Archive for category: Education

Information and stories on education.

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Improving Access to Education in Palestine

Access to Education in PalestineAmid the escalating Israel-Palestine conflict, there remains a generation of Palestinian children denied access to traditional education. Despite immense adversity, education remains an important priority in Palestinian society. Education is, in part, a mode of sustaining Palestine’s unique culture amid exile and foreign occupation. More than 95% of children are enrolled in basic education across Palestine. While impressive, this statistic obscures the tribulations and barriers that Palestinian youth experience in their educational journeys. Both males and those with disabilities are at a disproportionately higher rate of not completing their education with 25% of boys dropping out of school by age 15. Equally concerning, is that “22.5% of boys and 30% of girls aged 6-15 years with a disability have never enrolled in school.” International aid organizations are committed to improving access to education in Palestine.

Low School Completion Rates

Low rates of school completion are inherently tied to Palestine’s failing job market. The economy is crippled by decades of sanctions and isolationism. Currently, youth unemployment rates are 40% in the West Bank and 62% in Gaza. Simply, many young Palestinians do not see the incentive in completing their education if it will not guarantee them job opportunities.

For the Palestinian education system to thrive, the state’s circulation of job opportunities needs to be drastically improved. The United Nations Relief and Works Agency (UNRWA) offers a technical and vocational training program to Palestinian refugee youth to help them gain skills for the Middle Eastern job sector. The UNRWA runs eight centers with a capacity for about 7,500 students. Furthermore, UNICEF works on “life-skills and entrepreneurship skills programs for adolescents to support their future employment.”

Influence of West Bank Violence on Education

Violent episodes of conflict along the West Bank and Gaza Strip hinder education in Palestine. Due to the crisis in the region, almost half a million children in Palestine require humanitarian assistance. The closure of the Gaza Strip and its accompanying physical access restrictions vehemently infringe upon the liberties and learning potential of young Palestinians. Having to regularly pass by military checkpoints and settlements on the way to school has untold psychological effects on Palestinian youth. Even at home, almost 90% “of children are subjected to psychological aggression” and 74% are physically punished.

Organizations such as UNICEF fight to create violence-free environments across Palestine. “It is our collective duty to protect every child on the journey to school and at school and to ensure that they can access the quality education which is the right of every child, everywhere,” says Genevieve Boutin, UNICEF special representative in the State of Palestine. She further explains that education is integral to achieving peace.

The Future of Palestinian Education

Still, much remains to be done to improve access to education in Palestine. Across Palestine, classrooms remain immensely overcrowded and underfunded. From a lack of classrooms to textbook shortages, Palestinian students are forced to beat the odds. Sometimes, students must study with no light due to frequent power outages. In fact, the Gaza Strip is only able to garner a meager four to six hours of electricity daily.

It is crucial that the United States and other powerful countries increase their humanitarian assistance and aid to the Palestinian territories. As violence continues to erupt, the U.N. is actively involved in mediation efforts. International organizations must continue targeted development projects in marginalized Palestinian communities. The future of education in Palestine depends on the unity and support of the international community.

– Conor Green
Photo: Flickr

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Community Development Programs in Togo

Community Development Programs in Togo
Togo, a country located in West Africa, has a population of more than 8.2 million. Since 1998, the country has created many community development programs. Its first Agence d’Appui aux Initiatives de Base (AGAIB), which is a Grassroots Initiative Support Agency, was in the Maritime region. AGAIBs aims to help communities develop more income-generating activities and community infrastructures. In 2001, four more AGAIBS began. Since then, the country has continued establishing different community development programs that target impoverished populations. Here is some information about community development programs in Togo.

Poverty in Togo

The United Nations considers Togo one of the Least Developed Countries (LCD) and a Low Income Food Deficit Country (LIFDC). It is one of the poorest countries in sub-Saharan Africa. As of 2018, more than 50% of the population was living below the poverty line. The government’s National Development Plan for 2018-2022 has aimed to promote social and infrastructure services to reduce poverty and improve the overall quality of life. Although the country has high poverty rates, its economy has continued to grow.

Togo’s Economic Development

In the past five years, Togo’s gross domestic product (GDP) has averaged 5.5% growth. The country’s government has created public investment programs to help alleviate demand. Agricultural production and trade have also contributed to this GDP growth. Agriculture makes up 40% of the GDP and more than 60% of employment in Togo. Due to the COVID-19 pandemic, economic momentum could slow as a result of trade tensions and the threat of security. However, its economy still performed well in 2019 with an estimated GDP growth rate of 5.3%. Economists predict that Togo’s GDP growth rate declined to 1% in 2020. Despite this stunt in economic growth, the government and other global partnerships have helped Togo fund different community development programs to reduce poverty rates.

