Archive for category: Education

Information and stories on education.

5 Facts about Education in Uzbekistan

Education in Uzbekistan

Uzbekistan, at 30 million, is the most populous country in Central Asia. Uzbekistan was once a part of the Soviet Union, but since the Soviet Union’s dissolution, Uzbekistan’s economy has been challenged by the sudden transition to independence. Due to the economic and social challenges caused by this transition, access to education in Uzbekistan has been difficult. Here are five facts about education in Uzbekistan:

1. The population of Uzbekistan is 26.5 million. Twelve percent of Uzbekistan’s Gross Domestic Product is spent on education. This is the highest spending on education in Central Asia.

2. In 2006, a study focusing on education in Uzbekistan was given to a sample of students and it was discovered that only 30 percent were considered proficient in mathematics and 30 percent proficient in literacy.

3. Education in Uzbekistan is compulsory between the ages of 6 and 18. The average enrollment rate in Uzbekistan’s primary schools is 97 percent while the rate of transition from primary to secondary school is at 100 percent.

4. There is no gender gap in Uzbekistan’s schools — boys and girls are offered equal access to education in Uzbekistan.

5. Despite the social and economic turmoil in Uzbekistan following the collapse of the Soviet Union, while re-building the country, the Uzbekistan government has made educational reforms a priority.

In the future, Uzbekistan is seeking to further improve the education it offers its citizens. Planned reforms for education in Uzbekistan include providing greater access to education for all children in Uzbekistan, improving  school evaluations and working conditions for teachers, instating a better program to keep track of which children are and are not enrolled in school and developing “second chance schooling” for students who drop out but then return.

 — Lily Tyson

Sources: Euroeducation, The Guardian, UNICEF
Photo: Flickr

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10 Facts About Poverty India

According to the World Bank, India is one of the poorest countries in the world. Some of the main issues responsible for widespread poverty in India are poor health services, child malnutrition and inadequate education and training. Almost half of India’s population drops out of school by the age of 13 and only one in 10 people receive some form of  job training.

 

Top 10 facts about Poverty in India

1. India is estimated to have one-third of the world’s poor.
2. In 2012, 37 percent of India’s 1.21 billion people fell below the international poverty line, which is $1.25 a day, according to the Indian Planning Commission.
3. According to 2010 World Bank data, India’s labor participation rate (for those individuals over the age of 15) totaled 55.6 percent; however, the percent of wage and salaried workers of those employed only equaled about 18.1 percent.
4. According to the World Health Organization, it is estimated that 98,000 people in India die from diarrhea each year. The lack of adequate sanitation, nutrition and safe water has significant negative health impacts.
5. Families can’t grow enough crops to feed themselves each year due to the lack of new farming techniques, difficult weather conditions, poor storage conditions, misuse of insecticides and lack of water.
6. A third of the world’s malnourished children live in India according to UNICEF, where “46 percent of all children below the age of three are too small for their age, 47 percent are underweight and at least 16 percent are wasted.”
7. India has the highest rate of child marriage in the world, where one in three girls become child brides. Many girls are married off at an early age, become servants or even prostitutes just to survive.
8. The poorest parts of India are Rajasthan, Madhya Pradesh, Uttar Pradesh, Bihar, Jharkhand, Orissa, Chhattisgarh and West Bengal.
9. According to the World Bank, in 2009 an estimated 2.4 million were living with HIV/AIDS, with children (less than 15-years-old) accounting for 3.5 percent and 83 percent making up the age group 15-49 years. Around 39 percent of those infected were women.
10. Men are more than twice as likely as women to hold salaried jobs in the large and medium-sized towns that are increasingly important centers of economic life in the Indian countryside. As such, in 2013 women only earned 62 percent of a men’s salary for equal work.

However, it is possible to end poverty in India. The first step would be to help the poor create their own businesses so that they may develop their own incomes. The second step is to create jobs that would allow those in poverty to increase their incomes through wages or salaries. Lastly, selling products to those living in poverty would help them earn or save money.

 – Priscilla Rodarte

Sources: Huffington Post, The Telegraph, BBC, The Wall Street Journal, UNICEF 1, Inter Press Service News Agency, The World Bank 1, The World Bank 2, UNICEF 2, Catalyst, Rural Poverty Portal
Photo: U.N.

