Information and stories on education.

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Education Cannot Wait: Providing Education in All Conditions

Education Cannot WaitMore than 8% of the world’s primary school-aged children do not attend school. That is 58.4 million children who rarely have the opportunity to learn how to read and write, let alone develop the skills necessary to thrive economically. Education opens doors for jobs and resources, promotes healthier lifestyles through more knowledge of nutrition and disease and provides a safer space for young children, typically leading to lower mortality rates and an increase in the age of pregnancy. Overall, education can address the most pressing matters of poverty. 

The United Nations is continuously working to meet the educational needs of the millions of children who do not currently receive the benefits of education. Most of these children cannot attend school due to a lack of qualified teachers, inadequate teaching materials and poor sanitation. These obstacles are magnified when a nation faces further turmoil. The Education Cannot Wait (ECW) program provides education to children in the most uncertain times of emergencies and protracted crises. Here are three examples of how the ECW provides education despite conflict, climate disasters and epidemics. 

#AfghanGirlVoices 

The Taliban authorities regained power in Afghanistan in 2021. Since then, Afghanistan has been internationally isolated, sinking the country further into poverty and reversing previous social and economic development. Recently, a fundamental right has been stripped from women: education. The Taliban has banned all women above the age of 12 from attending school, stripping females of their aspirations and potential. 

The Education Cannot Wait program implemented #AfghanGirlVoices as an outlet for Afghan women to share their resilient opinions about their position in the education system. The campaign is amplifying women’s voices to condemn the violation of their education and to advocate for the institution of female education in Afghanistan. 

COVID-19’s Effect on Kenyan Education 

It is estimated that nine in ten Kenyan children from low-income families never attend school. Inadequate facilities and teaching materials contribute to this lack of education. It is exacerbated by limited health and medical materials, making it difficult for those struggling with diseases like HIV or even girls on their period to attend school. COVID-19 disrupted education by completely shutting down schools with no measures to enforce the necessary sanitation. Additionally, those in low-income areas had no means to participate in a remote education. 

To combat the effect of COVID-19 on education in Kenya, Education Cannot Wait launched the First Emergency Response (FER) program. The program provided remote learning resources, as well as new water, sanitation and hygiene (WASH) facilities to make education more accessible despite epidemics. FER helped train 1,733 teachers on new subjects and curriculum knowledge. Additionally, they provided 11,050 adolescent girls with female hygiene kits, allowing them to attend school all weeks of the school year. 

Natural Disasters

Natural disasters, such as floods, hurricanes and typhoons, constantly threaten education. In 2011, 11,000 schools were destroyed in Pakistan due to extreme flooding. Lower educational attainment is seen among many communities that have faced natural disasters. Aside from the destruction of schools, malnutrition, injury, economic challenges and human displacement reduce school attendance after a natural catastrophe. 

Education Cannot Wait invests heavily in communities facing natural disasters. The program constructs temporary learning spaces, provides learning materials, rebuilds damaged schools and offers both mental and physical health support facilities. The ECW goes beyond investments to prepare nations for catastrophes and mobilizes the community to respond to crises. 

The ECW designs educational systems that integrate disaster risk reduction and green economy knowledge while empowering youth to advocate for their community and their necessary resources. 

– Aliya French
Photo: Flickr

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How the UK is Helping Expand Rwanda’s Education System

Rwanda’s Education System
On August 31, 2023, the U.K. announced that Foreign Office Minister Andrew Mitchell will visit Rwanda for the commencement of a new education initiative, Girls in Rwanda Learn (GIRL). Mitchell will attend the annual Gorilla naming ceremony, symbolizing the United Kingdom’s commitment to battle poverty in Rwanda. Here is how GIRL is helping address the limitations of Rwanda’s education system. 

About the Struggles of Rwanda’s Education System

The National Institute of Rwanda’s 2022 report illustrated the need for reform of Rwanda’s education system, with a mere 25% of students advancing from primary to secondary school. This lackluster education is reflected in the labor force, as the national report displays that only 17% of the labor force has a secondary school education. With a small proportion of the population gaining secondary education, most youths are fighting for the same jobs, with the stiff competition for work resulting in a 22% youth unemployment rate as of 2020. 

Rwanda’s educational struggles have culminated in a poor economy, with the UN reporting in 2021 that around 44% of the population is in poverty and another 22% is at risk of falling into poverty. With poverty impacting nearly half the nation, severe economic pressure ends up on the children of the nation to assist the household, contributing to the lack of educational participation.

