Archive for category: Education

Information and stories on education.

,

Examining USAID Programs in Nepal

USAID Programs in Nepal
Since 1951, USAID has been implementing various development programs in Nepal. With a poverty rate of 25% as of 2010, Nepal is a developing country and has benefited greatly from these programs which cover areas such as agriculture, education and environmental issues. Here are some examples of USAID programs in Nepal.

USAID’s Agriculture Programs in Nepal

An important aspect of USAID’s work in Nepal has been to improve the livelihoods of those who work in agriculture. As a rural country, agriculture accounts for about 34% of Nepal’s GDP, yet malnutrition has been a persistent issue due to low productivity and limited access to markets. As a result, 36% of children in the country suffer from stunting, which further results in a multitude of lifetime ailments.

To combat these issues, USAID has worked under the U.S. government’s Feed the Future Initiative to improve crop yields and subsequently increase profits and access to quality foods for farmers. As Nepal’s terrain is mostly mountainous, the average farm is very small, with over 50% of farms being less than 0.5 hectares. Furthermore, factors such as low-quality seeds, poor soil management and substandard infrastructure further contribute to low productivity. As a result, 83% of farmers rely on agriculture for their income, yet for 60% of them, agriculture does not meet their dietary and monetary needs.

USAID programs in Nepal have the intention of addressing these issues by engaging with various governmental entities as well as the private sector. Its Feed the Future Initiative emphasizes the production of specific crops that can produce high yields and are resistant to environmental events such as drought and waterlogging. As a result, Nepal has seen increases in rice, maize, lentil and vegetable production.

USAID’s Education Programs in Nepal

USAID has also worked to improve education standards in Nepal by providing a better quality of education for younger students. It has also worked to increase access to schools for communities that the 2015 earthquake affected.

USAID has been concerned about literacy amongst Nepali children. According to a study from 2014, 19% of third graders could not read the Nepali language, while less than 13% of them were able to read Nepali “with fluency and comprehension.” To combat this, several USAID programs in Nepal regarding education have emerged to improve reading standards. The Early Grade Reading Program has a design to increase the number of students in grades one to three who can read and write Nepali. Stretching over five years, this $53.8 million program seeks to design instructional material and standardize reading standards across the country.

After the 2015 earthquake, USAID has also been diligent in rebuilding schools that experienced destruction. Along with the Government of Nepal, USAID was instrumental in building over 1,000 schools which serviced about 93,000 students. USAID equipped these schools with learning materials, sanitation facilities and training for teachers.

Additionally, USAID Nepal has prioritized gender parity in education. Along with UNICEF, it has launched the Zero Tolerance, Gender-Based Violence Free Schools project, which aims to eliminate gender-based violence in schools and create equal education outcomes for boys and girls. The segregation of girls during their menstrual cycle and child marriage also occur in Nepal and they have a negative impact on educational outcomes.

The Zero Tolerance project is a three-year, $5 million project which reaches at least 100,000 students across 200 schools in areas of the country with high levels of gender-based violence. It seeks to promote awareness of gender-based issues in order to create safe learning environments for all students.

USAID’s Environmental Programs in Nepal

As a country with an extremely high level of biodiversity, Nepal has received attention from the U.S. government due to its vulnerability to environmental issues. In addition to this, the fact that a large portion of Nepal’s population has employment in sectors that are heavily dependent on the environment further underscores the need for biodiversity conservation.

USAID has implemented several projects with the goal of biodiversity conservation. The Program for Aquatic Natural Resources Improvement, known locally as the Paani Program, aims to protect Nepal’s many river systems. While Nepal’s waterways are crucial for the livelihoods of many people as they are the main habitat for many fish species, and provide irrigation and power dams, they also suffer from stress due to overpopulation and overuse. The Paani Program aims to instruct locals on how to efficiently manage their waterways. It has identified certain indicators of river health, such as soil fertility and water quality, and instructs locals on how to analyze the data and provide data for authorities to use.

In all, USAID programs in Nepal cover a wide range of areas regarding the country’s development. By focusing on things like agriculture, education and the environment, USAID has a commitment to improving the lives of ordinary Nepali citizens.

– Nikhil Khanal
Photo: Flickr

, , , ,

Children with Disabilities in Kyrgyzstan

Disabilities in Kyrgyzstan
Kyrgyzstan is a small nation in Central Asia. It is west of China and south of Kazakhstan. In 2019, this former Soviet country ratified the United Nations Convention on the Rights of Persons With Disabilities (CRPD). Kyrgyzstan is now part of it along with 180 other countries. The approval of the CRPD showcases the progress that various organizations have made in recent years toward creating a more inclusive Kyrgyzstan. This is of vital importance to more than 31,000 registered children with disabilities in Kyrgyzstan who often lack basic civil rights.

