Archive for category: Education

Information and stories on education.

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9 Facts About Poverty in Samoa

Poverty in Samoa
Samoa, a small island country in the Pacific, struggles with economic issues like rising unemployment, an imbalance between rural and urban communities and vulnerability to natural disasters. Here are nine facts about poverty in Samoa.

9 Facts About Poverty in Samoa

  1. Approximately 18% of the population lives in urban areas, with the other 82% living in rural areas. Most Samoans live in the rural and remote areas of the island, resulting in an imbalance of education, opportunities and social benefits. Most of the population finds themselves working in the agricultural business, with tropical agriculture occupying 65% of the labor force. In the urban areas, there are more job opportunities other than agriculture such as technicians, pilots, and doctors.
  2. Nearly 72% of the Samoa population does not have access to the internet. A lack of internet access can exacerbate educational and health disparities. The internet provides many resources for students to improve their education. It also contains information on the locations of hospitals and clinics. With little access to this information due to the inaccessibility of the internet, the split between low-income and higher-income communities is worsened, creating even more poverty.
  3. Natural disasters threaten Samoa’s agriculture. In rural areas, the population works mainly in agriculture. However, natural disasters can damage the industry. Samoa is located in a seismic zone called the “Ring of Fire.” It is exposed to deadly earthquakes, such as the 2009 earthquake, which had a magnitude of 8.3. This earthquake was followed by a tsunami that “took 150 lives, left 2.5% of all Samoans homeless, destroyed transport, water and energy infrastructure across large areas.” This significantly impacted the agricultural industry, damaging the economy and increasing poverty in Samoa.
  4. The unemployment rate in Samoa is only 8.4%. While Samoa’s unemployment rate is less than other countries, it has increased from 5.7 to 8.4%. Age imbalance is one of the main causes. The unemployment rate is 8.7% of all adults 15 and up; however, among youth between the ages of 15 and 29, it is 16.8%. An increasing unemployment rate, particularly for the youth population, can be devastating for a small country.
  5. There are high rates of domestic violence in Samoa. Domestic violence can lead to more poverty for its victims, often women. According to the Guardian, a report found that nine out of 10 respondents said abuse occurred regularly within their home. The frequent harassment that women face in Samoa can take a toll on them and their families. Oftentimes, these women are shunned by society for exposing these issues. This can be especially disadvantageous to lower-income women, who often do not have the support network or the financial resources to proceed with charges against their abuser.
  6. Rural households are more likely to have only one room for sleeping. In contrast, urban households are less likely to live in small homes, highlighting the inequality between these two areas. As rural families are more likely to live in overcrowded houses due to having smaller homes, there is a greater risk of infectious diseases spreading. This, on top of the weak healthcare system in place, can create a health crisis within the rural population.
  7. There is also education inequality between urban and rural areas. While the national literacy rate for the country of Samoa is at a high 97%, there is a disparity in the quality of education between rural areas and urban areas of the island. Village schools only offer four years of primary education, leaving children to attend the district school for further education. District schools, however, tend to take only the most successful students, leaving many others without adequate educational opportunities. This then leads to few economic opportunities for rural students as they become young adults.
  8. COVID-19 is contributing to the increase in poverty rates. A measles outbreak in September 2019 impacted more than 5,700 people. The death rate stood at 1.46%, similar to the COVID-19 rates. While Samoan health authorities have recent experience dealing with the spread of disease, the island is still suffering from the pandemic. Samoa is facing a shortage of testing capacities, medical equipment and personal protective equipment. International travel and public transport restrictions have led to changes in social dynamics, suspended business operations and caused people to lose their jobs, especially common in tourism and in small businesses.
  9. A handful of organizations are addressing poverty in Samoa. The International Fund for Agricultural Development (IFAD) is an organization helping rural people in Samoa. It has helped 7,300 households and has three multimillion projects. The organization created the Samoa Agriculture & Fisheries Productivity and Marketing Project in October 2019. This project costs $30 million and will help to increase the incomes of rural families and improve infrastructure.

These nine facts about poverty in Samoa illuminate how poverty has impacted the livelihoods of its citizens. However, through the work of humanitarian organizations in the country, Samoa can address poverty and create a more economically and socially empowered population.

