Archive for category: Education

Information and stories on education.

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Fashion to Philanthropy: Improving Girls’ Education in the DRC

Girls' Education in the DRC
Congolese-Cypriot model Noëlla Coursaris Musunka is not just an international, fashion superstar. In addition to her successful modeling career, her charity Malaika is changing the lives of young girls and women in the Democratic Republic of Congo (DRC). Through her philanthropy, Coursaris Musunka aims to empower and thus, help improve girls’ education in the DRC, so they can have the most opportunities for future success.

Noëlla Coursaris Musunka

After Coursaris Musunka’s father died when she was young, her mother sent her to live with relatives in Belgium and Switzerland so that she could have a stable education. Though Coursaris Musunka succeeded academically and completed a degree in Business Management, she had little contact with her mother back home in the DRC. Their communication at that time consisted mainly of occasional letters or phone calls. As Coursaris Musunka herself said, “When you have nothing, you know that if you fall there’s no one to pick you up. So you have to stand. I resolved very early on that I would study and work and be independent.”

Realizing that many girls back home did not have access to education, she decided to start a charity to help girls’ education in the DRC. Coursaris Musunka, inspired by her own experiences and the lack of opportunity she witnessed at home, began this endeavor.

Malaika Foundation

Malaika Foundation (named after the Swahili word for “angel”) is a grassroots organization working to improve girls’ education in the DRC. Coursaris Musunka acts as the charity’s president and founder.

According to Coursaris Musunka’s personal website, Malaika “empowers Congolese girls and their communities through education and health programs.” The Malaika School currently educates more than three hundred young girls with a rigorous syllabus. Notably, 100% of students have passed their year six exams since 2017. Additionally, Malaika has created 20 wells in the DRC to supply residents with drinking water. Moreover, she founded a community center that “provides education, health and sports programmes to over 5,000 youths and adults per year.”

The Malaika School in Kalebuka

Currently in its ninth year of operation, the Malaika School (located in Kalebuka) advances girls’ education in the DRC at no cost to its hundreds of students. Also, the institution serves both primary and secondary school-aged children. The school educates students on a variety of topics, including multiple languages, STEM fields and the arts. Malaika particularly emphasizes the importance of leadership to teach girls to strive for success. The school also commits itself to sustainability — providing students with breakfast and lunch every day. Importantly, these meals include fruits and vegetables, grown in the school’s own garden. Additionally, the school is “100% powered by solar energy.” After graduation, Malaika matches students with internships while other students choose to continue their education at universities or specialized colleges.

A Model Beyond Fashion

Coursaris Musunka continues to invest her free time into the charity she founded. “My message to every child,” she says, “to every young girl, is this: take your opportunity, go to school. Educate yourself. Become pioneers of education and pioneers of Africa and the world.” Coursaris Musunka is a model in the world of fashion, female leadership and educational, charity initiatives. Inspirational and influential figures such as Coursaris Musunka are doing important work in the advancement of education, especially for young girls.

– Jackie McMahon
Photo: Flickr

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Fighting Education Gender Discrimination in Niger

gender discrimination in niger
Niger is a country located in West Africa that spans more than 1.3 million square kilometers and is home to approximately 22.3 million people. It is ranked the lowest out of 188 countries on the Human Development Index (HDI). A prominent issue is its weakened education system, where children in Niger spend a mere two years on average. Additionally, there exists a gender gap that exacerbates discrimination against girls’ education. To combat this burgeoning issue, a variety of organizations have been working towards eliminating gender discrimination in Niger to provide better quality education for girls.

UNESCO

The United Nations Educational, Scientific and Cultural Organization (UNESCO) has been focusing on reform of Niger’s education system for five years. Starting in May 2015, the project targeted several schools in the town of Torodi. While this small town has been left out of many national development programs, UNESCO is working to successfully implement accessible schooling services to all girls in the region. The program also facilitates tutoring sessions and encourages female teachers to be employed in local schools.

UNESCO recognized that due to the rapid population growth, empowering the youth through education would go a long way towards improving the country’s socioeconomic standards. Moreover, with organizations like UNESCO teaming up with the government of Niger, the country is seeing positive developments in girls’ education. They reported a jump from 27 % to 65 % in girls’ primary school enrollment between 2000 and 2014.