Barriers to Inclusion

Since Soviet rule, the prevailing mindset in Kyrgyzstan is that people with disabilities require fixing. This has led to the development of stigmas against people with disabilities, and in turn, their exclusion from daily life. This can take the form of the children not receiving an education, and having limited access to health and rehabilitation services and institutional placement. According to UNICEF, in 2012, more than 3,200 children and teenagers with disabilities were living in institutions. Here, they often face inhumane treatment. For example, Human Rights Watch documented that staff use “psychotropic drugs or forced psychiatric hospitalization to control children’s behavior and punish them.” This kind of treatment is harmful and can result in an overdose.

Learning Better Together

In 2018, the Kyrgyzstan government launched several initiatives with the intention of fostering inclusion. One of these initiatives is the Learning Better Together Initiative. This is a partnership between USAID, the Ministry of Education and Science of Kyrgyzstan and UNICEF. UNICEF is responsible for placing children with disabilities or special needs in local schools. Teachers received training on how to work with children with disabilities and how to identify areas in which students need extra help.

There were 20 schools that participated in the pilot program. Each one received grants to use as they best saw fit. For example, the school in Kok-Sai used the grant to build a dance room and purchase exercise equipment to help children with disabilities improve their physical health.

While the main focus of the Learning Better Together Initiative is children with disabilities, it also implemented multilingual education. At least 20 school settings practiced this concept during the pilot program. These programs are important for a multiethnic nation like Kyrgyzstan.

Open the Door to the Child!

“Open the door to the child!” is a UNICEF public campaign. It is in partnership with the Osh and Bishkek Mayor’s office that informed the public about children with disabilities in Kyrgyzstan. Billboards displayed advertisements that talked about accepting those with disabilities. Similar posters and banners hung on bus stops and city lights. The stories of children with disabilities in Kyrgyzstan, including their trials and victories, aired on local television throughout the Osh Oblast (region).

Additionally, kindergartens handed out bilingual pamphlets to parents, outlining how to connect with children with disabilities. Psychology and sociology students came to kindergartens to teach how to make friends with others, including those who have disabilities.

UNICEF’s Early Identification and Early Intervention Programme for Children with Disabilities is a program that sends health care workers to homes with newborns and children to screen for health issues and disabilities. Currently, UNICEF is striving for early detection in children 8-years-old and under to ensure they get adequate health services. UNICEF is also aiming to prevent a child’s health from worsening.

Buchur

Buchur is a daycare center in Osh, Kyrgyzstan, which specializes in working with children with disabilities. Founded by UNICEF, the city now runs and finances the daycare center itself. Here, children with disabilities between the ages of 2 and 16 can learn skills and interact with one another instead of facing isolation at home. Furthermore, it facilitates a smooth integration into kindergarten or school. Buchur also tutors children from mainstream schools who need help with homework. Similar facilities are uncommon in Kyrgyzstan.

Basketball for All

Inspired by a similar Ukrainian program, Basketball for All teaches kids with down syndrome or autism the skills and teamwork needed to play basketball. Administered by World Link and FLEX alumni, this is the first project of its kind in Kyrgyzstan. Organizers integrate parent and student feedback into the program to ensure it has the desired effect on students. Though the COVID-19 pandemic cut the initial run of the program short, the organizers have expressed interest in continuing the program after the pandemic.

Kelechek Plus

Kelechek Plus is an organization that focuses on issues surrounding children with disabilities in Kyrgyzstan. One of its programs focuses on building inclusive playgrounds for children. These playgrounds help expose non-disabled children to children with disabilities and vice versa. This is important to the mental and emotional needs of the children. Kelechek Plus has built playgrounds in various cities around Kyrgyzstan, such as Osh and Karakol. A wheelchair-accessible merry-go-round is an example of the type of structures that parents could find at one of Kelechek Plus’ playgrounds.

The progress that Kyrgyzstan has made over the last few years has been valuable in regard to the inclusion of children with disabilities in Kyrgyzstan. However, most NPO and government initiatives affect mainly the cities, leaving the rural areas in need of social and academic services. Government assistance in rural areas needs to occur. However, the success of current inclusive programs could serve as a roadmap throughout Kyrgyzstan.

– Riley Behlke
Photo: Flickr

, , , , ,

Factors of Child Poverty in the Dominican Republic

Child Poverty in the Dominican Republic
The Dominican Republic is a major tourist destination, reeling in an estimated 6.5 million visitors in 2018. However, it also hosts a largely divided society with 40% of its population falling under the poverty line. Due to this poverty, Dominican children struggle considerably, dealing with several issues that do not allow them to succeed and confine them to a life of poverty. Here is some information about child poverty in the Dominican Republic.