– Philip Tang
Photo: Flickr

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The Remarkable People of Zambia

People of ZambiaOften when we think of the sub-Saharan region of Africa, we associate it solely with the conflict and tragedy that has burdened it for the majority of recent history. According to research done in 2019, there were 15 countries from the region involved in armed conflict. In the middle of this, however, lies the country of Zambia, which, contrary to some of its neighboring countries, has managed a peaceful transfer of power to self-rule, and more impressively, has implemented changes to become a democratic republic. Zambia has shown the very best of what united people can accomplish, regardless of the odds. And what is a country if not the very people who comprise it? As such, it is no surprise that a look into Zambian society reveals time and again the stories of unsung heroes who demonstrate unwavering altruism to their people and country.

Silumesii Maboshe – Co-founder of Bongohive

In 2011, Maboshe and his partners founded Bongohive with the objective to elevate the Zambian tech sphere to the next level. The organization functions as an incubator for tech startups throughout Africa but Maboshe has kept his focus on leveraging Bongohive’s operations to advocate and develop the ideas that serve to benefit Zambia in a capacity that goes beyond just the economic. “If I have one professional goal, it is the answer to this question. How can software and innovation change Zambia for the better?” Many of the 1300+ tech products that Bongohive has helped develop function to this end, one example being an app that allows constituents to comment on proposed changes in legislation. Beyond the development of products, the organization serves also as an open platform for techies seeking general advice and hosts dozens of events annually that pertain to technology and business within Zambian society. Maboshe understands that if Zambia is to realize a brighter future it must include a thriving tech culture. The invaluable role Bongohive is playing to that end cannot be overstated.

Christopher Malambo – Sanitation Activist

It is an issue that most are too uncomfortable to actively advocate for, but the fact is that approximately 90% of child deaths are attributed to poor sanitation and the spread of disease that is a result thereof. Additionally, the World Bank reports an annual monetary loss to the African continent of $5.5 billion as a result of poor sanitation. Malambo’s efforts directly combat these staggering statistics. The focus of his activism is toward the decreasing but still prevalent number of communities in Zambia that still practice open defecation. His first objective when entering a new village is education because many of the typical residents lack even a basic understanding of the importance of good sanitation and the adverse effects of a lack thereof. After demonstrating the danger inherent in open defecation, he then organizes and assists in the digging of latrines. Malambo’s unwavering selflessness and commitment to service in the name of saving lives represents the very best of what makes the people of Zambia truly remarkable.

Dorothy Phiri – Founder of Mercy Ministries

In 1996, Phiri founded Mercy Ministries in response to a higher calling. Today the organization works to provide education through the Chifundo Community School, which was the first project started by the Phiri’s. The organization especially focuses on orphans, disabled children and other vulnerable children who are unable to have their needs met by government-funded schooling. Additionally, Phiri provides a means for children of financially struggling families to attend school. Though Zambia does provide free schooling to all its residents, many families still struggle to fund basic schooling needs such as books and uniforms. In a region where the demands of maintaining a livelihood are prioritized over education, Phiri’s commitment to the people of Zambia aims to change the status quo.

These individuals and their stories are but a microcosm of the exceptionalism that defines the people of Zambia. With the efforts of Zambia’s exceptional people, the narrative of the entire region can begin to change for the better.

– Christian Montemayor
Photo: Flickr

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Challenges for Education in Indonesia

education in Indonesia

 

 

 

 

 

 

 

 

 

 

 

 

 

The Republic of Indonesia, the Dutch East Indies until its independence in 1949, is a Southeast Asian archipelago (17,500 islands, 60% of which are inhabited, with over 40% of the population living in rural areas). Southeast Asia’s largest and most populous country, Indonesia, is the fourth most populous country in the world (281.19 million in 2023), with a population extremely diverse in terms of ethnic groups (300), languages (600+) and religions. 

Right to Education

Indonesia’s emphasis on education dates to independence and by the early 21st century, the great majority of Indonesians were literate. The country’s national education system mandates compulsory education for the first six years of primary education and the first of two three-year blocks of secondary education. Tertiary education comprises dozens of public institutions and thousands of private schools. Primary schools are primarily public (93%), but private schools comprise more than half (56%) of junior secondary schools and two-thirds (67%) of senior secondary schools.

Article 3 of Indonesia’s constitution declares the right to education for citizens, as well as the government’s obligation to fund a national system of education at a minimum of 20% of the state and the regional budgets. 

Current Status of Education

The World Bank in 2014 reported on the enormity of the Indonesian school system—a quarter of a million schools, 2.6 million teachers, 50 million students—the fourth largest education system in the world, behind the United States, India and China. 

