Archive for category: Education

Information and stories on education.

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The Fight Against Education Inequality in Pakistan

Education Inequality in Pakistan
Pakistan, a Muslim-majority country and home to over 221 million people, is trying to get girls the education they deserve. Education inequality in Pakistan exists primarily because of a lack of funding from the government, unsafe transportation, early marriage and poverty. Families living in poverty in Pakistan frequently choose between sending their children to school, hoping they get there safely, or buying household necessities. According to a 2018 Human Rights Watch article, “32% of primary school age girls are out of school in Pakistan, compared with 21% of boys.”

The Current Situation in Pakistan

Today, the youth population in Pakistan is larger than it has ever been. With 64% of individuals now under the age of 30, this new generation may be able to change Pakistan’s economy and education system, according to World Education News and Review. However, how can girls make a societal change when only 39% out of that age group, 2% of whom are female, have employment?

Women in Pakistan often do household chores such as cooking and taking care of the children while men in Pakistani culture are the breadwinners. Many in Pakistan see them as worthy of a proper education because they need those skills to create a prosperous life for their family. This adds to the gender and education inequality that exists in the patriarchal society of Pakistan.

For the girls who have the opportunity to go to school, they often face obstacles such as rape and discrimination. The gender-based violence present in Pakistan often occurs through child marriage, domestic abuse and maternal mortality rates. Many girls marry before they turn 18, and according to a 2018 article by TheirWorld, “In 2012 and 2013, 53.7% of married girls between 15 and 19 had never been to school.”

The gender discrimination that girls face in the educational system is an intergenerational problem. The United States has been working to aid Pakistan in furthering its educational system and obtaining education equality for girls.

Solutions

USAID aims to help girls in developing areas gain access to education, diminish the gender gap and keep girls in school when they are at high risk of dropping out. According to the Pakistan Alliance for Girls Education, 22.7% of children drop out of primary school. In an attempt to change those statistics, USAID has constructed and repaired 1,607 schools and awarded scholarships to 19,000 students in Pakistan in the past decade.

Education in Pakistan is often poor. School budgets are frequently low, infrastructure is improper and teachers are illegitimate. Change must begin on the inside, starting with the intentions of the Pakistani government.

In past years, Pakistan has fallen short when it comes to financing education. In 2000, Pakistan spent 1.8% of its gross domestic product on education. In 2017, Pakistan spent only 2.9% on education. According to the Pakistan Alliance for Girls Education, “The government has allocated Rs. 83.3 billion for Education Affairs and Services in the federal budget for 2020-21.” While there are plans in place to help Pakistan’s economy and promote education, some organizations are working on a more personal level.

Save the Children

Save the Children is an organization that strives to create a better future for children by providing aid to healthcare, education and disaster relief. In Pakistan, the organization’s goal is to raise awareness about girls rights, work towards gender equality and help improve the country’s education system.

“We want to help every child, each one is important but we know girls need more help breaking down those barriers,” said Save the Children’s Vice President of Public Policy and Advocating, Nora O’Connell, in an interview with The Borgen Project. Save the Children’s Choices, Voices, and Promises program aims to educate children about gender and social norms to move towards equality. The program intends to teach boys about the obstacles that their sisters and friends in order to create a supportive, less divided community. “In some cases we see boys helping their sisters with their chores so they have more time to focus on their school work,” said O’Connell.

Save the Children also has programs about sexual and reproductive health, teachers as role models and a mentor program. According to O’Connell, the mentor program is a great way for adolescent girls to stay in school when they are at risk of dropping out. Save the Children pairs girls with mentors who may have dropped out of school due to marriage or pregnancy, in order to show girls they are capable of moving past social barriers.

Through continued work, education inequality in Pakistan should become a part of the past. Everyone deserves the right to an equal and proper education no matter their gender. As the African proverb goes, “if you educate a man, you educate an individual. But if you educate a woman, you educate a nation.”

– Jessica LaVopa
Photo: Flickr

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Addressing Childhood Blindness

Childhood BlindnessFounded by West Virginian Doctor VK Raju, the Eye Foundation of America responds to the ubiquity of childhood blindness. Though less common in industrialized nations, blindness affects many societies throughout the world. Globally, 2.2 billion people cope with cases of vision impairment or blindness, 12 million of which are preventable. According to the foundation, combating childhood blindness may be the most cost-effective health intervention.

Eye Foundation of America

Most instances of vision impairment result from eye conditions. When eye conditions obstruct the visual system and one or more of its functions, if not treated quickly and effectively, vision impairment leads to permanent blindness.

Dr. Raju, the creator of Eye Foundation of America (EFA), grew up in Rajahmundry, Andhra Pradesh, India. His medical career in ophthalmology brought him to his current residence of Morgantown, West Virginia. Following his journey from east to west, Dr. Raju strengthened his ties to India and other developing countries through EFA.

