Archive for category: Education

Information and stories on education.

, ,

Technology in South Korean Schools

Technology in South Korean SchoolsMany know South Korea for having high-quality education, resulting in influential economic and technological impacts. After World War II, South Korea reformed its educational system to emphasize the importance of national identity and benefiting all of society. One way the country began to alter education was through implementing technology in South Korean schools.

Education in Korea

A student who received an education in South Korea told The Borgen Project in an interview, Korean students must attend school for at least 220 days each year. Elementary school lasts from age 6 to age 14. Middle school lasts for three years, and high school lasts for another three years. In elementary school, each period lasts 40 minutes. For middle and high school, periods last 45 minutes. Students get between four and seven hours of instruction each day. Since 2007, Korean schools have been transitioning to five-day school weeks instead of six.  High schools have different categories; the main two are academic and vocational.

SMART Education in South Korean Schools

The “S” in SMART Education stands for “self-directed.” This means that students will initiate the learning. When the students have the willingness to gain knowledge, they are more likely to succeed in their education.

“M” stands for “motivated.” In the classroom, teachers include this concept by ensuring that the learning and teaching methods are engaging. This will help the students to be excited about their learning and more likely to work hard on given tasks.

“A” stands for “adaptation.” This allows education to be effective for different individuals. Each student learns differently, so teachers must adapt to the individual’s needs and circumstances.

“R” stands for “resources.” In order for the curriculum to be effective, South Korea aims to have the highest knowledge scores. In order to have all of the information required to teach effectively, teachers need enough resources.

“T” stands for “technology.” This shows the use of ICT—Information and Communications Technology—in South Korean schools’ curricula. Implementing technology and technology education into the education system digitalized South Korea’s curriculum to reflect the modern age.

Technology Education in South Korean Schools

Approximately 98% of Korean households use the Internet each day. Two-thirds of these households use smartphones. In addition, 5% of South Koreans say that they use their smartphones for at least eight hours each day. This is especially prominent among young Koreans between the ages of 5 and 19.

South Korea has been thoroughly implementing technology curricula into the country’s secondary level education. This decision originally occurred in 1969 due to the quick economic growth and technological advances in the country. Through focusing on middle and high school students, technology can have an impact on societal progress.

South Korea has the fastest internet speed and the widest access to the internet across the globe. This has contributed to the country’s successes related to technological advancement. Through incorporating technology into their education system, the country has continued to flourish and progress.

ICT Education

People across South Korea started utilizing Information and Communications Technology, or ICT, in 2005. The aims of the use of ICT are to strengthen the educational system, to further science and technology and to adapt to the rapid changes in the economy, society and science. In working toward reaching this goal, South Korea is constantly learning about advances in technology and having researchers and scientists developing new technology, as the interviewee told The Borgen Project.

In the classroom, one can see this in how students do not learn through the traditional methods of blackboards and textbooks. Schools have included ICT at all levels of the education system to develop a new generation of learners.

Professor Jeong Rang Kim of the Department of Computer Education at Gwangju National University described how, in order to strengthen students’ learning capacity, schools focus on the four C’s: critical thinking and problem-solving, collaboration, character and communication.

These skills are to help students adapt quickly and be ambitious. Not only did society quickly adopt ICT, but it is also part of many Koreans’ individual lives. A common Korean phrase is “pali-pali,” which means “quick and quicker.”

Impact on Poverty

Before the establishment of the government of the Republic of Korea, Korea struggled with poverty. Now, it has become the world’s top 15th economic stronghold. Part of this is due to the promise of free, high-quality education for everybody, regardless of socioeconomic status; South Korea is aware of the importance of UNESCO’s “Education for All” initiative.

In addition to this, no matter how much money a student’s family has, each person has the entitlement to have skilled teachers. Becoming a teacher in South Korea is a career with high esteem, as the interviewee described.

High academic achievement sets up students for future career success. This, in turn, helps students break the cycle of poverty and build a financially secure life for themselves. By giving equal access to education, students will be more likely to get into universities and get a college degree. Furthermore, excellent education results in employees with special skills and a highly educated populace.

Going forward, individuals will continue to place a greater value on education that includes technology in South Korean schools. This results in future generations becoming more and more invested in their education, further establishing their financial security and stability.

– Miranda Kargol
Photo: Flickr

,

Improving Education in Senegal

Improving education in SenegalSeveral countries in sub-Saharan Africa have 50% or more of their populations concentrated in rural areas. With a high density of people in scattered rural areas, improved education in these areas is a priority. Gaps in enrollment and educational attainment are present throughout these sub-Saharan countries. Due to educational gaps, a group of architects formed an organization called Let’s Build My School (LBMS). LBMS focuses on improving education in Senegal.