By the 2022-2023 academic year, there were 400,000 schools in Indonesia, the majority being primary schools. In 2022, total government spending on education as a share of GDP was 0.9%, and in 2023, it was less than 0.1% on primary education, placing Indonesia in the lowest few of all countries ranked. 

Nevertheless, some recent key indicators are strong: literacy rate, 96% (2020); primary school completion rate, 101.92% (2023); secondary school enrollment, 97.17% (2023); tertiary school enrollment, 45.14% (2023). Still, the average years of formal education for individuals aged 15-64 was only 9.1 years in 2020, putting it at 88 out of 153 countries ranked. 

Education Challenges . . . and Controversy

Sustainable Development Progress. The U.N.’s Sustainable Development Report classifies Indonesia’s progress on SDG 4, Quality Education, as “challenges remain.” Participation rate in pre-primary organized learning needs to increase, although trends are on track for maintaining SDG achievement for net primary enrollment rate, lower secondary completion rate and literacy rate. 

Quantity versus Quality. After independence, there was a surge in school construction, followed by a shift toward educational decentralization. Decentralization has advantages, but led to uneven capacity over the country’s 500 districts, with excellence in urban areas as compared to the remote districts. One observer has suggested a multi-pronged approach to refocus funding, professionalize teaching, update and modernize assessments. 

Education versus Free Meals. In February 2026, the Indonesian government moved nearly a third of the education budget to the Free Nutritious Meals program, affecting the pay of civil servants and honorary (temporary) teachers. Critics noted that those funds had been targeted for education and should be used for student scholarships and salaries of both contract and honorary teachers, already subject to late and low salary payments. 

In March, a coalition of teachers and civil society groups, along with the Save Indonesian Education Coalition, filed a judicial review of the allocation (over $19 billion) to the free meals program taken from the education budget. It was estimated that this would reduce the allocation to the education sector by two-thirds, with student scholarships to receive only a little over $3 billion and teachers receiving $5.5 billion. The evidence from global programs is clear, it is argued: school feeding improves attendance and can boost nutrition, but it is not a substitute for foundational teaching, teacher training and curricular clarity. 

Meeting the Challenges?

RISE, the Research on Improving Systems of Education Programme, a “global research endeavor” determined that Indonesian students were not gaining basic, foundational skills—over 60% of high school graduates with third grade or lower mathematics competence. This was due in part to half of its teachers being unable to pass a teaching competence test. The RISE country research team worked to address these issues by engaging the communities and providing incentives for instructional time and accountability, 2019-2023. 

The Republic of Indonesia will celebrate 100 years of independence in 2045, and Indonesia’s Golden Vision 2045, published in 2020, set out the country’s aims for the next few decades. The Golden Vision acknowledged the country’s low learning outcomes compared to peers and called for “deliberate actions” to address this. Actions include increasing funding overall, increasing access to early childhood education, improving secondary education attendance and increasing accountability and service delivery of teachers.

One specific target of the Golden Vision is the development of digital talent so that the work force keeps pace with evolving technology and the growing demand for digital skills, which is now a focus of education and training programs. Indonesia’s commitment to the Golden Vision over the next two decades may determine its success in meeting the current educational challenges.

– Staff Reports 
Photo: Flickr

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Continued Education for Vulnerable Children in Kenya

Vulnerable Children in KenyaOrganizations like UNICEF and ACAKORO have been providing educational resources to Kenyan students despite the immense difficulties in the country due to COVID-19 and 2020’s locust invasion. On March 15, 2020, the Kenyan Government forced schools to shut down due to COVID-19. Due to school closures, millions of students risk losing out on education during the pandemic. Organizations stepped in to provide resources, remote learning services and sanitation facilities to vulnerable children in Kenya.

Education in Kenya

Over the past decade, poverty in Kenya has improved due to the country meeting many of its Millennium Development Goals. The Millennium Development Goals are goals created by the United Nations to help underdeveloped nations improve and one of these goals is to achieve universal primary education. A key issue that Kenya needs to address is education disparities. According to a UNICEF study conducted in 2014, low educational attainment of the household head and living in rural areas is the highest indicator that predicts child poverty.

Impoverished children struggle to gain an education. More than 1.2 million primary-school-age children do not attend school. Even more vulnerable children like orphans have increased susceptibility to experiencing education disparities.

Employment in Kenya

Young people in search of employment experience difficulties finding a job that lifts them out of poverty. Only 1% of Kenyan youth have a university education and many young people are entering a job market with few hirable skills. A whole 40% of the youth in Kenya either did not go to school or failed to complete primary education and the largest percentage of people unemployed in Kenya is represented by those aged between 15 and 24. Higher education in Kenya is expensive and not accessible to disadvantaged children.