About the GIRL Initiative

Mitchell proclaimed that with the U.K.’s involvement and investment into Rwanda, they will be able to tackle “a range of issues important to both nations and the region, including climate change and women and girls’ education.” The U.K.’s GIRL initiative focuses on funding the education of girls in Rwanda whose economic situation would not allow them to pursue education. 

With the program drawing from a fund of 60 million Great British Pounds, the GIRL initiative will last until 2030 and improve the learning conditions in nearly half of the poorest schools in Rwanda. Mitchell declared that through “our support to help eradicate poverty, educate children, especially girls, and provide British expertise to improve the delivery of public services for all,” the initiative will likely impact nearly 700,000 children. 

The GIRL initiative will provide services, including programs that assist those with disabilities, formulating a system to prevent girls from prematurely dropping out of school and a digital library for students to access resources. 

How UNICEF is Helping

Additionally, UNICEF backs the GIRL initiative. UNICEF allocated more than 12 million pounds on top of the preexisting 60 million. With both the U.K. and UNICEF showing support for Rwanda’s education system, the nation is finally receiving the attention and backing required to propel itself out of the poverty plaguing the nation. 

While the U.K. has begun implementing the GIRL initiative, the U.K. will continue to build its relationship with Rwanda. Meeting in April 2024 at the U.K.-African Investment Summit, the U.K. displays continued interest in assisting the nation in its battle with poverty. 

To support Rwanda’s fight against poverty, UNICEF plans to support the children of Rwanda and provide them with adequate infrastructure to rise above poverty.

– Dimitri Lykidis
Photo: Flickr

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Poverty and Education in India

Education in India
India’s education system is one of the largest in the world. In 1947, when the country gained independence, the literacy rate was only 18% for men and around 8% for women. With steady reforms, India has come a long way to revamp its education system. According to the National Survey of India, the literacy rate has increased in the past 13 years from 73% in 2011 to more than 77.7% in 2022. However, this statistic is still lower than the global literacy rate which is around 86.5%. Illiteracy plays a major role in continuous and generational poverty in India. Luckily, there are efforts in place to improve education in India.

Discrimination in Education in India

Gender disparity and inequality are some of the main reasons for the stark difference in literacy rates between women and men. The male literacy rate is 84.7% whereas the female literacy rate is disappointingly lower at 70.3%. In some states such as Bihar, the female literacy rate is shockingly low at 51.50%. During the pandemic, 6 million children were out of school and a majority of them were girls. This difference in education between men and women has inevitably led to a higher rate of female poverty in India.

Social and cultural beliefs about the inferiority of women are still widespread. Studies have shown that gender violence is prevalent throughout the country, especially in domestic households where women have to perform unpaid labor whereas men do not. A survey has shown that 54.4% of people agree that a woman deserves to be beaten and physically assaulted if she leaves the house without permission. 

Girls are often seen as less important and less deserving of education in India. They have to stay at home and engage in household chores. Many people still think that when a girl is born, she is “paraya dhan”, meaning that she is an object or possession that a family must groom in order to marry off and will eventually hand over to a man and in-laws. The tradition of the bride’s family giving a dowry (money, property or goods) to the groom’s side of the family upon marriage exemplifies this. 

Societal pressures to marry and bear children are so high that young girls have to drop out of school just after primary education. A lack of sanitary productions and taboo surrounding periods has also persistently kept girls from attending school. 

In rural areas, people from scheduled castes and tribes, particularly women and girls, experience exclusion from education altogether. Women thus face low economic prospects and struggle to be financially independent as a result of a lack of proper education. Deep-seated gender stereotypes and cultural beliefs about the Caste System have led to a spread of inequity in education and basic standard of living, increasing the rate of poverty in India.

Rote Learning in Education in India

Many critics have argued that the primary secondary curriculum in India, called Central Board of Secondary Education (CBSE) is often memory and textbook-based, without much attention to vocational and skills-based training at all. Sometimes called “text-book culture,” rote learning is the primary method of teaching in both government and private schools, with teachers having little to no autonomy in the classrooms. Repetition of information as an approach to pedagogy is common across the country. 

Consequently, studies have shown that students are not stimulated to creativity and originality. Textbooks include impractical pieces of information and are of little use for developing analytical and reasoning capabilities. Intelligence is thus often linked to the ability to memorize huge amounts of information, and tested with standardized examinations that high-stakes competitions fuel.  Academics also believe that this system received encouragement during the British Raj and is a consequence of colonists wanting to establish a country of obedient followers instead of original thinkers.