Education in Senegal

According to the World Bank, in 2020, 52% of Senegal’s population lived in rural areas. In 2017, the country’s literacy rate was almost 52% for those 15 and older. Since primary school is compulsory and free, the net primary school enrollment rate hovers between 70% and 75%. However, this amount decreases significantly for those living in rural areas because of regional inequalities. The percentage of children in Senegal who are not attending school is about 38%. Rates of out-of-school children include 49% of students in rural areas compared to 21% of students in urban areas.

In addition to the regional inequality gap, there is also a significant gender gap in education in Senegal. Patterns of enrollment for males versus females vary by region. Some areas, such as Matam, have more females attending primary school than males with a little more than a 20% difference. On the other hand, a more typical trend shows males having anywhere from 1% to 40% higher enrollment rates in upper secondary school than females.  Due to these trends in regional and gender-based gaps in education, LBMS chose to focus on Senegal as the first area of its focus.

Let’s Build My School

LBMS is a U.K.-registered charity group of architects advocating for education as a universal right. The charity supports access to education in underprivileged areas around the world. It especially focuses on rural African areas and began its first project in Senegal.

LBMS builds schools in disadvantaged areas and remote villages using locally sourced and sustainable construction materials. It employs building techniques that are cost-effective and easy to implement without the need for advanced construction skills. In this way, the local community can be involved in the building projects. In the future, this will allow locals to replicate these efforts as needed.

Keur Racine

So far, LBMS has completed two projects in Senegal. One of these projects is Keur Racine in the Thiès region. The project was completed between May and July of 2017, mainly using clay and tires. LBMS added on to an existing school with two classrooms and an office. This addition increased the school’s capacity to 62 more students.

The foundation was constructed with tires “filled with compacted clay and sand.” The classroom walls were constructed from “sandbags filled with locally sourced material” to allow for natural insulation. The roof was built in a way that allows for ventilation and natural lighting. The sustainable construction of these schools benefits the Earth and the people living on the land by limiting waste and providing access to schooling for rural students.

Importance of Education

A lack of education and poverty typically go hand-in-hand. This is because those in impoverished areas do not have sufficient access to educational resources or opportunities. Education is essential for improving living conditions and eradicating poverty. Quality education creates an aware, knowledgeable and skilled population able to make a better life. According to UNESCO, about 60 million people could break out of poverty if all adults had two additional years of schooling. Furthermore, 420 million people could escape poverty if all adults completed education through the secondary level. For this reason, improving education in Senegal is imperative.

USAID is Improving Education in Senegal

Prompted by the 2005 Paris Declaration on Aid Effectiveness, USAID worked “with the Government of Senegal in 2007 through a Fixed Amount Reimbursement program to construct middle schools.” The government constructs school buildings using its own funds and resources. After completion, USAID reimburses the government after confirming that the school structure meets certain specifications.

The goal of the project was to build “46 middle schools and 30 water points” by the close of 2016. In partnership with the local NGO, Femmes Plus, USAID looks to improve learning outcomes through the Our Sisters Read program. The program looks to improve the basic literacy of rural children, especially girls.

With the help of organizations such as LBMS and USAID, education in Senegal and other impoverished regions can improve and lift millions out of extreme poverty. Access to quality education is a proven global solution to ending the cycle of poverty. LBMS is an example of a smaller-scale relief effort that is contributing greatly to the overall fight against global poverty.

– Kylie Lally
Photo: Flickr

, ,

Examining Education and Child Poverty in Cuba 

Child Poverty in Cuba
Cuba is home to an impressive school system that aids the fight against child poverty. This developed as a result of the communist government which made a point of increasing literacy rates and education overall. Despite these efforts, child poverty in Cuba continues to affect the youngest inhabitants of the island.

During the “Special Period” after the fall of the Soviet Union, Cuba experienced widespread food insecurity and a lack of essential materials such as gas for transportation and medicine. Cubans refer to this time period between 1991 and 2000 as the “Special Period” because of the abrupt decline in food security. The situation began to improve when, in 2000, Venezuela began aiding the island. Today, the effects of the “Special Period” continue to affect child poverty in Cuba.