UNICEF Provides Aid

Nationwide access to quality education is key in reducing poverty and investing in the futures of vulnerable children in Kenya. UNICEF alleviated education burdens during the COVID-19 crisis by providing remote learning to students and giving solar-powered radios and textbooks to vulnerable families. Through UNICEF’s solar-powered radios, 40,000 vulnerable children were reached with educational resources that are necessary for remote learning. On December 23, 2020, UNICEF provided 700,000 masks to be distributed in time for schools to reopen on January 4, 2021. Improved access to sanitation is an ongoing issue, and due to the pandemic, the need for sanitation is of crucial importance. UNICEF foresaw the issue and provided handwashing facilities to hundred of schools.

ACAKORO

ACAKORO is a community-based organization, supported by UNICEF, that uses football as a tool for development. ACAKORO works with the community of the Korogocho slum and has been tutoring vulnerable children during COVID-19 so that they can continue their learning. UNICEF is also supporting the government and the Kenya Institute of Curriculum Development (KICD) with remote learning and getting schools ready to reopen safely.

The Kenya Jua Kali Voucher Programme

The Kenya Jua Kali Voucher Programme, implemented between 1997 and 2001, was a revolutionary comprehensive policy designed to provide vulnerable youth with vouchers to pay for training courses. A similar modern-day strategy can be put in place in order to address the lack of access to essential education in Kenya. Providing equal access to education for all children in Kenya is essential to lift people out of poverty.

Organizations such as UNICEF and ACAKORO are addressing education-related disparities amid the pandemic, thereby addressing overall poverty in the nation.

– Hannah Brock
Photo: Flickr

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Poverty in Bangladesh and Economic Growth

Poverty in Bangladesh
Bangladesh is a small country in South Asia bordered by India and Myanmar. With a population of 161 million, the country had a poverty rate of 21.8% in 2018. Since its inception in 1971, Bangladesh has faced a myriad of issues. In 1971, the annual GDP was -14%, the country was plagued by famine and floods and there were high rates of political instability. In recent years, the government has been actively working to reduce poverty in Bangladesh by addressing concerns across a variety of sectors. According to the Asian Development Bank, Bangladesh currently has the fastest growing economy in the region.

Involvement of NGOs

Several NGOs have been involved in Bangladesh’s economic success. These NGOs include Practical Action Bangladesh (PAB) and Proshika. These two NGOs have worked to implement policies that have allowed Bangladesh to better support its working population, namely by focusing on entrepreneurship.

Proshika is a Bangladesh-based NGO concerned with skills training and employee management. The NGO is responsible for starting the Small Economic Enterprise Development (SEED) program, which was created to help impoverished people and reduce poverty in Bangladesh. This program provides microloans, employee training, technology help, business consultation and more.

PAB has worked on a similar initiative in the form of the Markets and Livelihoods Programme (MLP), which provides training, technology help and more. These programs were studied in relation to the smith communities (blacksmiths, goldsmiths, etc.) in Bangladesh. The smith communities are some of the most impoverished in the country. In a 2015 paper published by Rezaul Islam at the University of Dhaka, Islam found that these programs were essential to allow these communities to prosper and create financial growth by encouraging entrepreneurship.

Diversifying Exports

Bangladesh has emerged in recent years as a major export provider for a variety of goods. In 2018, Bangladesh’s exports increased by 4.5%, increasing an additional 10.1% in 2019. Bangladesh is a significant producer of rice, jute, mangoes, vegetables and inland fish. Recently, Bangladesh has also been exporting technology, exporting four ships to India and 12 robots to South Korea.

Investing in Education

Bangladesh has also taken great strides to invest in the education of its young workforce. Every year, Bangladesh is seeing 500,000 students graduate from college, of which 65,000 receive IT training. This has transitioned Bangladesh’s economy from rural-based agriculture to a more urban and modern economy.

Bangladesh has also been working hard to address the gender disparity gaps in education. In 2015, Bangladesh was one of a handful of countries that managed to achieve an equal amount of school enrollment across genders and had more girls than boys enrolled in secondary education.

Developing the IT Sector

Bangladesh has developed the information technology (IT) sector of its economy, which now totals to a little more than 50% of the country’s GDP. The country has established around 8,000 digital centers across the nation and scaled up internet and phone coverage.

