In order to eliminate poverty, the impoverished must be educated. This is the philosophy practiced by Margaret Gullette, co-founder of the Free High School for Adults in Nicaragua. 12 years ago, Margaret, who resides in Newton, Massachusetts and is a resident scholar at Brandeis University, was volunteering in Nicaragua through the Newton-San Juan del Sur Sister City Project when she and another woman, Rosa Elena Bello, decided they wanted to start a literacy program.

“It’s a great story,” Margaret said as she recalled the details. “Rosa was working in a clinic for women and children, and infant mortality rate was not improving.” The two women believed that it would never improve without literacy. It is not enough just to donate money; the people must be educated.

In Nicaragua, one out of 10 people are illiterate, and this figure is even higher among women. The average Nicaraguan has less than five years of schooling and only 29 percent of children complete primary school. Much of this can be attributed to the poverty cycle. Until 1979 a dictator ruled Nicaragua, and dictators rely on ignorance to control the masses.  “Poverty and ignorance should always be put together,” Margaret explained. Because many adults who lived under that dictator’s rule and did not receive an education themselves, not only do they not have enough money to pay for school supplies and uniforms, but they often do not value education.

In order to begin the literacy program, Margaret applied for funding to 25 different grants. She received 24 rejections, but the one acceptance was all the two women needed. At first it was difficult to get Nicaraguan women involved in the program because their lives revolved around housework and children, but in the first three years nearly 300 women received certificates for the completion of sixth grade.

High school in Nicaragua runs from grade 7 to 11, so after the success with the sixth grade program, the next logical step was to continue the women’s education into high school. Once again Margaret found funding in America, and the following year (2002) a free high school for adults opened. 12 people graduated that year and the number has been growing ever since. The high school currently has 800 students and 616 graduates.

Eventually the Nicaraguan government took over the building of the schools, and the 12 communities that have these high schools have better overall health and fewer unwanted pregnancies. What makes the Free High School Program unique is the teaching model adopted by Margaret and Rosa. The schools use feminist textbooks and a modified version of twentieth century educator Paolo Freire’s teaching method.

Freire believed that education was vital to the liberation of the oppressed and did not support the method of teaching in which students are simply empty vessels to be filled with knowledge. For basic literacy, Freire believed in teaching language that is meaningful to people’s lives. He did not have a program for women, so Margaret and Rosa adapted his method to teach the women in Nicaragua. The first word the women learn is “fetus,” which Margaret says is a word every woman should know.

The Free High School program has continued to grow with a technical high school that opened in 2006 in which students can specialize in one of three fields: Management of Tourist and Hotel Enterprises, Accounting and Civil Construction. A number of graduates from both the Free High School and the Technical School have gone on to receive university degrees and other accomplishments.

Margaret believes that “there is always something to do in Nicaragua,” pointing to her husband David’s bio-sand filter project for contaminated water as an example. The next steps in the Free High School project are to buy new textbooks and construct an office building for the organization in Nicaragua. Go here (https://sanjuandelsursistercityproject.wordpress.com/) to learn more about the various Newton-San Juan del Sur Sister City projects, including the Free High School.

– Taylor Lovett

Sources: San Juan del Sur Sister City Project, Bless the Children, Interview with Margaret Gullette
Photo: The Random Act

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Volunteer for Bangladesh

In recent years, education in Bangladesh has greatly improved. Poverty rates have decreased, and with it, hunger. But the nation faces many challenges.

Ready to meet these challenges are the members of Volunteer for Bangladesh (VBD). It is a branch of the JAAGO Foundation, a larger organization which works to provide all children in Bangladesh with access to a quality education. Both have strong ties to and receive financial support from the U.S. Embassy in Dhaka.

There is much work to be done, so the VBD mission is broad; to end poverty and hunger and to protect children’s rights, including their right to an education. The organization promotes gender equality, works to improve nutrition, educates on sustainability and aids in local development projects. Its projects are as varied as its mission tenets.