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Project Creo: Artistic Empowerment in Ecuador

Creo. Language: Spanish. English translation: I believe or I create. Metaphorically speaking, it has incredibly optimistic implications. How fitting that an initiative focused on the belief that children can utilize the creative process of the arts to escape the evils of poverty would take the name this inspirational term.

Project Creo is an organization based in Quito, Ecuador that aims to empower children experiencing poverty through visual art, music, dance, theatre and film. With the help of project facilitators, the children’s creations emphasize their self-worth and the undeniable existence of love in the world. Facilitators include volunteers from the United States and Ecuador, prominent artists and the world’s leading fine arts teachers.

U.S. native Michael Sample founded the organization in 2001 when he visited Quito and felt a strong desire to live in the city and help its citizens. After returning to the U.S., Sample became a professional actor and choir director. He also earned a position with the Metropolitan Opera Guild. Despite all of his success in New York, he still felt his true vocation was with the people of Quito.

In 2011, Sample began the first art project with children in Quito. This was the humble beginning of Project Creo. Its partnership with the Metropolitan Opera Guild added a base in the U.S. and brought more attention to its positive effects on poverty in Ecuador.

Other U.S. contacts were enlisted through a partnership with ASTEP, Artists Striving to End Poverty. ASTEP is an organization originally established by Broadway Musical Director Mary-Mitchell Campbell and students from Julliard. It does research and then takes action to make a child more successful, socially and academically, with the arts. Many of the Project Creo volunteers come from ASTEP, making them more than adequately qualified.

Much of the time, volunteers work directly with children on their projects. Together, they create murals, musical compositions or other artistic projects to be displayed in their community. The projects showcase Project Creo’s message of total love or ways to improve life in the community. For example, one project focuses on ways that recycling and eco-friendly lifestyles lead to progress in society by forming art from reusable materials.

Other projects in Ecuador have included an art exposition promoting healthy living and informative approaches to starting small businesses with art. By working with the Secretary of Education in Quito, Project Creo also works to integrate art into curricula in Ecuador. The in-school programs allow Project Creo to reach a large number of children and introduce artistic methods for the learning process to teachers.

Artists and teachers help the cause by teaching children in person, if possible, or providing free online art lessons. They work through the online component of Project Creo, called iCreo. iCreo invokes technology to make art lessons accessible to impoverished children and share the initiative’s mission with people all around the world.

Since its beginning, Project Creo has expanded beyond Quito. First, the project organized programs in other Ecuadorian communities. Once large enough, centers were established in Africa and India. Now, through information available on iCreo, lessons and project ideas are available to anyone with internet access.

As stated on Project Creo’s website, “if you have a body, you have a child in there somewhere.” The initiative’s efforts embrace anyone seeking liberation through creativity, regardless of age. Music, visual art and other projects initiated by Project Creo provide hope for Ecuadorian “children” on both individual and societal levels.

 — Emily Walthouse

Sources: ASTEP 1, Project Creo, Youtube
Photo: Project Creo

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How Education Prevents Poverty

Education is a key factor to reducing and preventing global poverty. Many countries around the world are beginning to realize the importance of education and are investing in it significantly. Making education available to 100 percent of people around the world is one way to ensure that poverty declines. Let’s look at the three most significant ways education prevents poverty.

 

3 Ways Education Prevents Poverty

 

1. Health

Education benefits people’s health throughout their entire lives, from a mother’s pre-birth lifestyle to the likelihood of developing diseases later in life. Women with at least six years of education are more likely to use prenatal vitamins and other useful tactics during pregnancy, thus reducing the risk of maternal or infant mortality. Also, the child of an educated mother is twice as likely to survive to the age of 5 than an uneducated mother. Finally, mothers who have received an education are 50 percent more likely to vaccinate their children at early ages than mothers with little or no education.

Later in life, educated people are less likely to contract diseases, particularly HIV/AIDS. At least 7 million new cases of HIV/AIDS could be prevented if primary education were universal. Studies show that AIDS spreads twice as fast in women who have not received an education. In some countries, schooling is considered a “social vaccine” against HIV infection because girls’ attendance at school is strongly associated with avoiding the infection.