Community Development Programs Fight Poverty Through Microprojects

A microproject is a small-scale project that looks to improve a specific aspect of life for a targeted population. Togo’s Projet de Développement Communautaire (PDC), which began in 2008, is working to improve access to social services for impoverished populations through microprojects in various communities. Its goal was to fund 350 micro-projects in different sectors, like education and health. This project also sought to develop more income-generating activities. PDC was very successful and many consider it Togo’s first big community development program since 1998. After the 2008 global food crisis, PDC provided solutions, specifically agricultural tools, to help alleviate starvation and improve food security. This community project also provided funding to 233 groups to partake in various economic activities in different impoverished communities. The project officially ended in 2013, but still impacts the country today.

Emphasis on Education

PDC helped fund a school feeding program. In 2018, this project reached 85,000 primary school children in 308 schools. One year later, the project increased its availability by 5%, reaching 91,000 children in 314 schools in 2019. Other community development projects have created school canteen programs. These programs not only employ more citizens but also allow for impoverished children to get an education. At least 36,000 children receive benefits from this program. As a result, dropout rates in primary and secondary education have decreased. Although they focus specifically on education, education-community development projects work to reduce poverty in Togo since increasing education allows for more future economic opportunities.

An Expanded Version of PDC

The Community Development and Social Safety Nets Project (PDCplus) formed in 2012, four years after the initial PDC began. Togo’s government and the World Bank help fund this project that works to improve the social and economic situations of impoverished populations in the country. Its strategy, known as the strategy for accelerated growth and the promotion of employment (SCAPE), worked to increase community participation and involvement in the program’s microprojects.

PDCplus completed its mission in 2017. In total, it created 346 micro-projects to improve social infrastructures, 208 micro-projects to develop more income-generating activities, 305 schools with school canteen programs and 196 school buildings. PDCplus was successful like its predecessor PDC, showing how Togo’s community development programs continue to work to reduce poverty rates in the country. The government has continued developing new projects that are similar to PDC and PDCplus due to their successes. As a result, the country has made progress toward mitigating its poverty levels through similar programs.

The Involvement of Impoverished Communities

These community development programs seek to increase citizen participation, specifically through microprojects that provide training for community members. The Borgen Project spoke with Dr. Theresa Davidson, a professor and Sociology Program Director at Samford University. She mainly focused on how participation in these programs could impact how effective they are: “If community development is a process that is led by the people there, it will likely be more effective […] because they know what they need.”

These impoverished populations know how these projects will impact their community. Projects like PDC and PDCplus are so impactful in alleviating poverty since its microprojects worked within these communities and relied on their participation. The active involvement of communities with PDC helped make these community development programs so successful in reducing poverty rates. New projects that the government has created need to continue community participation in order to be as successful as its predecessors.

There are many nonprofit organizations in Togo that seek to expand on the progress that these community development programs made. One nonprofit, Education Leadership Community Development, known as EDULCOD Togo, works to improve quality and accessibility to education for impoverished populations. The mission of this organization echoes outcomes from PDC and PDCplus.

This West African country has created many community development programs. PDC and PDCplus have been its most successful projects. These programs range from microprojects aimed at improving social infrastructure and involvement to improving accessible education and feeding programs. Although it ended more than a decade ago, Togo’s government is continuing to enact similar projects to improve its economy. Overall, the community development programs are reducing poverty rates in Togo.

– Mia Banuelos
Photo: Pixabay

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HIV Prevention: Economic And Educational Disparity

Economic and Educational Disparity
As economic vulnerability is an important risk factor for HIV, economic empowerment projects are becoming an increasingly common measure for HIV prevention and mitigation. Stakeholders are primarily concerned with the effects of HIV/AIDS on women and girls. However, concerted efforts have begun to improve their living conditions by finding sustainable ways to remove economic and educational disparity and improve their economic status.

Connections between economic and educational disparity and HIV status remain complicated. Few studies have linked involvement in economic empowerment methods and HIV outcomes for young women. Therefore, the exploration of effective interventions must go beyond the healthcare sector to further address the linkage between HIV risks and economic and social factors.

Furthermore, strong stigmatization of the disease persists in sub-Saharan Africa in addition to poor awareness of HIV transmission and preventive initiatives. This increases the need to improve HIV-related knowledge in the region for future prevention strategies. Thus far, initiatives to improve HIV-related awareness in sub-Saharan Africa have included a broad range of information-dissemination methods, including the use of means that can easily reach the vulnerable populations, such as mass media or community-based social cohesion methods.