Childhood vision impairments have an impact on education as learning is done 80% through vision. Therefore, EFA revolves around a singular mission: eradicating childhood blindness. The principles of service, teaching and research, underscore operations of the foundation. EFA sets up medical clinics across the world focused on training staff on ophthalmological procedures, screening local populations for eye conditions and maintaining a functional vision for the youth.

In four decades, EFA made notable strides in combating childhood blindness and overall blindness. In 30 countries across the world, EFA trained and educated more than 700 doctors and medical staff, conducted three million vision screenings and saved the vision of more than 350,000 people through essential procedures.

Early Intervention Prevents Blindness

In an interview with The Borgen Project, Dr. Raju affirms the importance of proper sight for children, without which “the child becomes a problem to themselves, a problem to the family and a problem to society.”

Reducing childhood blindness requires early intervention. If health care personnel identify eye conditions in a child’s first two years of life, the visual cortex still has time to develop and function properly. Conversely, if doctors neglect vision problems during this critical period of growth, the brain cells may never learn to see.

Disparities Between Access and Affordability

Dr. Raju traces the pervasiveness of childhood blindness to accessibility and affordability rather than incidence. He offers his home state of West Virginia as an example. In 2018, the U.S. Census Bureau documented the West Virginia poverty rate at 17.8%, which is 6% above the national rate of 11.8%. Despite relative poverty, Dr. Raju asserts that West Virginia residents enjoy excellent health care and ophthalmological treatment, regardless of whether they have insurance.

Two-thirds of the 1.4 million cases of childhood blindness occur in developing countries where Dr. Raju sets up the majority of EFA’s clinics. Accordingly, The World Health Organization (WHO) reports, “The burden of visual impairments and eye conditions tends to be greater in low and middle-income countries and underserved populations, such as women, migrants, indigenous peoples, persons with certain kinds of disability and rural communities.”

Vision Impacts Global Poverty

Mahatma Gandhi once famously declared, “Be the change you wish to see in the world.” For Dr. Raju, the change is to see. Though often taken for granted, vision enables children to read, write and learn through seeing. Vision impacts education and education impacts poverty. Dr. Raju’s foundation addresses overall global poverty by addressing childhood blindness.

– Maya Gonzales
Photo: Flickr

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Microsoft’s Global Skills Initiative

Microsoft's Global Skills InitiativeIn the wake of COVID-19, economies across the world have been hit hard. Countries alike have seen decreases across all economic sectors as quarantine and stay-at-home orders were mandated in an effort to slow the spread of the virus. People transitioned to working remotely, while millions of others lost their jobs entirely due to market crashes. In an effort to cushion the economic travesty that the pandemic has bought, Microsoft is launching a global initiative, partnering with LinkedIn and Github, to teach 25 million people across the world new digital skills. Microsoft’s global skills initiative aims to remedy the global economic impact that has come with COVID-19.

Digital Skills

Microsoft believes these newfound digital skills will give people the ability to take on jobs where digital skills are necessary in order to be successful. The initiative targets those who have lost jobs due to the pandemic, as well as minorities, women and others affected by poverty.

Recent statistics predict that over 250 million people globally may be unemployed by the end of 2020 due to COVID-19. Microsoft found that in the U.S. alone, in May 2020, women had an unemployment rate of 14.4% compared to men who were at 12%. Additionally, Latinx populations had unemployment rates of 16.7%, which is much higher than other groups. These statistics indicate why the initiative particularly targets populations such as women and minorities.

By learning digital skills, those who are at an economic disadvantage will be able to take on jobs in the digital age and improve their economic status. Those who attain these newfound skills might even be able to teach others and distribute their knowledge to uplift an entire community.

Three-step Process

The three partnered companies have come up with a three-step process that they hope will encourage economic growth in communities across the globe. The first part relates to the Linkedin Economic Graph. The Economic Graph is a digital representation of the global economy based on more than 690 million professionals, 50 million companies, 11 million job listings, 36,000 defined skills and 90,000 schools. In short, it is data that shows available jobs and their required skills as well as global hiring rates. These insights will help create economic opportunities for the global workforce.

The second part consists of free tools, programs and content that people will be provided with, in order to learn the skills necessary for job applications. This initiative will give people free access to content from LinkedIn Learning, Microsoft Learn and the GitHub Learning Lab.

Thirdly, low-cost certifications and other cost-free job-seeking tools will be available to help people pursue new jobs with their newly developed skills.

Along with this digital skills initiative, Microsoft will be backing $20 million worth of cash grants that will be distributed across the globe to different nonprofit organizations. These grants will help nonprofits to combat the effects of the pandemic and allow the nonprofits to further extend reach in order to help more people.

Microsoft believes that global shutdowns and social distancing have accelerated the path to digitalization in all fields and economies. The company knows that digital tools are now necessary regardless of the field of work and will continue to be relevant far after the pandemic has passed. Microsoft’s global skills initiative may help the world’s economic recovery and may possibly uplift the entire globe during the COVID-19 pandemic.