In general, education increases people’s knowledge of how to live a healthy lifestyle. Educated people know what kinds of foods are most nutritious, and therefore are more likely to buy those healthier foods for themselves and their families. Educated mothers will know how to cook healthy meals for their families. An education also provides people with knowledge about vaccinations, clean drinking water and fitness. In most cases, an educated person is a healthy person.

 

2. Economic Growth

By educating an entire population, economic growth is a natural effect. Studies show that each extra year of schooling can increase a person’s salary by 10 percent later in life. This means that a country’s GDP can increase by 1 percent annually by providing education to its entire population. Increasing a country’s GDP creates innumerable opportunities for trade and development.

Education also creates more people who are ready for the workforce. More workers in a country means fewer people will be unemployed. Unemployment has a high correlation with poverty; therefore, by employing more people, a country’s poverty rate will naturally decrease.

No country in the world has achieved rapid and consistent economic growth without at least 40 percent of its adult population being literate. Education can motivate people to become harder workers and can give people the drive to move up in the workforce. Increasing the literacy rate in a country can drastically improve economic development.

 

3. Empowers Women and Girls

Education has proven to benefit women and girls at a higher rate than boys. The empowerment that girls receive from an education both personally and economically is unmatched by any other factor. Women who are educated are usually better decision makers and have higher self-confidence. They are more knowledgeable about how to care for their families. Studies show that in Kenya, if female farmers were provided the same amount of education and resources as male farmers, crop yields could increase 22 percent. This idea can be applied globally.

Educated women are also more likely to delay marriage and have children when they are truly ready. This can ensure that the family will be well taken care of because the mother is prepared for the responsibilities of being a parent. Educated women have a higher likelihood of preventing their children from dying from preventable causes.

In poor countries, each additional year of education beyond grades three or four can provide women with a 20 percent increase in yearly salary. This allows families to be completely self-sufficient. The satisfaction that comes from a woman being able to provide for her family is immeasurable.

  — Hannah Cleveland

Sources: Results, World Education Blog
Photo: U.N.

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How to End Hunger Around the World

Currently, around 1 billion people live in hunger around the world. That’s the same amount as the total populations of the United States, Canada and the European Union combined.

Nearly 98 percent of hunger around the world exists in developing countries, and 62.4 percent of people living in hunger live in Asia and the South Pacific.

However, the number of people living in hunger is not caused by a lack of food. The world produces enough food to feed the entire global population, but the people living in hunger have neither the land nor the money to acquire food.

Poverty is the main cause of hunger, just as hunger is a cause of poverty. When people go without food, it causes the brain to lose functionality so that they cannot contribute to their economy and allow it to grow. Providing the additional calories needed by the 13 percent of the world’s population living in hunger would require just 1 percent of the current global food supply.

There has been some development in terms of reducing hunger — the governments of Brazil and Ghana have significantly cut the number of people living in hunger by providing aid to their poor, raising their minimum wage and investing in small farms, especially those owned by women.

There are ways that global hunger can be stopped, though. One way is to prevent land grabbing. One of the negative aspects of the uncertainty of future food supply are wealthy yet small nations, like South Korea or the Gulf countries, gaining land from developing countries to use as additional farms.

Another way to prevent global hunger is to block out speculators from the global market. Since the financial crisis of 2008, money from investment funds have flooded the commodities market. The automated trading systems make it difficult for traditional traders to keep the prices of food stable and prevent spikes.

Producing less biofuel allows for sugar, maize and other food crops to be used as food, thus increasing the amount of food available to the global population and reduces the price on those items allowing for more people to access them.

However, those solutions mentioned above are short term and also hard to regulate. The most surefire way to end global hunger is to increase education. Less than 1 percent of what every nation in the world spends on developing weapons could put every child in the world in school.

An increase of education does not just help to put food in the stomach of one person, but also helps to increase the economy of the town or city the educated person is living in.

An educated person from an underdeveloped town would then have the means to open their own business and then employ others in their town who could then use their pay to invest in furthering their own education.

Education also provides children access to a stable food source and is a “strong incentive to send children to school and keep them there.” By sending children to school, it also allows families in underdeveloped countries to increase their food security in times of famine.