UNICEF

The United Nations Children’s Fund (UNICEF) has also played an active role in reducing gender discrimination in Niger’s education system since 2012. Through significant investments and thorough management, enrollment into primary schools has increased remarkably, especially with girls. Approximately 66% of the 71% of children enrolled in primary schools are girls. While these numbers are promising, factors like child marriages and safety concerns remain to be a significant barrier to girls’ education. UNICEF has laid out several objectives and solutions to overcome these issues.

According to a UNICEF representative in Niger, “only one in two girls goes to primary school, one in ten to secondary school and one in fifty to high school.” UNICEF partners with Niger’s government at the ministerial level to ensure that that access to girls’ education is a policy priority. In doing so, UNICEF monitors how Niger is meeting its education goals. Additionally, UNICEF works at the community level to monitor that both boys and girls receive quality education. For girls, UNICEF realizes the cultural and societal issues at play, like the expectation of housework and child marriages, and works with those effected to overcome these obstacles.

USAID

The United States Agency for International Development (USAID) has signed a ten year deal  (2014-2024) with Niger’s national education sector to help decrease the gender discrimination present in its education system. USAID also promotes parental education to the community as a whole. Well-educated parents are more likely to enroll their children in school as well as encourage the completion of their curriculums.

International organizations are continually working to help Niger’s government through funding and managing the country’s education sector. Reform of the country’s education system has been progressing over two decades and has made notable improvements in terms of enrollment rates. As the country progresses into the next decade, organizations like UNESCO, UNICEF, and USAID plan to further support children in Niger by working to provide them with equal and quality education. Such improvements in education and gender discrimination can have a ripple effect, bringing positive change to Niger’s social, political, and economic systems.

– Omer Syed
Photo: Flickr

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Economic Empowerment One Accessory at a Time

The protection of women’s’ rights and access to opportunities for economic empowerment are vital pieces to the reduction of extreme poverty. Indian women continue to face major challenges in gender equality as inferiority persists between men and women through familial relations and cultural norms. Emphasis on traditional gender roles such as taking care of the home, children, elders and religious obligations often leave women with little time to pursue educational opportunities. As a result, India has one of the lowest female literacy rates in Asia. With a lack of education, finding employment that provides a livable wage can seem hopeless, but organizations like Shakti.ism are creating new hope.

Economic Empowerment as a Solution – Shakti.ism

Shakti.ism, a female-led social enterprise, aims to dismantle these cultural norms through economic empowerment. The organization provides employment opportunities for women in India, many of whom are victims of domestic and gender-based violence. The women work to create unique hand-crafted accessories and develop and establish themselves as artisans. The social enterprise partners with NGOs throughout India to reach as women and girls as possible. Shakti.ism is also committed to abiding by and promoting the 10 Principles of Fair Trade and the U.N.’s Sustainable Development Goals. Founded by Jitna Bhagani, a survivor of gender-based violence herself, she hopes to encourage self-sustainment, independence and entrepreneurship in efforts “to break the cycle of poverty.”

Bhagani recognizes that cultural norms continue to largely impede upon the achievements and rights of women living in India. In a featured post by the Harvest Fund, Bhagani shares the stories of some of the women that Shakti.ism has helped. Many of these women are victims of discrimination as a result of the caste system. Although outlawed in 1950, it still remains deeply culturally embedded today. She notes that a lack of education, sex trafficking, familial relations and religious and cultural beliefs are some of the most prevalent causes of poverty and gender-based violence in India.

Impact

In collaboration with several NGOs, Bhagani’s Shakti.ism aims to tackle these issues by providing women with training focused on strengthening livelihood skills, compensating for a lack of formal education, a safe place to work, and alleviating dependence on male family members which reinforce societal norms. Another core goal of Shakti.ism’s mission is to provide women with the opportunity to become self-sustaining entrepreneurs, granting them access to a global market, financial and emotional support and secured wages.

Shakti.ism’s partnership with several NGOs has allowed the organization’s mission to reach women living in many parts of India, including Pondicherry, Jaipur, Hyderabad, and Chennai. The nonprofit organization has also partnered with another social enterprise called Basha Enterprises, allowing the mission to expand its reach to women in Dhaka, Bangladesh. Many of the women that have been employed by Shakti.ism have pursued entrepreneurship and are now participants in a global market, and working to ensure economic prosperity and a decrease in global poverty.