– George Hashemi
Photo: Flickr

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China’s Left-Behind Children

Left-Behind ChildrenChina has undergone swift urbanization and development in recent years. However, reaping the rewards of this progress has not been easy for everyone. In search of better job opportunities, millions of Chinese parents in poverty have left their communities in hopes of creating a better future for their children. However, these parents must leave their children behind to do so. These left-behind children (LBC) may remain with a caregiver, family member, friend or institution, or they can be left entirely on their own.

There are about 70 million left-behind children in China, and they experience many effects of poverty. The average ages of LBC range from 6 to 17. While LBC are more prominent in rural China, the number of LBC has risen in urban areas as well. As a result, many children in China are mentally and physically ill, don’t receive a proper education and are essentially stuck in the cycle of poverty. Parental absence contributes to all of these factors.

Poor Quality of Education

While their parents seek more money in the city, left-behind children are left in inadequate school buildings with limited supplies and ill-prepared teachers. In an interview with The Borgen Project, Lijiah Zhang, an author and journalist who examines China’s left-behind children, stressed that education is the largest problem these children face. “Without their parents, the children are more likely to lose interest in their studies and sometimes drop out of school, the opposite of what their parents hope for,” she said. Indeed, over 13% of left-behind children drop out by the eighth grade. Another reason for dropouts is the household responsibilities some left-behind children must take on, such as agricultural work, which leaves them with no time for academics.

For those who do continue their education, the quality is waning. With teachers lacking incentives and resources, education is a large obstacle for LBC. Educators hired for rural teaching positions are often fresh out of training and possess little teaching experience to offer a proper education. But because they are cheaper to pay, schools that lack funding hire them constantly. The staff is overworked and tremendously underpaid, with some rural educators working over 12 hours a day. This poor teaching quality combined with cramped classrooms and a lack of technology sets rural children up for failure.

High Dropout Rates

Left-behind children dropping out of school perpetuates cyclical poverty. China’s economic expansion over the past 40 years has brought about 800 million people out of poverty, but it has also widened the gap between rural and urban communities. Families in poverty continue to struggle with money, and the number of parents deciding to leave children behind is rising. These children are stuck living with the effects of poverty, and with no parental guidance, they have little means of digging their way out.

Zhang stated that many LBC feel powerless in their situations, which leads to them losing interest in their schooling and dropping out, thus reducing their chances of climbing the employment ladder. Because of the difference in economic opportunities between rural and urban communities, poor children remain poor while the rich stay rich.

Lack of Safety and Health

Because left-behind children do not have parents to protect or guide them, they are more vulnerable to abuse. Forms of abuse include harassment from peers and guardians, sexual abuse and criminality. For example, in 2015 a teacher was sentenced to life in prison for raping 12 of his students, 11 of whom were left-behind children. Many children also experience extremely long walks to and from their schools, some of which take multiple hours. This leaves them alone and vulnerable to anyone passing by.

Living without parental guidance also takes a mental and physical toll on children. Left-behind children are much more likely than non-LBC to have depression, anxiety and behavioral issues due to parental absence. They are also more likely to suffer from chronic loneliness. In a survey of six Chinese provinces, 25% of LBC reported high levels of loneliness, which can worsen mental and physical health. While parental migration offers a chance at economic improvement, child development often deteriorates.

The diets of left-behind children are often also insufficient. According to a 2015 study, left-behind boys consumed more fat and less protein in their diets. This puts them at an increased risk for obesity and stunted growth. Zhang said: “I think the LBC’s diet is worse than non-LBC. Their guardians, usually their grandparents, are mostly very frugal. They also don’t have any idea about healthy diet or nutrition.” Limited nutrition can lead to poor school performance in addition to long-term health risks.

Helping Left-Behind Children

This crisis is well-known, and many organizations are working to aid these millions of children. Save the Children, OneSky and Humanium advocate for and offer direct assistance to left-behind children. So far, Save the Children has helped 310,000 vulnerable Chinese children. Specifically, it provides educational improvements and services to keep them from harm. UNICEF also offers services to LBC in multiple Chinese provinces, including social and emotional development and health administration. UNICEF continues to initiate projects to help these children.

Each year, millions of Chinese children suffer without their parents. The mental and physical health consequences along with the inadequate education they face make their everyday lives an uphill battle. Humanitarian assistance helps thousands of these children, but the causes underlying the crisis continue challenge poverty eradication. 

– Radley Tan
Photo: Flickr

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Ameliorating Period Poverty in Indonesia

Period Poverty in Indonesia
Indonesia is the largest country in Southeast Asia and the world’s third-largest democracy. It is a nation of economic and cultural crossroads, yet the country has made little progress in women’s health, rights and education. One can define period poverty as inadequate access to hygienic, proper menstrual products and proper menstrual education. The prevalence of period poverty in Indonesia continues to lead to discrimination against girls and adversely affects their health, education quality and empowerment. However, some are making progress toward ending the stigma and improving menstrual health management (MHM) for the 24 million adolescent girls who have or will soon reach menarche in Indonesia.

