Archive for category: Education

Information and stories on education.

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Schooling During COVID-19 in Impoverished Countries

Schooling During COVID-19As COVID-19 started spreading, schools around the world shut down. For countries with already poor schooling systems and low literacy rates, the pandemic created even more challenges. The world’s most illiterate countries are South Sudan with a 73% illiteracy rate, Afghanistan with a 71.9% illiteracy rate, Burkina Faso with a 71.3% illiteracy rate and Niger with a 71.3% illiteracy rate. Schooling during COVID-19 has only increased the struggles these countries face as they try to promote literacy.

Literacy is an important aspect of reducing world poverty, as countries with the lowest levels of literacy are also the poorest. This is because poverty often forces children to drop out of school in order to support their families. Since those children did not get an education, they will not be able to get a high-paying job, which requires literacy. Thus, a lack of education keeps people in poverty. If countries with low literacy rates make schooling harder to access due to COVID-19, the illiteracy rate will increase, and the cycle will continue. Below are the ways that the four least literate countries are continuing schooling during COVID-19.

South Sudan

After almost a decade of fighting due to the South Sudanese Civil War, literacy rates are already low in South Sudan, as the war inhibited access to education. The government-imposed curfew in response to COVID-19 forced children to stay home. This especially challenges girls, whose families expect them to pick up housework at home due to gender norms. The government provided school over the radio or television as a virtual alternative to schooling during COVID-19. However, impoverished children who lack access to electricity, television and radio have no other option. This lack of access to education for poor Sudanese children will further decrease literacy rates. As a result, children may be at risk of early marriage, pregnancy or entrance into the workforce.

Afghanistan

In Afghanistan, there was already a war going on when the COVID-19 pandemic struck, creating a barrier to education. In 2019 alone, 200,000 students stopped attending school. COVID-19 has the potential to make this problem worse. Importantly, Afghanistan’s schooling crisis affects girls the most; by upper school, only 36% of students are girls. Further, 35% of Afghan girls are forced into child marriages, and not being in school makes them three times as likely to be married under 18. If they do not finish school, there is a high chance they will never become literate.

COVID-19 may exacerbate girls’ lack of access to school. When schools shut down, the schooling system in Afghanistan moved online in order to continue schooling during COVID-19. But only 14% of Afghans have access to the internet due to poverty. Since many parents are not literate, they cannot help their children with school. School shutdowns may also decrease future school attendance, especially for girls. As such, COVID-19 will perpetuate illiteracy in Afghanistan, with many children missing out on school due to poverty.

Burkina Faso

In Burkina Faso, school shutdowns have put children at risk of violence. Jihadist violence, tied to Islamic militants, has increased in the country. Violence forces children out of school, with many receiving threats, thus decreasing the literacy rate. Though school was a safe space for children, COVID-19 is making this situation worse.

As an alternative for schooling during COVID-19, Burkina Faso has broadcasted lessons on the radio and TV. However, many students do not have access to these technologies. Even if they do, staying at home does not protect them from violence, which could prevent them from going to school. In Burkina Faso, many children also travel to big cities to go to school. But without their parents being able to help them economically, many are now forced to get jobs, entering the workforce early. This lowers the number of children in school as well as the country’s literacy rate.

Niger

In Niger, 1.2 million children lost access to schooling during COVID-19, lacking even a television or radio alternative. Schools have since reopened, but children still feel the impacts of this shutdown. Before COVID-19, at the start of 2020, more than two million children were not in school due to financial insecurity, early marriage or entrance into the workforce. COVID-19 forced many children to give up schooling forever, as they had to marry or begin work and fell behind in school. As a result, this lowered the country’s literacy rate.

Improving Literacy Rates During COVID-19

While COVID-19 did prevent many children from accessing the education they need, many organizations are working to help them meet this challenge. One of these organizations is Save the Children. It is dedicated to creating reliable distance learning for displaced students, support for students and a safe environment for students to learn.

COVID-19 has left many students without access to education, jeopardizing the future for many. In the countries with the highest illiteracy rates, a lower percentage of children with access to education means a lower percentage of the population that will be literate. Improving literacy rates is key reducing poverty, as it allows people to work in specialized jobs that require a higher education, which then leads to higher salaries. If literacy rates drop, poverty will only continue to increase. This makes the work of organizations like Save the Children crucial during the ongoing pandemic.

– Seona Maskara
Photo: Flickr

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Innovative Solutions for Period Poverty in Uganda

 

Period Poverty in Uganda
Uganda’s Ministry of Education reported that, as of 2019, nearly one in every four Ugandan girls between ages 12 to 18 will drop out of school once they begin menstruating. For those who do attend school, girls’ absence rates triple from 7% to 28% during their periods. Dropping out of school decreases their likelihood of escaping the cycle of poverty and increases their chances of early marriage and motherhood. Like many other international leaders, the Ugandan minister of higher education, John Chrysostom Muyingo, stresses the importance of girls’ school attendance, adding that this must include proper menstrual health practices. He articulates that period poverty in Uganda seriously jeopardizes Uganda’s likelihood of reaching many of the UN Sustainable Development Goals (SDGs), especially those which concern gender equality, education and health care.