The Health of Children in Cuba

Examining the health of children can be helpful in indicating how severe child poverty is in a country. According to the UNICEF country profile for Cuba, in 2019, 5.1 children per 1,000 live births under the age of 5 died. In comparison to the lowest rates in the world in countries like Iceland and Norway, Cuba has substantial room for improvement. It is important to note that since the year 2000, the under-5 child mortality rate has dropped from 8.769 children per 1,000 live births to the 2019 rate.

The World Health Organization (WHO) has cited the most common causes of under-5 child mortality as infectious diseases, birth anomalies and complications. Notably, infectious diseases are often treatable and preventable. In Cuba, infant mortality is falling but perinatal disorders cause 80% of deaths.

In Cuba, the Global Nutrition Report found that only 17% of children aged 0 months to 59 months received hydration treatment when they had diarrhea. This is concerning considering that WHO cites diarrhea as a leading cause of under-5 child mortality. In 2014, the World Bank reported that 60.9% of children who had diarrhea in the two weeks preceding the survey received treatment. This implies that more than one-third of children who have diarrhea do not receive treatment in Cuba.

Additionally, low birth weights are rising slightly in occurrence in Cuba. A graph in the Global Nutrition Report depicts the trend. Between 2000 and 2010, the prevalence of children with low birth rates dropped. In 2010, 5.2% of children were born underweight and in 2015, reports stated that 5.3% were underweight. This change is small but may signify poor nutrition for expectant mothers, affecting the size of their children upon birth.

Education in Cuba

Education, another measure of the severity of child poverty, provides promising numbers for Cuba. Mass education of the public is a main focus of the Cuban government as a result of its campaign against the U.S. and has been since the 1959 Cuban Revolution. The reported numbers show that this focus has paid off in terms of mass education, though.

Poverty can significantly affect education. A study reported that poverty can affect how ready a child is for school and whether they can succeed academically. Cuban children are generally doing well in schools. UNESCO reported a decrease in illiteracy (the report determined that only 1,933 people aged 15-24 were illiterate in 2012). These rates are a reflection of the education system when those people were learning literacy.

The Novak Djokovic Foundation reported that primary school is compulsory in Cuba. This means that a vast majority (UNICEF reported that 99% of children complete primary school) of Cuban kids attend school. This statistic implies that many kids do not complete primary school.

Despite this effective system, one can see child poverty in Cuba through education as well. UNICEF reported that only 48% of children under the age of 5-years-old have more than three age-appropriate books in their household.

Solutions

Foreign charities are working in Cuba to help meet impoverished children’s needs. Specifically, the organization Inspire Cuba worked on a project called Shoes That Grow, which provided shoes to children in Havana, Cuba. These shoes are adjustable so that a child can use them for up to five years. Meanwhile, the MDG Achievement Fund has been working with the Cuban government to fight anemia in Cuba. The program the MDG Achievement Fund implemented is called the Joint Programme, which has been attempting to increase Cuban people’s access to food filled with micronutrients. Finally, while no in-depth descriptions exist of what social programs the Cuban government enacted to fight food insecurity, organizations such as the World Food Programme (WFP) have cited that social programs largely eradicated hunger and poverty on the island, including the poverty and hunger of children.

As previous reports have noted, Cuba has made advancements in the education and health of its children (decreasing under-5 mortality rate and high literacy rates), overall reducing child poverty in Cuba. It is important to note that while child poverty in the country has improved, holes still exist in the system, such as a lack of diarrhea treatment for sick children and limited educational materials. However, through continued efforts, child poverty in Cuba should become even less prevalent.

– Susan Morales
Photo: Flickr

, ,

Mission: Recovering Education in 2021

Mission: Recovering EducationThe global impact of the COVID-19 pandemic on education has been devastating. According to the World Bank, more than 1.6 billion children have lost out on education due to the COVID-19 pandemic. In addition, as of March 2021, many children are still not back in school. The impact of COVID-19 on education systems globally is not just a short-term problem. These disruptions in education could potentially “amount to losses valued at $10 trillion in terms of affected children’s future earnings.” UNESCO, UNICEF and the World Bank have implemented a joint endeavor to ensure progress made on global education goals is not lost, especially since education is the key to poverty reduction. A 2016 report from Global Partnership for Education (GPE) states that 171 million people could be lifted out of extreme poverty if all learners had basic reading skills. For this reason, Mission: Recovering Education in 2021 focuses on three primary goals.