– Monica Newell

Sources: The Guardian, Do Something, Millions of Mouths, Huff Post, WFP
Photo: Jewels Fab Life

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Education in Nicaragua

Education in Nicaragua

Many children in Nicaragua attend school for a few hours in the morning or evening, and work during the remainder of the day. Children must attend school in shifts in order to accommodate other students and to contribute financially to their families according to The Tico Times article, “Is Nicaragua’s education system failing?”

Abbreviated school days combined with student and teacher poverty has resulted in poor education in Nicaragua. UNICEF estimates that only 55 percent of children complete primary school and enter into secondary school. During secondary school the rate of completion continues to drop. While attendance rates have increased in the past ten years, university entrance exams demonstrate a continuous pattern of poor education quality in schools.

At the center of the quality issue, Nicaraguan teachers have very low salaries, earning an average of only $266 per month. The teachers also have a limited amount of supplies and facilities for students, forcing them to limit their curriculum. In The Tico Times article, José Treminio, Nicaragua’s education vice minister, exhibited concern about teacher’s salaries, stating, “We are determined to solve educational problems. We have a commitment to make a leap in the quality of education.” As a result, government has promised a small salary increase for teachers in 2014.

However, in a Nicaragua Dispatch article, “Impoverished teachers, poor schools”, Tim Rogers describes the financial struggles and government promises involved in Nicaragua’s education system. He states, “Nicaragua’s cash-strapped school system is delivering a poor quality of education.” Rogers maintains that the Nicaraguan government has not produce promised education results.

Rogers explains that the government, under the leadership of President Daniel Ortega, expresses a strong interest in improving national education. The government, however, only allots a small amount of the budget towards education, sending the public mixed messages about their endeavors. The amount does not provide enough money for adequate teachers’ salaries, student supplies, or school facilities.

The International Development Association (IDA), a division of the World Bank, offers aid to impoverished countries, providing loans or grants to promote economic growth. In 1995, the IDA partnered with the Nicaraguan government through the First Basic Education program. From 1994 to 2004, this program increased enrollment in primary schools in Nicaragua.

The IDA reported that, “The project contributed to an increase in the enrollment coverage of pre-schools and primary schools, particularly in targeted poor and indigenous communities.”

Even though Nicaragua now has a high primary school enrollment rate, school exams still show low student performance. In response, the IDA acknowledged that the quality of education still remained very low and initiated a similar program to strengthen the education system overall. IDA’s programs combined with an increase in government funding suggests that a sustainable system of education in Nicaragua is possible.

– Jaclyn Ambrecht

Sources: Tico Times, NICA, Nicaragua Dispatch, Child Info, World Bank
Photo: Compassion Internation

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Child Labor in Afghanistan

Poverty forces children to work and sacrifice their chance at an education. Today, sadly, child labor in Afghanistan is a common occurrence. Estimates are difficult to come by but through various sources it can be stated that between 21 and 25 percent of Afghan children are part of the labor force. Children as young as 6 are often involved.

 

Cause and Effect: Child Labor in Afghanistan

 

Child labor is hard to overcome in Afghanistan because although it is illegal by law for anyone under the age of 14 to work, many families are so desperate that they need one of their children to work in order to survive. Employers are desperate for cheap labor as well. The government seems to be doing little to enforce this law.

A common job for Afghan children in Kabul is working in brick factories. They can work up to 12 hours for around $1.40 a day. Other potential jobs for these children are working in bakeries, weaving, selling toilet paper and shopping bags, mining, washing cars or farming. Some children even begin to beg.

It is important to look at the physiological affects of child labor. Childhood is a time when people are supposed to be able to play and avoid the stresses of life.  This crucial time period allows them to develop into healthy adults. Research shows that, “75 percent of brain development occurs after birth. Play helps with that development by stimulating the brain through the formation of connections between nerve cells.” It is essential for children to play with their parents and with other children.

If Afghan children are working, they are missing out on this crucial developmental step. It is possible that a work environment would replace play and stimulate a child’s brain but it is not certain if they are gaining the right type of knowledge that a child would otherwise gain from play. The stress children endure when having to work will also cause other stunted developmental issues.

The main reason children are sent off to work is so that they can feed their families. This is due to a loss of a parent or both parents. A child might have to go to work because their father dies and their mother is unable to find work because of her gender. Poverty and gender bias seems to be two of the causes of child labor in Afghanistan.

