Archive for category: Education

Information and stories on education.

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PSRD: Fighting Poverty Among the Specially Abled

PSRD: Dedicated to Fighting Poverty Among the Specially Abled
Anyone, at any time and anywhere, can fall victim to poverty. However, some factors exist that put some individuals more at risk than others, and disabilities increase the likelihood of families living in poverty. In 2019, 25.9% of disabled people in the United States lived in poverty, more than double the rate for those without disabilities. The specially-abled face higher barriers when trying to find success in their lives and become financially stable. The connection between unemployment and disability remains serious: “half of all working age adults who experience at least one year of poverty have a disability.” In Pakistan, a country where the poverty rate is 5.4%, poverty amongst the specially-abled is significantly higher.

Physical Barriers and Poverty

  1. Health care: One reason for the physically challenged to fall into a state of poverty in Pakistan is the lack of adequate health care. Persons with disabilities are more likely to need extra resources and different types of treatment that are not easily accessible. Health care disparities arise due to societal stigma and a lack of policy changes to provide care that appropriately meets the needs of the specially-abled. There are relatively few advocates in Pakistan who are actively trying to open up more health care options for persons with disabilities. Such environments make it more difficult for poverty-stricken and physically challenged individuals in Pakistan to seek health care.
  2. Employment: The most significant cause of poverty among people with disabilities is the lack of employment opportunities they have. Pakistan ratified the Convention on the Rights of Persons with Disabilities in 2011. Pakistani law mandates 2% of hired employees in Pakistani institutions need to be specially-abled individuals, but this law is not always put into practice. For example, a study shows that government departments in Khyber Pakhtunkhwa, a province in Pakistan, are not meeting the 2% requirement.
  3. Education: Finally, a lack of education is a risk factor for poverty as it prohibits individuals from reaching a level of financial stability. It was found that, while education is accessible for many specially-abled children, rates of actual literacy remain low. More specifically, literacy rates for children with disabilities were much lower than those of their non-disabled peers. Regardless of socioeconomic status and family background, physically challenged students are not receiving the level of education necessary to reach the same standards of comprehension.

PSRD’s Solution

Evidently, many factors lead to the presence of poverty amongst the specially abled. The Pakistan Society for the Rehabilitation of the Differently Abled (PSRD) is a nonprofit organization working to bring specially-abled people out of poverty by focusing on health care, employment and education. Based in Lahore, Pakistan, the organization has worked with the population through the following programs:

  1. Vocational Rehabilitation Center: PSRD allows poverty-stricken and differently-abled individuals to maximize vocational skills. With an aim to eradicate the employment difficulties its students face, the center provides loans to jumpstart businesses. Those who receive help are better able to provide for themselves by becoming entrepreneurs and selling their own, handmade products. With their businesses, beneficiaries of the center are more capable of acquiring their own income and successfully support themselves.
  2. PSRD Hospital: In an effort to make health care more accessible for the specially abled, PSRD’s 100-bed orthopedic hospital is one of the largest in Pakistan. It provides specialized services for the needs of those facing physical barriers. The hospital does not refuse any patients and patients receive services at low or no cost depending on their situation.
  3. Orthotic and Prosthetic Center: With limited access to affordable resources, many physically challenged individuals are unable to obtain prosthetics and artificial limbs that ease their day-to-day lives and open up more employment options. PSRD creates customized prosthetics and approximately 3,900 patients have benefited from the center.
  4. PSRD High School: Education plays a large part in the road to employment and a successful future. By focusing on youth who are specially-abled, PSRD hopes to ignite the talent of all students so that they can lead better lives. The school also serves the needs of each of its students by providing therapy programs and making classes accessible for the most underprivileged children. The high school’s ultimate goal is to release the potential in each student and better “integrate” students into society.

People with physical disabilities are far more likely to face poverty than their non-physically disabled counterparts. With health care disabilities, limited employment options and lower high education rates, poverty may be inevitable for many specially-abled individuals. Organizations such as PSRD in Pakistan are working to empower differently-abled persons and provide them with the resources needed to persevere through their challenges and reach their goals. PSRD works to dismantle poverty amongst the specially-abled in Pakistan.