Understanding Period Poverty in Uganda

The definition of period poverty is inadequate access to menstrual health care and sanitation, as well as the stigma and shame surrounding menstruation that prevents menstruating women from fully participating in society. Poverty, education and a lack of waste and sanitation management exacerbate the global problem of period poverty.

In 2015, the Ugandan government rolled out an initiative to work alongside NGOs and schools to improve access to menstrual care. However, reports indicate that Uganda’s school system has failed to improve these rates. Poor washing and hygiene facilities that make product removal and privacy difficult, as well as the embezzlement of funding for pads and sanitation infrastructure improvements, have hampered the initiative’s success. A profound stigma surrounding menstruation also exists as people often perceive it as dirty and a private matter. This makes educating girls and boys on the matter difficult without proper funding and insistence. Additionally, despite a 2017 tax removal on sanitation products, they still cost around $2 USD per package, unaffordable for those living in poverty.

Developing Sustainable Solutions

Fortunately, several organizations are working tirelessly to combat period poverty in Uganda. The Red Cross and AFRIpads, a local manufacturer, have partnered with the Ugandan government for the Keep a Girl in School Initiative to provide girls with sanitation products and educational services. AFRIpads’ reusable pads help tackle the problems of waste and affordability. The Binance Charity Foundation uses cryptocurrency donations to directly reach women in need to circumvent corruption within the school systems. To date, the organization has helped over 1,400 girls in Uganda pay for sanitation pads.

PLAN International has worked with schools in Torono, Uganda by adding doors to toilets for privacy and creating “menstrual hygiene management clubs.” Both girls and boys between the ages of 11 to 18 learn about periods and make reusable products for the girls to take home. The clubs use songs and other fun activities to create a positive culture surrounding menstruation, using roleplay to combat social norms. Educators have been highly supportive of this initiative and noticed a change in boys’ attitudes and support and girls’ attendance.

Men Making an Impact

This is not the only initiative that has stressed the role of men in creating supportive environments for girls’ health. One church in Mulatsi, Uganda, realized that period poverty was the biggest problem the community reported. One father, Milton, became motivated to improve the situation for his daughters but noted the high cost of pads. With a church organization, he and his community work to educate and make reusable pads, which cost only $1.50 USD and last an entire year. Other men judged Milton for his involvement in this but Milton has insisted that fathers must involve themselves in reducing period poverty in Uganda for their daughters’ sake. The project’s success inspired more churches to join the movement, which has educated 4,800 boys and girls about periods and proper feminine care.

The Ganda Boys are another male group supporting the cause. This group, made up of male musicians, has helped over 2,000 girls gain access to menstrual products using donations they received from their performances. After moving to the U.K., the men give back by working in refugee camps to improve menstrual hygiene education.

Period poverty in Uganda is far from being solved, and it presents a threat to Uganda’s SDGs. Yet, it has presented several opportunities for innovative solutions that can be learned from. While funding for supplies and sanitation improvements may come from all over the world, local communities are working to untangle deep-rooted stigmas. The inclusion of men and boys in educating about women’s and sexual health has contributed to the success of these projects. With continued government and INGO support, period poverty in Uganda can reduce, and more girls can continue their education.

– Elizabeth Stankovits
Photo: Flickr

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Education for Syrian Refugee Children in Jordan, Turkey and Lebanon

Education for Syrian Refugee Children in Jordan, Turkey and LebanonOver 2.5 million children have been displaced by the ongoing refugee crisis in Syria. About 1.5 million children live in the neighboring counties of Turkey, Jordan and Lebanon. These children have experienced fear, terror, poverty, hunger and uncertainty. Once settled in their new homes, over half still do not have access to the formal education they need. A high cost for tuition and materials, lack of transportation to the school and a language barrier all prevent these children from receiving the education they deserve. Universal education for Syrian refugee children has become a daunting and essential task for Turkey, Jordan and Lebanon.

The governments of these three nations and other organizations such as the United Nations High Commissioner for Refugees (UNHCR) and the Human Rights Watch are working to ensure that each of these 1.5 million children receives the education they deserve. Here are some of the steps providing education for Syrian refugee children in Turkey, Jordan and Lebanon.

Educating Syrian Children in Turkey

The 2016-2017 academic year was the first year in Turkey in which more Syrian children were in school than out of it. Roughly 490,000 children or 60% of the population received some form of formal education. Upon arrival in Turkey, these children attend a UNICEF-supported program called the TEC (formally Temporary Education Center, now the Transitional Education Center). These centers exist both inside and outside the refugee camps. In addition, it educates 64% of Syrian children in school in Turkey and offers courses in their native language. Sometimes the courses are at low or no cost to the families.

The Turkish Ministry on National Education (MoNE) is slowly integrating children who attend TECs into Turkish state schools. The issue of language barriers continues to be addressed and MoNE plans to fully assimilate Syrian children into Turkish schools by the end of 2020. This is a goal that was established prior to the COVID-19 pandemic.