Annually, Bangladesh’s technology products exports total about $1 billion. The government hopes to increase this number to 5 billion USD by the end of 2021. The country also boasts about 600,000 IT freelancers.

Increases in Foreign Investment

All of Bangladesh’s economic growth has yielded another benefit: increased foreign investment. Investors from around the world have chosen to invest heavily in Bangladesh’s economy, demonstrating the strong growth potential of Bangladesh. In 2019, foreign investment increased by 42.9%. HSBC bank has predicted that Bangladesh can achieve a spot in the top 30 economies of the world by 2030.

Bangladesh demonstrates how growing the economy can help fight poverty. Increases in job opportunities, employee training, education and more benefit the impoverished in the country. Moving forward, it is essential that efforts to reduce poverty in Bangladesh continue.

– Anushka Somani
Photo: Flickr

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USAID Helps Youth Development in the Philippines 

Youth Development in the PhilippinesThe Philippines has an opportunity for rapid economic growth and the potential to greatly innovate industry across the country. This opportunity comes from the number of young people in the country. Young people account for 50% of the entire population of the nation, leaving it with immense potential for economic growth as these young people begin to enter the workforce. Youth development in the Philippines is crucial for the country’s transformation into a resilient nation.

The Education Problem

Unfortunately for the Philippines, an alarming portion of these young people are currently not in any form of education or employment. One-fifth of all youth in the Philippines are either jobless or not attending school or employment training.

Even before the COVID-19 pandemic, the Philippines was facing an education crisis. The country placed last in reading comprehension and second to last in both science and mathematics in an international student assessment.

USAID: Youth Development in the Philippines

USAID has committed to help improve and promote public education and other forms of education in the Philippines. Starting in 2018, USAID began a five-year effort to create a series of programs aimed at uplifting economically disenfranchised Filipino youth who are at the most risk of poverty.

One program, in particular, YouthWorks PH is a five-year partnership between USAID and the Philippine Business for Education that engages the private sector to address the education needs of youth as well as the skill requirements of employers. This partnership will improve access to training and employment opportunities for at least 40,000 youth through an innovative work-based training approach. Young people are able to earn a competency certificate from a university or training institute while working in partner companies.

More than 5,000 young Filipinos will have access to free technical and vocational training as a result of this initiative partnering with Aboitiz Construction and D.M. Consunji, Inc. (DMCI), two of the biggest construction companies in the country.

This type of on-site vocational training will help prepare youth for well-paid employment opportunities and will create more skilled workers in the Philippines.

There are also other programs created by USAID specifically to increase the quality and accessibility of education in the Philippines. All Children Reading (ACR), is a program to increase the reading skills of Filipino children. ABC+ aims to address the interconnected factors that contribute to low education outcomes in the poorest performing areas of the Philippines.

Youth Development Potential

Young Filipino people could potentially bring about massive economic growth in the country. In order to fully capitalize on this opportunity, resources and development opportunities must be provided to the youth so that they can fully integrate into the workforce as skilled workers. For this reason, the youth development work of USAID is integral. Not only will it lift thousands of poor Filipino youth out of poverty but it will help create a stronger economy for the Philippines.

– Christopher McLean
Photo: Flickr

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Improving Education in Kashmir

Improving Education in KashmirThe conflict in Kashmir has disproportionately affected education due to a variety of national as well as domestic threats. Children, in particular, are being significantly affected, Education in Kashmir was halted far before COVID-19 affected the rest of the world. Improving education in Kashmir is essential for poverty reduction.

Political Unrest and COVID-19

In August 2019, Article 370 of the Indian constitution that applied to Jammu and Kashmir was abrogated. Repealing this article revoked Kashmir’s semi-autonomous ‘special status’ as a state. As a way to curb anticipated unrest in the state, the Indian government blocked internet and phone lines. This crisis along with the COVID-19 pandemic in 2020 has put the future of education in Kashmir on shaky ground, reflective of its political landscape. Between 2019 and 2020, schools in Kashmir officially functioned for as little as 100 days.

Internet Connectivity in Kashmir

According to the latest census, 68.74% of Jammu and Kashmir’s population are literate and males are 20% more literate than females. Roughly 27.21 % of the state of Kashmir live in rural areas where access to education is a key issue, especially during COVID-19. Over time, the Indian government has facilitated low-speed internet to select areas up to the speed of 2G. The issue is that a higher speed of internet is required for classes to be facilitated via Zoom, Skype or to be watched on YouTube. Other than the children, educators, college and graduate students are faced with a continuing lag that has affected education in Kashmir. The government has whitelisted some websites and restored higher speed connectivity in some districts of the state.