Limited Access to Proper Education

One of the hardest struggles Dominican children must deal with is a lack of proper public education. These children in poverty attend public schools which often provide low-quality education with a lack of resources and poorly trained professionals. Due to a lack of financial resources, these schools also suffer from ill-suited scholastic programs and buildings in need of repair. Consequently, “more than 40% of Dominican children are uneducated,” and just 60% of enrolled children complete their primary education. Another problem worth addressing is the Dominican Republic’s high rate of repetition, especially in rural areas, with 44% of students in grades one to five, being three or more years older than the appropriate age and 60% of students in grades six to eight, again being older than the age they should be. 

Child Labor

 These children are then must work in order to support their struggling families. In fact, 2.1% of Dominican children from ages 10-14 are obliged to join the workforce. In fact, 28.1% of working children work in agriculture, 8.6% work in industries such as construction and producing baked goods and 63.4% have employment in public services. Many of these jobs are unsafe for children and some even suffer sexual trafficking and exploitation, especially Haitian children who traffickers frequently send to the Dominican Republic. 

Mistreatment and Abuse

Due to a lack of enforcement and prohibition, Dominican children frequently suffer from abuse. As of 2014, reports determined that 62.9% of children experienced physical or psychological mistreatment by their caregivers. This treatment of children in the Dominican Republic is concerning and leads to adults who deem it right to use violence to solve conflict and gain power. In fact, 8% of Dominican men from ages 15 to 49 consider it justified to physically abuse their wives for at least one reason, while 2% of Dominican women in the same age range agree with this justification of abuse. 

Child Marriage

Another significant issue young Dominican women struggle with is the regularity of child marriage. In fact, 36% of Dominican girls must marry before they turn 18 and 12% marry before they turn 15. Furthermore, as of 2014, 21% of girls from ages 20-24 reported having given birth before the age of 18. These marriages are harmful to these young women, who must place their own education and goals to the side to become wives and mothers against their will. 

Lack of Identity

Another huge problem for Dominican children is the number of births that are not on the official record. “More than a quarter of births in the Dominican Republic are not officially reported,” concluding in a large number of children with no identity or nationality. This leads to huge difficulties for these children who will never be able to fully enjoy their rights as citizens. For example, the Ministry of Education requires students to have a birth certificate to graduate high school, forcing all unidentified children to be unable to get a degree, leaving them with the least amount of opportunities to succeed. 

Solutions

Several organizations have emerged and the Dominican Republic is passing legislation to aid and raise awareness on these critical issues regarding child poverty in the Dominican Republic. Some of these organizations include Save the Children and UNICEF, which raise money to support poor communities by providing potable water and promoting health and hygiene.

Save the Children also focuses on improving education for Dominican children, using its platform to refurbish school buildings, build gardens, enhance teacher’s knowledge and improve sanitary infrastructure. It has protected 1,665 children from harm and provided 27,318 children a healthy start to their lives. Furthermore, The Ministry of Labor has increased the number of hired inspectors from 148 to 205 in 2019, demonstrating moderate improvement in decreasing child labor. More than anything, the Dominican Republic has made considerable improvements in healthcare, providing healthcare to 366,236 poor citizens who had previously lacked it through the Health Sector Reform APL2 (PARSS2). These improvements target the Dominican Republic’s most critical issues, including education, child labor and sanitation, helping alleviate the prominent issue that is child poverty in the Dominican Republic.

– Juan Vargas
Photo: Flickr

,

Developing Education in MENA

Education in MENA
MENA, which refers to Middle Eastern and North African countries, has long struggled with promoting the value of education. Many children begin their lives with an intellectual disadvantage. This creates difficulties compounded by a drop in oil prices and the devastating effects of the COVID-19 pandemic. Therefore, many depend on education reforms, particularly in developing technology, to increase employment rates and stabilize the economy.

Low Education Rates in MENA

While the average adult literacy rate is 86% globally, the United Nations Educational, Scientific and Cultural Organization (UNESCO) identified that only 75% of the population in Arabic regions can read and write. This is a 30% increase from the 1970s. However, when considering elderly individuals above the age of 65, UNESCO found that the global average literacy rate is 78%, but a mere 38% in Arabic regions.

There is a rising concern about the literacy rates of young children and their education in MENA. The onset of COVID-19 closed schools as a safety precaution. An estimated 100 million students between the age of five and 17 stopped attending school. Additionally, around 14.3 million children do not attend school due to conflicts in Syria, Iraq and Yemen after the destruction of 8,850 of their institutions.