– Mariam Kazmi
Photo: Unsplash

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Ban of Leaded Gasoline is a Huge Win for the World

Ban of Leaded Gasoline
Recently, the entire world has banned leaded gasoline. Not only had leaded gasoline caused deaths, but also had raised greenhouse gas emissions. The ban on leaded gasoline is a giant win for society and one can see it as a foundation of other life-threatening fossil fuels, like sulfur in diesel.

Leaded Gasoline in a Nutshell

According to Smithsonian Magazine, Thomas Midgely Jr. created leaded gasoline in the 1920s by adding “tetraethyl lead” to gasoline to reduce the “knocking” sound in cars. People were already aware that tetraethyl lead was poisonous, even before it became a part of gasoline.

Leaded gasoline leads to an abundance of greenhouse gas emissions and is detrimental to the environment. Additionally, both children and adults have seen negative health side effects when exposed to leaded gasoline. Children exposed to lead can experience anemia, cancer, low IQ, learning disability, anemia and nerve damage. The Environmental and Energy Study Institute showed that gasoline exposure in adults has led to cardiovascular disease, cancer, hypertension and more. Both children and adults have either entered hospitals and/or died due to leaded gasoline.

Countries Ban Leaded Gasoline

In August 2021, Algeria was officially the last country to ban leaded gasoline. There has been a long-lasting humanitarian struggle to ban leaded gasoline throughout different countries. The first country to ban leaded gasoline was Japan in the 1980s. Then, other developed countries had followed, including Austria, Canada, Denmark, Sweden, Germany and the United States. During the 2000s until the 2020s, 117 more countries, developed and developing, pushed to ban leaded gasoline.

Bribes, Finance and the Holdouts for Ban on Leaded Gasoline

Some countries, such as Indonesia, were guilty of receiving bribes from leaded gasoline oil industries. However, Indonesia finally banned leaded gasoline.

“By 2016 only Algeria, Yemen, and Iraq were holdouts,” said National Geographic. Yemen is the poorest country in the world, Iraq is under development and Algeria’s citizens are destitute. Leaded gasoline is more inexpensive than unleaded gasoline. Additionally, leaded gasoline companies were reportedly sending bribes to countries to encourage them to continue using leaded gasoline. It is clear to see why some countries took much longer to ban leaded gasoline than other countries.

Ban of Leaded Gasoline Everywhere is a Huge Win

There are an estimated 1.2 million people who die from leaded gasoline each year. The hospital rates are even higher. Now that there is a ban on leaded fuel, “The fuel’s elimination will save $2.45 trillion a year, UNEP estimates, reflecting the economic side of lives and nature saved,” said Geneva SolutionsInger Andersen, Executive Director of UNEP. Andersen also described the ban as a huge milestone for the environment.

What the Ban means for Other Fossil Fuels

Now that the world has banned leaded gasoline, there have already been results of a cleaner earth, and better health. Yet, there are still hazardous fossil fuels. Companies are putting sulfur in diesel, burning coal and adding other additives to gasoline, all of which can cause greenhouse gas emissions and negative health effects. Additionally, some aviation still uses leaded gasoline.

However, now that results are showing the benefits of banning toxic fuels, the government and other organizations can give a better focus on banning other harmful fuels. Countries, especially developing countries, that are worried about the financial loss, can view the money they have saved from leaded gasoline as reassurance that banning fossil fuels is the right move. The ban on leaded gasoline is a huge win for the planet, but the fight for a better world is not over.

– Sydney Littlejohn
Photo: Flickr

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How Can $4 Billion Help Education in Underdeveloped Countries?

How Can $4 Billion Help Education in Underdeveloped Countries?The 2021 Global Education Summit raised more than $4 billion for the Global Partnership for Education (GPE) and 19 world governments pledged to allocate a minimum of 20% of their budgets to education. The GPE provides for education in 90 countries and territories, aiming to raise “at least $5 billion over the next five years.” Reaching this goal will allow education in underdeveloped countries to thrive, safeguarding the education of 175 million children and enabling the learning of 88 million additional children by 2025.