Poverty in Afghanistan is caused by many factors, one being the fact that it has been in a state of almost perpetual war since 1979 when the Soviet Union invaded, followed by Taliban rule and the post 9/11 American invasion coupled with Taliban guerrilla warfare. But regardless of the reasons as to why poverty exists in Afghanistan, it is essential to raise people out of poverty so that child labor will cease.

The task of raising the Afghan people out of poverty is certainly not an easy one. There are a range of problems arising from misallocation of USAID funds by the Afghan government, the inability of U.S. officials to better Afghan government institutions and just general distrust and confusion between the two countries.

A possible solution to this would be for the U.S. to give money to more grassroots NGOs and intergovernmental organizations who are currently working in Afghanistan. This would get the aid directly to the most vulnerable people in Afghanistan, specifically children. Organizations like the World Food Programme have operations already in place. Activities like school meals, food for training, Food-for-Work, nutrition programs and flour fortification are being carried out in Afghanistan today. They also support programs that try to close the gender gap.

Imagine if the U.S. gave more money to these programs instead of fighting with the Afghan government over misallocated funds?  These programs are already helping thousands of Afghan people, why not help even more? Child labor in Afghanistan is increasing, and with poverty as its main cause, the U.S. government should put more of its aid money toward proven, successful poverty alleviation programs.

– Eleni Marino

Sources: Global Post, Los Angeles Times, Montana State University, The New York Times, UN Data, WFP
Photo: CRI English

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Child Labor Facts

child labor facts
The existence of child labor is a prominent human rights issue in today’s world. The United Nations defines child labor as any work completed by children who have not yet reached the minimum legal age required for either a specific kind of work or any work that is generally viewed as unacceptable for children. Unacceptable work usually involves potential harm, dangerous conditions or physical strain unsuitable for underage youth.

To combat this issue, it is important to understand pertinent child labor facts. This knowledge will allow people to fully realize how many young workers never have the chance to be children:

  • Child labor is incredibly common and internationally practiced, and has affected billions of young lives. During the Industrial Revolution, employers sought out child workers because they could pay them lower wages, use their size as an advantage and benefit from their obedience. For years children made up a large majority of the labor force, and it wasn’t until the Great Depression that labor reforms began.
  • Even though child labor is prohibited in the United States, many other countries still exploit child workers. According to Free the Children, there are approximately 218 million child workers worldwide.
  • Many child workers are forced to work under hazardous conditions. Approximately 115 million children out of the aforementioned 218 million work in unsafe environments according to the International Labor Organization. This type of work is considered to be among the worst forms of child labor, especially since children are at greater risk of injuries and accidents.
  • Many children work out of necessity. In developing countries, it is common practice for kids to find work so that they can help provide for the family. In some cases, children are exposed to slavery, illegal activities and even armed conflict.
  • These children do not receive proper care or education. If there are no child labor laws in place, children work most of the day without receiving necessary nutrients or food and according to Free the Children, approximately 57 million children do not attend school. These limitations hinder children from reaching their full educational potential or advancing in the workforce.

Even though there has been a significant decline in the number of child workers, this is only a moderate decrease compared to the total number of children who are forced to work. As demonstrated by the facts above, this issue is still very present today, and perpetuates the cycle of poverty in developing countries.

– Meghan Orner

Sources: The United Nations, Free the Children, The International Labor Organization, The History Channel
Photo: Flickr

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Latin American Youth Struggle to Find Employment

Latin American youth are finding it increasingly difficult to find gainful employment. Of the region’s 108 million people in the 18 to 24 year age bracket, 21.8 million of them are known as NEETs – not in employment, education or training. In Spanish they are called NiNis – ni estudian ni trabajan (they do not study, nor do they work). NiNis are a stigmatized group, pegged as lazy, unmotivated and apathetic.

To make matters worse, many Latin American youth who do find jobs end up working in poor conditions and lack the protection of labor rights. Six in every 10 young people in Latin America work in unlawful labor conditions, according to a recent International Labor Organization report.