In contrast, some critics have also argued that the connection between memory and rote learning is misleading and a misconception. While rote learning does not typically help in forming complex connections between old and new information, memory can help retrieve information, apply it and use it in new modes and forms. For this to happen, the curriculum must encourage the skills of analysis and interpretation in students.

Pressure From Society

Children’s parents also pressure them to take up traditional professional occupations. It seems to be part of the culture to become a doctor, lawyer or engineer. An incredibly competitive job market has resulted in parents wanting their children to have secure and high-paying jobs. Consequently, many students are suffering from depression and end up taking up professions that they are not passionate about. Ironically, because of the scarcity of opportunities, even graduates of professional occupations struggle to secure a job. 

Looking Ahead

In 2020, the government introduced the National Education Policy (NEP) in an effort to revolutionize the system by encouraging a more holistic and skills-oriented approach to education. Students should now have exposure to a flexible choice of subjects for higher education and vocational streams at a young age. It also states that a Gender Inclusion Fund and Special Educational Zones will emerge for disadvantaged and vulnerable members of society.

With the government’s continued reforms and intervention, including more job opportunities for young graduates, the education system can help rapidly alleviate poverty in India.

– Sharvi Rana
Photo: Flickr

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Limitations of Geography: Poverty in Madagascar

Poverty in MadagascarPoverty levels in Madagascar have remained persistently high for an extended period. In 2012, an alarming 80.7% of the population lived below the international extreme poverty line of $2.15 per day. A decade later, there has been only a slight decrease to an estimated 80.2%. While factors such as the impact of the COVID-19 pandemic and the Russian invasion of Ukraine may have contributed to this, it’s evident that progress in reducing poverty in Madagascar has been remarkably slow. This article explores how geographic factors have played a crucial role in impeding Madagascar’s efforts to combat poverty and the strategies it has employed to address this challenge.

The Geographic Poverty Trap

Madagascar is an island nation off the coast of Southern Africa and is one of the biggest islands in the world. However, Madagascar’s terrain is varied, with most of the country’s surface covered in dense forests, arid highlands or relatively short mountain ranges. This rough terrain, combined with the fact that around 60% of the population lives in rural areas, offers insight into the slow poverty reduction rate in Madagascar.

As economist Jeffrey Sachs has identified, this terrain makes transportation and infrastructure development costs much more expensive. This, in turn, creates more difficulties when looking to reduce poverty in these areas, as trade is fully dependent on challenging and costly transportation. 

Madagascar, however, faces an exacerbated version of this geographic burden, as most of this rural population lives under the extreme poverty line of $2.15 a day. Furthermore, Madagascar mostly depends on subsistence farming techniques that are vulnerable to the extreme climates that have become so characteristic of the island. 

Madagascar faces recurring challenges such as droughts, floods, and cyclones each year. These natural disasters often devastate the crops of subsistence farmers, who make up a significant portion of the population. As a result, many Malagasy people live in isolated areas, trapped in a cycle of poverty. The level of poverty is so severe that the people struggle to save money for investments in transportation, trade or increased productivity. The combination of geographical isolation, reliance on subsistence farming, and the frequent impact of natural disasters has made poverty in Madagascar incredibly resilient. This has made it difficult to achieve meaningful progress in poverty alleviation efforts.

Solutions

These issues have not gone unnoticed. Madagascar received more than $1 billion in Official Development Aid in 2021, and a flourishing NGO sector works in Madagascar to turn the tide and help accelerate poverty reduction in the country. Madagascar receives a relatively small share of GDP compared to other island nations. However, there is room for improvement in the assistance provided to the country.

Despite this, there are increasing efforts on the side of NGOs striving to reduce poverty in Madagascar. Most of these center around teaching improved farming methods, natural disaster recovery and boosting education programs all over the country. Noticeable among these is SEED Madagascar, a U.K.-based NGO that is active in tackling all aspects of poverty through health, education, productivity and cultural programs.

Looking to The Future

While Madagascar’s persistent poverty challenges may be rooted in its geographic factors and economic limitations, there is hope on the horizon. The recognition of these obstacles has led to increased international aid and the dedicated efforts of NGOs like SEED Madagascar, working on multiple fronts to empower communities with improved farming techniques, disaster recovery strategies and education programs. With these ongoing initiatives and a growing commitment to combating poverty, Madagascar could well be on a path toward a brighter future.