Educating Syrian Children in Jordan

Jordan has made great strides in recent years, with only 10% of Syrian children not receiving primary school education. The government and other organizations such as Program Aid, Islamic Relief and Human Rights Watch have worked together to ensure that each child receives formal education in some form.

However, this support ends when the children grow older. The enrollment rate for Syrian students drops significantly, from 90% in primary schools to less than 30% in secondary schools. In June 2020, a 61-page report entitled “I Want to Continue to Study: Barriers to Secondary Education for Syrian Refugee Children in Jordan” came out. It details the struggles of refugee children once they transition out of primary school. Additionally, Human Rights Watch encourages Jordan and other countries to take action to ensure that every Syrian children’s education continues after primary school.

Educating Syrian Children in Lebanon

Roughly 57% of the 448,000 school-aged Syrian refugee children in Lebanon are enrolled in public school. This number is growing each academic year. The Lebanese Ministry of Education and Higher Education (MEHE) has received financial support from UNHCR, the United Nations Children’s Fund (UNICEF) and other organizations. As a result, this enables MEHE to provide free education for Syrian refugee children (as well as Lebanese children) through the twelfth grade. This program, entitled Reaching All Children With Education (RACE), initiated a sharp increase in enrollment. In addition, MEHE opened 376 new schools between the 2015-2016 and 2016-2017 school years. UNHCR also provides resources for children not yet enrolled in school, both in the community and in the schools themselves. This is to ensure that children receive the education they need.

Many Syrian refugees still remain out of school. However, Turkey, Jordan and Lebanon have all made great strides in making education more accessible for Syrian children. Ensuring education for Syrian refugee children has not been an easy task. Yet, these countries have worked hard to make it possible for these children to receive the education they deserve.

– Daryn Lenahan
Photo: Flickr

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MLB’s Grand Slam Against Poverty

Grand Slam
Major League Baseball (MLB) player Adam Wainwright is a two-time World Series champion. Additionally, Wainwright is a three-time All-Star, two-time Gold Glover, and Silver Slugger Award winner. In 2013, the Saint Louis Cardinals’ star found another use for his work ethic, leadership and passion by founding the Big League Impact (BLI) to fight poverty in the global community. He believes, “As an athlete, you only get a few years to have a platform like this. You might as well stand on it.” This article discusses some of the organization’s successes, highlighting why founding the organization was a grand slam against poverty.

The BLI began as a family fantasy football fundraiser. Today, this organization hosts campaigns and collaborates with fellow non-profits, athletes, musicians and other public figures. For example, the organization has taken Kyle Gibson into the ranks; the pitcher for the Texas Rangers who now serves as Vice President.

Teamwork Helps Puerto Rico Recover After Earthquake

Following two devastating earthquakes in 2019 and 2020, the BLI raised $30,000 for communities in Puerto Rico. This money went to two foundations: The Happy Givers and Yadier Molina’s Fundación 4. The Happy Givers has endeavored to improve lives in Peru, Tijuana and Puerto Rico. It used donation proceeds to provide power, clean water, emergency supplies and shelter to earthquake survivors. It gave further support by supplying backpacks packed with essentials for survival: whistles, hand sanitizer, toilet paper, flashlights, towels, water bottles, first aid kits and cereal bars.

Fundación 4, meanwhile, has focused exclusively on helping Puerto Ricans. BLI’s contributions went to children suffering from abuse, neglect, as well as diseases such as cancer. Fundación 4 also distributed necessities including food and water to Puerto Rican communities.

Fundraiser Drives Away Poverty and Hunger

Gateway Bronco (GB) is a company based in St. Louis, MO, that designs and restores Ford Broncos. This organization worked with the BLI and Omaze, an online fundraising platform, to fight against poverty. GB offered a classic Ford Bronco and $20,000 cash to bring in donations. This campaign raised $431,378.09 to benefit four charities:

  1. Crisis Aid International: Crisis Aid International serves to combat famine, disease, natural disasters and sex trafficking by serving families in East Africa and the U.S.
  2. Water Mission: Water Mission provides sustainable safe water solutions to people living in developing countries and facing natural disasters.
  3. Food for the Hungry: Food for the Hungry supplies clean water, medical aid, food, equal educational opportunities to children in over 20 countries.
  4. Help One Now: Help One Now fights poverty in developing countries by empowering entrepreneurs, educating and providing restorative care.

El Mogote is No Longer Parched for Safe Water

In 2019, Nick Ahmed, a shortstop for the MLB Arizona Diamondbacks, partnered with BLI. He traveled to El Mogote, Dominican Republic to open a water treatment center. With the help of Striking Out Poverty and Food 4 the Hungry, Mr. Ahmed was successful in providing 1,200 people with clean water. While there, Ahmed also played baseball with the children, saying, “their passion and joy for the game was so incredible!” Ahmed donated 31 pairs of New Balance cleats to the kids, allowing them to safely continue playing the game.

Healthy Competition for Global Health

Baseball and Football fans alike are encouraged to join the BLI fantasy football league. Entry requires a donation to the organization, ranging from $250 to $1500. Higher donations unlock additional prizes.