Girls’ Education in MENA

Around 67% of the Levant’s younger population think that they are not being taught enough. However, it is much worse for adolescent girls. Blatant gender discrimination controls the lives of many women, leading them to have an illiteracy rate of 42%, compared to 22% for their male counterparts.

Rates of women and girls acquiring education in MENA increased over the past half-century. The largest jump in registration was 7 million between 1950 and 1975. Nonetheless, a report published by the Organisation for Economic Co-operation and Development (OECD) stated that women in Egypt, Jordan and Libya must still obtain permission from the dominant male figures in their life to work independently. With the help of the United States’ Middle East Partnership Initiative (MEPI), programs to fund literacy campaigns, conferences and business training sessions have also expanded the support women and girls receive in relation to their education.

Education in MENA During COVID-19

To date, the pandemic closures affected more than 100 million tertiary school students and around 830,000 school staff. These students lack access to WIFI, computers, online courses and direct contact with teachers. There are increasing probabilities that less than half of students will meet the bare minimum requirements for math and language skills.

Luckily, some tertiary schools have reformed the education system. Through the Virtual University of Tunis (VUT) in Tunisia, nearly 110,000 students have started taking classes with the 18,000 professors that are aiding the initiative. In Morocco, 12 hours of daily lectures were also agreed to be broadcasted on sports channels that regularly play on television.

UNICEF updated its 2015 MENA Life Skills and Citizenship Education (LSCE) Initiative to match these unprecedented times. The organization strives to change the teaching methods presented through in-person and remote learning. Its methodology focuses on learning and teaching, promoting multiple pathways and enabling the environment. UNICEF wants to connect education to the labor market by becoming more skills-oriented. This initiative will also address the issue that the youth unemployment rate in MENA is 25%, the highest in the world.

These approaches and more can develop the future of children in MENA. Fostering a curiosity-filled environment will stimulate a productive generation and revolutionize the working sectors in the region. Transitioning to online courses and being more inclusive of gender and financial backgrounds will increase employment rates. With governments allocating 15% to 20% of total public funds on education, MENA can prosper.

– Sylvia Vivian Boguniecki
Photo: Flickr

,

Improving Education in the Sundarbans

Education in The Sundarbans
The Sundarbans mangrove forest, one of the largest such forests in the world, lies on the delta of the Ganges, Brahmaputra and Meghna rivers on the Bay of Bengal. Being the largest river delta in the world, the Sundarbans is an archipelago of islands located in the Bay of Bengal and divided between India and Bangladesh. It is home to roughly 4.5 million people that are affected by storms, cyclones and other environmental disasters. In 2011, the literacy rate of the people in the Sundarbans was 25.71% compared to West Bengal’s 76.26%. Several organizations are dedicating themselves to innovative efforts to improving education in the Sundarbans.

Keeping Children in School

The Sundarbans islanders are dependent on fishing, agriculture and the cottage industry for their income. The location of the islands, their dwindling mangrove population, breached shoreline and similarly breached tiger territories have pushed children out of school. The unique climatic and environmental situation on the islands has made innovation key in improving education in the Sundarbans. Fortunately, many organizations have found ways to bring the school closer and made it more appealing to stay in school.

School in The Cloud

The ‘School in The Cloud’ is an independent learning lab that uses solar power. The school uses a 40-foot bamboo tower receiver for its internet connectivity in the Sundarbans. It is the brainchild of Dr. Sugata Mitra of Newcastle University. He wanted to integrate Self Organized Learning Environment (SOLE) in order to improve education in the Sundarbans. Leadership specifically designed these learning hubs for children who are below the poverty line and thus lack access to unrestrained holistic education. The school focuses on the reading, speaking and comprehension skills of the children. This innovative institution receives funding from the TED prize money worth $1 million that Professor Mitra received.

Sabuj Sangha & Kishalay

Biplab Das, a Sundarbans native with an MBA, founded the Kishalay Foundation. The Kishalay Foundation focuses on the improvement of education for the Sundarbans’ underprivileged children. The foundation is affiliated with the government of West Bengal and serves as a learning hub for children at various levels of their education.

Sabuj Sangha works with Kishalay in its mission to retain children who have dropped out of school. Its innovative “preparatory centers” are key in rehabilitating children back into formal education. It accomplishes this by educating children informally for a year to help aid their transition. So far, the centers have successfully rehabilitated 700 children into formal education with the help of unemployed graduate teachers. The support of many donors, including the Tata group and Pepe Jeans, sustains this multi-faceted effort. The Smile Foundation is also affiliated to amplify the efforts of Sabuj Sangha and Kishalay in improving education in the Sundarbans.