Mission: Recovering Education in 2021: Goals

  1. All children return to school. The benefits of going to school extend beyond learning. Children also receive nutritious meals, vaccinations and psychosocial support, factors that are critical to a child’s well-being. In a remote learning environment, children lose these benefits, in addition to falling behind their expected learning curves. Mission: Recovering Education aims to reunite children across the globe with critical resources by focusing on two targets. The two targets involve bringing school enrollment back to pre-COVID-19 levels and ensuring that schools provide services to catch up on learning and well-being losses.
  2. Recovering learning loss. The pandemic may have caused children to fall behind their age-appropriate learning curves. Many learners may no longer be ready for a curriculum that they would have been ready for had it not been for the COVID-19 pandemic disruptions. Remedial learning will help students to bridge the gap. It is important for remedial learning to be seen as essential and not just a luxury. Additionally, social-emotional learning also needs to be incorporated into classroom settings as bouncing back from setbacks can be challenging for children. Furthermore, digital technology is suggested for teaching basic literacy and math skills.
  3. Preparing and empowering teachers. Mission: Recovering Education recognizes the vital role teachers play in the global education system. Without healthy and well-trained teachers, students will be unable to recover the many months of learning opportunities they lost due to the COVID-19 pandemic. Recovering the lost months of learning is essential to reducing global poverty rates. Teachers should be prioritized for COVID-19 vaccinations and must receive support for implementing remedial education, incorporating social-emotional learning and transitioning to remote learning.

Looking Ahead

According to the GPE, education increases earnings by roughly 10% per year of further learning, supporting the fact that education reduces poverty. Mission: Recovering Education will incorporate monitoring tools to assess progress on its three primary goals. In doing so, the organization will help children globally recover as much lost education time as possible. This, in turn, will ensure that the global education system continues to lift children out of poverty.

– Thomas McCall
Photo: Flickr

, , , , ,

Theresa Kachindamoto’s Activism for Malawi Children

Theresa Kachindamoto’s Activism
Malawi operates under a democratic chiefdom system, which has been in existence for hundreds of years. Theresa Kachindamoto is the youngest of 12 siblings and the mother of five children. She works as a tribal Malawian chief in the district of Dedza. This district consists of nearly 900,000 people and 551 headmen. Theresa Kachindamoto’s activism for Malawi children stems from the cultural practice of child marriages.

Kachindamoto has been working to annul child marriages and ensure that the female victims of it can receive an education. In Malawi, one in two girls will marry before 18, preventing them from completing their education. Kachindamoto uses her voice to explain the practicality of arranged marriages with healthy boundaries. She also advocates for safe environments for the betterment of all parties involved. Here is some information about Theresa Kachindamoto’s activism for Malawi children.

Empowerment of Children

Some call Theresa Kachindamoto the terminator of child marriages. In fact, she has annulled over 1,000 marriages and immediately aided in getting individuals back to school afterward. Kachindamoto has said she will be chief until she dies, giving the children of Malawi a solid and long-term advocate. She is accomplishing change through the creation of a reliable support network to alter traditions.

U.N. Women has been a big supporter of Theresa Kachindamoto’s activism for Malawi children and how she brings attention to the issue of child marriages.

Many young women end up having to enter child marriages since their families are in poverty and cannot provide for their basic needs. Benedeta Matinson talked about marriage and finishing school in a U.N. Women video before she received employment. She conveyed information about experiencing marriage and pregnancy at the age of 15. Benedeta stated that marriage not a suitable solution for the lack of basic necessities.

The Problem

Malawi is the sixth most impoverished country in the world. Girls who marry before the age of 18 make up 18% of the country. Kachindamoto has expressed that motherhood and wifehood often take precedence over girls’ education. Thus, the chief is working towards altering traditions. Theresa Kachindamoto’s activism for Malawi children empowers young women. It grants the girls understanding of their value and what they deserve. This includes quality education before marriage arrangements.

Child marriages lead the way to more significant problems. An example of a problem is sexual initiation camps. These are places where young women learn how to sexually please men and understand their “duties” as wives. The tradition translates as “kukasa fumbi,” which basically means sexual cleansing. Girls either graduate the program by having relations with their instructor or go home virgins. Meanwhile, if they return home as virgins, their parents force them to lose their virginities to local men. This cultural practice makes girls more susceptible to unwanted pregnancies and the spread of HIV. In fact, statistically, every one in 10 Malawians becomes ill with HIV/AIDS.

With the teen pregnancy rate rising during the COVID-19 pandemic, 57.2% of girls ages 15 to 19 are mothers. In addition, 63.5% of girls are mothers-to-be.