VBD awareness campaigns fall on holidays like Universal Children’s Day, when they “spread consciousness among mass people about children’s education.” On World Water Day, they raise awareness of freshwater resources, and on Income Tax Day, they speak on the importance of paying taxes.

Last year in Dhaka, Gazipur, Chittagong, Narayanganj, Khulna and Rajshahi, Universal Children’s Day VBD workers, four corporate partners and five local media groups built carnivals for underprivileged children. There were sporting events, visits to the zoo, merry-go-round rides and introductions to Mickey Mouse. For several hundred destitute children, it was a day on which they could enjoy being a child.

The theme for World Environment Day of this year was “more care for the environment, lessen the rise of the sea level.” It is a poignant message for Bangladeshi citizens, 15 million of who stand to lose their homes to rising ocean waters.

On June 5, 1,150 volunteers in bright yellow VBD t-shirts rode bicycles to 12 districts. They planted over 400 saplings to further their goal of “reversing the greenhouse effect.”

All VBD efforts are truly community endeavors. More than 12,000 people are now working in VBD projects. Volunteer for Bangladesh hopes to establish Action Groups in all of Bangladesh’s 64 districts by 2016.

– Olivia Kostreva

Sources: Volunteer for Bangladesh 1, Volunteer for Bangladesh 2, Volunteer for Bangladesh 3, JAAGO
Photo: The Daily Star

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Education in Eritrea

Eritrea came into independence in 1993 after a long period of war and military conflict. After gaining its independence, Eritrea continued to struggle with neighboring countries Yemen and Ethiopia, and the consequences were devastating to its people. Today, the country continues to work on rebuilding its infrastructure and developing its economy. Despite the many structures the country has implemented, education still remains a top concern. Below is an exploration of education in Eritrea.

 

Top 6 Facts about Education in Eritrea

 

1. Enrollment remains one of Eritrea’s biggest issues. In 2012, data put forth by the World Bank determined that only 42 percent of elementary school-aged children were enrolled in school.

2. Eritrea’s location in the Horn of Africa is a major contributor to the country’s low enrollment rates. Eritrea is extremely susceptible to droughts, as well as floods caused by heavy and sudden rainfall, which makes attending school—and maintaining school grounds—increasingly difficult.

3. Vast disparities in development in Eritrea’s zobas, or regions, is also a significant factor that plays into the low school enrollment rates. Remote regions such as Gash Barka and the Southern Red Sea simply lack schools altogether, so children then lack any access to education opportunities in those regions.

4. Remote regions in Eritrea are also inhabited by nomadic and semi-nomadic pastoralists, for whom attending formal schools that are located at far distances is not impossible, but is in fact undesirable. Families in nomadic communities simply cannot—or don’t—send their children to school.

5. The country is working hard to address the issue of education for nomadic communities. With support from donors and the Netherlands government, 65 nomadic schools have been set up in Eritrea, a vast increase from the seven pilot nomadic schools that existed in 2007.

6. Gender disparity in education remains a top concern within the country’s education system. Though the government claims to be committed to achieving education equality, more than half of school-aged girls are not receiving an education.

Eritrea, ranked 177th out of 187 countries on the Human Development Index, struggles with severe poverty and countless other obstacles that make improving education conditions for children extremely difficult. The country’s unique climate and nomadic communities, coupled with its new independence and lofty regrowth plans, require tailored education initiatives and ample help from foreign aid programs. These programs will help the country improve its education opportunities, and therefore its economy and quality of life as well.

– Elizabeth Nutt

Sources: BBC, UNICEF
Photo: Asmera

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A Masters in Public Health

While many young science-minded individuals focus their aspirations on medical school, a Masters in Public Health provides an opportunity for those passionate about healthcare to expand their expertise beyond the walls of a hospital into a variety of institutions and organizations.

The MPH focuses on leadership in public health–allowing graduates the ability to be hired in a number of outlets. From high-level roles in state, federal and international health organizations, to positions in research settings or the private sector, an MPH offers a versatile career path.