Overview of Period Poverty in Indonesia

Women and girls in Indonesia face numerous challenges during menstruation. They often have poor access to comprehensive information about menstruation, lack of appropriate materials to manage menstrual bleeding, inadequate water, sanitation and hygiene facilities (WASH) and harmful sociocultural taboos. These barriers engender reproductive health risks, low self-esteem among adolescent girls and school-drop out and absenteeism, cultivating vast gender disparities within Indonesia.

Access to Resources

In Indonesia, commercial products, such as tampons and pads, are much less available and are prohibitively expensive. In Indonesian culture, there are many misconceptions surrounding tampon use leading to loss of virginity and blocking the menstrual flow. As a result, women and girls rarely use them. After disposable pads, reusable cloths were the next most frequently used sanitary item, and women and girls more commonly used them in rural areas. It is common for young girls to make their own absorbent hygiene products at home, using materials such as cloths or towels, leaves, newspaper, tissue paper, sponges, sand, ashes and others. Greater access to menstrual products as well as information about menstrual hygiene and management is necessary for Indonesia, especially in rural communities.

The Stigma and Lack of Knowledge About Menstruation

Many Indonesian communities commonly view periods as dirty and not socially acceptable to discuss. UNICEF Indonesia found that 25% of adolescent girls had not discussed menstruation with anyone before first menses and 17% were not aware that menstruation was a physical sign of puberty. Furthermore, cultural taboos persist in disposing of menstrual products: 78% of girls and mothers washed their disposable pads before wrapping them in a plastic bag and then finally disposing of them. They explained that they washed disposable pads because they considered menstrual blood dirty and wanted to remove the smell and prevent others from discovering that they were menstruating.

Along with the lack of open communication about periods, data from Plan International has shown that many female students do not receive the correct information on how to manage their hygiene and health during menstruation. In the UNICEF study, only two-thirds of urban girls and less than half (41%) of rural girls changed absorbent materials at least every four to eight hours or whenever the material was soiled. Nearly all of the girls interviewed reported that they never or rarely changed materials at school, due to shame and embarrassment about having their period.

Impact on Education

About 80% of girls reported missing one to two days of school during their last menstruation. School absenteeism due to periods induces large gender disparities in the quality of education. Girls lack the ability to manage menstruation hygienically in most Indonesian schools. In 2015, UNICEF Indonesia conducted a study that found that nearly every girl never changed menstrual pads or cloths at school due to a lack of suitable latrines, inadequate water for washing pads, uncertainty about how to dispose of pads or lack of discrete means of disposal. Fear of others finding out they were menstruating also contributed to girls not bringing pads to school and reluctance to dispose of soiled pads in school bins where other students could see them. Improving MHM among adolescent girls in Indonesia and implementing effective MHM interventions in school is key to ending the stigma and disparities that periods elicit.

PERIOD Indonesia

Despite these barriers, people are taking many strides toward ending period poverty. One teen, A 16-year-old Indonesian youth activist, Alisha Syakira Triawan, founded the Jakarta chapter of PERIOD in October 2019,  in an effort to end the stigma around periods and eliminate period poverty in her conservative community. In an interview with the Malala Fund, Alisha called on the government, schools and families to “provide menstrual education in communities and schools” to address the gender and health disparities that periods incite. She has also led her chapter in participating in Women’s March Jakarta 2020, where it distributed pads to those homeless people and young girls who could not access or afford menstrual products.

In addition to Alisha’s advocacy work with PERIOD Jakarta, Plan International Indonesia has been working to destigmatize periods and increase educational resources available in Indonesia since 2017. Collaborating with local school committees and government agencies, Plan International Indonesia is implementing a menstrual hygiene management program across five schools in Ende district, Indonesia. When the MHM program first emerged in schools, communities were uneasy and apprehensive to discuss such tabooed topics. However, students were thankful to learn about these topics. Keeping children informed about reproductive health issues leads to a more inclusive and safe environment for girls in schools.

UNICEF and the Indonesian Council of Islamic Scholars

Following UNICEF’s stance that “no adolescent girl or woman anywhere should be denied the right to manage their monthly menstrual cycle in a dignified, healthy way,” in 2018, it implemented a comprehensive initiative in Indonesia to address period poverty. UNICEF teamed up with the Indonesian Council of Islamic Scholars and is currently developing tools and guidance for girls on period health and hygiene based on religious teachings. It is empowering boys and girls with knowledge about MHM creatively through a storybook to provide education about menstrual hygiene and puberty through classrooms throughout the country.

Ending Gender Disparities and Empowering Girls

Promoting menstrual equity is fundamental to supporting women and young girls. The tenacity of girls in Indonesia fused with the work of organizations, such as UNICEF and Plan International Indonesia, are aiding in breaking down the stigma and cultural barriers oppressing young women. Yet, there is still much more that people can do to curtail period poverty in Indonesia. Indonesia and the world must eradicate period poverty to empower women and girls, and allow them to fully participate in all aspects of society.