The Sundarbans, through the work of its islanders and supporting organizations, can become a resourceful community for children to grow. Developing communities such as the islands of Sundarbans benefit from continued initiatives and foundational innovations. Moving forward, the work of nonprofits and educational leaders will drive community-informed and community-focused holistic development in the Sundarbans.

– Anuja Mukherjee
Photo: Flickr

, , ,

The Journey Towards Hmong Gender Equality

The Journey Towards Hmong Gender Equality
Hmong people are a part of an ethnic group from Southeast Asia. They have achieved relative economic and political stability in the United States and other countries of Hmong migration after the Vietnam War. However, Hmong women continue to face inequality and repression within their own communities. The Hmong culture highly values education. As such, Hmong families often encourage their children to pursue higher education. However, Hmong’s people still need to achieve Hmong gender equality. As a result, families have not equally supported young girls in recent years.

Hmong society firmly implants gender roles. Established gender conventions continue to affect Hmong families’ opportunities. However, women have been triumphant in breaking barriers. In a survey of several Hmong women, author Gokia Vang found that a number of respondents felt pressure to transform into perfect housewives and conform to the idea of the woman as the homemaker.

Who Are the Hmong People?

It is crucial to understand the socio-economic conditions affecting the contemporary Hmong population. According to a leader at The Center for Hmong Studies, the Hmong are an ethnic group within the country of Laos. People in Laos primarily refer to the Hmong as Hmong. Although a majority of Hmong people migrated to the United States from countries such as Laos, Vietnam and Thailand, the Hmong are a unique ethnic group of their own. Furthermore, they have their own distinctive culture and lineage.

The CIA began leading covert efforts to recruit Hmong soldiers to defend against the influence of communism in the 1960s. Additionally, most Hmong soldiers fought alongside the United States during the Vietnam War and the Secret War in Laos. The two wars devastated the Hmong population. Furthermore, it drove hundreds of families to abandon Laos and flee to more stable surrounding countries. Eventually, many migrated to the United States.

Gender Dynamics in the Hmong Household

Economic pressures as a result of mass migration vastly influence gender roles in the Hmong community. Sara R. Curran and Abigail C. Saguy’s research on the effect of migration in gender roles reaffirms this phenomenon. The heads of households often feel compelled to assert a sense of legacy and encourage male members of the family to become resourceful, well-educated individuals when migrating to a new country. This is so men can send money back to relatives in their home country.

Researchers have observed a behavior called relative deprivation, where male members of a migrant community compensate for the upturning of tradition by purchasing material goods to assert social dominance. However, the head of households is hesitant to challenge tradition and instead push women towards homemaking and marriage to better integrate into American society. According to Identity Within Cultures, Hmong women began embracing more liberal forms of gender expression after arriving in the United States. Furthermore, new insecurities emerged in regard to Hmong gender equality. Thus, more rigid gender roles emerged as a method of holding onto their own culture.

The Challenges of Hmong Gender Norms

Many often perceive gender equality in a white-centric context for Hmong women. Studies acknowledge Hmong culture as fluid and changing and that Hmong American women are active participants of cultural change. However, more discussion of discourse and ideologies that impact Hmong American girls’ self-perceptions and choices is necessary. Hmong women have succeeded in the educational sphere despite the racial and cultural implications. Furthermore, they have demonstrated their motivation to secure college degrees and seek out challenging careers.

Women within these communities have explored various paths to achieve Hmong gender equality and belonging. Their ambitious and motivated efforts have flipped the dynamics within the cultural sphere. Jennifer Yang, a writer for Diverse Education reported that Hmong women seeking higher education outnumber Hmong men. There have been significant improvements in Hmong gender equality. It is important to acknowledge how Hmong women have rapidly shifted economic roles and redistributed opportunities in a more egalitarian manner amidst the complexities of acculturation and cultural preservation. Women within micro-cultures can successfully shape and mold their own roles in a new social climate.

– Luna Khalil
Photo: Flickr

, , , ,

Virtual Learning for Colombia’s Indigenous People

Colombia’s indigenous people An effort to bring virtual education resources to Colombia’s indigenous people helps students learn in their native language and creates opportunities for them to break the cycle of poverty. The COVID-19 pandemic has created food insecurity and economic challenges for many indigenous communities in Colombia and Latin America. Education has also undergone disruption as 137 million children in Latin America and the Caribbean are staying home from school. Fundación El Origen is addressing this lack of education during COVID-19 by bringing virtual learning to indigenous children in Colombia.