The Importance of Education

In developing countries, there is a significant gap in learning and schooling. Roughly 53% of all children in these countries “cannot read and understand a short story by the time they” complete primary education. This rate of learning poverty could potentially rise to 63% without immediate global action. However, despite these statistics, more children are in school globally than ever before.

Equality in education is critical for the development of individuals and societies. Education in underdeveloped countries helps assist with poverty reduction, improving health and gender equality. With education, more people will be able to secure higher-paying, skilled employment and health outcomes will improve across nations. With more girls in school, the rate of global child marriage will reduce.

In the wake of the COVID-19 pandemic, education is suffering, but the United States commits to efforts to improve education for all.

How the United States is Helping

In the past, although the U.S. has made efforts to advance global education, considering its status as a global powerhouse, many view these efforts as insufficient. Realizing the need for improvement, the U.S. is advancing its focus on education in underdeveloped countries.

At the recent Global Education Summit, the United States pledged $305 million to the GPE for 2021. The Let Girls Learn Initiative was started in 2015 by former President Obama and First Lady Michelle Obama. The initiative invested millions of dollars while partnering with the private sector to improve education for girls in more than 50 countries.

On Sep. 8, 2017, the Reinforcing Education Accountability in Development (READ) Act was signed into law. The Act ensures that the United States uses its resources to improve global education through programs focusing on literacy skills, mathematics and basic fundamental skills.

The International Basic Education Caucus was launched in 2015 with the ultimate goal of alleviating global poverty through education. Congressman Dave Reichert and Congressman Mike Quigley began this bipartisan caucus with the belief that education is the unrivaled way to promote freedom, peace and stability around the world.

When the United States invests in worldwide learning, it brings benefits not only for other countries but for the U.S. as well. Education can improve global and national security and it can contribute to better global health while providing more economic safety.

What Does This Mean for Poverty?

Education not only provides children with the necessary tools to learn and develop but also has significant impacts on poverty. Education paves the road to successful careers, allowing individuals to earn an income and break cycles of poverty.

Each additional year of education an individual receives provides “a 9% increase in hourly earnings.” This increase in earnings allows an individual to contribute more to the economy, affecting entire societies as health improves and others are inspired to look to education to provide a brighter future.

The recent contribution of more than $4 billion toward global education is one major step toward ending poverty. Advancing education in underdeveloped countries will lead to immense progress in countries around the world by breaking cycles of poverty.

– Delaney Gilmore
Photo: Flickr

 

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Tech-oriented Education in Indonesia

Youth Empowerment in Indonesia
The information technology (IT) and mobile technology sectors in Indonesia have flourished in the last few years, and the country is poised to dominate those fields in the Asia-Pacific (APAC) region. In order to meet the growing demands of such booming sectors, tech-oriented education in Indonesia has become a prominent national goal.

Education and Technology

Throughout the past 20 years, Indonesia has made great strides toward increasing the quality and accessibility of education. Although Indonesia still has one of the lowest national education expenditures per GDP in the APAC region, the increased spending since 2005 has had positive impacts on Indonesian students. Schools’ capacity and reach have grown, and education has become more and more available to youth in rural communities through educational outreach and education technology.

In fact, a 2018 Cambridge Assessment of International Education found that Indonesian students are some of the most technologically engaged in the world. As education and mobile technology became more accessible, young Indonesians sought both. The surveying that the Cambridge Assessment completed found that around 40% of students were in computer science courses, which would help prepare them to enter the professional world of technology.

US Assistance

The U.S. Agency for International Development (USAID) has worked to help prepare Indonesian students for employment in various fields. With regards to technology, USAID recognizes the growing IT sector in Indonesia and the potential for student success in related positions. Therefore, USAID created a plan called Accelerating Work Achievement and Readiness for Employment 3 (AWARE3) in which 25 vocational schools in Jakarta are able to maintain partnerships with local businesses and corporations.

