Archive for category: Education

Information and stories on education.

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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

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George Mason University Professor Researches Obesity in Kenya

George Mason University Professor Researches Obesity in Kenya

For more than 10 years, Dr. Constance Gewa, a George Mason University professor and nutrition expert, has researched food security in her home country, Kenya. With each study, she has shined a light on different aspects of nutrition for women and children in the country. In 2019, when she returned for further research about obesity in Kenya, she came with more than questions — she brought some answers, too. 

Although Kenya has the classification of being a low-income country, the number of citizens struggling with obesity in Kenya is beginning to rise. This comes as a result of globalization and a growing international market. According to Gewa, Kenya is experiencing a nutritional transition as the country is importing more than it is exporting. Having previously survived on its own market and agriculture, Kenya now stocks stores with cereal, instant noodles, chips and cookies. These foods have cheaper prices and are extremely accessible to children, whose schools often provide them. However, they can also lead to obesity. 

Childhood Obesity in Kenya

In 2009, Gewa published a study titled Childhood overweight and obesity among Kenyan pre-school children: association with maternal and early child nutrition factors that addressed Kenya’s need to prevent overnutrition as well as treat malnourishment. Of the almost 1,500 children aged 3 to 5 whom she studied, Gewa found 18% to be overweight and 4% to be obese.

This may be due to mothers’ nutrition. A child whose mother is overweight due to a poor diet is 83% to 112% more likely to become obese. Gewa found that factors such as the duration the child exclusively breastfed were also important. She determined that children who solely breastfed for more than 24 months had a 45% decrease in obesity risk. In other cases, a mother believes that breastfeeding will not nourish her child enough and prematurely introduces other foods into the child’s diet. Popular alternatives to breastmilk include infant formula, solid food like bananas and rice as well as cow’s milk. All of these foods are too high in calories for the child, resulting in weight gain.

Mothers with a lower income and education are more likely to breastfeed, and therefore give their child a lower risk of becoming obese. A mother with primary or higher education will typically have a higher income, allowing her to purchase other foods to supplement breastfeeding. However, this does not mean that children living on a lower income are immune to the dangers of obesity in Kenya. Processed and fried foods are becoming cheaper and more accessible. Some Kenyans have explained that french fries and donuts are cheaper than fresh produce, and they cannot afford to prioritize nutrition.

Breastfeeding and Traditional Food

In 2016, Gewa published two papers. The first investigated maternal knowledge and the cessation of breastfeeding. From this study, Gewa concluded that early breastfeeding practices, a mother’s understanding of the recommendations regarding breastfeeding, the health of the child as well as the mother and social acceptability all determine how long a mother exclusively breastfeeds. If a mother is knowledgeable of the benefits of breastfeeding and feels comfortable breastfeeding at home and in public, she is more likely to breastfeed for a longer duration.

Gewa’s second 2016 study examined maternal beliefs and accessibility to indigenous and traditional food. Her research indicated that less than 60% of Kenyan mothers consumed indigenous traditional foods (ITF), but 52% wished they could eat more of this food. They attributed their lack of ITF consumption to inaccessibility, high prices and poor taste. Gewa stated that when Kenyan health officials discuss food security, they must consider both malnourishment and obesity to avoid “moving from one problem to another.”

Reducing Obesity in Kenya

From these studies, Gewa argues that education on proper nutrition and efforts to make healthy foods affordable are necessary to reduce obesity in Kenya. She used this knowledge to return to Kenya and use her research to spark change. On her return to Kenya, Gewa said, “It is important for study participants and communities to become aware of the research findings because they are stakeholders. I believe that sharing research findings motivates community ownership and participation in identifying solutions.” When Gewa met with the people represented in her study, they were surprised and grateful for her return — they told her no one had ever come back before.

To Gewa, the research is just the beginning. In addition to analyzing obesity in Kenya, Gewa’s work calls for discussion and works with those directly affected to create a greater impact. Local health officials and Kenya’s administration have found an open channel of communication with their constituents through Gewa’s research. While obesity in Kenya remains an issue, it is encouraging to see these steps in the right direction toward health and nutrition prioritization.

 – Alexa Tironi
Photo: Flickr

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Innovations in Poverty Eradication in Canada

Poverty Eradication in CanadaThough a proportionally wealthy country, Canada struggles with a large amount of poverty. In 2018, the Government of Canada released Opportunity for All: Canada’s First Poverty Reduction Strategy. The report introduces strategies and tactics that the country intends to employ until 2030 to reach its goals. Concrete poverty reduction targets is one of the goals that includes a 20% reduction in poverty by 2020 and a 50% reduction in poverty by 2030. Canada’s Official Poverty Line is another goal set out to measure poverty and track progress towards the targets. It also plans on introducing a National Advisory Council on Poverty. All of these innovations would go towards poverty eradication in Canada.

The Council

The National Advisory Council on Poverty has helped the government move forward with their plan. The group has 10 members. Some of them actually confronted poverty in the nation themselves. In addition to those with lived experience, the council also holds members with expertise in community outreach, academia and prominent leadership. Annually, these members produce a report that helps the government understand the progress that has been made and what can still improve.

The Strategy

Beyond the council, the strategy also involved defining a poverty line for Canadians. Statistics Canada and Employment and Social Development Canada continuously review Canada’s Official Poverty Line. By using the Market Basket Measure, they are able to keep the measure accurate. Their various reports from 2018 to the present summarize government consultations on the matter. They also propose changes as to how to calculate the Market Basket Measure.

Canada’s Poverty Reduction Strategy also introduced 12 indicators of progress concerning its reduction. Some of the most notable include food insecurity, core housing needs and the share of youth engaged in employment, education or training at a given time. In order to ensure transparency on the progress the strategy is making, the government provides a website or “dashboard.” Citizens can use it to track all 12 of the Opportunity for All indicators as well as the poverty line itself. The site also lists future goals that Canadians can stay up-to-date on.