Future Directions

The United Nations cites that “empowering women in the economy and closing gender gaps in the world of work are key to achieving the 2030 Agenda for Sustainable Growth” which strives to end poverty. As demonstrated by the work and reach of Shakti.ism, the economic empowerment of women is vital in the mission to end global poverty.

– Stacy Moses
Photo: Flickr

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Ainu Education and Restoration in Japan

Ainu Education
Poverty and insufficient education are critical issues for many Ainu people, the indigenous minority of Japan’s population. The Ainu people endured years of historic discrimination. Their community faced impoverished living conditions after Japan took control of Hokkaido, the Ainu’s native island, in the 19th century. In 2019, however, the Japanese government recognized the Ainu as Japan’s indigenous people. The Ainu face numerous adversities during everyday life. However, the Japanese government is taking steps towards equal rights and opportunities for the Ainu population, beginning with education.

Japanese Education and the Inclusion of Ainu History

Japan’s school systems are primarily electronics-free, but the pandemic’s stifling presence is forcing school systems everywhere to change their methods. Now, student health and safety are both major priorities for the upcoming fall semester. Another priority for Japan’s school system is Ainu inclusion. After textbook and curriculum revisions, the Ainu are set to appear in nearly 40 Japanese junior high textbooks. By boosting the number of Ainu-related pages from 12 to 85, the country’s educational department hopes to teach students about Ainu culture and the value of cultural coexistence.

Ainu Education in Japan

While a younger generation of Japanese students will be learning about the Ainu in school, challenges for the indigenous Japanese population still remain. For instance, many Ainu students struggle to continue their education. In fact, only 33% of the total Ainu population enrolled in Japanese universities in 2017, and this number will most likely drop further with an increase in online education as a result of COVID-19.

But why is education less accessible for the Ainu? According to the executive director of the Ainu Association, Tadashi Kato, it may have to do with poverty. Kato stated that “the big problems [for the Ainu people] are poverty and education,” explaining “you can’t go to high school if you are poor and can’t make a living, even if you take high school examinations.” Another reason why Ainu students abandon higher education is discrimination. The Ainu have experienced discrimination for decades, and many Ainu students often conceal their lineages to avoid harassment at school. In 2019, the Japanese government recognized the unequal status of the Ainu and decided to take legislative action.

Ainu Promotion Act

The Ainu Promotion Act emerged to eliminate the unequal treatment of the Ainu population. Under the recently implemented Ainu Promotion Act, these indigenous citizens have more protections than ever before. The act officially declared the Ainu as Japan’s indigenous people and outlawed hostile sentiments and discrimination against them. The Act also aims to promote Ainu culture as well as industry and tourism throughout Japan. This will in turn draw global attention to the Ainu population. On top of potential foreign investments, the act provides subsidies for Ainu projects. The most notable of these projects is the National Ainu Museum, which opened July 12, 2020. The museum resides in Shiraoi, Hokkaido, Japan, and its exhibits educate visitors on six themes from the Ainu perspective: language, world views, lifestyle, history, work and exchange with surrounding people.

Although the Act is not perfect, these new laws are a strong foundation for Ainu restoration to build upon. Cultural understanding is critical for coexistence. In the past, most of the world misunderstood or did not hear the Ainu people. In Japan, the promotion of the Ainu people through education marks the beginning of a new era in which the Ainu do not have to live in the shadows but are instead celebrated openly as an essential component of Japan’s history.

– Maxwell Karibian
Photo: Wikimedia Commons

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The Effect of Map Bias on Developing Countries

Map Bias
The map most people are familiar with looks something like the image above, having learned about it in school. But what if they learned that this map is wrong and that there is such a thing as map bias?

The Map Everyone Knows

The most common maps that people are familiar with are versions of the Mercator Projection Map. Flemish cartographer Gerardus Mercator created this map in 1569. Originally intended solely for ocean navigation, the map has found its way into the classrooms of many western schools including those in the United States. The Mercator Projection has many flaws and it is a prime example of how map bias can shape one’s world view.

As Gauss’ Theorem Egregium proved, it is mathematically impossible to translate a sphere onto a 2D plane without creating distortions in either the shape, size, distance or direction of points on that sphere. That is why creating maps of the world is so tricky. However, Mercator’s map is particularly flawed, and it is especially problematic when teaching young children basic geography.

The map compromises accurate landmass size in favor of accurate direction, in the hopes of being a better tool for navigation. By the north and south poles, landmasses are stretch beyond proportion while at the equator, countries shrink.