In 2020, Ahmed and starting pitcher Luke Weaver of the Arizona Diamondbacks will compete for the cause. Weaver is looking forward to the competition, “I’m excited to defend my title as the best fantasy footballer ever, but I’m welcome to all challengers in that and I hope somebody tries to take me down.” Ultimately, the winners are those in need around the world.

Looking to the Future

To date, BLI has raised over $5.2 million for charitable causes and foundations. Now, Wainwright is mobilizing and advising his fellow athletes on starting their own charities and nonprofits. He says, “What we want to do at Big League Impact, one of our biggest missions now is empowering other players to go out into their communities and into the world and do what they feel like means something to them. Something that hits home.”

– Heather Babka
Photo: Commons Wikimedia

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The Education System in China

Education System in ChinaThe People’s Republic of China has a reputation for excellence in its education system. China has around 1.3 billion people in population and has one of the largest education systems in the world. It has more than 500,000 schools alone. The education system in China is not only substantial but also diverse. There are more than 300 million students and over 14 million teachers.

How The Education System in China Works

It is mandatory in China that every child has to have at least up to nine years of the required education. In addition, education is state-run. This means it has a very small association with private providers. Education is divided into three main groups: basic education, higher education and adult education. The basic education for children in China includes primary school which starts from age six to around age 11 or 12 for the average Chinese resident. Thanks to the “Law on Nine-Year Compulsory Education,” all basic education is tuition-free. After the nine required years, there is a modest fee for tuition during middle and high school.

Moreover, junior secondary school which starts from age 12 to 15. After junior middle school students have finished their mandatory education requirement, they have the option to continue with senior secondary education which is usually a three-year program. These can be followed by other adult educations such as a university for a bachelor’s degree or master’s/Ph.D. program.

Development of The Education System in China

The Chinese education system is not only rigorous but extremely competitive. It has developed at an alarming speed over the last two decades. In addition, the education system in China offers their children many opportunities to thrive in the future. However, it did not always start this way. In the 1950s, the enrollment rate in Chinese elementary schools was below 20% and only 6% for junior secondary school. The country’s main form of education was similar to the Soviet education system. However, as the Soviet paradigm declined China started to change its education style.

By 1978, there were almost 1.3 million primary and secondary schools, a vast improvement just a mere few decades ago. But the steps toward modernization were not yet completed, there were still only about 600 higher learning organizations with only around 117,000 students. Thus, the education system in China was reorganized yet again to the system the country has today. By 1986, the “Compulsory Education Law of the People’s Republic of China” was born. It began executing laws for mandatory education for nine years of a child’s life.

In 2007, the state passed a law that students who were in rural areas were given free tuition for their mandatory nine-year education life. The following year this law was extended to urban living children as well. As of 2018, China has more than 29 million students enrolled in higher education alone, drastically boosting their economy.

COVID-19 Response

COVID-19 being an extremely widespread pandemic has posed some serious challenges for education everywhere. Being one of the first countries to get hit, China took immediate steps to try and solve the education issue during this pandemic. When China got hit, China immediately released an “epidemic prevention, control and containment” response plan. The goal was to handle the pandemic in the smartest and safest way possible, including how education would be affected.

China shut down schools in late January and started advancing their online virtual classes. Along with the new innovation, China did to its online platforms, the country also delays college entrance exams. It banned teaching a new curriculum until the next semester. The country hopes students who had difficulty in accessing online courses would not be hurt by this dramatic change.

Schools currently are open in China, but that may change depending on the state of COVID-19. Until then, China is taking extra precautions with temperatures taken before children go to school. Once they get to school, masks are required and the desks are all three feet apart.

– Katelyn Mendez
Photo: Flickr

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Update on SDG 4 in the Dominican Republic

SDG 4 in the Dominican Republic
The Dominican Republic has made progress in reaching SDG 4 in the Dominican Republic. To reach this goal, the country aims to achieve inclusive and equal lifelong learning for all in Quisqueya, a nickname for the small Caribbean nation.

The Situation

The Sustainable Development Goals’ site claims that the rate of net primary enrollment is going up with 92.7% of kids attending primary school. However, that rate has been falling since 2015 when it was 93.5%. The country’s education system includes three sections, much like the ones in the U.S.: Pre-school (Nivel inicial), Primary School (Nivel basico) and Secondary School (Nivel medio). For pre-school, only the final year is mandatory for children. Meanwhile, primary school is compulsory for all the kids. However, while the country legally mandates it, schools and authorities do not enforce attendance.

Baseball and Education in the Dominican Republic

In New York City, the Truancy division of the NYPD seeks kids who skip school. The Dominican Republic has no such system in place. Baseball is a big part of Dominican culture and many see it as the only way to get away from the island and onto a better life.

The MLB has a major recruitment presence in the country and many boys leave their schooling to train with MLB recruiters in hopes of reaching the major leagues. However, very few of those kids ever make it to the MLB and do not garner a proper education to carry them through life. Even those boys who are fortunate enough to make it to the MLB end up with limited education and have very little resources to establish a second career after retirement or injury.