Participants acquire skills during the course of an MPH from a number of disciplines. Students become proficient in leadership, business, communication, education and medical subjects.

Typically the MPH degree takes two years to complete.

Any individual with an undergraduate degree may pursue a Masters in Public Health. Although it is not a clinical degree, an MPH is recognized by many states in the U.S. as an ancillary clinical professional degree. This means an individual with an MPH degree can perform certain functions in clinical and hospital environments apart from directly providing care.

Many hospital systems hire MPH staff to study disease trends with the intent of fighting infections, especially those that are hospital-based. Outside of the confines of hospitals, MPH’s are often valued in the pharmaceutical and biotechnology market research space–advising clients on trends and market potential.

Centers for Disease Control and Prevention require the expertise of individuals with MPH degrees to manage both local and international disease outbreaks such as the current Ebola crisis in West Africa.

The demand for various types of public health professionals increases every year. With increased levels of research centered around sanitation and nutrition, governments are recognizing the need to understand the most efficient and cost-effective methods to improve the health of their population.

One of the most significant movements in the public health realm is an emphasis on education and preventative measures for countries struggling with public health issues.

For example in Cuba, the government has implemented an extremely effective public health system that pushes for education and prevention. Even without sophisticated technology, Cuba has been able to increase control of infectious diseases, reduce infant mortality, and make progress in the way of managing chronic disease.

In fact, Cuba’s life expectancy is the same as that of the United States–an impressive feat when comparing the infrastructure of the two countries.

An MPH offers a number of career paths in many industries. The need for the comprehensive degree is only expected to increase, especially as the international community continues to work together to fight infectious disease in developing countries.

– Caroline Logan

Sources: Online MPH Degree.net, Harvard School of Public Health: MPH Program, Oxford Journals, Upstate.edu
Photo: MPHDegrees

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Understanding the UN: Peacekeeping

The United Nations has been deploying peacekeeping missions since the U.N. Truce and Supervision Organization mission in 1948 which monitored the Armistice Agreement between Israel and neighboring Arab countries. Since 1948, U.N. peacekeeping has evolved to better respond to the world’s ever-changing and increasingly complex conflicts. What started off as a peace monitoring mechanism has become a major international actor in stabilization and development efforts in some of the world’s most volatile and protracted conflicts.

U.N. peacekeeping is managed through the Department of Peacekeeping Operations, which was established to succeed the U.N. Office of Special Political Affairs in 1992 under Secretary General Boutros Boutros-Ghali. The DPKO may only deploy a peacekeeping mission after receiving the mandate through Security Council resolutions and missions may only be updated or changed through Security Council resolutions. There are three types of peacekeeping personnel that make up mission teams: uniformed personnel including military troops, police and military observers, civilian personnel both local and international and U.N. Volunteers.

Currently, there are 17 different peacekeeping missions around the world ranging in size depending on the nature and scale of the conflict. The largest is the U.N. Organization Stabilization Mission in the Democratic Republic of the Congo, which employs over 20,000 personnel and has been operating in various forms since 1999. The mission in Congo also represents a departure from the normal rules and procedures of peacekeeping. Due to necessity and the nature of the Congolese conflict, the first ever “offensive” peacekeeping mission called the Intervention Brigade was launched in 2013 in order to more effectively address instability in the eastern region caused by various rebel groups and militias.

There are three rules to all traditional peacekeeping missions: (1) all parties of the conflict must consent to the deployment of peacekeepers in the area, (2) peacekeepers must remain neutral at all times and take neither side in the conflict, they serve merely as a buffer zone, and (3) peacekeepers may use force only in instances of self-defense or in defense of the Security Council mandate. All uniformed personnel are affiliated with the U.N. Member States. There is no U.N. standing army, so the U.N. depends on the contributions and donations of its Member States to carry out its missions, particularly in the form of uniformed personnel.