Aawo Padhain

The Directorate of School Education Kashmir has set up “Aawo Padhain” (Come Lets Study). It is a portal that is filled with E-content and video-based classes for children to continue studying during the lockdown. The center is also equipped with a free Child-Line for children in need of aid and assistance. Additionally, Whatsapp has become a portal for teachers to send educational videos to students. While this initiative addresses the issue of continuing education during COVID-19, more needs to be done to address the other issues that affect education in Kashmir. Improving education in Kashmir will have benefits that are far-reaching.

Education Reform

The National Educational Policy 2020 (NEP 2020), approved by the government on July 29, 2020, was introduced to implement changes to education, with special focus on Jammu and Kashmir. The policy is based on the pillars of “access, equity, quality, affordability, accountability” and will transform India into a “vibrant knowledge hub,” tweeted Prime Minister Narendra Modi. However, the success of such a policy depends on its implementation. Its effectiveness, or lack thereof, will be seen in due time. For successful educational transformation, Kashmir also needs well-qualified teachers, access to electricity, the internet, computers, technology and libraries. Furthermore, country-wide internet bans should not be allowed.

Kashmiri students have lived in a life of lockdown longer than the rest of the world has, with their education impacted long before COVID-19 came about. To bridge the overall gap in education in Kashmir, it is essential for the country to receive assistance to implement educational reform for improving education in Kashmir.

–  Anuja Mukherjee
Photo: Flickr

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5 NGOs Improving Education in Cambodia

Improving education in CambodiaCambodia has come a long way in eliminating poverty. From 2007 to 2014, Cambodia’s poverty rate decreased by about 30% and it is now a middle-income country. However, one pressing issue that continues to trouble the country is access to education, particularly for those living in extreme poverty and rural areas. The good news is that several organizations are improving education in Cambodia by increasing access and tackling obstacles head-on.

Cambodian Children’s Fund

The Cambodian Children’s Fund (CCF) works in Phnom Penh, Cambodia’s Stung Meanchey district. Though the organization’s focus is on improving education in Cambodia, CCF starts by providing basic needs to the families living in the highly impoverished area that was once a dumping ground. This meant building suitable shelters and homes for families living in makeshift tents.

Once CCF helped provide essentials, the focus turned toward providing stable education for children, while their parents scavenged the junkyard to earn whatever income they could. Children that started in extreme poverty were now attending primary school through high school due to CCF. In 15 years, CCF provided education for more than 3000 children, and of those that started early in the program, nearly 70% were attending college.

Pour un Sourire d’Enfant (PSE)

French expatriates Christian and Marie-France des Pallières, created PSE when the couple traveled to Cambodia and noticed the number of children experiencing extreme poverty. The couple spent two decades advocating for children living in poverty in Cambodia, commuting between there and Europe.

Initially starting in Phnom Penh, PSE now has more than 6000 students benefitting from the organization’s projects throughout Cambodia, including more rural areas near Siem Reap and Sihanoukville. PSE provides everything from food to healthcare and enrolls children in state or corrective schools depending on their needs. Cambodia’s Ministry of Education has noticed success in PSE’s remedial schools. The PSE approach, now utilized by the government, will be improving education in Cambodia for 6000 children per annum.

Khmer NGO for Education (KHEN)

In 2014, KHEN changed direction from being a health education organization to highlight children’s rights. Now, KHEN is a large-scale NGO focused on improving education in Cambodia’s rural Battambang province for traditionally unprotected children, including those with disabilities, girls, minorities and children living in extreme poverty.

KHEN operates in more than 100 schools, most of which were built by the group, and serves more than 10,000 children. It has a long-term focus on education while also protecting children from human trafficking and poor health. Facing the COVID-19 pandemic, KHEN acted swiftly to modify its schools to be open-air and socially distanced, with sanitation stations. Teachers and volunteers received education on preventing the spread of COVID-19 and home-learning tactics changed as well.

Cambodian Community Dream Organization

The Cambodian Community Dream Organization (CCDO) was founded by U.S citizen, Jenni Lipa, who exclusively worked on building water wells in the rural areas around Siem Reap. Now, CCDO improves lives by providing sanitary services, health programs and extensive education systems. CCDO keeps costs low by using local and international volunteers and local paid staff.