Within these partnerships, there are opportunities for students to engage with current business structures and potential employers through work readiness training, internships and more. The partnered businesses also assist the schools with maintaining an up-to-date curriculum that will best prepare students to enter the professional world with regard to the specific industry or vocation.

USAID and the Indonesian Ministry of Education and Culture have goals for AWARE3 to meet by mid-2022. They hope to equip 250 or more teachers in Jakarta with resources to provide work readiness training for their students, and they aim for this training to reach areas all across Indonesia through distance-learning methods. The goal is to reach 4,500 students with the work-readiness curriculum via a remote learning platform. USAID has updated these goals based on the COVID-19 pandemic but hopes exist that the remote nature of these educational opportunities will limit the negative impacts of the pandemic.

Use of EdTech in Tech-Oriented Education in Indonesia

Indonesia’s Ministry of Education and Culture has worked with global organizations and foreign governments to implement several strategies and initiatives to broaden the reach and efficiency of its public education system. One of the most significant ways in which it has made education more accessible in Indonesia is through the use of education technology (EdTech). The World Bank, with help and funding from the Australian government, started the Improving Dimensions of Teaching, Education Management, and Learning Environment (ID-TEMAN) program in 2016.

This program works to analyze educational information from the Ministry of Education and Culture and push Indonesia to reach its full educational potential. The ID-TEMAN program is all about effectively using and appropriating the country’s resources, which are becoming abundantly technological. Indonesia is still working to provide more internet and mobile coverage across rural areas, which would expand educational opportunities through EdTech.

Bright Futures for Indonesian Students

As the world has seen in the past decades, and especially with the COVID-19 pandemic, everything is becoming increasingly efficient through the use of technology. This includes tech-oriented education in Indonesia, with more accessible remote learning in rural areas and initiatives to better prepare students for potential employment opportunities. Technology is the new way of the world, and Indonesian students are gearing up to successfully enter the workforce.

– Hayley Welch
Photo: Flickr

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Standardized English and Poverty

Standardized English and Poverty
Standardized English and Poverty can be attributed to the fact that English ranks as the most commonly spoken language in the world. English originated in England and then spread worldwide through colonization, the internet, print and the spoken word. Because it has spread through colonization, it has also become a marker of social standing globally. English was not always this unified language.

The Bare Beginnings

English has gone through many changes and evolutions throughout its time. Its letters come from the Roman alphabet with partial pronunciation from Anglo-Saxons. For a long time, many different English-speaking groups lived in England. After the conquests in the middle ages and moving the court seat to London, the new speaking norms came from the English of London instead of ancestral Wessex. Manuscripts underwent revisions to translate them in the dialect of London English. Through printing, this way of speaking spread nationwide. Language is constantly evolving, especially vowels, and many shifts occurred. This period also saw the rise of language purists against the perceived threat of different ethnicities and cultures.

British or American?

English contains two orthographies: British English and American English. Both have the same core rules but hold to some different spelling and terms. A great example of this can be seen in the television series, “The Great British Bake Off.” Aside from a change in accents, bakers use different words for the same thing. For example, a baker may say “sponge” instead of “cake.” Even the show has a name change in the U.S., from “The Great British Bake Off” to “The Great British Baking Show.”

These changes are due to time, distance and America’s colonization. The Englishmen who first came to America were poor and desperate for a new life. Therefore, a new dialect quickly formed in America based primarily on the linguistic styles of rural England. Over time, these dialect differences became bigger and bigger until they diverged officially into British English and American English.

Language and Class

Despite only having two specific orthographies, English sports a ton of different dialects. A dialect is a way of speaking specifically to a region or group. One example of this is AAVE or African-American Vernacular English. This dialect likely formed after the transatlantic trade of enslaved people from Africa, who mingled English with their native languages to form a new dialect. Many groups impacted by colonization, such as India and South America, experienced variations of this phenomenon.