– Samantha Johnson
Photo: Flickr

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5 Facts about Poverty in Guinea-Bissau

Poverty in Guinea-Bissau
Guinea-Bissau is a small West African country with a population of fewer than 2 million, bordered by Senegal, Guinea and the Atlantic Ocean. Although the country gained its independence from Portugal in 1974, its subsequent history has been marked by continuous instability and frequent coup d’états. Moreover, Guinea-Bissau suffers from high levels of poverty, economic fragility and a dire lack of medical and nutritional resources, ranking it among the poorest nations in the world. Below are five key facts necessary to understand poverty in Guinea-Bissau.

5 Facts about Poverty in Guinea-Bissau

  1. Poverty in Guinea-Bissau is a widespread issue. Nearly 65% of the population lives below the poverty line. Many families rely on unstable employment in the informal economy or remittances from migrant workers abroad, but cannot generate enough income to support themselves long-term. Other factors such as corruption and organized criminal activity have also hindered residents from achieving financial stability. Additionally, poverty in Guinea-Bissau disproportionately impacts women and children, who face restrictions in owning or inheriting property and are subject to constraints on social freedoms such as early and forced marriage.
  2. The country faces a high risk of infant mortality. Guinea-Bisseau’s high infant and maternal mortality rates offset a large reproductive-age population that ranks 13 in the world in terms of total fertility rate. Early childbearing and a lack of access to vital health care resources are among several factors that greatly contribute to high mortality rates. Maternal and newborn health coverage is primarily limited to urban areas, with only 40% of women making at least 4 antenatal care visits in comparison to 71% in urban regions.
  3. Agriculture is a primary yet relatively unprofitable industry. Guinea-Bissau’s economy heavily depends on agriculture, yet lacks other critical infrastructure. Though the country is rich in unexploited mineral deposits and offshore oil, it remains focused on cashew production, which constitutes 95% of its exports. Additionally, approximately 85% of the population is dependent on cashew farming, which puts most of the country at risk of food insecurity when subject to cashew price fluctuations. Low prices offered by major commercial purchasers for the crop in 2021 and 2022 forced rural farmers to resort to local bartering, cutting their flow to regular income, food and medicine, and instead fueling cartel activity.
  4. An alarming number of children suffer from malnutrition. Approximately 28% of the children in Guinea-Bissau under the age of five suffer from stunted growth. Poverty is directly correlated to malnutrition, as stunting rates in poor households are more than twice those in wealthy households. Malnutrition in children can also be attributed to a lack of knowledge regarding child feeding practices, poor access to nutritious foods, inadequate prevention and treatment of common illnesses and inadequate nutrition screening and care.
  5. Education is often inaccessible and undervalued. Only 12% of children aged 7-14 have basic reading skills and only 7% can demonstrate numeracy skills. Most schools lack conducive learning conditions, such as qualified teachers and adequate water and sanitation facilities. Due to the cost of sending a child through the education system, especially for those located outside of urban areas, nearly one-third of children in Guinea-Bissau are out of school. Those who attend are discouraged from continuing past primary education as a result of frequent teacher strikes, sexual harassment and early marriage. Among the most disadvantaged are young girls and children with disabilities, who are also more likely to be multi-dimensionally poor than their other peers.

Changing the Future: UNICEF

Today, organizations such as UNICEF continue to work to improve living conditions in many areas of Guinea-Bissau. UNICEF is currently partnered with the country’s Ministry of Health and helps support the distribution of  Vitamin A and deworming supplements for children under 5. UNICEF has also played a key role in establishing inpatient and outpatient treatment for severe acute malnutrition in 78 health care centers throughout Guinea-Bissau. Lastly, the organization has partnered with the Ministry of National Education and Higher Education (MENES) to provide training to schoolteachers and decrease teacher absenteeism, ultimately targeting education quality and student retention rates.

Conclusion

Despite improvements in the past decade, Guinea-Bissau still suffers from multidimensional poverty and remains far below its socioeconomic potential. Political conflicts and strong wealth disparities in the West African nation have constrained its ability to make tangible progress in several developmental indicators such as food security and better wages. Looking forward, poverty in Guinea-Bissau must remain the focus of international aid and development initiatives to ensure growth and security for children and adults alike.

– Oumaima Jaayfer, Moon Jung Kim
Photo: Flickr
Updated: June 10, 2024

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Testing and Poverty: The Role of High-Stakes Exams

testing and povertyDoing away with certain high-stakes exams could help alleviate poverty. The pandemic has forced many to consider alternatives to what was the status quo, including high-stakes exams used in education systems around the world. These popular exams have roots as far back as the selection of civil servants in ancient China. During the past two centuries, the number of educational systems that make use of high-stakes testing has grown. Exams may be useful as a means of helping students, parents and educators understand how the student is doing. However, they become high-stakes when decisions regarding admissions and advancement rely on exam results. Eliminating high-stakes exams could reduce both testing and poverty.