For example, the map shows Greenland as roughly the same size as the entire continent of Africa. However, in actuality, Africa is 14 times larger than Greenland. The European continent seems to be as large as South America when South America should really be twice its size. According to the Mercator map, the equator should run through Florida, not Indonesia, Brazil and the Congo. Additionally, the state of Alaska appears massive on the Mercator Projection, seemingly the size of half of the contiguous United States. However, its landmass is actually smaller than that of Mexico.

Map Bias and its Effects on our World View

With all these seemingly obvious flaws in the Mercator Map, it is difficult to understand its continued use in classrooms. However, when you analyze the Eurocentric bias in much of western education, the purpose of such a flawed map becomes clearer.

The Mercator Projection puts emphasis on Europe and North America. It both places them at the top, and enlarges them and shifts them downward to appear more central on the plane. Meanwhile, developing countries in Southeast Asia, South America and Africa appear minuscule in comparison, literally below the industrialized western nations.

This teaching of the Mercator Map is a prime example of what many know as map bias. Map bias can deeply affect the way people view the world and their inner sense of “importance.” When one sees their own country as larger, it may warp their views of the significance of other countries.

In a 2002 study that the Journal of Behavioral Decision Making published, an evaluation of 3-year-olds and adults showed that humans favor larger stimuli. Humans naturally gravitate to things that are larger and more centered. Another study from Kai Krause, a professor from the University of California Santa Barbara, showed that a majority of school children believe that the United States is the “largest country in the world.”

Therefore, people may unconsciously place the shrunken developing countries out of geographical importance, possibly affecting how much they see these countries as being “worthy” of support. The Mercator Map projects the message of colonialist superiority and reinforces the perceived inferiority of developing nations.

How to Change Map Bias

There has been much debate in recent years as to how to address issues of map bias. It is becoming increasingly clear that the education systems in place in western nations should stray away from imperialistically revisioned history including the way they teach geography.

The simplest solution is to start the widespread use of maps that do not discount developing countries. One example of this push came from the Boston Public Schools Board of Education in 2017. The school board voted in favor of adopting the Gail-Peters Projection to replace the Mercator Projection. It hopes to combat the diminished significance of southern-hemisphere continents on the latter map due to 86% of its students being students of color.

American schools should adopt maps that more accurately represent the planet. The Mercator Map is a colonial relic and schools should no longer use it to teach what the world looks like.

– Aidan Sun
Photo: Wikimedia Commons

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The Education Crisis in Syria

Education Crisis in Syria
The Syrian Civil War began almost a decade ago and has effectively destroyed many aspects of governance and civilization throughout the historic Levant nation—including education. 5.8 million children from preschool to secondary school age were in need of education assistance in 2018, and about 3 million Syrian children—both in Syria and in surrounding countries as refugees—lack access to education altogether. Direct attacks on schools have been common since the conflict began, resulting in the damage or destruction of one-third of Syrian schools and the unemployment of almost 200,000 education workers. This situation has persisted for years, threatening an entire generation of Syrian children with a dire education crisis in Syria.

Dwindling Education Access within Syria

The general lack of access to education means that Syrians will have an increased difficulty enrolling in schools in later years. This domino effect will inhibit development and economic opportunities for millions of Syrians. A lack of development will perpetuate the country’s track record of conflict and humanitarian need. Poverty in Syria is a direct result of violent conflict. Poverty will only worsen as an increased number of uneducated Syrians enter the workforce. Although education is a fundamental right, it is becoming a rarity in Syria. Even those with access to schooling experience crowded classrooms, psychological trauma, curricula and language issues, poor teaching quality and lack of learning materials. These struggles associated with the education crisis in Syria have led nearly one-third of students to drop out before finishing primary school.

Over 6 million Syrians are internally displaced persons (IDPs), with about 50% of those IDPs being children. Fortunately, government bodies including the government of Syria, the opposition Syrian Interim Government and smaller local government bodies provide a semblance of education to IDPs. Non-Syrian government organizations are also involved, including Islamist groups, the U.N. and the Turkish government. There is very little coordination between these groups, though, endangering Syrian IDPs’ abilities to access reliable, standardized education.

Government structures and the Syrian economy incurred severe damage over the past decade. Many Syrian families deem it impractical to invest in education for their children, especially when that investment requires sacrificing food or shelter. Although this education crisis in Syria is certainly multifaceted, a lack of cohesion in the sector will worsen conditions. Families will increasingly turn to child labor and early marriage for financial stability.