Eventually, English’s various strains and dialects were applied to social class in industry-based societies. These linguistic variants are still closely related to questions of education and race in social stratification. Someone speaking AAVE demonstrates that they have less education and are therefore lower in class. Linguistic discrimination occurs when those who don’t use standardized English are barred from promotion for not appearing as educated or intelligent. At times, linguistic prejudice can even result in unfair legal rulings when particular vernaculars are discredited.

How It Haunts Us

The results of language colonization still exist today. India links English to education and class. Ever since Great Britain’s colonization of India, British culture is still considered high class. Skin-whitening products remain popular in India for this reason. Only 20% of the population speaking any English, and only 4% can boost fluency. Of the fluent speakers, 34% earn more money than those who are not. Fluent English-speakers enjoy more opportunities in jobs and education, which both factors heavily into poverty. Therefore, 96% of the population that doesn’t speak English suffer an immediate disadvantage. Fluency offers greater means to escape poverty. Many other countries and minorities harmed by colonization share this classist structure.

Towards Linguistic Equality

Many organizations, such as colleges, are growing increasingly aware of this linguistic class issue. In 2018, Yale Law School’s Environmental Justice Clinic mounted a legal fight against New Mexico’s Environment Department on the basis of language discrimination against native Spanish-speakers. The conversation increasingly revolves around making college a safe place for all dialects and opening the class barrier. Equalizing education access, especially in areas with sparse funding, offers the first step towards mending the classist language barrier. Additionally, advocates hope to stop discrimination through legal bills as well as encouraging more acceptance among the standardized English-speaking populace.

-Audrey Burran
Photo: Flickr

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Creating Social Harmony through School Canteens

Social Harmony
In the Democratic Republic of Congo (DRC), a school canteen program aims to create social inclusion and harmony. It seeks to address issues in a unique way: by connecting to students and the educational system.

About the School Canteen Program

In Lekoumou, located in the Republic of Congo, the school Makoubi comprises indigenous and Bantu children. Indigenous children comprise nearly one-third of the school population.

The indigenous population has historically experienced marginalization and has trouble exercising its rights, which include access to education. More than 65% of indigenous children do not attend school. The school canteen program, which the World Food Program initiated, is working to combat that. The program is a part of the SDG Fund initiative, which is an initiative looking to improve the indigenous community’s access to social protection programs in Lekoumou.

How it Works

During the school day, 313 Bantu and indigenous children sit down and share a hot meal. Parents or most often mothers of the children, cook the meals. Indigenous women, who are often victims of prejudice, meet with Bantu women daily to make the meals.

By working together, these parents are contributing to a growing social harmony. “Strengthening the participation and inclusion of indigenous peoples in Congo’s food systems is a key step in enabling people to have equal and fair access to adequate, nutritious and diverse food.” Not only that, but these meals also enable children to stay focused and prepare for their futures.

The Importance of this Effort

Before the program underwent enactment, tensions between the indigenous and Bantu communities created conflict. Notably, there is still a way to go to reach a better social harmony, but things are improving. When speaking with the WFP, Georgette, one of the indigenous cooks, said, “Before, the Bantus refused to eat meals cooked by the indigenous people because they were considered dirty. Now they do. And even outside of school, things are better.”

She also noticed that without the program, kids were missing school. These meals motivated children to attend school. For the indigenous children, remaining within school is even more important. Due to their weaker access to basic social services, indigenous children often have a harder time escaping poverty.

Reducing Poverty

The school canteen program feeds 313 children in Lekoumou, indigenous and Bantu alike, and promotes social harmony. However, that is not all the program does. As of 2019, chronic malnutrition affected 21% of children in the Republic of the Congo. By providing freshly cooked meals, the program gives many children meals that they might not have received otherwise.

Food insecurity affects a child’s academic progress in many ways. Children suffering from food insecurity are more likely to suffer from hyperactivity, absenteeism, generally poor behavior and poor academic functioning. These children are also more likely to need special education services, which can cost twice as much compared to a child who does not require such services.

Education has direct ties to poverty in the sense that having an education gives people a better chance at escaping poverty. Providing children with meals makes them healthier, more socially involved and more engaged. The WFP recognizes this and continues to do this while healing the rift between two communities at the same time.