The Importance of Education

As part of Theresa Kachindamoto’s activism for Malawi children, she created and signed an agreement for her district to end child marriage along with sexual initiation camps. This was the result of conversing with 50 sub-chiefs who gave Kachindamoto significant pushback. In response, she firmly said, “these girls will go back to school” and the other tribal members slowly worked towards sticking to the new law. In her reign, Kachindamoto raised the age of consent for marriage from 15 years old to 18 years old.

The Mpapa mothers’ group is an organization that seeks out victims of child marriages. Members go door to door in search of those who have dropped out of school due to early marriage, and they attempt to return the girls to school. Mpapa Primary School is a school that the girls then attend, where drop-out rates were at 6% in 2020 and attendance was at 87%. Nationally, only 51% of girls finish primary school.

The Joint Programme on Girls Education (JPGE) trains the Mpapa mothers’ group. The United Nations sexual and reproductive health agency supports the group as well. The group encourages to complete education by mentoring teens on pregnancy issues, marriage and their rights as women.

A 15-year-old girl and Mpapa Primary School attendee, Aisha Kayima, benefited from mentoring sessions two times a month. The mothers’ group has taught Kayima to be better informed about her choices so that she can have a quality future.

Looking Ahead

Putting a stop to child marriages can change the economic status of young girls while ensuring entire communities’ safety by inhibiting the spread of HIV/AIDS. Theresa Kachindamoto’s activism for Malawi children also helps reconnect girls with their warranted educational paths. In Kachindamoto’s words, “If you educate your girl, you will have everything in the future.”

– Libby Keefe
Photo: Flickr

, , ,

Progress Toward Better Education in India

better Education in IndiaEducation is vitally important to every country, especially impoverished ones. Education itself can help families break cycles of poverty and it allows people an opportunity to use their knowledge and skills in a way that helps their nation. Education can allow people to learn better farming techniques so that they can produce more food for themselves. Literate and educated people often have a better opportunity to have a healthier lifestyle because they can understand medical information. India is one nation that is trying to improve its education system. Better education in India can help people rise out of poverty.

Advantages of India’s Education System

Despite its learning system needing improvements, India’s learning system does already have some substantial positive aspects to it. One benefit of India’s education system is that it correlates to a decrease in unemployment. School also helps people become self-employed. India’s schools also helped to greatly reduce the amount of child labor taking place in the nation.

India’s educational system also provides a degree of support for people who are especially disadvantaged and impoverished. There are programs in India called reservation systems that help these groups. Reservation systems mean a set percentage of seats will be reserved in all universities and colleges for students who belong to socially and educationally backward categories or castes. Certain scheduled tribes have 7.5% reserved seats, scheduled castes have 15% and “other backward classes” have 27%. However, each state within India can have varying percentages.

The Draft National Education Policy

In 2019, India released its Draft National Education Policy (DNEP). The DNEP is India’s first attempt to reform its education system since the 1986 National Policy on Education. The DNEP outlines some important improvements that India wants to make.

For example, the document suggests an increase in spending for public education in India. The current percentage of India’s GDP that goes to education is 3%. Under the DNEP, that percentage would go up to 6%. Under this policy, Indian school children would start learning at the age of three, which allows more time for children to grow and learn.

Another improvement that India’s education system requires is better training for its teachers. The DNEP will address this challenge by having teachers complete their training at universities. Currently, teachers train at specialist colleges that provide less beneficial teacher training.

Lastly, the DNEP wants to develop around 10,000 to 15,000 multidisciplinary universities. The reason for this is that currently 20% of 40,000 colleges in India only offer one field of study and another 20% of those colleges have less than 100 students on their rosters. Multidisciplinary universities will allow Indians to have more opportunities and educational routes.

A Concerned Citizenry

While the government of India is taking steps to better-learning systems in India, Indian citizens are more than aware that their educational system could use some much-needed change. This has led news outlets such as India Today to publicize their desires for the future of India’s education system. One suggestion that the outlet posed is the removal of lengthy tests that evaluate the knowledge and skills of students. Due to their length and importance, these tests can cause students to become stressed, resulting in underperformance.

India Today suggests that evaluation indicators should include class participation, projects and other key indicators of learning. The equal treatment of all learning subjects is also imperative. Teachers should encourage their students to pursue not just the subjects they need to learn but also the ones that they have a great interest in.

India’s education system still needs improvement but the country has taken significant first steps toward quality education in India. Since education is a key to poverty alleviation, reform is vitally important.

– Jacob E. Lee
Photo: Flickr

,

Education in Norway: Free Tuition Eradicates Poverty and Inequalities

Education in Norway
Public universities in Norway offer free tuition for all students, no matter their country of origin. These universities also offer high-quality education even though it has no cost. This has led students from around the world to seek an education in Norway.