Struggles for Syrian Refugees

The situation is just as dire for Syrian refugees in surrounding countries. About 1.5 million school-aged Syrians live in Turkey, Jordan and Lebanon, yet half do not have access to formal education. In these countries, the threat of child labor and language barriers are nearly insurmountable. However, the governments of those countries have made considerable efforts to provide education to Syrian refugees within their borders.

In spite of these government initiatives, Syrian refugees still face obstacles in obtaining a quality education. Only 25% of secondary school-aged children in Jordan are enrolled in school. Reasons for low enrollment are similar to those in Syria: poverty, lack of safe and affordable transportation and poor quality of education. For Jordanians, there is also little practical value in continuing education without reliable professional opportunities. Various administrative barriers exist to enrolling and there is a lack of accommodations for students with special needs.

The Jordanian government, with funds from foreign donors and NGOs, has a fairly successful primary education program, but international support has prioritized this program at the expense of valuable secondary school experience. As a result, this critical age group is neglected and left vulnerable to the implications of dropping out. Failing to enroll in secondary school undermines efforts to provide primary education, as students drop out after those first years.

Taking Action

Despite stark barriers for Syrian refugees throughout the region, international efforts provide some hope. UNICEF leads the response with a systematic approach, improving the capacity of the Syrian education system. They train teachers, rehabilitate schools, provide accelerated and self-learning programs and supply schools with essential learning resources.

On an international scale, UNICEF also works with Save the Children to target Syrian children in Syria, Turkey, Lebanon, Jordan, Iraq and Egypt by providing overall technical support. The NGO World Refugees School (WRS), backed by the internationally recognized City & Guilds, provides formal education to refugee and displaced children throughout the world. WRS has helped 6,000 students in northern Syria graduate in six pilot schools as of late 2019. It is also working toward its goal of expanding to 40 schools nationwide. WRS uses technology to compensate for poor access to materials. It focuses on the use of digitized textbooks, e-learning platforms and mobile classrooms to alleviate pressure on students and teachers.

The education crisis in Syria is severe and has gone unaddressed for years. The Syrian civil war has stolen an entire generation’s right to education. Even the multitude of government bodies and NGOs have struggled to form a cohesive system for Syrian children. However, the international community and humanitarian organizations provide hope for saving this generation from an endemic lack of formal education.

– Connor Bradbury
Photo: Wikimedia Commons

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The Office of International Disability Rights Act, Explained

office of international disability rightsOne billion people, or over 15% of the world’s population, have some form of disability, according to The World Bank. Despite the widespread prevalence of disability, many people with disabilities across the world struggle to access basic services, public spaces and employment. This traps many people with disabilities in poverty and impairs their health. To address this issue, Representative Dina Titus (D-NV-1) introduced The Office of International Disability Rights Act in order to create the Office of International Disability Rights within the Department of State’s Bureau for Democracy, Human Rights, and Labor.

What Challenges Do People With Disabilities Face?

Disability intersects with a range of other issues, including education, poverty and health. Though 140 countries signed the Convention On The Rights Of The Child officially recognize the “the right of the child to education,” in practice this right often does not apply to children with disabilities.

Children with disabilities are less likely to have access to education than children without disabilities. This is because access needs for children with disabilities to understand educational materials, or even be able to navigate a school building, are not guaranteed in many nations. For example, unless children with physical disabilities have access to wheelchairs, ramps and accessible school rooms, they will be unable to fully participate in school. Without sufficient access to education, people with disabilities are disproportionately poor, are often unemployed and lack financial access to healthcare. According to the United Nations, 80% to 90% of working-age people with disabilities are unemployed.

Disability rights are particularly essential during the COVID-19 pandemic. According to the United Nations, “barriers such as physical accessibility, barriers to implementing basic hygiene measures, affordability of healthcare, limitations on health insurance, and discriminatory laws and stigma, can be life-threatening in the midst of a pandemic.” Ensuring equal access to healthcare resources can help reduce the impact of COVID-19 on disabled people, many of whom live in poverty. This is where The Office of International Disability Rights Act comes in.

What would The Office of International Disability Rights Act Do?