There are three schools CCDO operates in, centered on English learning. CCDO offers a schooling experience like most developed countries, with physical education, libraries, playgrounds, arts and crafts and computer workshops. Children enrolled in the programs are particularly fond of the library. CCDO also provides early childhood education programs and gives students who excel in their classes opportunities for high school and university scholarships.

People Improvement Organization

Since 2002, the People Improvement Organization (PIO) has operated in poverty-stricken areas of Phnom Penh. Phymean Noun, a native Cambodian, believed the children scrounging through junk piles to make a living deserved a chance to achieve their dreams. The decision she made was to improve education in Cambodia in order to end child poverty.

PIO believes in providing high-quality education to all children in need. All students attend PIO schools voluntarily, but PIO provides clothes, food, clean water, full social care and health services. Many children who scavenged through junkyards to survive have been pulled out of poverty and are now attending PIO high schools and even university.

NGOs have helped reduce child poverty in Cambodia through better access and improvements in education. The low costs in Cambodia allow new organizations to form rapidly and successfully. Through similar philanthropic efforts toward improving education in Cambodia, child poverty can be successfully combated.

– Zachary Kunze
Photo: Flickr

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The Issue of Child Poverty in Burundi

Child Poverty in BurundiThe East African country of Burundi is one of the poorest in the world. Its meager economy relies heavily on rainfed agriculture, which employs approximately 90% of the people there. Burundi is Africa’s most population-dense country and nearly three out of every four people live below the poverty line. One of the lamentable realities of Burundi’s poverty is the effects it has on children. Child poverty is a serious issue in Burundi and the country has a current score of 5.46/10 on Humanium’s “Realization of Children’s Rights Index.”  Burundi is deemed a black level country by Humanium, meaning that the issue of children’s rights is very serious.

The State of Child Poverty in Burundi

In Burundi, 78% of children live in poverty. Poverty especially affects children in the rural parts of the country. Poverty also disproportionately affects children of the indigenous Batwa people. Additionally, child poverty in Burundi has seen an unfortunate and notable increase since 2015, when violent unrest occurred following President Pierre Nkurunziza’s announcement of a third term, which was unconstitutional. The roots of the poverty problem in Burundi stem from a few different factors, the most predominant one being hunger.

Chronic Hunger in Burundi

Despite having an agriculture-centric economy, more than half of Burundians are chronically hungry.  The lack of food in the country is due to the fact that even at the peak of the harvesting season, food production is too low to sustain the population. Food production in Burundi can only cover a person for 55 days of the year. The lack of food also means prices are much higher. As a result, it is not uncommon for households to spend up to two-thirds of their incomes on food, even during harvesting season. One reason for Burundi’s difficulties in growing enough food has been frequent natural disasters that destroy crops and yields.

Hunger and Education

Hunger is so prevalent and intense in Burundi that despite having free and compulsory school for children between the ages of 7 and 13, the country faces growing dropout rates due to hunger. Another problematic issue for Burundian children facing poverty is schooling after the age of 13. After 13, school is neither free nor compulsory, making it exponentially less accessible and thus reducing opportunities for upward mobility. Much of Burundi’s education system has been negatively affected by Burundi’s civil war, as schools were destroyed and teachers were unable to teach.

Street Children in Burundi

Burundi has many “street children.” As the name suggests, these children live on the streets and are incredibly poor, left to fend for themselves. Street children have no humanitarian assistance from the government and consistently face police brutality, theft and arrests. Kids in Burundi become street children because families are sometimes too poor and hungry to stay together or they have to flee from child abuse or family conflict.

Organizations Addressing Child Poverty in Burundi

Although the reality of the child poverty situation in Burundi is dire, there are good things being done to improve the situation. While the government in Burundi is not providing adequate help, there are several humanitarian organizations providing assistance to those in need.

The NGO, Humanium, works on raising awareness, partnering with local projects to help children and providing legal assistance to victims of children’s rights abuses. The World Food Programme (WFP) has also been working in Burundi since 1968 by providing food such as school meals, malnutrition rehabilitation to starved children and helping to improve food production. Additionally, organizations like Street Child are working to build schools and eliminate as many barriers to education as possible for children in Burundi and elsewhere. Groups like the WFP, Humanarium and Street Child do substantial work to help children in Burundi. It is vital that the work continues and that more organizations participate in alleviating child poverty in Burundi.