The significant social determinants of HIV require more comprehensive educational interventions. These interventions became designed in light of social- and gender-inequity-based theories. These include social norms theory, the social constructivist theory of gender and the theory of gender and power. Furthermore, approaches focused on behavior theories have undergone wide use in interventions aimed at improving HIV-related knowledge, as experts have found that HIV-education interventions, when combined with behavioral change components, correlate with a higher probability of eventual implementation of preventive behaviors.

The Current Landscape

Implementation issues in HIV-education interventions became neglected. The sub-Saharan region of Africa suffers from a lack of HIV education because this region has the highest rates of education exclusion and the highest out-of-school rates for all age groups in the world. A disproportionate number of young children attend school for a short while and quickly drop out. Around 20% of children from 6 to 11 years old are out of school in addition to 34% of children between 12 and 14 years old. According to UIS, 60% of teenagers from 15 to 17 years old remain unenrolled in school.

These statistics show that HIV-education interventions do not always have wide distribution. This results in few youths receiving education from these programs. Thus, how to deliver effective HIV/AIDS education in sub-Saharan Africa is worth discussing.

Current trends in sub-Saharan Africa indicate that digital education is getting traction even though technological barriers persist. Many perceive digital education as not only a better form of learning but also as a cost-effective way to broaden educational opportunities. The rapidly growing population is exploding with demands for education. Countries are increasingly embracing digital tools to increase access to education and improve educational and social equity.

According to World Bank Education, the learning crisis, which resulted from learning poverty, started long before the COVID-19 pandemic. With the spread of COVID-19, 1.6 billion children and youth are out of school. Thus, it has become more and more urgent to prepare students in low-resource areas for digital learning. This is so they have an opportunity to gain healthcare knowledge, especially the knowledge of COVID-19 treatment and HIV prevention.

Educational Radio Programmes

Educational radio programming can be an excellent tool to keep children from disadvantaged areas engaged in HIV-knowledge acquisition. It enables disadvantaged populations to access the information they need to achieve sustainable development. Many of these radio programs aim to improve regional development. Community radio platforms became promoted to encourage local development. Many villages have limited access to information about education and nutrition. Radio programs allow them to study and improve their living conditions.

UNESCO, which set up multi-collaborations with low-resource countries, stated that these countries rely heavily on the radio (93%) and “the use of radio and television broadcasts as distance learning solutions is a powerful way to bridge the digital divide in the education sector and reach the most marginalized learners.” Previous research and studies have focused on how the radio programs have developed in recent years, but these studies have neglected the application of radio and have rarely directly studied how people use the radio, and specifically how radio platforms can be effective educational tools.

Many countries in sub-Saharan Africa seek to develop into emerging nations by 2035 and are setting policies and goals. For example, in Cameroon, the government has prioritized Information Communication Technologies (ICT) development in the economic, culture and education domains in all state sectors, with a specific focus on ICT in the education domain. It encouraged programs consisting of agriculture, health and rural and urban development content for a mass audience. Many see radio programming as a way for Cameroon to achieve overall development.

Educational Equity and Digital Learning

Still, a portion of the population in the rural areas – for example, 42% of the population of Cameroon – cannot receive national radio services. Young adolescents in these rural areas are still in a more disadvantaged position than those in urban districts because they are unable to receive important information.

Therefore, policymakers ought to develop a short- or long-term digital learning arrangement and evaluate their systems’ capability to support a digital learning paradigm that incorporates a mixture of technologies and delivery mechanisms. It is also critical for policymakers to collaborate with outside stakeholders such as EdTech companies, local broadcast centers and private radio stations to ensure the accelerated growth of the designated digital learning modality. Dispersing economic and educational disparity should always be the priority among all planning efforts.

– Aining Liang
Photo: Flickr

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4 Impacts of Child Poverty in Malawi

Child Poverty in MalawiChildren make up more than half of Malawi’s population and many children live in poverty. In 2018, 60.5% of children in Malawi aged 0-17 were considered multi-dimensionally impoverished. Above their necessities, children have a complicated set of socio-economic needs. Child poverty in Malawi has both immediate and long-term consequences for children. They include the deprivation of education, shelter, health assistance and nutrition. These deprivations significantly affect an individual’s ability to rise out of poverty. Organizations such as Save the Children work to meet the needs of children to ensure a better and brighter future.