The office would serve multiple purposes, including acting as the State Department’s advisor on disability issues, representing the U.S. within international governance bodies on the topic of disability rights and making sure that the State Department itself is inclusive of disabled people. The Office of International Disability Rights would coordinate with civil society organizations as well as the U.S. government at large and other governments to advance disability rights around the world.

To make sure that State Department practices follow disability rights guidelines, the State Department will create disability inclusion training for personnel and develop a formal disability inclusion policy. The Office of International Disability Rights would also collaborate with other offices of the State Department to ensure that disability rights violations are properly recorded in annual reports on human rights.

If Congress passes The Office of International Disability Rights Act, the Secretary of State will brief the Committee on Foreign Affairs of the House of Representatives and the Committee on Foreign Relations of the Senate on progress made on the above efforts, as well as any recommendations for legislative actions to advance disability rights.

Why Should International Disability Rights Be A U.S. Priority?

This bill has both domestic and foreign policy precedents. In 2010, the U.S. first appointed the Special Advisor for International Disability Rights at the Department of State. The advisor helped incorporate awareness of disability rights as part of Department policies and annual Country Reports on Human Rights Practices and Trafficking in Persons report. Thirty years ago, the U.S. passed the Americans with Disabilities Act to protect the rights of disabled people within the U.S. to access basic services, education, healthcare, workplaces and other public spaces.

While neither of these past initiatives has solved every disability rights issue, each helped build institutional capacity and an important framework for disability rights at home and abroad. The Office of International Disability Rights Act would help build on these initiatives, in a time when the unmet needs of people with disabilities are a quickly growing international concern.

– Tamara Kamis
Photo: Flickr
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Harvard and MIT Protect International Students

International Students
Numerous universities, including Harvard and M.I.T., have long valued their international students for bringing diverse global backgrounds onto their campuses. However, in July 2020, the Trump administration made a shocking decision to ban international students from residing in the United States if universities moved their fall semester classes online due to the COVID-19 pandemic. Affected students have strongly opposed this ruling, as many come from underdeveloped countries and are searching for a better life. Many universities, including Harvard and M.I.T., have instituted policies to create a safe haven for these students from lower-income families and third-world countries amid the national ban.

The Cause of the Lawsuit Against the Trump Administration

After the ban was announced, Harvard and M.I.T. filed a lawsuit on the Trump administration for violating the Administrative Procedure Act. This act states that in times of emergency, international students can take more than one online course without facing penalties. However, the Trump administration has failed to be specific about declaring this pandemic as an “emergency situation”. As of now, this means that over 1 million international students who are taking online classes are subject to deportation.

Stories From International Students

Many international students feel that this policy will impair both their safety and their learning environments. For example, Valerie Mandela, a student at Harvard University, comes from a high-risk population in Mexico and is confused about what these policies will mean for international students like her.

“…where should I go exactly? Like my parents’ house? My parents are from a high-risk population. Where exactly are we supposed to go?” Valerie, along with numerous other students, feels frustration towards these policies.

“I can’t go back to Venezuela. There are no flights there. It is a very, very unsafe situation. It would put me at risk. It would put 8,000 Venezuelans under F-1 at risk. It would put thousands of other people who are from countries that are currently under humanitarian crisis…[at risk].” Raul Romero, a student at Kenyon College, also feels disadvantaged given the United States’ stance on international students and its immigration policies.

The Harvard Crimson recently had the opportunity to interview international students from disadvantaged communities. Student 3, an anonymous name given to protect the privacy of this student, is from Kashmir and claimed to study abroad to escape the violence of their home country.

“‘If I return to my parents’ home in Kashmir, I will not have consistent access to the Internet that can support high-quality video conference calls’, Student 3 wrote.”

Similarly, a Harvard medical student from Ethiopia would have to defer for a year because of inadequate internet access and a differing time zone. In fact, over 1,000 Harvard students hold F-1 visas from countries with restricted internet, such as Ethiopia. Student 2, from Lebanon, also states that their country is experiencing one of its worst economic crises and access to the internet would be nearly impossible due to the political climate. Another Harvard student from Hungary also feels unsafe returning back to their country due to a lack of LGBTQ rights and health insurance. Meanwhile, a student from South Africa also faces potential struggles such as poor electricity, differing time zones and lack of internet access.