– Daniel Pereda
Photo: Flickr

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How Gerando Falcões Is Transforming Communities in Brazilian Favelas

Brazilian Favelas
In Brazil, more than 11 million people live in poverty in a record number of 6,329 favelas. Brazilian favelas are densely packed areas of poorly planned urban housing on the outskirts of cities across Brazil. Job opportunities in favelas are limited, and clean water and sanitation systems can be hard to come by. For many favela residents, Gerando Falcões is a way for them to break through the cycle of poverty. It aims to “put poverty in favelas in a museum before Elon Musk colonizes Mars.” 

Gerando Falcões (Generating Falcons)

The number of people living in favelas increased 108% from 2010 to 2019 and has only worsened in recent years due to the pandemic. When Edu Lyra started Gerando Falcões in 2012, it was a small organization helping kids in favelas build brighter futures. Today, Gerando Falcões has grown to impact more than 6,000 favelas in 26 states across Brazil and works with 1,280 NGOs. Gerando Falcões is a Brazilian social development organization aiming to end favelas’ poverty. It brings education, economic development and citizenship services to impoverished people stuck in a cycle of poverty. Gerando Falcões works with favela leaders and locals who all dream of ending poverty in the Brazilian favelas. 

Favela 3D

Favela 3D is Gerando Falcões’ largest project. The three Ds stand for dignify, digitize and develop. Favela 3D is designed to transform favelas and give the residents a better quality of life. Under the Favela 3D project, favela residents work directly with Gerando Falcões to create urban interventions and affordable housing units. Gerando Falcões believes that the locals should completely control their community development. Favela 3D then promotes innovative technology solutions that allow favela residents to generate income through entrepreneurial projects. Within the first six months of urban intervention, favelas see a rise in income. 

The Favela 3D project implements various solutions and opportunities that lead to social development. Favela 3D gives residents access to health care, citizenship, children’s education, women’s autonomy and sport. Favela 3D tailors family-specific needs through The Family Take-Off Plan. All of these things that Favela 3D offers can lead to long-term stability and a culture of peace within the Brazilian favelas. 

Falcons University

Gerando Falcões started Falcons University in 2020, intending to help favela residents break through the cycle of poverty. Falcons University educates children, young adults and favela leaders on skills and techniques necessary for overcoming poverty.

Favela leaders receive training on various subjects, including favela expertise, public policies and technological and innovation skills. These skills set them on a path toward community development. Falcons University has already trained more than 100 favela leaders on community development strategies and hopes to continue training more. 

Falcons University’s youth program teaches kids core competencies and socio-economic skills. Children can learn basic technological skills and specific skills that interest them. Children are taught the 10 National Common Curriculum (BNCC) competencies. Through education, children in favelas can take control of their lives and begin to see a brighter future for themselves. Falcons University also offers young adults the chance to learn professional skills that they can use to benefit themselves and their community. 

– Jack Wells
Photo: Flickr

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How MIET AFRICA Is Making a Difference

MIET AfricaWhile many nonprofits do great work that impacts the lives of many people, not all nonprofit organizations receive an adequate amount of spotlight for their work. This article puts a spotlight on MIET AFRICA, a nonprofit organization based in Durban, South Africa, with a mission to better the lives of all children by providing them with access to quality education. 

History

While it is a nonprofit today, the MIET AFRICA organization began as a research initiative funded by the Independent Development Trust that aimed to understand the use of popular culture and media in learning and education. The organization specifically focused on schools in the rural parts of what is now KwaZulu-Natal (KZN). 

In 1996, the Media in Education Trust (MiET) was established. Under the leadership of Thuli Dlamini, Wilna Botha and Lynn van der Elst, MIET AFRICA came to be soon after. While MIET AFRICA is based in South Africa, its reach expands throughout and beyond the African continent. Two of the organization’s primary funders are the United States Agency for International Development (USAID) and the Royal Netherlands Embassy (RNE). 

Who They Help

When it comes to the people they are looking to provide support to, MIET AFRICA’s target population is youth from the SADC region, the area of the Southern African Development Community, which extends from the DRC in the north to South Africa in the south. MIET AFRICA has currently partnered with 15 African countries and impacted the lives of over 200,000 children. 

Oftentimes, many of the children who MIET AFRICA helps are living in poverty. About one-third of the people in the SADC region live in poverty. The connection between poverty and education is quite strong. 