COVID-19’s Impact on Colombia’s Indigenous People

In Colombia, the economic toll of the pandemic has hit the indigenous people of Colombia especially hard. Across Colombia, an estimated 1.5 million indigenous people account for 3.4% of the total population, according to the International Work Group for Indigenous Affairs (IWGIA).

The largest indigenous group in Colombia, the Wayuu people, live predominantly in the region of La Guajira in northern Colombia along the border of Venezuela.

The pandemic has been so detrimental to the indigenous people of Colombia because it has shut down the tourism sector and 90% of people in La Guajira work in informal sectors like tourism. At the same time, remote work or school is nearly impossible as only 10% of people have access to the internet.

Fundación El Origen: Virtual Learning

Fundación El Origen is trying to break the cycle of poverty by making virtual learning an option for all students and by focusing on other educational challenges faced by indigenous and rural youth living in La Guajira. Spanish is the official language in Colombia, however, estimates have determined that people speak 70 different indigenous languages in the country. This presents a challenge to indigenous students who may have grown up speaking a native language and then have to attend classes that teachers teach in Spanish.

To even the playing field for indigenous students, especially during the pandemic, Fundación El Origen has supplied students with tablets that offer instruction in their indigenous wayuunaiki languages. Roughly 260 children from the Wayuu tribe of La Guajira received tablets.

The tablets use a virtual learning program called O-Lab. This program teaches students in Spanish and in their native language. Moreover, it works without an internet connection.

“They have to adapt to an education system that was not made for them,” said Tania Rosas, executive director of Fundación El Origen, in an interview with The Borgen Project.

In Colombia, more than 100,000 kids dropped out of school during 2020, largely because of the financial hardships of the pandemic, Rosas said. The problem is daunting and organizations like Fundación el Origen can only help a small portion of students in need. So far, Fundación el Origen has brought online learning to 2,000 children and hopes to reach even more children in 2021.

Access to virtual learning is the latest education barrier but education is not a new fight for the indigenous people of Colombia or Fundación el Origen.

The Importance of Education for the Indigenous

“We have been fighting for many years to have the rights to our lands and have the right to access quality education for our communities,” Rosas said. Rosas sees education as the best way for Colombia’s indigenous people to have a voice in government and for an entire community to leave poverty.

“If we give them access to education programs to help them understand those problems and create solutions, we are eventually ensuring access to sustainable development in their communities,” she said. “We think that education is the best way to empower them and give them the tools to ensure sustainable development.”

– Laney Pope
Photo: Flickr

, , ,

The Smile Foundation: Improving Education in India

The Smile FoundationIndia is one of the poorest and populated countries, with more than 1.3 billion people. Nearly 70% of the population lives on less than $2 per day. Furthermore, women and children are among the most vulnerable groups that are most affected by poverty and inequality. The Smile Foundation commits to improving educational outcomes in India so that children have a way to improve their lives and rise out of poverty.

Education in India

The National Sample Survey Organization’s 2017-2018 survey showed that roughly 30 million children aged 6-17 were not attending school. UNICEF reports that approximately 20 million children between the ages of 3 and 6 do not attend preschool. Between 2011 and 2018, literacy rates in India increased by 5.07%. However, in 2018, the female literacy rate in India was 70.3%, compared to the male literacy rate of 84.7%.

Access, availability and quality of education in India are some of the most prevalent barriers to combating poverty for vulnerable women and children in underserved communities. The exclusion of children from educational opportunities based on caste, socio-religious identification, gender and ability, facilitates even more marginalization and poverty for disadvantaged groups.

The Smile Foundation

Education in India, especially among rural communities, is a strong determinant for ensuring a chance of economic security and female employment. Thanks to the diligent work of the Smile Foundation, a nonprofit organization empowering change through education and awareness, disadvantaged women, youth and children have an opportunity to escape poverty and achieve economic security.

Santanu Mishra, the co-founder and executive trustee of Smile Foundation, refers to education as, “the great equalizer that opens new gateways and opportunities to improve the standard of life.” Mishra explains that poverty is a multifaceted state that can derive from a lack of quality educational attainment, in addition to the absence of certain knowledge, assets and opportunities. Acquiring an education in India can improve individual well-being while interrupting the generational and cyclical nature of poverty. “I believe that education is the key that can transform the story of an individual from trying to survive to thriving in life,” says Mishra.

Vision and Approach

The Smile Foundation came about in 2002 with the aim of making a positive contribution to society. Today, the organization serves more than 2,000 villages and slums in 25 states of India through welfare projects promoting education, healthcare, income and women’s empowerment.