Education in Norway involves the idea that all people should be able to receive a high-quality education, regardless of their socioeconomic status and background. This stems from Norway’s need for people with professional skills. Offering free education to all students provides them with the employees that they need.

Structure of Higher Education in Norway

There are four types of higher education in Norway. The first is a university college degree, which would allow those who receive one the ability to earn a bachelor’s degree. Its length is 120 ECTS, which are credits. The second is a bachelor’s degree, which is 180-240 ECTS. The third level is a master’s degree, which is 120-300 ECTS. Lastly, a Ph.D. is 180 ECTS and is the highest level of education. Many universities offer one-year programs, supplementary programs or short programs, which can be the basis for a branch of professional study. For example, some students choose to take part in these programs for a subject of professional studies, such as psychology.

Norway has also implemented a new system for degrees that follow the 3 + 2 + 3 pathway of a bachelor’s degree, master’s degree and Ph.D. This system has made it easier for international students to study in Norway and maintain their qualifications in other countries.

Results of Norway’s System

People in Norway who have a college education are more likely to get a job and earn a higher salary after graduation. Adults with a bachelor’s degree earn 13% more than upper secondary graduates. Findings determined that adults with a bachelor’s degree participated in cultural and sporting activities more often. There is a 36% difference in participation between those with secondary education and those with tertiary education. As a whole, this system sets an example for other countries as it has a positive impact on the economy and individual citizen’s lives. Pursuing higher education is an influential decision that can shape the course of a person’s future.

Effect on Poverty Rate

One of the most beneficial results of free tuition is the increase in the college graduation rate. Many students struggle with earning enough money for their entire tuition. Therefore, they often can only attend part-time so that they can accommodate a job, or they drop out because they cannot afford the fees. Free tuition completely eliminates this problem and allows students to focus entirely on their studies.

Free education in Norway attracts more people to colleges, especially public universities. Many people globally do not even apply for college because they know that they would not be able to afford it. However, free tuition would give people the chance to attend. It is also difficult for some people to secure loans for their education, especially if tuition is expensive. Private lenders may be hesitant to give that much money to a young student since they are unsure if they will be able to pay it back. Free education stops students from having this worry and eliminates the possibility of crushing loan debt after graduation.

Lastly, free college in Norway ensures that the country’s citizens have more education. As more people become qualified for high-skilled jobs, they may have access to higher-paying careers. As a result, the wealth gap could decrease and lift people out of poverty.

– Miranda Kargol
Photo: Flickr

, , , ,

Celebrities Working With UNICEF

Celebrities Working With UNICEF
The United Nations created the United Nations International Emergency Children’s Fund (UNICEF) in December 1946. It helped children in countries that WW2 impacted. In 1950, UNICEF began advocating for both children’s and women’s rights. It also works toward the protection, safety and health of developing countries. In 1953, UNICEF shortened its name to The United Nations Children’s Fund. UNICEF works in over 190 countries to provide vaccines, safe water, sanitation, education and skill-building. UNICEF has a program for celebrities and public figures called UNICEF Ambassadors. Ambassadors use their fame and platform to fundraise and raise awareness for children’s rights and advocacy. Each ambassador has its own motive and mission. Here are five celebrities working with UNICEF.

Selena Gomez

American actress and singer Selena Gomez began working with UNICEF in 2009. Gomez started as a “trick or treat UNICEF” nation’s spokesperson in 2010, helping raise $4 million. In 2011, Gomez took part in UNICEF’s 12 Days for UNICEF. This was a blog campaign focused on “the gift of giving back.” Its goal was to raise funds and awareness about the objectives of UNICEF. She also joined UNICEF’s Tap Project by bottling tap water from her home. Additionally, she posted public service announcements on social media for UNICEF’s clean water program.

Gomez took to Facebook and Twitter to promote “Sound The Alarm” in 2012. “Sound The Alarm” is an international campaign that raised funds for the child nutrition crisis in the Sahel Region of Africa. Later that year, she learned about the importance of social media in mobilizing and educating young people and made a public service announcement encouraging everyone to donate $10 via text to the emergency relief efforts campaign for the Sahel Region of Africa. Gomez also worked with and supported George Harrison’s FUND for UNICEF month of giving in 2011, held a charity concert benefiting UNICEF that raised over $200,000 in 2012 and visited Chile, Gana and Nepal with UNICEF.