The Positive and Negative Consequences of Testing

Research has shown that there are positive and negative impacts of high-stakes testing. The benefits of high-stakes examinations include concrete educational standards and assistance for students who perform poorly. On the other hand, disadvantages include a narrowed curriculum, cheating and policies that disproportionately impact minority students.

According to the World Bank’s Public “Examinations Examined,” “[It] is difficult to make the case that examinations, whatever the motivation in their introduction, played a major role in the promotion of equity.” With an emphasis on testing and poverty in contemporary education, understanding how high-stakes exams reflect inequity may help educators better assist disadvantaged students.

Testing and Poverty

High-stakes testing puts pressure not just on students, but also on parents, educators, schools and  governments. These pressures affect those with low socioeconomic status the most. Students from low-income families often face cognitive, emotional and social developmental deficits induced by poverty and stunting. The effects of poverty and stunting turn into a 19.8% deficit in adult annual income.

Low-income families also often lack the financial resources to pay for their student’s academic success with tutors, textbooks and materials. Moreover, educators and schools may focus their efforts on more advantaged students. Studies in Zambia, for example, reveal that advantaged students tend to do better than poor students.

Furthermore, public spending on education is higher in wealthier communities. One reason may be because the government rewards schools that perform better in high-stakes exams with additional funding. Many of these schools, comprised of students from high socioeconomic statuses, tend to have more resources than their low-income counterparts.

This lack of spending directly connects testing and poverty, as using testing to measure success gives fewer resources to underprivileged students. A report by the International Commission on Financing Global Education Opportunity reports that 330 million students are in school but are not learning the basics. This may be connected to poor quality teaching or poor resources, which can result from measuring success with tests. Ultimately, being poor has become closely connected to poorer exam performance. Indeed, “Large scale assessments in exam subjects and grades routinely show a steep ‘social gradient’ in performance,” according to the Center for Global Development.

Doing Away with High-Stakes Exams

Education is central to reducing poverty. For example, individual income increases by 8% for every year that one goes to school. More specifically, having a secondary education in Tanzania decreases by 60% the chance that a working adult will be poor.

Recognizing the benefits of education and the consequences of testing and poverty, schools could eliminate some high-stakes exams. Countries such as Kenya and Singapore, as well as most Caribbean countries, use tests to determine a student’s placement in secondary schools. Yet those who made it into secondary schools in Kenya obtained employment benefits, decreasing low-skill self-employment, compared to those who did not. According to the IMF,  “increasing [the] average years of schooling and [the] reducing [of] inequality of schooling” can significantly reduce economic inequality.

If primary and secondary education were universal, extreme poverty could lessen by half. To make this happen, developing countries dealing with the pandemic should consider doing away with certain high-stakes exams. This will allow poorer students to contribute to human capital.

The Good News

While it took 40 years for American girls’ enrollments in education to increase from 57% to 88%, it took Morocco 11 years. Yet, in 2013 there was a disparity in the net enrollment rate in lower secondary education. Though 79% for boys in urban areas were enrolled, the rate was only 26% for girls in rural areas.

Since 2007, Education for All (EFA) has provided girls in Morocco’s rural communities of the High Atlas mountains the opportunity of secondary education. The organization’s provision includes nutritious meals, hot showers, beds and access to computers. EFA has at least 50 girls who are enrolled at university.

While this work is laudable, governments may be able to provide similar results by doing away with high-stakes testing. When exams act as a gatekeeper to advanced education, they reproduce cycles of poverty. All students must have access to equal education in order to escape from poverty.

–  Kylar Cade
Photo: Flickr

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The Akshar School: Plastic Waste for Quality Education in India

Akshar SchoolEducation is one of the most important catalysts for the alleviation of poverty. It equips individuals with valuable knowledge, skills, talents, resources and networks. Although education plays a remarkable role in dictating the future of an individual, not everyone has equal access to education. The Akshar School, also known as the Akshar Forum, strives to combat unequal access to education in India by providing all students with an equal opportunity to attend school.

Education in India

India is home to the second-largest number of impoverished people in the world. However, its large and increasing population of youth presents an opportunity for economic development for the entire Indian population. In India, children must attend school from the ages of six to 14 years old. Although India’s education system includes government-funded public schools, many parents prefer to send their children to private schools.

During the 2010-2011 and 2014-2015 academic years, enrollment in India’s public schools decreased by 11.1 million. At the same time, enrollment in India’s private schools increased by 16 million. Private schools that charge low fees have seen an especially large increase in enrollment, particularly from low-income families. This is largely because most Indian private schools offer English as a core feature of their curriculum, unlike India’s public schools.

This increase in enrollment in private schools also reflects the poor quality of India’s public school system. Low-income families prefer to pay tuition in order to send their children to schools where they will receive a quality education, hoping that this education will allow them to escape poverty.

The Akshar School

The Akshar School, a private school located in Assam, India, is revolutionizing the Indian education system. It allows students from low-income families to receive a quality education in exchange for plastic waste.