In his paper “Children Left Behind: The Effect of Major League Baseball on Education in the Dominican Republic,” Adam Wasch proposes two solutions for this problem. The first is for the MLB to establish an international draft with the same education standard as the American draft so that the international recruits must have at least up to high school education. The other solution is for the MLB to create a Child Labor Corporate Code of Conduct. The Code of Conduct would denounce the use of child labor and rearrange the recruitment and training program so that it would not interfere with the children’s education.

Improvements in School Attendance and Literacy

Fortunately, the country’s lower secondary completion rate has been steadily increasing for the better part of the last decade, which bodes well for SDG 4 in the Dominican Republic. Since 2013, when the rate sat at 77.92%, it increased to 89.34% in 2018. This means that more kids are completing at least a Primary School education than ever before. Education has taken more of a focus in the Dominican Republic. In 2016, the literacy rate for youth (15-24 yrs old) was 98.8%, which is a 5.1% difference from the adult percentage where 93.7% of the adult population is literate. Both demographics have been steadily improving throughout the last decade, meaning that not only are kids receiving a better education, the adults are also seeking out improved education.

Poverty in the Dominican Republic

Poverty in the Dominican Republic is on a decline. In 2015, it was 21.70% and decreased three years later to 13.80%. The undernourished population of the country has also reduced. In the one-year span of 2017-2018, the poverty rate decreased by 0.9%. According to the Medina Administration, from 2012-2019, 1.5 million Dominicans left poverty and 650,000 Dominicans left extreme poverty. The middle class jumped from 22.6% to 30% in the same time span. The Administration also claimed that it created 823,389 jobs in those seven years.

The Dominican Ministry of Education receives up to 22.6% of the Dominican Republic’s budget spending, making it a priority of the Dominican Republic’s government in the last few years. In the budget that received approval for the year 2020, the government assigned the Education Ministry more than RD$194,523 million. The state must spend 4% of the GDP on pre-university education.

As the new ruling political party, the Modern Revolutionary Party, settles in, the international stage is looking to the new party to see how it will continue the upward trend of education in a country that has historically struggled with providing proper education to all its citizens. Hopefully, it will continue to help the country on its path to reaching SDG 4 in the Dominican Republic.

– Pedro Vega
Photo: Flickr

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Zimbabwe Schools Cannot Expel Pregnant Schoolgirls

Schools in Zimbabwe Can No Longer Expel Pregnant SchoolgirlsZimbabwe is a country in southern Africa. It is now illegal for schools to expel pregnant schoolgirls in Zimbabwe. This may sound unusual to people from western civilizations. However, it is very common for schools to expel pregnant girls in sub-Saharan Africa.

Countries in sub-Saharan Africa Commonly Expel Pregnant Schoolgirls

It was a common practice in Zimbabwe for schools to expel pregnant schoolgirls. It is also common in many African countries such as Equatorial Guinea, Tanzania, and Togo. In fact, there are no re-entry policies or laws that protect pregnant schoolgirls’ rights to education in 24 African countries. Some schools in Africa go as far as conducting mandatory pregnancy tests on schoolgirls. This poses a significant challenge for women on the African continent since the highest adolescent pregnancy rates in the world are found there. Some pregnant schoolgirls resort to procuring unsafe abortions while others drop out upon learning that they’re pregnant.

Part of the problem is that African Union member states centered discussion about this issue around the idea that pregnancy outside of marriage is wrong. These opinions stem from broad interpretations of religious teachings. The view is that if they allow pregnant schoolgirls the opportunity to continue their education, it would normalize pregnancy outside of marriage.

Causes and Consequences of Adolescent Pregnancy

While many use the morality argument to stigmatize pregnant schoolgirls, many factors are outside of these girls’ control. In Africa, the main causes of adolescent pregnancy are sexual abuse, sexual exploitation, poverty and lack of information about reproduction and sexuality. Other main causes are lack of access to birth control and family planning services. Child marriages also play a large role in adolescent pregnancies in Africa. Approximately 38% of girls are married before the age of 18 and 12% are married before age 15 in sub-Saharan Africa.

Since adolescent pregnancy usually stops a girls’ education, poverty is a determinant and a consequence of adolescent pregnancy. Low levels of education can confine girls to low-paying jobs and low socioeconomic status. Additionally, there are socioeconomic consequences and health risks associated with adolescent pregnancy. In Africa, when compared to women aged 20-24, adolescents under the age of 15 are five to seven times more likely to die in pregnancy and childbirth.

The Benefits of Countries Making it Illegal for Schools to Expel Pregnant Schoolgirls

There are many benefits of countries making it illegal for schools to expel pregnant schoolgirls. For starters, education leads to a reduction in poverty. A girl’s future earning potential can increase by up to 25% from only one year of secondary education. On a larger scale, the average gross domestic product of a nation rises by 0.3% when that nation’s female education rate rises by one percentage point.