– Sean Kenney
Photo: Flickr

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Jana Amin and the Fight for Girls’ Education

Fight for Girls' Education
Jana Amin has taken great strides to fight for girls’ education. She researched a societal issue and suggested solutions for a school project when she was 13 years old. She decided to write about girls’ lack of access to education. Thus, she contacted Heya Masr, a nonprofit that organizes local educational and empowerment workshops for girls. Then, Amin hired a videographer to film her with Heya Masr’s students. Finally, she created an online fundraising campaign and raised more than $6,000 for the cause.

“We were going to visit family in Egypt anyway,” Amin told The Borgen Project. “And I thought to myself, I’m doing this work anyway. Why not use this as an opportunity to create tangible change?”

This was her first foray into activism. The 17-year-old Egyptian-American has given a TEDx talk, spoken about gender equality on a United Nations panel and curated an exhibit at the American University in Cairo. She advocates changing Western perceptions of Muslim women and wants to fight for girls’ education.

Changing Western Perceptions of Muslim Women

This was Amin’s first time formally conducting advocacy. However, she already had some experience. She lived in Egypt until she was around 10 years old when her family moved to Boston. Her activism began through one-on-one interactions with Bostonians about her life as a Muslim girl.

“On a daily basis, I was asked questions about if Egyptian girls could drive, if my mother could drive, if I was allowed to go to school in Egypt,” Amin said. “And it was all these misconceptions about Islam, the faith, about Middle Eastern culture, and more generally about women in the Middle East, about women in Islam. And so I think that’s how I first initially got pushed towards activism.”

Her desire to fix misconceptions about Muslim women led her to give a TEDx talk, where she spoke about how Western media often portrayed Muslim women as victims of oppression. She suggested that amplifying Muslim women’s voices would change this singular narrative.

Additionally, Amin curated an exhibit at the American University in Cairo. The exhibit featured Princess Fawzia Fuad of Egypt, the first wife of Mohammad Reza Pahlavi and the shah of Iran. Furthermore, the exhibit focused on the differences in how the Western and Egyptian press depicted Princess Fawzia. While Western media portrayed the princess as a helpless political pawn. Egyptian press depicted her as a humanitarian, champion of girls’ education and representation of the modern woman. Amin presented her research to bring awareness to Princess Fawzia’s accomplishments and to give other young Muslim women a powerful role model.

Fighting for Girls’ Education

Jana Amin continues to fight for girls’ education in many different ways. She recently spoke on a United Nations panel about how governments can tailor their policies to specifically address gender disparities.

“We often think that change in somebody’s life or change on a meaningful level requires so much,” Amin told The Borgen Project. “Something so simple as giving someone an education can do so much for their life.”

On her 17th birthday, Amin invited and interviewed 17 experts in female education and empowerment. She streamed this digital event “#17for17: Advocating for Girls’ Education” for many to view. The speakers included prominent writers, artists, activists and humanitarians.

Collateral Repair Project

As one of her ongoing projects, she also volunteers with a nonprofit organization called Collateral Repair Project to directly support women’s education efforts in the Middle East. Collateral Repair Project (CRP) is a nonprofit organization based in Amman, Jordan. It supports refugees living in Jordan through educational and female empowerment workshops and basic needs assistance.

Jana Amin discovered Collateral Repair Project during a school trip to the Middle East in her freshman year of high school. She was struck by its SuperGirls workshops, which provide young female refugees with a space to express their feelings, overcome trauma and speak up for themselves.

After Amin returned to Massachusetts, she volunteered with Collateral Repair Project. She met with refugees over Skype to help them practice conversational English. After three years, she also began teaching English over Zoom. However, the lessons were unreliable due to Wi-Fi issues and Amin began to doubt whether the lessons were useful. Yet after about four weeks, a Yemeni woman lined up her four children in front of a camera, who recited basic English phrases that Amin had taught their mother.

Amin said the experience reminded her that “you educate one woman and she has the ability to educate her family and in turn her community.”

The Power of Activism

Amin believes that she has a responsibility to create positive change in her community. To many people, fearlessness propels Amin’s activism. This courage is evident when she cold-called Michelle Obama. While preparing for her “#17for17” birthday event, she called and messaged the Obama Foundation’s Girls Opportunity Alliance to ask if Michelle Obama could speak at her event. Although Amin did not expect to succeed, the program’s representatives responded within 24 hours to say that Michelle Obama was busy that day. However, its executive director, Tiffany Drake, was willing to be a speaker. She was delighted to discover she is not alone in the fight for girls’ education.

“I think we do the craziest things when we don’t hold ourselves back,” she said.

– Sarah Brinsley
Photo: Courtesy of Jana Amin