– Ariel Dowdy
Photo: Flickr

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A Teacher’s Response to COVID-19 in Quito

COVID-19 in Quito
COVID-19 has ravaged the entire world, and each country has experienced the pandemic and suffered losses in its own way. However, the pandemic has a very unique impact on under-resourced countries than it does on developed countries. The New York Times reported that the death toll in Ecuador from the novel coronavirus is among the worst in the world, and the nation became an epicenter in Latin America for the deadly disease. By August 12, 2021, Ecuador recorded 493,767 cases and 31,870 deaths due to COVID-19. Many people suspect that the actual numbers of cases and deaths are much higher. Because Ecuador is a small country with a population of around 17 million people, these figures are extremely high. Here is some information about COVID-19 in Quito, Ecuador, a community that has faced significant challenges due to the pandemic, as well as the teacher who is making a difference.

Health care System in Quito

The health care system in Quito was extremely limited before the pandemic. The public health system in Ecuador lacked capabilities to facilitate contact tracing, appropriate screening and isolation measures and early detection measures. A lack of emergency response preparation and PPE equipment added to the inability of public hospitals to maintain safe conditions and keep up with the influx of patients. Additionally, Ecuador did not receive sufficient supplies of vaccines, and therefore, struggled to roll out vaccines to frontline workers and vulnerable populations in a timely manner. When the virus hit Quito, hospitals became quickly overwhelmed, forcing most people to seek care in tents outside them.

This was the case for Pilar Salazar, a middle-aged teacher from Comite del Pueblo, an impoverished neighborhood in Northern Quito, who shared her story in an interview with The Borgen Project. When her mother fell sick with the flu, Pilar took her to the hospital, where she received treatment in a tent in the cold outside, without space to distance from other patients. Her mother contracted COVID-19 at the hospital and subsequently gave it to Pilar, her primary caretaker.

Pilar then spent the next two months quarantined in her bedroom with pneumonia developed from COVID-19, unable to go to the hospital because of overcrowding. Her husband passed her oxygen tanks and food through her window while she recovered, unsure if she would survive. This story is not unique during the period of COVID-19 in Quito. Due to a lack of education and infrastructure, COVID-19 ravaged Quito and other Ecuadorian cities. Many of Pilar’s friends and her entire immediate family contracted the virus at some point in 2021, and she still feels damage in her lungs.

Economic Impact of COVID-19 in Ecuador

COVID-19 also deeply impacted Quito economically. The GDP in Ecuador was at risk of dropping 11% from the year 2019 to the year 2020. As one of the more underserved neighborhoods in Quito, Comite del Pueblo was particularly vulnerable to economic decline. When the after-school tutoring foundation that Pilar taught at closed down due to COVID-19, she had deep concern for the 40+ students she taught.

In March 2020, the Ecuadorian government implemented a national school closure. This mandate, still in effect today, affected around 4.5 million Ecuadorian school-aged children.

Pilar explained that without somewhere to go during school hours and after school, children are susceptible to abuse at home and drug trafficking in the area. When the foundation closed, some of her students lost their only place to catch up in school and receive direct homework help, while others lost their only meal of the day. This is the reality of the economic downturn and school shutdowns in an underdeveloped neighborhood during the COVID-19 pandemic in Quito.

Pilar’s Solution

In response to these immense challenges, Pilar has begun renovating a building in her neighborhood on her own to open a foundation for the children in her neighborhood. She is one example of many ways in which people have responded to COVID-19 in Quito with resilience. She said that she wants them to have a safe space to go, to study and succeed away from home and the traumas of daily life.

– Abigail Meyer
Photo: Flickr

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New Arrival of Vaccines in Syria

Vaccines in SyriaDuring the Eid holidays, the number of border crossings in and out of Syria drastically increased. As a result of such rising travel, the subsequent transmission of COVID-19 and reported cases additionally increased. With the remnants of the aforementioned influx continuing into late August and September 2021, vaccines in Syria are desperately needed, due to Syria being home to one of the fastest increasing rates of infection in the world. Thus, the early September shipment of over 358,000 vaccinations from WHO Turkey came as a welcome respite.