Justice is Given to International Students

As multiple students have come forward with their concerns about I.C.E’s policies, the Trump administration has overturned the restrictions over online curriculums for its international students. Harvard, along with many other universities, considers this a major victory, as it assures international students the right to study in the United States amid the implementation of distance learning in the upcoming fall. After a long legal battle against the Trump administration, international students have obtained justice.

– Aishwarya Thiyagarajan
Photo: Unsplash

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Peace in Palestine: The Effect of Annexation on Education

peace in palestine
The current issue between Israel and Palestine is a critical conflict as Palestinians face possible annexation from regions in the West Bank and the Gaza Strip, affecting 2.1 to 3 million Palestinians. The political strife has been off and on for approximately 100 years as the possibility of annexation becomes a reality. However, the questions of education, healthcare and human rights become prevalent when considering Palestine and its people. Here’s what you need to know about the problem with peace in Palestine.

The Conflict

Palestine and Isreal’s conflict of political power stems from the want for the same land and the power over it. With Isreal already in control of 60% of the West Bank and looking to control upwards of 30% more, Palestinians are worried about their homes and lives as they could force individuals to leave as a result. For many Palestinians, the overall result of the annex is hard to determine, but United Nations High Commissioner for Human Rights leader Michelle Bachelet states, “shockwaves of the annexation will last for decades.” As annexation is illegal in terms of international law and is a violation of human rights, the result of backlash is expected.

In 2019, Isreal destroyed hundreds of properties in the West Bank for a lack of approved permits, many of which were owned by Palestinians who had built homes without proper licenses. Although they’ve built homes without authorization, Palestinians may only get construction approved by the Israelis. More often than not, they are denied.

The destruction of these areas can be detrimental to many individuals and any future of peace in Palestine. Palestinian refugees are offered services from the United Nations Relief and Works Agency (UNRWA) to cater to basic needs such as education, healthcare, shelter and more. The agency defines Palestinian refugees as “persons whose normal place of residence was Palestine during the period 1 June 1946 to 15 May 1948, and who lost both home and means of livelihood as a result of the 1948 conflict.”

Impact on Education

As a result of violence, many are concerned about the safety of children, educational systems and peace in Palestine. Threats of destruction complicate the route to school as students or teachers may be stopped at security checkpoints, and past violence has occurred by Israeli forces. An estimated 19,000 children were involved in the 111 different educational inference cases in the West Bank documented by the UN in 2018.

In 2018, the UNRWA endured a sizeable financial burden as a result of the American government’s decision to decrease the budget for that year. This was the most significant budget cut in history for the agency, resulting in a loss of $300 million for the year. For many, school is supposed to represent a safe and comfortable environment. As a result of the new budget, children and families worried they would not be able to return to school. This led to the UNRWA launching the Dignity is Priceless campaign, a global fundraising campaign advocating for student’s educational and health needs. The campaign’s purpose was to ensure that there would be enough funding and support to reopen the doors. It led the way for other organizations to support education funding.

Campaigns for Aid

Many organizations are standing in support of peace in Palestine, looking to help during this significant humanitarian crisis. UNICEF is working to make an impact in these communities that now lack necessities like drinking water and unsafe access to education. UNICEF’s Humanitarian Action for Children 2020 has accepted $13.7 million in funding, improving access to water for over 30,000 persons and providing water tanks to over 4,100 households. By the end of 2019, they continued to support Palestine’s education system assessing that 6,200 children safely accessed school, and 90,000 students could participate in summer activities.

For many children in Palestine, education is a want, not a given opportunity. The Rights to Education (Right2Edu) campaign strives to bring awareness to the importance of education for Palestinian children and to the hardship’s educational systems face. At the same time, there is a struggle for peace in Palestine. Right2Edu began assisting students and faculty who would be subjected to arrests of the Israeli troops and provides legal assistance to those who may have experienced an educational interference on their way to or from school. The Rights to Education’s primary mission is to pursue the human right of education for all.

The struggle for peace between the two states continues to be an uphill battle. With an emphasis on the future of children in Palestine, 3 campaigns from NGOs show their support through campaigns and field visits to continue to provide supplies and hope for those in Palestine.

– Allison Lloyd
Photo: Flickr

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A Nonprofit to Know: The Work of Global Pearls

The Work of Global Pearls
Global Pearls, a nonprofit organization that emerged in 2016, aims to tackle the root causes of poverty in some of the world’s most marginalized communities. With projects spanning across Latin America, Africa and Asia, Global Pearls addresses issues such as inaccessibility to education, income inequality and violence prevention in developing countries. With 100% of every dollar donated going directly to programs, each project maximizes the positive impact it makes toward helping the world’s poor. Keep reading to learn more about the work of Global Pearls.