Today, U.N. peacekeeping missions are much more than just a buffer zone between two warring parties, peacekeepers are a central part of the stabilization and early reconstruction efforts of the areas where they are deployed. Peacekeepers are actively engaged in rebuilding the rule of law, justice and corrections systems, strengthening social and civil conditions, assisting with elections, aiding security sector reforms, carrying out demining activities and education programs about the dangers of landmines, promoting gender equality and the empowerment of women, protecting civilians, protecting children in conflict areas, assisting with Disarmament, Demobilization, and Reintegration activities and fostering and maintaining respect for human rights.

Peacekeeping missions are a crucial part of the immediate post-war reconstruction phase in countries which are frequently prone to conflict. They are a valuable asset to development efforts in areas that are home to some of the most vulnerable populations on earth.

– Erin Sullivan

Sources: NY Times, United Nations, United Nations 2, United Nations 3, United Nations 4, United Nations 5, United Nations 6
Photo: NY Times

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Economic Growth: Will a Rising Tide Lift All Boats?

Developing countries around the world face the tremendous challenge of promoting sustainable growth while also reducing poverty and increasing the living standards of their populations.

Around the world, conventional wisdom holds that by focusing development policy on economic growth, inequality will be reduced and incomes of every segment of society will increase–a rising tide lifts all boats.

While poverty has been reduced dramatically all around the world (700 million fewer people live in conditions of extreme poverty in 2010 than in 1990), big challenges still exist to further reducing this number. One of these challenges is rising inequality within and between nations.

Listed below are three reasons why income inequality must be addressed in both the developed and developing world in order to ensure long-term economic growth benefits for everyone and not just a select few.

1. Economic growth is not always equal

China, one of the countries where poverty reduction has been dramatic, is astoundingly tolerant of large gaps in inequality in exchange for growth. Deng Xiaoping, a top Communist Party leader from 1978 to 1992 who initiated economic reforms, is thought to have acknowledged, “It is good for some people to get rich first.”

While this may be true in some cases or at the beginning of market reforms, recent studies undertaken in Indonesia, South Africa, India and China reveal an increase in the gap between the rich and poor. This gap in income inequality can not only prevent further reduction in poverty, but it also has long term implications in the ability of large parts of the population of each country to be able to contribute to the country’s economy and growth.

2. Education, health, and job creation policies must be pursued simultaneously with growth policies

In order for a country’s population to contribute to and participate in the country’s economy, individuals must have the skills. Pursuing policies only focused on increasing GDP may improve growth outlook in the short run. However, in the long run, without education initiatives to match, a large segment of the population will remain poor.

In the 1990s, Brazil pursued a pro-equity growth policy in which it provided grants to help boost education. Average years of school for the poor shot up and when growth hit; they too were able to take advantage of the better jobs.

Just as an overall boost in education and health is important, so is robust job creation. People must have the opportunity to input the skills they have learned back into the economy.

For this reason, inequality cannot be solved without government involvement. The market left as is does not ensure that growth is shared equally. A combination of strong government programs and a strong private sector ensures better opportunities for more people.

3. Positive GDP growth can hide underlying inequality

The main measure of inequality within a given country is through the gini coefficient. The gini coefficient is a variable that measures how equal a country’s income is with zero representing an instance where everyone’s income is exactly equal, and one representing an instance in which one person has all of the income and the rest have none.

In South Africa, while the government is vocally committed to fighting poverty and inequality, between 2003 and 2008 overall income inequality increased. During this period, South Africa’s gini coefficient rose from an already high .66 to .70 – one of the highest in the world. So despite an average GDP growth rate of 3.2 percent (1994-2012), steps still need to be taken to ensure that the bottom segment of society is able to contribute and benefit from that growth.

Today, nearly 80 percent of humanity lives on less than $10 per day and over 3 billion live on less than $2.50. High levels of inequality exacerbate problems of poverty and reduce opportunities for the poor to move beyond their circumstances. Fewer opportunities for children to rise up economically means that inequality becomes more exaggerated over time and can affect the social structure of a country – leading to unrest, crime and violence.