Areas of Focus

MIET AFRICA has several focus areas: 

  • Addressing barriers to learning and development. One of MIET AFRICA’s main goals is to dismantle the systemic barriers that prevent all children from being able to learn.
  • Enhancing the quality of education. Through research and innovation, MIET AFRICA aims to strengthen schools in order to ensure that children are receiving the best education possible.
  • Youth development. While MIET AFRICA’s main goal is to address education-related issues, they acknowledge that SADC youth face a lot of barriers that impact their lives more generally.

From health issues to high unemployment rates, MIET AFRICA aims to provide children with the best opportunities in order to advance their development.

Programs

In order to fulfill the goals of each focus area, MIET AFRICA has developed a total of 37 programs since its founding. At the moment, 12 programs are still running: 

  • The Amani Project
  • The Boys’ Vulnerability Study
  • The Creative Arts Support Programme
  • Water, Sanitation and Hygiene in African Schools
  • Inclusive Education in Action (uThukela)
  • Strengthening School-Based Health, Education and Nutrition Systems
  • Maths 4 All
  • The Professional Learning Communities Establishment Programme
  • The Adolescent Girls and Young Women (AGYW) Programme
  • The ReadytoWork Programme
  • Safeguard Young People SYP
  • Prevent Violence in Schools. Learners Take Action

Here is some information about a few of these programs.

  • The Amani Project – This program teaches children about music, emotional intelligence and gender equity. It is funded by the U.S.-based organization Children in Harmony, which “believes that making music with young people can lead to a more equitable and just world.” 
  • Water, Sanitation and Hygiene in African Schools – This program aims to prioritize water, sanitation and hygiene in schools by teaching children about hygienic practices and providing them with hygiene products such as toothbrushes, toothpaste and soap. Partnering with UNICEF and the Mpumalanga Department of Education, ideas such as group handwashing stations have been implemented in schools to promote proper hygiene and sanitation.
  • Adolescent Girls and Young Women (AGYW) Programme – This program aims to empower and decrease risk for young girls and women and is funded by the Global Fund. This program has four goals: 
    1. Increase retention in school.
    2. Decrease HIV incidence.
    3. Decrease teenage pregnancy.
    4. Increase economic opportunities.

These are just a few of the many excellent programs MIET AFRICA has implemented in order to directly impact the lives of hundreds of thousands of children in the SADC region.

Looking Ahead

Many approaches are being taken to make education accessible to all children. Hopefully, the work of organizations such as MIET AFRICA can work as a catalyst for change in the circumstances many children must endure.

– Nicole Alexander
Photo: Wikimedia

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3 Key Facts About the Safe Schools Declaration

Safe Schools DeclarationOn the International Day to Protect Education from Attack 2023, UN Secretary-General António Guterres spoke to the General Assembly about maintaining education in communities affected by conflict. Citing a recent report by the Global Coalition to Protect Education from Attack (GCPEA), Guterres spoke on the increase in attacks on education (3,000 in 2022) and the need to “dramatically” improve support and increase investment for the 224 million children who require education support as a result of national conflict. In this call for action, Guterres urged all countries to endorse the Safe Schools Declaration, a political commitment to providing and protecting stable education across the globe. Here are three facts about the Safe Schools Declaration.

The Safe Schools Declaration Has 4 Central Commitments 

While the efforts of countries, charities and NGOs endorsing the Safe Schools Declaration cover a wide range of issues, all actions tend to fall under the four main commitments of the document. According to the GCPEA, these are:

  1. Every child has the right to an education free of violent threats.
  2. Every member of the teaching staff has the right to work under safe and secure conditions.
  3. Every school should be a place of protection and present students with the opportunity to achieve, even in times of war.
  4. Every university should be a place where students and academics can think critically and independently, widening their basis of knowledge. 

The Declaration Has Broad International Support

As of 2023, 118 countries have endorsed the Safe Schools Declaration. Since its conception in May 2015 at a conference in Oslo, Norway, many countries have signed the Declaration, committing themselves to its key aims. The list includes two permanent members of the UN Security Council — France and the United Kingdom. Upon signing, the government of a country publicly affirms its most significant message: any attack on schools — or use of schools for military purposes — is unethical. Alongside this agreement, several countries have also hosted the International Safe Schools Conference since 2015, including Argentina in 2017, Spain in 2019 and Nigeria in 2021. 