Educated women tend to have children who are healthier and more educated than children with uneducated mothers. A child is 50% more likely to survive past age five if they are born to a mother that can read. A research found that a child’s life expectancy increases by an average of 0.32 years for every year their mother goes to school. Women who received a quality education were “more than twice as likely to send their children to school.” Therefore, providing women with education has the potential to create a cycle of adolescent education. The education of women can also lead to a reduction in domestic violence. There are connections between fewer years of education and higher risks of intimate partner violence. When women are more aware of their risks and rights, it is easier for women to keep themselves safe.

Now it’s Illegal for Schools to Expel Pregnant Schoolgirls

Due to COVID-19, concerns over the effect of school closures on sexual abuse and unwanted pregnancies have increased. As a result, officials in Zimbabwe have made it illegal for schools to expel pregnant schoolgirls. The goal of the legal amendment is to reinforce a 1999 guideline. A guideline that did not sufficiently protect girls’ right to an education. This amendment is arguably overdue since 12.5% of Zimbabwe approximate 57,500 school dropouts were due to pregnancy or marriage reasons in 2018. Women’s rights campaigners have stated that they believe this measure is vital for tackling gender inequality in the classroom. In addition, it will stop many girls from deciding to drop out of school.

Hopefully, Zimbabwe’s overdue amendment will influence other African countries to protect women’s right to an education and make it illegal for schools to expel pregnant schoolgirls.

– Araceli Mercer

Photo: Flickr

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4 Facts About Women’s Rights in Colombia

Women’s Rights in Colombia
Colombia is a South American country between the Caribbean Sea and the Andes Mountains that people know for its salsa dancing and its coffee. The country has come a long way in the past century in its advancement of women’s rights in Colombia.

Throughout the colonial era and the 19th century, Colombia operated under a patriarchal society, and many relegated women to being housewives. Few besides the wealthy had access to education, and it had limitations for those who did. However, by the 1930s, higher education schooling received legalization for women, and society began to recognize women as equal to men for their academic achievements. Around this time, Colombia offered full citizenship status to women as well.

In the present day, Colombia demonstrates greater gender equality due to the several measures that it previously took to support and protect women. Here are four facts about women’s rights in Colombia.

4 Facts About Women’s Rights in Colombia

  1. Colombia’s government has strong laws in favor of women’s rights and gender equity. For example, in 1991, the Political Constitution of Colombia replaced the 1986 Constitution and included several articles supporting women’s equality. Some articles expanded on women’s rights to participate in society, including freedom from discrimination and the right to participate in politics and public administration. Others improved gender equality in family life, establishing the possibility of divorce and special protection during pregnancy. Furthermore, in 2011, Colombia’s government passed Law 1475, which establishes a 30% quota of women candidates in all elections; the same percentage of women must also occupy the highest level of the government’s public service. The passing of this law has increased women’s participation in politics and government, therefore strengthening their influence over future legislation. In 2018, half of Colombia’s cabinet ministers were women, and for the first time in history, the country had a female minister of the interior. By comparison, the average for female representation in Latin American legislatures was 22% in 2010.
  2. The Colombian government actively combats violence and discrimination towards women. Domestic violence is a prevalent issue in Colombia, with nearly 38,000 reported cases of violence against women at the hands of an intimate partner in 2014. Therefore, legislation that supports women in vulnerable positions is even more crucial. Law 1257, passed in 2008, is one example, as it issued regulations to prevent and punish forms of violence and discrimination against women. Additionally, Law 1719, passed in 2014, ensures access to justice for victims of sexual violence. These recently-passed regulations protect women from abuse and provide them with greater autonomy in leaving harmful domestic relationships.
  3. Young women have access to schooling and education. In 2018, 83% of Colombian children aged 11 to 12 attended secondary school, with girls outnumbering boys by 5% – 80% attendance for girls versus 75% for boys. Young women are overall more educated than men in Colombia, providing them with more opportunities to enter high-earning careers. The technology sector is one industry that is expanding in its employment of women. Colombia is experiencing a boom in IT investment, and as a result, the country’s 1,800 software development companies are creating hundreds of thousands of new development and programming jobs. The Bogotá Chamber of Commerce has launched a World Bank pilot for women in IT, creating a scholarship program to train women in programming and web development at the Bogotá Institute of Technology. At present, women occupy 17% of IT jobs in Colombia; however, programs like these are helping women rapidly increase their participation in the industry and become high-wage earners. Furthermore, this is a valuable resource for the country’s long-term economic growth. Fostering gender equality in the labor market would improve efficiency, increase industry specialization and decrease unemployment rates, propelling Colombian industry and innovation forward.
  4. Colombia’s civil society has increased social mobilization for women. Efforts from community groups and activist organizations have increased awareness of women’s rights issues in Colombian society. For example, LIMPAL, the Colombian branch of the Women’s International League for Peace and Freedom, works to protect women’s rights through advocacy and women’s political participation. The organization does much to increase women’s social autonomy, including providing women with training workshops and legal support to better defend their rights and improve quality of life. With greater representation in governmental roles and positions of authority, women have redirected political debates to include a feminist perspective. Women now have greater influence over legislation regarding sexual harassment, equal pay and domestic violence. This has increased national recognition and visibility of the pressing issues impacting women’s rights in Colombia, as well as creating new methods of addressing these issues. Claudia López, the current mayor of Colombia’s capital city, Bogotá, is one female politician who is paving the way for Colombian women, especially those pursuing governmental positions. Elected on October 27, 2019, López became both the first woman and the first openly gay mayor of Bogotá. In her victory, she pledged to fight the misogyny, racism and classism that is still present in Colombian society.