Developed and developing countries alike all face the challenge of reducing their gini coefficient while also promoting growth. While each country faces unique challenges, this is one problem that can benefit from collaboration at the international level. From the information above, it becomes clear that poverty cannot be fully eliminated without measures in place that simultaneously address income inequality.

– Andrea Blinkhorn

Sources: Science Mag, Global Issues, Global Issues 2, Politics of Poverty, United Nations, South Africa, Hvistendahl, M. (2014). While emerging economies boom, equality goes bust. Science,344(6186), 832-835.
Photo: PBS

Amped for Education

Since discovering the need for functional schools in Nicaragua, Jeff Pluta has been inspired to combine his love for education and desire to impact the developing world.

In 2009, Pluta started “Amped for Education,” a volunteer organization based in Massachusetts that works with Nicaraguan communities to facilitate the continuation of education beyond the primary level. Five years later, Amped for Education has completed and is working on various projects to improve education in Nicaragua.

Where does “Amped for Education” get its name? Aside from being a catchy tagline, “amped” is a play on words according to Pluta.

In Spanish, “ampliar” is a word meaning “to expand.” Pluta’s organization does just that; it expands educational opportunities in Nicaraguan villages. “Amped” implies the organization’s mission and the founder’s excitement for the projects.

Amped for Education aims to eradicate poverty in Nicaragua through education. Like many other organizations of its kind, Amped believes that education provides people with the tools needed to improve sustainability, create a more competitive job market and integrate into the global economy.

Education to do all of these things cannot happen at the primary level, though.

In Nicaragua, students are required to attend six years of school only. In other words, students only have to complete primary education. Amped for Education’s programs make secondary and tertiary education more enticing to citizens of rural Nicaraguan villages so that they will learn the material necessary to lift themselves out of poverty.

There are several ways to contribute to Amped for Education’s cause. The website includes a link to sponsor a Nicaraguan student.

Many students cannot attend school in Nicaragua because they cannot afford essentials such as backpacks, supplies, uniforms and books. By donating $185 per year, sponsors can send a child in Nicaragua to school with these essentials and dental and eye examinations as well.

Amped for Education asks sponsors to commit to five years of donations so that they can send the same student through the full five years of secondary education. In return, donators receive updates about their students’ grades, photos and letters. Sponsors also have the opportunity to travel to Nicaragua with one of the organization’s service trips to meet their individual students.

Teachers in the United States can donate without having to give any money. The website also provides a link for high school teachers to create lesson plans for teachers in the Nicaraguan schools to use. Because many of the teachers do not have the same degree of training as teachers in the United States need, the lesson plans are very helpful for the secondary schools in Nicaraguan villages.

Amped for Education leads service trips for volunteers to travel to Nicaragua to complete projects and meet the community members. The organization realizes how important tourism is to the Nicaraguan economy and, therefore, attempts to combine tourism with volunteer opportunities. Volunteers may help build secondary schools, create roadways to make the schools more accessible and experience the more typical tourist attractions in Nicaragua.

Pluta is a full-time high school teacher and baseball coach in Massachusetts. As a result, a good number of volunteer trip participants are students from his school. In July, students from his school and surrounding schools traveled to Nicaragua to build houses and play baseball with locals. The students learned from observing the severity of the poverty levels in Nicaragua and carried their knowledge and experiences back to Massachusetts.

The next baseball and volunteering combined experience will take place in February of 2015. Participants will build a new learning center with Amped for Education and play games against teams from Granada and the Corn Islands.

The Nicaraguan educational system has great potential, but it needs support to make the most of that potential. Organizations like Amped for Education can provide necessary support to rural areas of Nicaragua while raising awareness within the United States.

– Emily Walthouse

Sources: Amped for Education 1, Amped for Education 2, MassLive, WGBY
Photo: MassLive