The Safe Schools Declaration Combats Global Poverty

In a humanitarian sense, the work of the Declaration contributes to the alleviation of poverty worldwide; poverty is not only monetary. In April 2021, the World Bank published a brief on “learning poverty,” which outlined how education deficiency poses a threat to countries looking to increase human capital and succeed in meeting the Sustainable Development Goals (SDGs). 

The World Bank calculates a country’s official level of learning poverty by considering both learning deprivation (measured by reading proficiency levels) and schooling deprivation (measured by the number of out-of-school children). Before the COVID-19 pandemic had even set in, as much as 57% of 10-year-olds in low- and middle-income countries could not “read and understand a simple text,” the assessment for learning poverty, according to the World Bank. 

Without a doubt, both kinds of deprivation are heightened when military conflict and displacement disrupt education. A commitment to the Safe Schools Declaration represents a step in the right direction toward SDG 4 (quality education for all) and the wider aim of poverty alleviation and global equality. 

– Alice Weatherley
Photo: Unsplash

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Policy Reform Needed for Bidoon Children in Kuwait

Bidoon ChildrenKuwait is known for its wealth, hovering around the top five wealthiest countries. Kuwait’s geographic location and access to oil reserves have boasted Kuwait to be one of the highest per capita GDPs globally, at roughly $43,000. However, not all residents within Kuwait enjoy the same privileges as its citizens. As a developing country with a fast-paced, growing market, many people residing in Kuwait have been less fortunate.

Citizens in Kuwait are allowed many freedoms, but not all those who live in Kuwait are citizens. A group of people known as “Bidoon,” short for Bidoon Jinsiya, meaning in Arabic “without nationality.” In Kuwait, this means those of Bidoon descent are stateless and illegal residents of the government. About 110,000 stateless people are living in Kuwait. Many of those who are Bidoon come from generations of Nomad families who were there before Kuwait declared independence in 1961. Some Bidoon didn’t understand the concept of registering for citizenship in 1961.

In the 1980s, a change happened in legislative terms where Bidoon were considered ‘illegal residents’ and lost further rights such as free public health care, education and housing. Others labeled Bidoon are those of families who served in the Gulf War and are from neighboring countries such as Iraq, Saudi Arabia and Syria. The government rejects Bidoon who have tried to gain citizenship.

The Hardship of Being Bidoon

Bidoon individuals face significant hardships due to their stateless status. They lack political rights, access to land, business registration, employment, public health care and public education. Bidoon people experience many hardships as they are technically illegal and have temporary identification cards. These cards are vital as they are necessary for employment. Many Bidoon face the challenge of acquiring a job, resulting in many Bidoon individuals living in poverty compared to Kuwait citizens. From being illegal persons in Kuwait, they have been discriminated against, harassed and exploited. Bidoon people face job discrimination because they are not deemed legal residents; job security and salary are significantly lower.

Education Policy Currently in Kuwait for Bidoons

Those of Bidoon descent face many obstacles, such as access to education being a significant prevailing problem. Education is a pillar of Kuwait and its citizens, but in the 1980s, Bidoon children could not attend public schools. Now, Bidoon children struggle to find a private school that most families cannot afford, and these private schools provide a lower quality of education.

Parents must pay up to 30% of the Private school tuition; the state financial assistance covers the rest for Bidoons. Those privileged Bidoons can afford this, but many children end up not going to school and skipping years to save money. Boy children will go more to school than girls as boys’ education is a higher priority and because Bidoon families cannot afford to send all of their children to school.

Journey of Policy Reform

The lack of education is enormous as it impacts their lives daily. Access to quality education would uplift many Bidoon and their children from impoverished lifestyles. The private schools are known to be inferior places of learning — much of the policy reform movement is from the human rights efforts. Having the denial of citizenship creates a loop where they cannot gain proper education because of no citizenship, which inhibits their life further. Policy reform for the Bidoon people would include desegregation of education and allowing Bidoon children to gain an equal public education.

In 2019, the speaker of the Kuwait National Assembly announced a proposed law amendment for Bidoons to gain proper education, medical care and ID papers. Yet, three months after the proposal, the jurisdiction committee denied the new amendment, which would have made non-Kuwaiti citizens eligible for more rights.

Advocating for a new amendment is to help the people and Bidoon children gain a quality education and better their lives from the risk of impoverishment. Prosecution is a reality for protesters who advocate for Bidoon’s rights, as many have been fined or jailed. To end the fight for the Bidoon people, the National Assembly must enforce and uphold the amendment for naturalization rights.