Women’s rights in Colombia continue to progress every year as women occupy more positions of authority and increase their influence over legislation and societal expectations. Colombia has moved away from its patriarchal past, providing women with greater opportunities for education and career success than what was previously available. Hopefully, more progress is in store as Colombia continues to move towards greater gender equality.

– Natasha Cornelissen
Photo: Unsplash

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The Chinese Classroom: Updates on SDG 4 in China

Updates on SDG 4 in China
The United Nations defines SDG 4 as the attainment of inclusive and equitable quality education and promotion of lifelong learning opportunities for all. According to ​the 2020 reports from UNESCO​, SDG 4 in China has already experienced achievement. UNESCO ​awarded China a nearly perfect score of 99.8 for literacy and 99.5 for lower secondary completion rate. However, not all the data is there. The percentage of children of the official school-age population who are enrolled in primary education remains unknown.

The hole in the data also points to a larger issue – the flexibility of interpretation of SDG 4 in China. What some define as a “quality education,” others see as an unhealthy culture of a rigid, score-driven curriculum.

As China rises as a global superpower, its students bear its weight. Giona Gao, 38, was once a student in Beijing. She has provided The Borgen Project with information about her experiences with the rigorous curriculum that characterizes the Chinese education system.

Unattainable Standards

Gao attended primary school through college in China. She moved to Seattle, Washington in 2013 and now works as an accountant.

When she was in high school, her classmates fretted the day that teachers would evaluate their skills. In Beijing’s elite schools, parents receive sheets with the test scores of each student, including their own child. “The parents are all in the room together and pass it around,” Gao said, “Everyone sees.”

The system places extreme pressure on students to succeed and come out on top. Many students work into the early morning to study for standardized tests.

China Daily declared suicide as the leading cause of death for young people in China. Further research by the South China Morning Post investigated 79 suicides in 2013. Almost 93% of suicides happened following arguments between the pupils and their teachers, or after the students experienced heavy pressure with their studies.

Years have passed since Gao has lived in China, but she remains close with some friends. Her friends have told her that the school system is becoming even more competitive. “They teach faster,” she said. “Even in Kindergarten, Chinese kids’ English is better than American kids,” Gao pointed out.

While it was not her favorite subject, Gao recalls some history classes focusing on relations between the U.S and China. “They wash out our brains,” Gao said. “They really try to teach how great the communist party is.”

Gao stayed in China to earn her bachelor’s degree, but it was not rare for kids to want to apply to international universities in English speaking countries. “Lots of Chinese kids want to go abroad for study. America might be their number one choice,” she explained. “They want to open their eyes and see the difference.”

A Lack of Critical Thinking

Zhiquan Zhu is a Chair of the Department of International Relations at Bucknell University and the author of multiple books on Chinese Affairs, including “​The People’s Republic of China: Internal and External Challenges.”

Zhu describes himself as a product of the traditional Chinese educational system. He taught at Shanghai International Studies University and was the Senior Assistant to Consul for Press and Cultural Affairs at the American Consulate General in Shanghai.

While Zhu believes that the Chinese education system gave him a solid foundation, he explains that he developed many of his critical and analytical skills later when he attended school in the U.S.

Zhu has seen some improvements in Chinese education, but he admits that “test scores still matter the most.” According to Zhu, the Chinese school system should adopt the American liberal arts education style. “China has a long way to go to reform its educational system so that students will become more creative with more independent thinking, entrepreneurial spirit, sense of community, and practical skills, not just focusing on achieving high scores in tests,” Zhu explained.

The Urban-Rural Divide

While China has technically met educational standards for SDG 4 in China, there is still much more that it needs to do to improve. China Quarterly published a study that found that 63% of students in rural China drop out by secondary school.

The urban-rural divide is largely due to Hukou, a household registration system that assigns rights to families based on their birth status. Through this system, better education and healthcare are reserved for those living in urban cities. The Rural Education Action Program reports that the government spent an average of 900 yuan more each year on a student in an urban middle school than on a rural student. The same report found that rural schools lack qualified teachers and adequate teaching facilities.

The ​Rural Chinese Education Foundation is a charitable organization fighting to improve education for rural Chinese students. RCEF​ is currently raising funds to bring better teachers to rural China, provide financial aid to students, and instill a more useful curriculum that students can apply to real life.

According to its website, RCEF believes “education should be practical, inclusive, and socially responsible.” Organizations like RCEF show the potential to fill the gap in Chinese education, securing SDG 4 in China on an even higher level.