Wife and husband Parmita Sarma and Mazin Mukhtar founded the school in 2016. They were tired of smelling burnt plastic and toxic waste in their classrooms, produced by families living nearby their school trying to eliminate waste. The couple then decided to ask the students at their school to pay their tuition in the form of plastic waste. Tuition for the school is equivalent to 25 pieces of plastic waste collected from a student’s community.

The school then recycles the collected waste into new items, like eco-bricks, at its recycling center. The center offers paid jobs to older teenagers attending the school hoping to also earn an income. Many of these teenagers come from low-income families that depend on their children for an additional source of income, though it is illegal in India for children under the age of 14 to work. In this sense, the Akshar School ensures that older children are able to stay in school and also earn an income for their families.

The students at the school have performed exceptionally well, especially during the most recent year academic year. In addition to affordable tuition, the Akshar School employs older teenagers as coaches for younger children, providing younger children with individualized help that their regular class teachers may not always be able to offer. This program also enables teenagers to gain a source of income, leadership skills and the opportunity to strengthen their own academic skills.

The Akshar Foundation: Expanding Its Reach

Sarma and Mukhtar’s nonprofit organization, the Akshar Foundation, aims to open up 100 schools similar to the Akshar School. Given that attendance at the Akshar School has risen by 500%, they plan to follow the same model for new schools. In addition, the Akshar Foundation intends to offer opportunities for technology-based learning, vocational training, environmental conservation, community leadership and involvement and entrepreneurship. It also plans to offer an its own fellowship for all students in the new schools.

The Akshar Foundation’s educational model attempts to combat the cycle of intergenerational poverty that many Indian families face. By providing all children with an equal opportunity to attain a quality education, the Akshar Foundation presents a model that the Indian government itself should consider adopting and implementing. Given its population and notable economic progress, India has the potential to alleviate much of its existing poverty in the upcoming years. However, India must recognize that education is one of the most important components in ensuring economic stability, progress and overall wellbeing.

– Stacy Moses
Photo: Flickr

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The Beirut Explosion’s Effect on Education Systems

effect on educationFor years, Lebanon has been a great place to go to school. In math and science education, the country of Lebanon ranks fourth in the world, according to the World Economic Forum. The explosion that occurred on August 4th, 2020, however, destroyed about 120 public and private schools in Beirut. The obstruction of schools will inevitably result in the obstruction of the Lebanese right to education and upwards movement in society. This article analyzes the blast’s effect on education, and how a lack of education resources in Beirut may lead to further concerns of poverty.

The Explosion

A lethal blast occurred at the Port of Beirut in Lebanon in early August. The explosion killed at least 200 people, according to the BBC, and injured around 5,000. It began as what seemed to be a warehouse fire, but it soon evolved into a catastrophic, supersonic blast that penetrated a large portion of the city. Before the explosion, Lebanon was already in an economic crisis. Nearly half of the population (45%) lives under the poverty line; the explosion has only worsened this number. Beirut’s governor stated that the financial damage to the city is $10-15 billion. The tragedy’s effect on education is a pervasive concern.

How Schools Are Impacted

Beirut was the education, publishing, and cultural capital of Lebanon, as asserted by Al-Fanar Media. With its well-known universities, Beirut was a place for locals and tourists alike to admire. The destruction to the city, though, is causing a major halt to the flourishing academic hub. The damages done to these universities amount to millions of dollars, according to the media advisor at the Lebanese Ministry of Education and Higher Education, Albert Chamoun.

Lebanon’s only public university, Lebanese University, has seen the worst damage out of all of Beirut’s universities. Given the financial status of Lebanon before the blast, the tragedy has only worsened the state of the university. Permanent closures may cost faculty their jobs, thus threatening them with potential poverty. Moreover, Collège du Sacré Coeur-Frères, or the Sacred Hear-Brothers College, founded in 1894, is another school affected by the blast. Considering that the school had 1,300 students enrolled, the destruction of the building hinders students’ ability to go back to school anytime soon, leaving them at home. The effects on education extend to faculty, students, and students’ families.

Future Poverty

In a country already riddled with poverty, “Lack of access to education is a major predictor of passing poverty from one generation to the next”. Schools and universities, like Lebanese University, are oftentimes young people’s only hope in moving up socioeconomically. Attaining literacy and numeracy skills greatly aids a young person’s ability to get a job in the future. Coupling this with the COVID-19 pandemic, online-learning is also not accessible for all students; many depend on in-person teaching simply because they do not have access to technology nor the internet while at home. The blast only furthered this technology gap, resulting in worse poverty for those involved in the tragic event.

According to Governer Marwan Abboud, about 300,000 people are currently without a home in Beirut. Without the reconstruction of schools, Lebanese children and young people face the lifelong threat of remaining in poverty. Therefore, the blast’s lasting effect on education directly relates to its’ effect on poverty levels in Lebanon.