The 4 Impacts of Child Poverty in Malawi

  1. Deprivation of Education: In Malawi, 87.6% of children do not receive an education. Roughly 85% of adolescents aged 15 to 17 have not finished primary school. Furthermore, “78% of children are two or more grades behind for their age.” In the age range of 15 to 17, 13% of children are illiterate. They cannot read or write in either English or the local language of Chichewa. Educational deprivation disproportionately impacts rural areas. Furthermore, “children whose parents have less than primary school education are more deprived than those with parents who have more than primary school education.”
  2. Deprivation of Nutrition: One of the most serious challenges of child poverty in Malawi is nutrition. Poor diets and infectious diseases wreak havoc on the immune system and may lead to stunted growth. According to UNICEF, “Stunted children are more likely to drop out of school and repeatedly experience lower productivity later in life.” In Malawi, 37% of children are stunted. Furthermore, nearly three-quarters of children younger than five years old have anemia. Undernutrition is responsible for 23% of all child deaths in Malawi. Malnutrition is one factor leading to Malawi’s high child mortality rate, with roughly 25% of Malawian children dying before age five.
  3. Shelter Deprivation: Household size, education and work status of the head of the home influence home deprivations among children aged 5 to 14. Roughly 50% of children in Malawi live in homes with insufficient roofs or floors.
  4. Deprivation of Health Assistance: Sufficient access to healthcare is essential to improve a child’s development and well-being. Most impoverished households in Malawi lack access to medical care. This means children receive treatment at home by an unskilled healthcare provider or do not receive treatment at all. The main component to deprivation of healthcare is financial affordability. There is plenty of evidence that low income and high healthcare costs are barriers to access. There are many factors limiting healthcare access such as living in a remote location, long distances to health centers, high travel costs and low educational attainment.

Save the Children in Malawi

Save the Children has helped Malawian children since 1983, ensuring “that children in need are protected, healthy and nourished, educated and live in economically secure households, while helping communities mitigate the impact of HIV and AIDS.” In 2019, Save the Children protected more than 84,000 Malawian children from harm and ensured the proper nourishment of more than 170,000 children.

With consistent support, Save the Children can combat child poverty in Malawi. Every action to help an impoverished child strengthens a child’s ability to rise out of poverty and secure a brighter future.

– Mary McLean
Photo: Flickr

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Economic Development in Nicaragua Set to Improve Through Education

Economic Development in NicaraguaEconomic development in Nicaragua has encountered issues that have slowed the country’s development. Nicaragua declared itself an independent country in 1821. However, it has directly felt the crippling effect of economic issues from the onslaught of crimes. As recently as 2020, Nicaragua was recognized as a critical threat location for crime by the Overseas Security Advisory Council. Nicaragua has also encountered natural disasters. As of November 2020, Hurricane Eta and Hurricane Iota, Category 4 and 5 hurricanes respectively, caused more than $740 million in damage.

However, even with mounting external and internal pressure, economic development in Nicaragua has shown potential for improvement. This change is based on securing educational opportunities that turn into growth in economic projects. Private organizations have created community centers and offered low- and middle-income citizens better access to education. Such organizations have also created jobs by amplifying the reach of renewable energy, agricultural irrigation expansion and fortification of infrastructure.

Nicaraguan Poverty

Nicaragua has faced an uphill battle in economic growth due to its criminal and poverty-stricken background. The conflict between rival gangs within the country exacerbates this issue. This instability has also caused a decline in economic fortitude. Moreover, inflation has reached undeniably high levels, and people have left Nicaragua in droves to pursue better economic opportunities. The people left behind continue to suffer from a lack of proper healthcare and education.

Education Improves Economic Development

The educational system within Nicaragua is adjacent to the poverty level. Children within the educational system find themselves facing the challenge of completing school due to a wide range of reasons. A recent study from the USAID reported that an estimated 72% of Nicaraguans do not finish secondary school, leaving them likely to be impoverished. In addition, more than 18% of teachers do not have more than primary school education. This creates a new generation of unprepared Nicaraguan citizens.

The correlation between educational attainment and job development is significant. It is the bridge that keeps many Nicaraguans in impoverished income brackets. With the constant issues that many lower-income Nicaraguan students face, there has been an increase in steering them toward an attainable educational path and improving educational success.

Formative Ways of Change

Outside help from the U.N. and the U.S. has created a shift in economic and educational development in Nicaragua in recent years. Organizations such as Save the Children and the World Bank have supported the upturn of educational prowess within Nicaragua. Save the Children has created an infrastructure for educational access by establishing toll roads and paving new ones. Additionally, the World Bank has established more community centers with creative and technical workshops to teach and fortify skills. The skills taught include knowledge of irrigation, infrastructure fortification and a new era of clean and renewable energy.

The organizations have also increased job development and commercial development projects from the private sector. These development projects have provided more job opportunities within the industries of agricultural irrigation, the fortification of infrastructure, renewable energy and the reinforcement of trade.