The Smile Foundation believes that “Civic Driven Change” which upholds public responsibility to increase community-based engagement, is pivotal to achieve transformation. The organization has collaborated with local and international groups, institutions and public figures to bear global awareness and response. In 2010, the Smile Foundation produced, “I Am Kalam,” the first film created by a development organization, which premiered at the 63rd Cannes Film Festival, winning 17 national and international awards. The film addresses the issue and importance of child education as a tool to rise out of poverty.

Utilizing a “lifecycle approach,” the Smile Foundation aims to improve welfare by empowering children and families through meaningful education, healthcare and social skills. The Smile Foundation employs “Social Venture Philanthropy” —  a concept which means connecting social investment plans to charitable giving by focusing on reach, sustainability, a culture of leadership and clear accountability. The organization’s Outreach model reaches rural regions, enabling deeper insight into obstacles of project implementation.

Mission Education

The Smile Foundation developed Mission Education (ME), a national program providing quality healthcare and education in India to over 232,000 underserved children since 2002. The ME program guarantees unbiased access to education through a four-step approach. This involves a focus on students, a focus on teachers, prioritizing an effective learning environment and community and stakeholder engagements.

“Education of girls also gets priority, with 51% of total beneficiaries being girls. This is done by bringing about an attitudinal change in the parents’ outlook toward education,” says Mishra. In 2019, 87% of qualified students who graduated from ME centers entered traditional schools and almost every ME teacher possessed sufficient academic training.

Going Forward

Amid COVID-19 challenges, the Smile Foundation has implemented personalized, virtual education plans to guarantee disadvantaged students an adequate opportunity to succeed. The Smile Foundation also utilizes socio-behavioral guidance and capacity-building opportunities for teachers to prepare students to become active members of society.

“I often say that our vision at Smile should be that one day we should not exist,” says Mishra. Mishra explains that the Smile Foundation intends to mobilize community-based action, sensitize global responses and perpetuate government accountability to achieve sustainable change and eventually become a bygone organization.

Improving Education in India

The Indian government has taken strides toward improving the education system but further measures are crucial to combat the pandemic-induced likelihood of increased out-of-school children rates. Mishra suggests that the government should prioritize family-based social and economic assistance to encourage parents to send their children back to school. Mishra believes that a synergistic approach works best. This involves support from NGOs, advantageous stakeholders, community programs and components of an effective learning environment. In combination, this produces the greatest results for providing children an equal opportunity to thrive in life and rise out of poverty.

– Violet Chazkel
Photo: Flickr

, , ,

5 GlobalGiving Projects Making a Difference

5 More Projects from GlobalGiving
GlobalGiving is a worldwide nonprofit network that connects charities to potential donors. The website primarily acts as a platform for other nonprofits to gain traction in fundraising efforts. Since the organization’s establishment in 2002, it has helped raise over $552 million for projects in 170 countries. GlobalGiving vets each project thoroughly so donors can feel confident their money is going to those who need it most. Here are five GlobalGiving projects.

5 GlobalGiving Projects

  1. Of the top 10 most popular fundraising campaigns on the GlobalGiving website, six have dedicated themselves to natural disasters. Hurricanes, earthquakes and wildfires have created an enormous need for relief in the past several years. In 2018, in the U.S. alone, the cost of natural disasters was $91 billion. The Puerto Rico & Caribbean Hurricane Relief Fund is a campaign that has obtained 71,630 donations totaling over $12 million to provide aid in regard to natural disasters. Following this is the Hurricane Harvey Relief Fund, the Mexico Earthquake Relief Fund, The Island Spirit Fund, the Australia Wildfires Relief Fund and the Hurricane Dorian Relief and Recovery Fund. Initially, the money that these projects raised went toward immediate response efforts. These efforts included search and rescue, medical supplies, food and water. However, with the severity of damage that natural disasters have left in several areas, the long-term needs of impacted communities require additional funding. All the money that these GlobalGiving campaigns now raise goes exclusively toward local organizations helping communities rebuild and improve resources for future challenges. In total, these six disaster response campaigns have received 175,671 donations and raised over $32 million.
  2. The Coronavirus Relief Fund campaign has raised the most money on the GlobalGiving website. This is unsurprising, as COVID-19 has infected over 118 million people worldwide and over 2.6 million have died. Therefore, a definite need for relief exists as a result of the many consequences of the pandemic. That is why GlobalGiving is raising funds for the protective gear for frontline health workers, essential resources for families in need, education on prevention and access to necessary healthcare in low-resource communities.
  3. The Alawite Islamic Charity Organization is currently raising funds through GlobalGiving to provide 24 months of wages for the nurses working in its pediatric wing until it is possible to find new funding for this project. Lebanon is currently experiencing a financial crisis due to the debt that the nation’s government incurred following the country’s 1975-1990 civil war. At its worst, Lebanon’s currency was over L£7,000 to $1. As a result, the Alawite Islamic Charity Organization, which runs a free vaccination program serving over 5,000 people a month, is currently one of many organizations financially suffering amid this crisis. The nurses receiving support are crucial to distributing government-provided vaccinations to children in Lebanon. The name of the project is For Healthy Children & a Better Tomorrow, and it is seeking to raise $10,000.
  4. Educate a Girl, Educate a Nation – Sierra Leone is raising money to help educate young girls and break them out of the cycle of poverty. Girls in African countries often do not have access to the same educational opportunities as boys. In Sierra Leone specifically, the literacy rate for boys and girls over 15 years of age is drastically different at 51.6% and 34.9% respectively as of 2018. The organization running this campaign, Develop Africa Inc., uses the funds it raises to provide scholarships to girls most likely to drop out of school. This project also funds training for girls in vocational, computer literacy and business skills. Currently, GlobalGiving and Develop Africa Inc. have raised over $132,000 toward this initiative.
  5. Lighthouse Relief is responding to this crisis by raising funds for its project Advance Relief Efforts for Refugees in Greece. There are close to 100,000 people living in refugee camps in mainland Greece. Over 15,000 refugees arrived in 2020 alone. Often, people stranded in these camps experience difficult living conditions while having to wait months or years for a decision on their status. The project’s goal is to continue to fund efforts in “safe spaces” in Ritsona Camp. These efforts include building skills through camp volunteer programs, presenting young refugees with the opportunity to advocate for themselves and targetting programs to help grow psychosocial skills. Lighthouse Relief emphasizes the need for response efforts focused on empowering refugees. It has raised almost $100,000 toward its $111,000 goal.