The Mission

Global Pearls seeks to reduce “suffering among marginalized populations in developing countries by empowering changemakers from within.” To empower such changemakers, Global Pearls supports and funds leaders in developing communities ready to tackle issues and bring about positive change.

Lack of Access to Education in Guatemala

In a country like Guatemala, where the poor are unable to access essential healthcare services, many children are abandoned or left on the streets. With more than 58% of Guatemalan children aged 7-14 working in the agriculture industry, many do not have access to funds for schooling, books and uniforms.

As a result, 18.5% of the population aged over 15 are unable to read or write. Children living on the street in Guatemala are also at a higher risk of engaging in physical violence to survive due to poverty, abuse and social exclusion.

Global Pearls Creates Change

Recognizing that over 10% of children ages 7-14 are unable to receive an education, the work of Global Pearls has extended to helping Sandra Alonzo Pac establish an educational scholarship program for children in Quetzaltenango, Guatemala called Estudia Con Amor. The program supports children who need additional funding from middle school through university. Street children involved in the program are also receiving help with clothing, food and medical costs. Because families living below the poverty line are more likely to keep their children out of school, children without education have a higher chance of living in poverty. Programs like Estudia Con Amor are essential in ending the cycle of poverty for struggling individuals.

Maria, a participant in the Estudia Con Amor scholarship program, discussed how she was unable to attend school with her mom working multiple jobs daily to support the family. She described her sadness when she saw the other children in the village walking to school with their backpacks, wishing that she could be one of them. With the help of the Estudia Con Amor Scholarship through Global Pearls, she began her studies, hoping to one day become a doctor.

Income Inequality in Honduras

Like Guatemala, attending traditional schools in Honduras is very difficult for children who travel long distances on foot to school. With Honduras holding the third-highest illiteracy rate in Central America due to income inequality, youth struggles to afford school and find job opportunities.

How Community Leaders in Honduras are Helping

Due to the cost of $100 a year to supply students with the textbooks and supplies they need for schooling, many poor students are unable to attend. With the help of Global Pearls, Sor Marta established a high school scholarship program for children who want to continue their education but cannot afford the cost.

Global Pearls Founder, Lisa Spader, embraces the idea that “you are capable of making your community better; you don’t need other people to make your community better.” Because of this, Spader urges the program participants to dream about what they want their future to look like and how that dream can become a reality with hard work and the right resources.

John, a 14-year old boy in the Honduras program, talked about how the Caja rural project has impacted his life: “I will not forget the day you arrived […] It was a rainy evening, and I was trembling with cold, but you hugged me, and I felt warmer. In that conversation, the idea of the Caja rural project became real […] Soon, I began leading my colleagues. This project has made a mark on my life in ways I could never have imagined […] You helped me find my life purpose. […] I know that starting a project changes the lives of those who start them. I know because I’m a living example.”

As a result of the program, John began the Caja rural project, which lends money to people to invest in microenterprises. He is now an active supporter in assisting others in finding their ways to better their community.

Prevalence of Violence in Honduras

People know gangs such as the Mara Salvatrucha and Barrio 18 in Honduras for utilizing violence and threats to establish authority. As a result, Honduras is one of the world’s most violent places, with an average of 13 people murdered each day. With limited opportunity for youth, many young Hondurans resort to gang participation to protect welfare and identity.

Giving Resources to Youth

Recognizing the prevalence of this issue, community leader, Jeremias Vobada, who grew up in an orphanage on the outskirts of San Pedro Sula, founded a soccer program for over 100 youth with Global Pearls. The program helps to give them a safe space to grow and develop. He has also partnered with a local contractor to provide children interested in the electrical field the experience and skills necessary to construct solar panels. This necessary resource allows electricity to run in remote communities.

Looking Forward

In a continually evolving world, it is more important than ever to address pressing issues that face marginalized communities. Global Pearls recognizes empowered leaders who have a passion for changing their community but do not receive marketing worldwide. By funding and engaging in projects with these leaders, more children can attend school and make their future dreams a reality.

To learn more about the impactful work of Global Pearls and its projects, click here: https://globalpearls.org/.

– Erica Fealtman
Photo: Flickr