Projects of this magnitude were given more than just a prime objective with the World Bank portfolio. Such projects totaled more than $400 million for nine planned projects. These projects include the enhancement of telecommunications, roads, education, health and insurance for natural disasters. Two credits have already been passed together, worth more than $100 million, to combat COVID-19 and help those most affected by hurricanes.

The Nicaraguan educational system has had a rise in scholars coming through the ranks to create an ever-growing class of job-ready individuals. Problems of organized crime and violence have troubled Nicaragua in the past, but there is hope to establish a better economic system that can create many more jobs and lead Nicaragua to a better future. Organizations like the World Bank and Save the Children are instituting an educational and job pathway for young and experienced Nicaraguan citizens alike to create a more prosperous Nicaragua.

– Mario Perales
Photo: Unsplash

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Examining COVID-19 and EdTech

COVID-19 and EdTech
COVID-19 has profoundly redrawn the global investment matrix, driving a structural shift toward emerging technologies. It is also wiping out capital investments in major sectors such as tourism and the automotive industry. The substantial increase in educational technologies (EdTech) due to COVID-19 could benefit people living in poverty in developing countries.

COVID-19 and EdTech

Because of COVID-19, schools had to close all over the world. More than 1.2 billion children in 186 countries were unable to attend schools as a result of the pandemic. School closures put considerable pressure on educational systems. For example, considering that in many education systems, professors and teachers are often on the chopping block when there is no revenue. Many countries were unprepared for the transition to online distance learning, both in terms of familiarity and access to EdTech. Therefore, a major concern during the pandemic was the widening of the gap for disadvantaged students due to a disparity in access to EdTech. The pandemic not only exposed traditional education systems’ limitations but also social disparities that supporters believe digital learning can help fix.

Growth in digital education is inevitable. The rapid shift away from the classroom has left many wondering whether the growth of online learning will continue after the pandemic. Even before 2020, there was substantial development in EdTech. Global investment hit about $18.66 billion in 2019. With the introduction of virtual tutoring, language applications, video conferencing and online learning technologies, experts agree that the potential demand for online education can only expand.

The Future

It is difficult to envision post-pandemic learning without EdTech. In addition to direct learning applications, EdTech can promote resource sharing, create and grade quizzes and assist with homework. In UNESCO’s flagship Digital Technologies in Education event, Salman Khan, the founder of Khan Academy, shared his experience during the pandemic: he created additional online educational tools and stated that “The digital divide is the number one headline of COVID-19.”

Therefore, it is essential to build for the rebuilding phase. The pace of transition provides an impetus to reimagine the future of education and is inclusive of all students worldwide. Barbara Holzapfel, Vice President of Microsoft Education, contributed to this discussion by saying that “COVID-19 has accelerated the transformation in education that was well underway and we’ve seen years’ worth of change in just a matter of weeks.”

During 2020, COVID-19 and EdTech have forced many to consider that future. Education systems can emerge from the crisis stronger and more resilient to future disruptions. New solutions will build more gender-equal education systems and digitize educational content. Although the way to address educational inequalities is still a challenge, EdTech could provide more flexibility in addressing gaps and inequality in the education system compared to traditional education. Change is possible if policy and research agendas occur properly.

– Aining Liang
Photo: Flickr

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9 Facts About Disability and Poverty in China

Poverty and DisabilityMany factors can contribute to poverty in China, including disability. Due to socioeconomic barriers and discrimination, people with disabilities are more likely to live in poverty. With a high population rate, China has one of the largest numbers of disabled people living in poverty. Unemployment, lack of education and discrimination are just some of the many challenges this population faces in China.