– Miska Salemann
Photo: Flickr

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Understanding Hunger in Egypt

Hunger in Egypt
With more than 98 million people, Egypt remains the most populated country in North Africa. More than 32.5% of citizens live below the poverty line, making malnutrition and hunger in Egypt pressing issues. The current influx of poverty leaves children and adults without proper education, left to partake in dangerous and under-compensated work such as mining, quarrying and cement production.

The Situation

Although marketplaces are bustling and full, Egypt relies on imported foods. As the world’s largest wheat producer, Egypt is at risk of any drastic changes in commodity pricing and economies. While markets have more than enough fruits, vegetables and bread, most of the population cannot purchase essential grocery items. Without the capacity to control possible economic fluctuations, Egypt’s vulnerability leaves its hungriest citizens without a safety net from their government, let alone their savings.

Egypt’s hunger crisis is an accumulation of many setbacks, including global financial crises, food shortages and disease. Yet another economic or social misfortune has followed each attempted effort towards success. As a result, more than 1.3% of Egypt’s population was living with less than $1.90 to spend per day in 2015; the average American spends $164.55 per day.

How Did This Happen?

Since the early 2000s, Egypt has faced a series of difficulties including the 2006 avian influenza, food and fuel crisis of 2007, economic despair through 2009 and most recently, COVID-19. As a country treading between minor stability and complete poverty, each challenge, both global and local, has severe implications for Egypt and its people.

Hunger in Egypt has roots in food costs; a majority of the Egyptian population can only afford minimally nutritious meals. A 2011 UN World Health Organization study found that 31% of Egyptian children less than 5 years old suffer from stunted growth in comparison to 23% in 2005. Malnutrition not only affects brain development but also contributes to a cycle that perpetuates and exacerbates Egypt’s weaknesses.

Malnourished children cannot perform well in school; malnourished workers are incapable of providing for themselves and their families, making financial and cultural growth seemingly impossible.

Solutions

The prominent changes in Egypt’s condition are a result of the Egypt Vision 2030. As a roadmap to Egypt’s eventual security, Egypt Vision 2030 emerged to increase employment rates, begin food security initiatives, increase clean water access and generate accessible screening and treatment for malnourished individuals.

The mission is that by 2030, Egypt will rank within the top 30 countries for economy size, market competitiveness, human development, life quality and anti-corruption. With such improvements, eradicating hunger in Egypt becomes possible.

Within the economic and social dimensions of the plan, the sixth pillar outlines that by 2030, improvements in health conditions will occur through “early intervention, preventative coverage,” guaranteed protection for the vulnerable and prioritizing the satisfaction of health sector employees.

These extensive efforts have led to program and policy implementation, propelling Egypt to meet its targets. For instance, at the onset of the plan in 2015, the malnourishment rate was 4.5%. By 2030, Egypt hoped the rate would be below 3%. With 10 years until the 2030 deadline, 3.2% of the Egyptian population is malnourished. It is evident that the strategy behind Vision 2030 is effective.

Feeding Children Through Education

A vital pillar of the Egypt Vision 2030 is the National Strategic Plan for Pre-University Education. The World Food Programme (WFP) is spearheading the plan to increase school meals’ nutritional value. Though it helps enrolled students, the plan does not benefit children not attending school. The school meals incentivize students to attend, serving as an aspect Egypt tactfully uses to increase pre-university enrollment rates.

The Pre-University Education Plan resulted from new investment and financing strategies to develop curriculum, financial aid, illiteracy and dropout elimination programs, technical teacher training and recurring student assessments to ensure the meeting of international standards. To execute these programs, The National Strategic Plan for Pre-University Education set a goal to spend 8% of GDP shares on pre-university education by 2030. Currently, that number is at 6%, double the initial percentage that Egypt spent in 2014. Additionally, Egypt’s Ministry of Finance reported an 82% spending increase in education and health. With increased pre-university education attendance, children receive nutritionally balanced meals every day. Health and education funding creates a domino effect, which will eventually lead to the elimination of hunger in Egypt.

The budget increase, in addition to malnourishment, serves Egypt’s education system. Classroom sizes decreased from an average of 42 students in 2015 to between 23 and 16 in 2019. The National Strategic Plan for Pre-University Education 2030 target was to have an average of 35 students per classroom. Egypt’s strategies prove to be highly successful, as its school attendance numbers are higher than its once-projected targets.

Higher enrollment, smaller classroom sizes and well-trained teachers have replaced Egypt’s dated culture of memorization. This new approach emphasizes individual learning, life principles, and modern technology. Repairing the education systems tears has an undeniable correlation to employment and hunger rates.  In changing the fundamentals of the educational experience, Egyptian students now have proper nourishment. As a result, they can have the brainpower to master skill sets that will earn them stable jobs with livable incomes, thus ending the cycle of poverty.

Aid from organizations like the UN and World Food Programme, in collaboration with the Egypt Vision 2030, can eradicate hunger in Egypt. In breaking the cycle of malnourishment and lack of education, Egypt will continue on its path towards growth, prosperity and stability.

– Maya Sulkin
Photo: Flickr