Amelie Zibler

Amelie Zibler is just one of the many celebrities working with UNICEF. Zibler is famous for being a social media influencer on Tik Tok and Instagram and is a UNICEF Young Ambassador. Christina Zibler introduced Amelie, her daughter, to the NGO. Christina Zibler is a UNICEF Ambassador and CEO of “Jouer Cosmetics.” She uses her platform to raise awareness of current events and Middle Eastern politics. Zibler is just beginning her work with UNICEF.

Orlando Bloom

Orlando Bloom’s involvement with UNICEF dates back to 2007. He became a Goodwill Ambassador in 2009 when Bloom became highly involved with UNICEF. Bloom traveled to Mozambique with UNICEF in 2019 to meet with kids who experienced displacement from Cyclone Idai.

In 2018, Bloom traveled to Bangladesh with UNICEF to film the Netflix series “Tales by Light,” a documentary following children working in slums. Boko Haram violence forced hundreds of thousands of children out of their homes. Bloom traveled to South East Niger in 2017 to meet with the children. In 2016, Bloom went with UNICEF to Ukraine to increase awareness about the global education crisis for children in emergencies. Bloom also went with UNICEF to Jordan to meet with Syrian refugees in 2014. Additionally, Bloom traveled to Nepal in 2007 and 2008 to view water and sanitation projects.

Sofia Carson

UNICEF recently announced its newest national ambassador, Sofia Carson, in October 2020. Carson is a singer, activist and actress. She has worked with UNICEF since 2017. She specifically focuses on girls’ empowerment and protection by using her social media platform. Her platform educates her followers and spreads awareness regarding protecting young women. In 2019, Carson urged Congress to pass the Keeping Girls in School Act, which passed in The House of Representatives in 2020. Carson traveled with UNICEF to Recife, Brazil in 2019 to meet with teenagers and children to see UNICEF’s work, mission and dedication in person.

BTS

Korean boy band BTS and its label Big Hit Entertainment partnered with UNICEF in 2017 by creating the LOVE MYSELF campaign. The campaign aimed to end global sexual, domestic and school violence for children and teenagers. BTS also created a LOVE MYSELF fundraiser that raised $2.9 million in addition to putting out a song called “Answer: Love Myself.” BTS continues to spread the message of sharing love and making the world a better and safer place for all children and teenagers. In March 2021, BTS renewed its “Love Myself” campaign with UNICEF and donated $1 million to continue to end global violence and promote self-love.

Celebrities and public figures have raised millions of dollars for UNICEF. They used their large social media platforms to raise awareness. Besides these five, there are many more celebrities working with UNICEF.

– Lauren Peacock
Photo: Flickr

, , , ,

Aiding Over 2 Million Syrian Refugees

2 Million Syrian Refugees
Syria has been at the center of an ongoing civil war since 2011. The civil war displaced over 6.1 million people and over 5.6 million became refugees. With over 13 million people requiring humanitarian aid, Syria is in dire need of assistance. The COVID-19 pandemic affected over 1.1 million refugees and magnified the levels of food insecurity, joblessness and poverty. Children make up half of those suffering from the effects of the civil war. Luckily, since the beginning of the humanitarian crisis, the Maram Foundation has been aiding over 2 million Syrian refugees access the necessities they require.

The Maram Foundation’s Background

The Maram Foundation is a nonprofit organization that focuses on development projects in Syria. The nonprofit started by helping to establish the Olive Tree Atmeh camp for internally displaced persons (IDP). The Atmeh camp was home to over 28,000 people in northern Syria. A child in the Atmeh camp influenced the naming of the Maram Foundation. They suffered from paralysis as a result of shrapnel damage. The nonprofit currently works in refugee camps across Syria and in parts of Turkey and Jordan. Through the use of a series of development programs, the Maram Foundation has aided over 2 million Syrian refugees.

Development Programs

With 80% of Syrian refugees living below the poverty line, the Maram Foundation is providing direct support to the people through camp management, development and livelihood programs. The Camp Coordination and Camp Management program works to promote human rights within the Syrian refugee camps. These camps are temporary solutions to the ongoing crisis. The programs plan to improve the refugee camps to promote the living standards, safety and comfort of refugees.

The Maram Foundation uses early recovery strategies to ensure refugee camps are able to use humanitarian aid. It will foster sustainable development rather than create dependency. The Maram Foundation also works to ensure the refugee camps are free of abuse, violence and fear through community empowerment of women and children. Additionally, education programs are also working to ensure that children in refugee camps are able to receive the education they need. This will help them grow and develop professional skills.