9 Facts About Disability and Poverty in China

  1. High Disability Population: The total population of people living with disabilities in China reached 85 million in 2018, which is 6.5% of the total Chinese population. In 2006, men accounted for 51% of the disabled population while 49% were women. Many of these individuals often do not receive adequate support due to discrimination or “ableism,” meaning social prejudice against people with disabilities. In an article titled “Gender and Disability in Chinese Higher Education,” China is categorized as an ableist society with a number of injustices facing the disability community. As such, people with disabilities are “often seen as persons presenting inconvenience and burdens to society.” Ableism in China has also led to many children with disabilities being abandoned. Some statistics estimate around 98% of abandoned children in China may have disabilities. Thus, societal prejudices contribute significantly to the lack of support that individuals with disabilities in China receive.
  2. Lack of Education: The lack of quality education offered to people with disabilities in China has disadvantaged these individuals academically and economically. In China, the gap in education quality for disabled individuals is growing. Poverty remains a crucial obstacle in the empowerment of those living with disabilities. Due to this lower quality education, individuals aged 15 and above with disabilities have an illiteracy rate greater than 40%. This difference is staggering compared to the 3.3% illiteracy rate for the same age group without disabilities. Similarly, the lack of education provided to people with disabilities in China causes these individuals to experience challenges during the employment process. Jobs often require proficiency in language skills, leaving disabled individuals at a disadvantage.
  3. Lack of Monetary Support: Often, Chinese employers do not provide sufficient support to individuals with disabilities. Employment services for disabled people in China are at the initial stages, and they have proven to be inadequate to help unemployed, disabled persons obtain jobs. The quality of employment, including wage levels and conditions of work, have room for improvement. Because of the lack of proper services to economically empower people with disabilities, these individuals often live in poverty.
  4. High Disability Rate in Rural Areas: The disabled population in urban areas accounted for 20.71 million, or 20.96%, of the population. Meanwhile, the disabled population in rural areas is 62.25 million, or 75.04%. There are significantly more disabled people living in rural areas compared to urban areas. The employment difference is mainly due to this gap in the urban and rural populations. Initially, China had a very agricultural-based economy. However, with recent economic reforms, the country has industrialized, and most of the population now lives in urban areas. Many rural residents face obstacles in moving to urban areas, mainly because most only receive short-term contracts that do not entitle them to urban residency status. The lack of residency status prevents them from accessing proper healthcare services and other benefits. This gap is an even more significant barrier for people with disabilities, as a lack of appropriate care can be detrimental to their health.
  5. Discrimination Against Disabled Employees: China’s anti-discriminatory laws, especially in employment, are often not followed. China has laws that ensure protection and equal rights for disabled people. However, employers frequently ignore these laws. While the Chinese government installed a quote system in 2008 with penalties for failing to abide, many employers preferred to pay the fine than hire a worker with a disability. These discriminatory actions put workers with disabilities at a greater disadvantage for finding employment and gaining support from their government.
  6. High Mortality Rate: According to the U.N., in countries where “under-five mortality,” meaning the probability (per 1,000) that a newborn will die before reaching the age of 5, has decreased below 20%, the mortality rate for children with disabilities may be as high as 80%. In China, the 2019 mortality rate for children under five is 7.9%, which is less than 20%. This means that there is a high death rate for children with disabilities. Additionally, there is a lack of medical services available for families without health insurance to support a disabled child.
  7. Adult Opposition: Parental opposition and the lack of trained teachers represent further obstacles to quality education. Students with disabilities do not receive adequate learning because there is a lack of trained teachers who know how to create an inclusive environment at school. Research has shown that although 77% of teachers have experience teaching students with special needs, 60% of teachers have not received the proper training nor know how to teach them in an inclusive environment. This ineffective education system for students with disabilities sets the foundation for future disempowerment in China’s economic and social spheres.
  8. Disability Cycle: Disability and poverty are creating a cycle in which one reinforces the other. Low-income individuals often lack access to quality healthcare, and this healthcare disparity further aggravates the burdens of these groups. These healthcare programs expose individuals to diseases that can lead to long-term disabilities. Disability can then lead to decreased productivity, preventing these individuals from working, and thus resulting in unemployment. Ultimately, higher unemployment rates lead to higher poverty rates, creating a cycle of poverty and disability.
  9. Lack of Employment: Discrimination and bias hold back disabled individuals from employment and lead to higher poverty rates. People with disabilities in China face prejudice and discrimination and are often marginalized and “largely invisible” to others. Research studies exploring the discrimination that individuals with disabilities face reveal that birthing or raising a person with a disability was believed to bring shame and guilt to the family. Because of this widespread stigma, there is a belief that people with disabilities are incapable of working, which causes many barriers for them in accessing employment opportunities. As a result of less employment, there is an increase in poverty.

Looking Ahead

While poverty in China affects a significant portion of its population, it has disproportionately affected individuals with disabilities due to the unique economic and social disadvantages they face. From lack of employment opportunities, lower-quality education and poor healthcare access to the persisting stigma associated with disabilities and rampant discrimination, challenges for people with disabilities are numerous in this country. China can continue to support its disabled community through education initiatives, economic opportunities and protective legislative actions.

– Philip Tang
Photo: Unsplash

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Top Two NGOs Tackling Poverty in Malaysia

Tackling Poverty in Malaysia
Poverty reduction in Malaysia was steadily progressing until the COVID-19 pandemic hit. The poverty rate decreased from 7.6% in 2016 to 5.6% in 2019, according to Free Malaysia Today. However, due to COVID-19, the poverty rate rose to 8.4% in 2020. Many argue that the strikingly low poverty rate is an inaccurate reflection of the true state of poverty in Malaysia as it does not account for costs of living and overlooks vulnerable populations. According to U.N. human rights specialist, Philip Alston, “Despite near-universal healthcare and high school enrolment rates for citizens and a growing economy, large parts of the population are being left behind and many people living above the official poverty line are in fact in poverty.” Due to these circumstances, several NGOs are tackling poverty in Malaysia.