Looking Ahead

Many still need citizenship due to the history of the independence of Kuwait and the movement of other peoples from other countries to Kuwait. Even if generations of these people lived in Kuwait, they must be considered legal citizens with proper documentation. This status of statehood has disproportionately affected their lives and has restricted their access to resources. Bidoon children do not have naturalization rights in practice. The education disparity for Bidoon people is vast as they have no access to public schools, looking towards private schools that require tuition and have worse quality. Advocating will help end this disparity as policy reform for an amendment or the naturalization amendment will help save the Bidoon people from impoverishment.

– Ariana Wauer
Photo: Flickr

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The Fiavota Cash Transfer Program: Alleviating Poverty in Madagascar

Fiavota Cash Transfer ProgramMadagascar’s Grand Sud region, the country’s poorest area, faced severe hardship due to a devastating drought spanning from 2013 to 2015, followed by a 75% drop in rainfall in 2016, leading to a loss of 95% of crops, pushing more than a million people into food insecurity. Rainfall gaps in 2018, 2019 and 2020, compounded by the impact of COVID-19, have exacerbated this crisis.

By March 2023, more than 2 million people in Madagascar will likely face acute food insecurity. The Fiavota cash transfer program, with support from the World Bank and UNICEF, emerged as a lifeline for those affected by the drought by providing cash transfers disbursed by the government in combination with nutrition services and recovery funding.

Aiding Hundreds of Thousands and Alleviating Poverty

The Fiavota cash transfer program has made a monumental impact in Madagascar, benefiting more than 450,000 individuals, a significant portion of whom are women. These women, often the most vulnerable to poverty, have found opportunities to improve their families’ living conditions. The impact on poverty is profound, as families struggling with finances have witnessed a remarkable transformation.

The financial support provided by Fiavota has allowed households to increase their income, leading to beneficiary households now enjoying an average income 40% higher than non-beneficiary households. This substantial boost in income directly contributes to the alleviation of poverty.

Furthermore, Fiavota has played a pivotal role in empowering women and facilitating the establishment of small family enterprises, exemplified by businesses. In 2018, nearly two-thirds of recipient households engaged in a minimum of two small, family-operated income-generating ventures, typically led by women, directly contributing to poverty reduction.

Enhancing Food Security and Nutrition To Tackle Poverty

Amid the drought aftermath, one of the most pressing concerns was food security, a direct link to poverty alleviation. Fiavota swiftly addressed this issue by providing food and nutrition workshops and introducing households to a more diversified diet. This initiative has played a pivotal role in reducing cases of acute childhood malnutrition, ultimately enhancing overall food security in the region.

There have been significant improvements in food insecurity among beneficiaries. These improvements include a reduction in households skipping meals due to lack of money (3% reduction), having no food in the household due to a lack of money (9% reduction) and going to bed hungry (11% reduction). By mitigating food insecurity, Fiavota takes substantial strides in the battle against poverty.

Investing in Education

In Madagascar, 40% of children have no access to education, and 70% of students drop out before the final grade of primary school. Education is a powerful means to break the cycle of poverty, and the program’s positive effects on educational outcomes are well-documented, with evidence suggesting substantial improvements in school enrollment and attendance.

Beneficiary children have experienced a remarkable 29% increase in school enrollment, reaching an impressive 72% enrollment rate. Additionally, these children attend school more regularly, with an average increase of 0.34 days per week compared to their peers. The program has had massive success in increasing access to education and helping break the cycles of poverty.

Improving Child Health

Children in Madagascar often suffer from serious malnourishment, with more than one-fourth of children being severely malnourished. Fiavota has demonstrated its effectiveness in improving child health, a critical factor in the fight against poverty, as spending levels, particularly basic spending needs for food and necessities, influence health, nutrition and well-being. Children’s health improved significantly, with almost a 10% difference compared to non-recipients.

Furthermore, beneficiary households were 26% more likely to visit health centers, representing a nearly 100% increase over non-beneficiary households, further underscoring the program’s contribution to poverty alleviation by enhancing the health and well-being of children.

Continued Impact on Poverty Reduction

The impact of the Fiavota cash transfer program extends far beyond immediate relief. By addressing multiple dimensions of poverty, including food security, economic empowerment, education and child health, Fiavota improves the lives of individuals and families and contributes to the broader development of the Grand Sud region in Madagascar. This holistic approach offers a promising path toward sustainable poverty reduction.