A Broken Healthcare System

As Syria nears the peak of its second infection curve, outside reporters and internal government agents look back at the path that brought Syria to its position of viral precarity. Syria entered the pandemic in a state of civil war that suffered the healthcare system as the most severe casualty. Since the inception of the Syrian civil war, there have been nearly 600 documented attacks on medical facilities. Of these, Physicians for Human Rights attributes over 90% to the state government. As a result of such unabashed violence, nearly 70% of healthcare workers fled the country. The shortage of workers placed yet another strain on an already damaged healthcare infrastructure. Such was the initial state of Syrian healthcare at the genesis of COVID-19.

A Worsening Crisis

Syria, the home to the largest population of Internationally Displaced Persons (IDPs) in the world, found itself massively unprepared for the ills of COVID-19. In the Northwest, nearly 4 million IDPs were equipped with a total of 212 ICU beds designated for pandemic patients. Such a dearth of medical supplies represented the norm across nearly all of Syria.

According to the WHO, COVID-19 transmission in IDP camps increased 200% since August 2021, with over 1,000 new daily cases. Dramatically ill-equipped to address the initial wave of COVID-19, this infrastructure proved similarly ill-equipped for the dissemination of vaccines.

Early estimates of the Syrian government’s capacity to vaccinate its population suggest that as of October 2021, only 2.6% have received both doses. At such a pace, the medical system would require a further 490 days simply to achieve a 10% vaccinated threshold. These predictions arrive in tandem with Syria’s highest infection rate to date, with a daily average of 347 reported on October 20.

New Vaccines, New Hope

Amidst all of this difficulty, NGOs and global organizations such as WHO and the U.N. have sought to aid nations struggling to vaccinate their citizens. One example is the shipment of over 358,000 vaccinations from WHO Turkey, a much-welcomed respite in Syria. In early September 2021, WHO reported the delivery of these vaccines to Northwest Syria by way of the Adana airport. These doses represent more than double the number of previously administered vaccines before their arrival. This arrival resulted from a collaboration between WHO Turkey, UNICEF and the Syrian Immunization Groups.  Their massively helpful collaboration presents just one example of the necessity of international aid in vaccinating the global population, and subsequently, beating this pandemic.

– Jonah Stern
Photo: Flickr

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New Chilean Constitution to Reduce Social Inequality

New Chilean Constitution to Reduce Social InequalityThe 2019 sweeping protests in Chile may be leading to radical change in that country by 2022. The protests, which originated in Santiago and spread throughout the country, sought to end the vast social inequality throughout Chile. This led to the government’s October 2020 decision for a referendum to draft a new Chilean constitution. The old constitution had been in place since the military dictatorship of Augusto Pinochet. According to protestors, that constitution gave far too many privileges to Chile’s private sector.

Chilean Constitutional Convention

The referendum saw overwhelming support for the new constitution with 78% of the country voting in favor. It also asked voters whom they wanted to write the constitution. Almost 80% voted to elect 100% of the delegates to draft the new Chilean constitution. This replaced the old system that appointed 50% of the delegates from Congress.

Overwhelmingly, the Chilean people elected independent and opposition candidates (48%) to write the new Chilean constitution. It is the first such convention in the world to stipulate parity between male and female members. It reserves 17 seats of the convention for members of indigenous groups, not even mentioned in the original Pinochet-era constitution.

Among these indigenous delegates is Elisa Loncon, a progressive academic. Delegates elected her as the leader of the constitutional convention. Her election signposts the strong possibility that the convention’s decisions, and thus the constitution, will be left-leaning. Born into poverty, Loncon has gained attention in academia with a Master’s degree and two PhDs.

Suggested Reforms of the New Constitution

Another woman elected to the convention is Carolina Vilches, a water rights activist. She believes that the privatization of water must end. The current constitution allows private companies to extract as much water from the land as they require. This creates desertification that makes agriculture difficult and forces many small farmers to emigrate to wetter land. Vilches’s presence in the constitutional convention suggests that private companies may lose their rights to do this.