Poverty in Malaysia

Alston explains that “Undercounting has also led to underinvestment in poverty reduction and an inadequate social safety net that does not meet people’s needs.” As a consequence, people’s rights to food, shelter and education are in jeopardy. Under the current circumstances, more than 2.7 million Malaysian children come from households that cannot afford the costs of school, and according to the World Bank, 15% of Malaysians experienced moderate-to-severe food insecurity in 2018. However, NGOs are rising to the challenge, attempting to close the poverty gap and end the consequences that go along with it. MyKasih and SOLS 24/7 are leaders in tackling poverty in Malaysia by providing inclusive aid to the B40 (bottom 40% household income range) community through education and food security.

MyKasih

The MyKasih Foundation was founded by Tan Sri Dr Ngau Boon Keat and his wife, Puan Sri Jean Ngau, in 2009. The organization is committed to the long-term goal of empowering the Malaysian community by providing more than just short-term relief. Its efforts in tackling poverty in Malaysia are directed into its two main programs, the Love My Neighborhood food aid program and the Love My School education bursary initiative. MyKasih’s food aid program provides impoverished households with at least RM 80 per month for only a year. This ensures people do not become aid-reliant and are empowered to become self-sufficient while being able to meet their basic needs.

By 2019, MyKasih had provided roughly 280,000 families with RM 260 million worth of cashless aid. In 2018, its contributions were recognized. MyKasih received the 2018 U.N. Malaysia Award for the “Leaving No One Behind” category, honoring its effective distribution of aid “through public-private partnerships.”

SOLS 24/7

In 2000, teacher Raj Ridvan Singh along with his father and brother began SOLS 24/7 in Cambodia to provide informal education to impoverished populations. In 2005, Singh replicated the initiative in Timor Leste. Seeing the success of the endeavor, in 2007 he continued the initiative in Malacca, Malaysia. Singh moved the SOLS 24/7 headquarters to Kuala Lumpur five years later.

Through its diverse educational programs, the organization aims to empower the B40 community in Malaysia. Since its establishment, SOLS 24/7 has provided quality education to more than 500,000 people. The organization as provided more than 800 scholarships to the SOLS Solar Academy, equipping students with skills to thrive in the renewable energy sector. SOLS Community Centers provide training to marginalized and impoverished people, helping them improve on English skills, digital knowledge and personal development.

SOLS 24/7’s efforts are vast, showing its commitment to education and empowerment. Through these efforts, the organization helps Malaysians rise out of poverty by providing them with the skills and knowledge to secure jobs and establish businesses.

Looking Forward

Efforts by SOLS 24/7 and MyKasih in tackling poverty in Malaysia have provided aid and educational services for the socio-economic advancement of B40 families. These two NGOs continue to offer benefits that empower Malaysia’s impoverished communities, providing hope for all Malaysians in need.

– Julia Fadanelli
Photo: Flickr

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Jade Thirlwall Supports UNICEF in Aiding Yemen

Thirlwall supports UNICEFLittle Mix singer Jade Thirlwall supports UNICEF in its efforts to address the current crisis in Yemen. Thirlwall’s grandfather is from Yemen. Look to the Stars reports that Thirlwall is honoring her Yemeni heritage by learning about and raising awareness of the country’s war-generated and pandemic-induced challenges. According to UNICEF, Yemen is experiencing the world’s most severe humanitarian crisis. Prolonged war, a failing economy and the decline of various national systems have resulted in 70% of citizens, including 11.3 million children, requiring aid. The country is also nearing famine. As of June 2021, nearly 400,000 children are severely malnourished and 2.3 million children suffer from acute malnutrition. The COVID-19 pandemic has only worsened the crisis by putting more pressure on the struggling healthcare system. UNICEF is committed to giving Yemeni people the help they need.

Interview with Somaya

On March 25, 2021, Thirlwall did a video interview with 17-year-old Somaya from Yemen. Somaya discussed her life as a young person born and raised in Sana’a, Yemen’s largest city. However, when the war began, Somaya’s family moved toward safety to the temporary capital of Yemen, Aden. Thirwall reminisced about how her grandfather used to cook Yemeni food and talk about life in Yemen. When Thirwall lost her grandfather at 13, she also lost touch with her Yemeni heritage, which her grandfather had always encouraged her to honor.