Taking Action

The tragedy that occurred in Beirut is one that will permeate throughout the country for years to come. The effect on education is just one consequence of the deadly blast. Luckily, there are fundraisers and other efforts in place to help those affected by the Beirut blast, many of which involve education. Linked here is a GoFundMe to raise money for computers for students at Sacred Heart-Brothers College that do not have access to technology at home. In addition, UNICEF is helping reconstruct the damaged buildings in Beirut and aid Lebanese people across the country. They have delivered close to 20 shipments of PPE, nutrition supplies, and other hygiene necessities. They have also provided psycho-social first aid to children affected, along with caregivers that offer health referrals and counseling.

The Director-General of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) has proposed a fundraising appeal called Li Beirut, or “For Beirut.” The purpose of this fundraising is to reconstruct schools and museums that were affected by the blast. This proposal has the potential to help many children and adolescence retain their right to education and to move up in their economic class.

– Anna Hoban
Photo: Pixabay

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GivePower: Solar Technology Alleviating Poverty Worldwide

Solar Technology Alleviating PovertyGivePower, founded in 2013 by Hayes Barnard, is a nonprofit organization whose aim is to use solar technology in alleviating poverty worldwide. The United Nations reports that, as of 2019, “over two billion people live in countries experiencing high water stress, and about four billion people experience severe water scarcity during at least one month of the year.” These water-related stress levels are expected to rise with increased population growth and global economic development. Ultimately, yielding a rise in poverty.

Solar Technology: A Solution to Poverty

Solar technology presents a solution to this growing, global, water crisis. This is because solar technology holds the power to supply clean water and efficient energy systems to communities located in virtually any part of the world. Since 2013, GivePower has worked to help some of the world’s poorest countries gain access to a source of clean, renewable and resilient energy. This has in turn allowed for more readily available, clean drinking water, agricultural production and self-sustaining communities. For example, in 2018 alone, GivePower granted access to clean water, electricity and food to more than 30,000 people in five countries. Since its founding, GivePower has completed projects in the following six countries:

  1. Nicaragua: Though education through the primary stages is mandatory for Nicaraguans, school enrollment numbers are low. During its first-ever, solar microgrid installation in 2014, GivePower, recognized the importance of education. In this vein, GivePower shifted its resources toward powering a school in El Islote, Nicaragua. The school’s enrollment has improved tremendously, now offering classes and resources for both children and adults.
  2. Nepal: In Nepal, access to electricity has increased by nearly 10% for the entire Nepalese population, since GivePower began installing solar microgrids in 2015. Installation occurred throughout various parts of the country. Rural villages now have access to electricity — allowing schools, businesses, healthcare services, agricultural production and other forms of technology to prosper. Part of GivePower’s work in Nepal includes installing a 6kW microgrid on a medical clinic in a rural community, ensuring essential services.
  3. Democratic Republic of Congo (DRC): During 2016, the GivePower team reached the DRC, where civil war has ended in a struggle for both people and the country’s wildlife. The DRC is home to many of the world’s endangered species, making protection of the country’s wildlife essential. GivePower has successfully installed solar panels for ranger stations in one of Africa’s oldest national parks. In this way, wildlife thrives. This power provides a means for rangers to meet their basic needs and increases the likelihood that rangers can protect wildlife.
  4. Puerto Rico: In 2017, Hurricane Maria, a powerful category four hurricane, devastated Puerto Rico. The disaster left many without shelter, food, power or clean water for months. GivePower intervened, installing solar microgrids and reaching more than 23,000 people. The organization provided individual water purification systems to families without access to clean drinking water and installed solar microgrids. In this effort, the main goals were to restore and encourage more disaster relief, emergency and medical services. Furthermore, the refrigeration of food and medication and the continuation of educational services were paramount in these efforts.
  5. Kenya: Typically, only about 41% of Kenyans have access to clean water for fulfilling basic human needs. Notably, about 9.4 million Kenyans drink directly from contaminated surface water. During 2018, using solar technology in alleviating poverty, GivePower provided electricity to Kenyans living in Kiunga. Moreover, GivePower also increased access to clean water through a large-scale, microgrid water desalination farm. The water farm provides clean water for about 35,000 Kenyans, daily. The organization has also reached the Namunyak Wildlife Conservatory located in Samburu, Kenya. There, GivePower installed solar panels to ensure refrigeration and communications at the conservatory.
  6. Colombia: In 2019, GivePower installed solar microgrids in Colombia to preserve one of the country’s most famous cultural heritage sites. Moreover, the microgrids helped to support research conducted in the area. The grids installed have been able to sustain a 100-acre research field and cold storage units.

Solar Technology Alleviating Poverty: Today and Tomorrow

Renewable, clean and resilient energy has granted many populations the ability to innovate. In this way, other basic, yet vital human needs are met. Using solar technology alone in alleviating poverty has been enough to create water farms that provide clean water to thousands. With water and energy for innovation — agricultural production flourishes. This, in turn, addresses hunger issues while also working toward economic development. Having already touched the lives of more than 400,000 people, GivePower and solar technology present a promising solution in alleviating global poverty.

– Stacy Moses
Photo: Flickr