Many commentators are also focusing on Chile’s unequal education system, which includes a large number of for-profit universities and their high costs for a bachelor’s degree. There are also severe and widespread teaching shortages. Expectations have determined that the constitutional convention will ban for-profit universities, which have been unpopular for years and only protected from the previous constitution banning them. Even so, a previous attempt to ban them in 2018 resulted in a narrow defeat with a six to four vote decision.

An Uncertain Future

The new Chilean constitution referendum will most certainly be contentious. According to a poll, half of the general population believes that there is a conflict between the rich and poor, but only a quarter of the economic elite hold the same views. If the private sector attempts to block certain reforms, many believe this will cause unrest similar to what occurred in 2019.

The convention’s outcome is uncertain as are the responses of the general population and the private sector. Regardless, the fact remains that Chile’s social inequality bears the strong possibility of radically reducing in the years to come with the new Chilean constitution.

– Augustus Bambridge-Sutton
Photo: Flickr

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How the Super 30 Program Breaks Cycles of Poverty in India

Super 30In India, the state of Bihar has one of the highest illiteracy rates in the country. For many impoverished children in India, quality education is out of reach. For this reason, many children are unable to rise out of poverty and pursue higher-paying jobs. Anand Kumar, a famous mathematician in India, set his mind to solve this issue through the Super 30 program.

Background of Anand Kumar

Anand Kumar grew up living near the railway tracks in a town in India called Patna located in the state of Bihar. His family was not financially stable yet his parents were very supportive of his education. Over time, Kumar discovered a passion for mathematics, which his parents encouraged him to pursue. While studying toward his bachelor’s degree in mathematics, he produced theoretical papers that “were published in foreign journals.” Kumar seemed certain of a bright future in mathematics.

His next step was to study toward a master’s degree in mathematics at Cambridge University. However, his father’s death in 1994 left his family financially unstable, leaving him unable to pursue this plan. In order to support his family, Kumar assisted his mother in selling “papad and wafers” on the streets of Patna. According to the Times of India, in order to continue studying mathematics, Kumar traveled to Varanasi to study at the Banaras Hindu University (NHU) library and access foreign mathematical journals. Not long after, in 1992, Kumar decided to open his own mathematical school, the Ramanujan School of Mathematics.

Creation of Super 30

In 2002, an impoverished student of Kumar’s came to him seeking coaching for the entrance exam for the Indian Institute of Technology (IIT). However, the student was unable to afford the exam registration fee. At this very moment, Kumar came up with the idea for the Super 30 program. Each year, the Super 30 program selects 30 high-achieving academic students from impoverished families to receive “free lodging, boarding and coaching” in preparation for the IIT exam. After much coaching, many of these students are able to successfully pass the IIT exam.

The Importance of Super 30

Kumar’s Super 30 program operates on the premise that all children deserve an equal chance at success in education, regardless of their financial background. Some of the most intelligent children can be found in India’s most impoverished areas, yet they are at an immediate disadvantage because they cannot afford the private exam coaching and tutoring that children from wealthier families can afford.

Kumar’s students have a high success rate. In 2017, all 30 of his students passed the IIT exam. Since the beginning of the Super 30 program, Kumar’s coaching has benefited more than 500 students who are now qualified engineers.

These children, who were once unable to receive a quality education, are able to pursue their dreams of attending the most prestigious schools in India. Furthermore, with their final qualifications, these disadvantaged children can secure high-paying jobs that will enable them to break cycles of poverty. Programs such as Super 30 emphasize education as a proven tool for empowering children to rise out of poverty.

Inspiring Others

Super 30 has also inspired others to create similar programs. The Maharashtra Government was inspired to create its own Super 50 program to not only prepare underserved children for IIT exams but for other medical and engineering programs as well.

Programs such as Super 30 serve as a stepping stone to success. By inspiring more institutions to start similar programs, Kumar hopes for the world to come together to reduce global poverty through the power of education.

– Saanvi Mevada
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