Education in Yemen

During the interview, Thirlwall asked Somaya about her education. Somaya replied, “I’m lucky to have the opportunity to go to school, but unfortunately, other girls don’t.” UNICEF reports that the main barrier to education for children in Yemen is scarce funding for teacher salaries. For more than two years, Yemen could not pay nearly 75% of public school teachers in about half of Yemen’s governorates. This significantly impacted the education of 3.7 million children in those areas. However, through continuous advocacy, UNICEF has now raised $70 million to pay teachers and other school employees in Yemen in order for education to continue.

UNICEF Support

As part of the same interview, Thirlwall also spoke with Malak Shaher, an advocacy specialist for UNICEF in Yemen. Shaher tells Thirwall that nearly two-thirds of the country’s 30 million people are children. Furthermore, two-thirds of those children need humanitarian assistance in order to access schooling, healthcare and clean water. Shaher shared a story of a young girl who had to stop going to school for two years because of sanitation issues in her community. Thanks to UNICEF’s support, the girl’s community now has clean water, which has enabled her and other children to return to school. Thirwall stresses the need for access to education. It is “relentless” for children to miss out on schooling due to war, the pandemic and other obstacles, she says.

The humanitarian need in Yemen is significant, but thanks to the advocacy of celebrities like Thirwall raising awareness on the issue, more people are paying attention. UNICEF states that it needs $508.8 million to help Yemen recover in 2021. More than 70% of the funds are needed for water and sanitation, healthcare and food. As Thirlwall supports UNICEF in its efforts to address Yemen’s humanitarian crisis, others may be encouraged to do the same.

– Jannique McDonald
Photo: Flickr

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Malala Yousafzai Donates to Children in Gaza

Children in GazaMalala Yousafzai is an activist who works to provide educational opportunities to girls around the world. Yousafzai began the Malala Fund in 2013. The Malala Fund helps girls gain access to 12 years of free, quality education in a safe environment. Today, Yousafzai continues to help children in developing countries with access to education. In May 2021, Yousafzai made a significant donation to safeguard children in Gaza. With the assistance of Save the Children, Defense for Children International Palestine and KinderUSA, Yousafzai’s $150,000 donation will help children and families in Gaza rebuild their lives.

The Conflict Between Israel and Palestine

The Gaza bombings since May 10, 2021, caused devastating damage to infrastructure and depleted resources for the two million people living in Gaza. The violence between Israel and Palestine is worse than it was during the Gaza War in 2014. While the tensions reached a ceasefire on May 20, 2021, the conflict stems from more than 25 years of issues between Israel and Palestine. The U.N. reports that 72,000 Palestinians have fled their homes in search of safety in the aftermath of the violent outbreak. Gaza’s hospitals are running low on resources to treat the thousands of wounded victims impacted by the bombings and violence. Many of these victims include children.

Malala Yousafzai Supports Children in Gaza

In May 2021, it was reported that “six hospitals, nine health clinics and about 50 education facilities were damaged in Gaza.” Furthermore, crucial infrastructures were destroyed and water pipes burst, all while hospitals struggle to care for those in need of medical attention. In order to address these issues, Yousafzai donated a total of $150,000 to three nonprofit organizations in order to help children in Gaza. These organizations are working to provide clean water for children and rebuild schools that were damaged during the conflict. The organizations will also provide medical resources for the children in Gaza.

Organizations Helping Children in Gaza

Yousafzai donated $100,000 to Save the Children, a global nonprofit organization addressing the needs of children in areas where children receive few resources. Save the Children creates programs with families, community leaders and local councils to foster successful and long-term change. As a result of Yousafzai’s donation, Save the Children will provide clean water access and food vouchers for children in Gaza. Moreover, the children will receive mental health support. The organization will also provide nutritional support for pregnant women and new mothers.

Other organizations aiding Gaza are Defense for Children International Palestine (DCI Palestine) and KinderUSA. Yousafzai donated $25,000 to each. DCI Palestine safeguards the rights of Palestinian children. Additionally, KinderUSA is an American Muslim organization with a goal to help “children in crisis through development and emergency relief.” KinderUSA responds to emergencies involving children in Pakistan, Turkey, Uganda, Somalia, Syria and beyond. In 2013, the organization provided winter clothes to Syrian children to protect them from the potential impacts of the harsh weather.

Hope for Children in Gaza

Save the Children asserts that a ceasefire on its own is not enough and that more must be done to safeguard the fundamental rights of children in Gaza. Yousafzai believes that Palestinian children deserve to live in peace and safety with opportunities to pursue an education and reach their full potential. With the help of organizations fighting to protect children’s rights, children living in Gaza have hope of a better tomorrow.

– Nia Owens
Photo: Wikimedia