Conclusion

The Fiavota cash transfer program in Madagascar is a powerful tool for alleviating poverty. Through its multifaceted interventions, Fiavota directly addresses the root causes of poverty, providing essential support to the most vulnerable populations in the Grand Sud region. As Madagascar continues to grapple with its unique challenges, programs like Fiavota exemplify the transformative impact that targeted interventions can have on those living in poverty.

 – Marnie Woodford-Venables 
Photo: Flickr

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Urgent Need: Access to Education for Refugee Children

Education for Refugee ChildrenAs conflicts continue to run rampant, people are forced to flee and abandon their homes. In a new world of uncertainty, children’s fundamental right to education is being denied. Seven million refugee children are currently out of school, about half of all refugee children. Without sufficient learning, many of these children will face further difficulties and challenges.

The Growing Issue of Refugee Children

According to UNICEF estimates, by the end of 2022, an unprecedented 43.3 million children were residing in forced displacement, with a significant portion enduring this difficulty throughout their entire childhood. This is double what was recorded in the last decade. Some of these children may never have the opportunity to receive an education throughout their lives.

Nearly 2 million children were born into refugee status. This indicates a generational poverty cycle, where generations struggle with basic access to education, health care and financial support. This puts millions of refugee children at an even greater disadvantage. Some children have even been separated from their families and are now alone. 

The Importance of Education

Education is a fundamental right for children across the world, no matter the circumstance. It equips every child with the tools to enhance their future, and it provides them with the knowledge and skills to empower themselves to take control over their life/future. 

The enrollment rates for refugees, on average, are 38% for pre-primary education, 65% for primary education, 41% for secondary education and merely 6% for tertiary education.

Education protects these vulnerable children from recruitment and exploitation, while also improving community strength. Refugee children are often targeted for unlawful and immoral purposes, especially those who have become separated and are alone. Education and knowledge are key to preventing these occurrences via an understanding of their rights and well-being.

UNESCO research finds that limited access to education for refugee children and significant educational disparities contribute to an increased likelihood of violence and conflict, which leads to a destructive cycle of missed educational opportunities, conflict and displacement. Over 21 years, areas with exceptionally low average education had a 50% probability of conflict. Education is an investment in long-term stability, where educated individuals can build better lives and contribute to their communities. 

Finally, amid the chaos of losing your home, education brings a sense of routine and structure to young children’s lives. It provides comfort, safety and a caring environment for these children to thrive in. This also contributes to the overall mental health of these children, as stress and anxiety can become prevalent through their tough experiences. 

Challenges and Solutions

The biggest challenge in education for refugee children is access. Many of these children do not have adequate access to education due to financial barriers, displacement and sometimes due to lack of infrastructure. A majority of these camps lack educational facilities, materials and qualified teachers. 

To enhance access, coordinated efforts are required. Through governmental agencies and NGOs, access can be brought to every refugee child. Financial support is key, as many kids cannot afford education. Governments should also ensure the enforcement of education for every child under the 1951 Refugee Convention. Investments are also needed to improve infrastructure, improve the quality of teaching and provide school equipment.

Trauma and psychological distress are also issues that stop refugee children from attending school. Many refugee children experience trauma, loss, violence and sudden change. All of these negatively affect a child’s ability to learn and concentrate and camps don’t tend to have access to mental health help or counseling. 

To help children who are suffering mentally, counseling and more awareness surrounding mental health are required. Counseling will provide a safe space and environment where issues can be identified and thus be resolved. Mental health awareness will also teach kids emotional intelligence and how to deal with problems that may arise. 

Financial power is a prominent issue for refugee families. Because of economic pressure, children become victims of child labor. Where financial earnings are considered more important than education and school.

Scholarships and financial support are pivotal in boosting school enrollment among refugee children. By alleviating financial burdens, families can prioritize their children’s education and break the cycle of poverty.

Remarkably, the U.N. Foundation reports that “less than 2% of humanitarian aid goes towards education.” Education for displaced children is severely underfunded. Initiatives like Education Cannot Wait, a new fund that supports education for children during situations of crises and prolonged emergencies, are working to rectify this situation. The urgent need for access to education for refugee children demands immediate attention, collaboration and resource allocation to secure a brighter future for these vulnerable young lives.

– Lewis Butcher
Photo: Pexels