GlobalGiving is an example of the remarkable power of change in the world. Millions of people have donated since 2002 and millions more experienced others’ kindness. To explore the 5,713 current GlobalGiving projects, visit the website.

– Emma Maytham
Photo: Flickr

, , ,

Women’s Rights in Qatar Show Promising Growth

Women’s Rights in Qatar
Qatar resides in the Middle East, just east of Saudi Arabia. The country boasts high economic prosperity, ranking among the highest in the world. It also occupies a low spot on the global list on gender gap — Qatar’s global ranking is 0.629 out of one. Qatar upholds female education and proactively attempts to improve women’s rights. However, women’s rights in Qatar need continued advocacy to decrease the country’s gender gap and increase equality.

Attempted Improvements

In 2009, Qatar became a member of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Despite membership, the country did not fully commit to all portions of the convention. Qatar refuses to maintain the following: gender equality in domestic laws and policies, equality with regard to nationality, equality before the law, freedom of movement and of residence and domicile and equality in marriage and family life. These requirements contradict Islamic law.

Discriminatory Laws

Qatar’s legal system centers around Shari’a, Islamic law. When Qatar enacted a (discriminatory) law, it crafted it upon the government’s interpretation of a religious belief. In this way, women’s rights in Qatar experience subjection to possible sexist ideas based on misreadings or outdated practices.

In family events or in a court of law, people do not view the testimony of a woman as equal to that of a man’s. If a Qatari woman has children with a non-Qatari man, the children are unable to assume the Qatari nationality; whereas, if the man were to be of Qatari nationality, the children would be able to assume citizenship. Women seeking a divorce have far less ability to appear in court and receive a fair settlement.

Representation in Parliament

As of 2015, Qatar’s 29-member municipal council had only two female members and its legal system included just one female judge. In 2017, the Inter-Parliamentary Union elected four female representatives to serve on the Shura Council of Qatar (Qatar’s parliament) for the first time. The Shura Council of Qatar looks over government policy, creates proposals for new laws and renews the country’s financial allocation.

Women’s Education Rights

In contrast to the lack of women’s rights in Qatar, gender discrimination has consistently remained out of the education system. The government supplies education at no cost for all citizens between ages 6 and 16. It is one of the most generous countries in its fiscal allotment per-student and allocates a large majority of its funds toward education.

The youth literacy rate rests at about 98% and close to 96% of girls attend secondary school. Further, there are more women than men attending Qatar’s University College of Law. Qatar University also provides adult courses. The class offerings improve national literacy rates and help maintain women’s educational rights. After graduation, Qatari women have the complete freedom to enter the business and financial sectors.

Conclusion

A struggle for equality and women’s rights in Qatar still exists despite its progressive nature. The country is aware of this issue and is continuing its work to further the rights of women in Qatar. There have already been achievements in creating equal opportunities and legal reform for female citizens. More are sure to come with Qatar’s commitment to increased gender equality.

– Adelle Tippetts
Photo: Flickr