Benefits of the Maram Foundation

As more than 9 million Syrians suffer from food insecurity, the Maram Foundation is also working to strengthen refugee camps. This will result in providing shelter and non-food items such as clothing. It will improve food, water and hygiene systems in Syria. The Maram Foundation seeks to ensure Syrian refugees have these resources.

The Food Security and Livelihood program works to build the resilience of refugees by providing them with the ability to grow their own food and combat malnutrition. The program has built resilience towards food scarcity across the refugee camps in Syria. The nonprofit provides a water, sanitation and hygiene program called WASH. This program provides refugees with access to clean water and waste disposal. The program takes action against the spread of contamination and disease. This protects the health and living standards of the refugee communities.

Looking Forward

The Maram Foundation has been aiding over 2 million Syrian refugees since the start of the crisis in 2011. The Maram Foundation has partnered with non-governmental organizations to get the funding it requires to carry out its work. With the ongoing pandemic, the Maram Foundation has continued to work in Syrian refugee communities to build pandemic resilient housing. Millions of people are suffering from the ongoing humanitarian crisis in Syria. The Maram Foundation for Relief and Development is working to promote the safety and dignity of the Syrian people.

– Gerardo Valladares
Photo: Flickr

, ,

A Schoolteacher in India Wins Global Teacher Prize

Global Teacher Prize
Ranjitsinh Disale received the Global Teacher Prize in December 2020. Disale is a 32-year-old schoolteacher in Paritewadi, a village located in a rural area of Western India. The Varkey Foundation named Ranjitsinh Disale the most inspirational teacher of 2020 for various reasons. Additionally, he remodeled the area’s school system, optimized pupils’ learning process and empowered teenage girls.

Celebrating Teachers Around the World

The Varkey Foundation collaborates with UNESCO to award the Global Teacher Prize to educators around the world. This Foundation believes that education should be at the center of social and humanitarian issues. According to the Varkey Foundation, education “has the power to reduce poverty, prejudice and conflict.” The Global Teacher Prize is a $1 million grant that goes to one educator every year to celebrate their contributions to education and, by extension, world peace.

The Varkey Foundation underscores the impact of the Global Teacher Prize on local and international levels. As education shapes future generations, it is crucial to invest in teaching and improve educational systems on a global scale. Thus, the Global Teacher Prize has always received important media coverage. Moreover, the Global Teacher Prize inauguration obtained international support from Prince William, Stephen Hawking and Bill Gates in 2014. International media supports the foundation’s goals and is crucial for the Global Teacher Prize. It recognizes the essential nature of education-related professions. Overall, the Global Teacher Prize awarded more than 40 national rewards to teachers and educators all around the world. For instance, 17 countries and states created awards celebrating local teachers in 2017.

The 2020 World’s Most Inspirational Teacher

Ranjitsinh Disale greatly contributed to the educational and cultural structures he worked in. Shortly after arriving in the small village of Paritewadie, he learned the local language. He then translated the textbooks used in his classes to improve his students’ ability to study efficiently. The 2020 laureate showed dazzling commitment to his profession. For example, he used technology to transform the educational system. He made PowerPoint presentations to expose his students to the outside world. Furthermore, he showed YouTube videos, songs and movies to his students on his personal laptop. Others best knew Disale for embedding QR codes into the students’ books so they could use videos and poems while studying a specific lesson.

One of the main challenges Ranjitsinh Disale encountered as a teacher was the lack of access to education for teenage girls. The schoolteacher used interactive and digital versions of his own lessons to reach girls who were staying at home. In addition, he personally advocated against teenage marriages. According to the Varkey Foundation, the schoolteacher transformed the entire village’s system. The organization stated, “The impact of Ranjitsinh’s interventions has been extraordinary. There are now no teenage marriages in the village and 100 per cent attendance by girls at the school.”

Hope for the Future

Disale’s contributions to world peace do not stop here. The schoolteacher recently took part in the Let’s Cross the Borders and Live Together project. This international project aims to create a network between young people living in conflict zones to raise global awareness and build international solidarity.

Ranjitsinh Disale explains that collaboration is crucial in the fight against poverty. As a result, he decided to share his $1 million prize with the nine other Global Teacher Prize finalists. By supporting other inspirational educators, the schoolteacher hopes that they can all help improve education systems in developing countries. In an interview, the schoolteacher declared that his highest hope was to give every student from underdeveloped countries a chance to access quality education.

To make his dream come true, local solidary and international cooperation remain crucial to his vision of an educated future.

– Soizic Lecocq
Photo: Flickr