The ILO study, titled Trabajo decente y juventud: políticas para la acción (Decent Work and Youth: Policies for Action), also reported that the youth unemployment rate is three times as high as that of adults and twice as high as the overall rate. Young people are unable to find decent jobs even though the current generation is better educated than any previous cohort.

In Guatemala, 78 percent of NiNis work informal positions doing housework and other menial chores. Yet the hard core of NiNis exists in Paraguay and Uruguay, with 48 and 45 percent of young people respectively neither employed, nor enrolled in an academic institution.

Several causes for youth unemployment exist. Education is key – if the education system is not in sync with an area’s labor market, graduates will not leave their educational institution with the necessary skills to break into and thrive in the workforce. Population growth has also contributed to the existence of such high numbers of unemployed youth around the globe. Additionally, during times of economic hardship, employers are more likely to lay off younger workers who do not represent as significant of an investment as their older, better trained counterparts.

The fundamental problem, outlined by the ILO report, is that not enough opportunities exist for Latin American youth. Guy Rider, director of the International Labor Organization, says that the “lack of access to opportunities for decent work generates frustration and discouragement among youth. There are 108 million reasons why we must act now.”

The good news is that some organizations are acting. Work4Youth, a collaborative project between the ILO and MasterCard Foundation, seeks to match underprivileged youths aged 14 to 24 with local businesses in order to give young people the resources they need to break into the workforce. W4Y has operations all around the globe, and it maintains a presence in Brazil, Peru, El Salvador and Colombia.

The young generation currently entering the workforce is a valuable resource. Some estimates hold that if unemployment among young people were halved, the global GDP would experience an increase of 4 to 7 percent. In the words of 21-year-old Astrid Estefanía Garibay of Mexico: “People think ‘young’ and ‘NiNi,’ and they think about drug addicts and bums.” These young people simply need help connecting with opportunities rather than being stigmatized for their employment status.

– Kayla Strickland

Sources: IB Times, ILO, Pravda.ru, Press TV
Photo: Work4Youth

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Point of Concern: Education in Bangladesh

Education in Bangladesh
With roughly 57,000 square miles and over 150 million people, Bangladesh is one of the most densely populated countries in the world. It is also firmly entrenched in the rising power narrative that characterizes much of the south Asian region it occupies. For this reason, it is in the context of slow development where education in Bangladesh must be considered.

In 1990, the Primary Education Compulsory Act came into law and primary education became free and compulsory for all children up to grade five. Today in Bangladesh, there are approximately 56,867,000 people under the age of 18, 15 million of which are under the age of 5. There are currently 16 million children enrolled in grades one through five, and only 55 percent of children in Bangladesh who begin primary education make it to grade five. Only 50.7 percent complete all five years. The effects of this low rate of formal education are clear. In the young adult age range of 15 to 24, only 77.1 percent of male and 80.4 percent of females can read.

The many problems of education in Bangladesh can be linked to resources. As of 2009 Bangladesh spent 2.2 percent of its GDP on public education. In that same year the United States spent 5.2 percent. Despite government efforts to prove the contrary, education in Bangladesh remains an area in need of drastic reform. A total of 24 percent of primary school teachers are untrained and the average student-teacher ratio is 49 to one. These figures prove to be debilitating realities for the formative years of youth education.

To right the ship of education in Bangladesh, many private enterprises have lent their assistance. One such organization is BRAC. Formerly known as the Bangladesh Rehabilitation Assistance Committee, BRAC is now the world’s largest non-governmental organization. BRAC concentrates on impoverished rural areas. It also actively seeks female inclusion, often recruiting local women as teachers for their schools. These women receive extensive training and regular organizational evaluations. BRAC provides its education services free of charge and focuses on a unique curriculum that steers clear of the rote memorization techniques utilized in government schools. This innovative approach has proven beneficial, as BRAC students regularly outperform their government school counterparts. According to the New York Times, BRAC now administers “the largest secular non-governmental education system in the world.”

However, education in Bangladesh is still a concern. With high dropout rates and little access available to children in rural areas, the compulsory part of primary education in Bangladesh has not taken hold in the two decades since its legal codification. Potential resources remain untapped and a country of millions remains affected.

– Taylor Dow

Sources: The Financial Express, The Guardian, The New York Times, UNDP, UNICEF(1), UNICEF(2), Worldbank
Photo: The World Bank