Government Programs

The Opportunity for All Strategy also connotes the bettering of government programs and investments that existed before 2015. Some of the most notable pre-existing involvement that the strategy emphasizes include Canada Child Benefit. This is a monthly, tax-free payment that assists low and middle-income families in raising children affordable. Another one is Canada Workers Benefit, a refundable tax credit with the purpose of supplementing the wages of low-income workers. Increase to the Guaranteed Income Supplement Top-Up Benefit is an initiative that helps improve the financial security of just under one million senior citizens. Additionally, Canada’s First National Housing Strategy is a plan spanning 10 years. Its goal is to provide more Canadians with suitable housing.

Charity and Aid

In addition to government efforts, many others are working on innovations in poverty eradication in Canada. One of the most successful charities working toward these goals is Pathways to Education, which provides financial support, social stimulation and academic rigor to youth in need. It has improved graduation rates by 85% in communities where its program has been offered. Canada Without Poverty is another charity that educates Canadians about the humanitarian and financial implications of living in poverty. It also identifies solutions regarding public policy and communication. Canadian citizens that broke out of poverty themselves run the organization, so they are well equipped to educate the public and connect with those in need. Furthermore, True North Aid is a charity that looks to close the poverty gap faced by Northern Indigenous communities in Canada. It does this by launching projects with initiatives in improving water supply, education, housing and the like.

 

Overall, innovations in poverty eradication in Canada are highly successful. With government planning along with cooperation from and communication with the Canadian public, a decline in the poverty rate has already taken place and seems as if it will continue in the coming years.

– Ava Roberts
Photo: Flickr

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Family Legacy Combats Child Poverty in Zambia

child poverty in ZambiaZambia is a landlocked country that lies between Southern and Central Africa. The majority of Zambia’s 17.5 million population is under the age of 18, and over half of the population earns below the international poverty line of less than $2 per day. According to the World Bank, the estimated median age is 16.7, making evident the country’s severely imbalanced dependency ratio. This means that the dependent population (younger than 15 and older than 65) is much larger than the workforce can adequately support. While in the past few years Zambia has made progress in increasing access to nutrition and education, children in Zambia still lack a variety of necessities. In Zambia, 45.4% of children live in extreme poverty and 800,000 children still do not attend school.

What Is Family Legacy?

Family Legacy is a nonprofit organization based in Irving, Texas that seeks improvement in both of those areas for the most affected children of Lusaka, Zambia. In a variety of ways, the organization aims to reduce child poverty in Zambia by ensuring that these children have the opportunity to attend school. There, they get one hot meal every day and extra food to take home when they have good attendance. “This makes the parents more likely to let the kids go to school, and not be forced to work,” a Family Legacy volunteer said.

What Is Being Done to Fight Child Poverty in Zambia?

Family Legacy has four programs to meet its goal of alleviating child poverty in Zambia. The first, Legacy Academy, focuses on the Academics pillar, one of the organization’s four pillars of care. This main school program ensures that the children it serves receive primary and secondary education with all the necessary materials. The second program, Tree of Life, focuses on the physical and emotional pillars. Tree of Life is a residential community that provides children who have been through physical or emotional trauma with a safe place to live while they attend school. The third program, Excel Beyond, also focuses on the academics pillar. This program is designed to support the high school graduates of Legacy Academy while they build the foundation of a successful career. Finally, Camp Life represents Family Legacy’s spiritual pillar. The week-long experience seeks to bring hope and emotional growth to the Academy students.

Family Legacy’s success can be attributed to its three-tier approach, combining education, nourishment and the inclusion of benefits to the families of these children in need. The organization’s programs saw a ninth grade completion rate that was 18% higher than the national average last year. In addition, it has 156 students currently pursuing higher education. To help with curbing hunger in Zambia, Family Legacy distributes 4 million meals annually.

What Can We Do to Help?

Family Legacy’s progress is achieved via activities in multiple parts of the globe. In Dallas, volunteers pack meals, distribute clothes, gather supplies and find sponsors. Sponsorships are programs in which a family or individual provides the financial means for a child in Lusaka to attend school and receive meals and extra food. In Lusaka, volunteers make up the summer staff of Camp Life, participate in medical internships, assist with the graduation ceremonies of Tree of Life and Legacy Academy and participate in activities with the other Tree of Life children. Beginning to get involved in the fight against global poverty seems like a daunting task, but Family Legacy makes it easier than ever to fight child poverty in Zambia.

– Carolina Larracilla
Photo: Wikimedia Commons

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3 Countries Where the Marist Brothers Help Children

the Marist Brothers
Saint Marcellin Champagnat formed the Institute of the Marist Brothers in 1817 with the mission of helping poor and marginalized children around the world. The community of Marist Brothers has now grown to include almost 3,000 members. In 2007, in the spirit of Champagnat’s vision, the Congregation of the Marist Brothers of the Schools established the Marist International Solidarity Foundation (FMSI) in Rome. Its mission is to provide quality care and education for all children. Today, the foundation directly improves the lives of more than 650,000 youth around the world. It does so through its presence in educational, social and youth centers. Three of FMSI’s important mission projects are in Ghana, Haiti and Lebanon.

Ghana: Marist Junior High School

With a fast-growing youth population, experts claim that Ghana has a unique opportunity to utilize its “demographic dividend” as a positive force for its society and economy. Without a strong educational system, however, the growing demographic could exacerbate the country’s poverty. Problems in the Ghanaian educational system, especially in rural settings, include shortages of qualified teachers, adequate teaching spaces and school materials. Additionally, literacy and learning standards are low. Educational institutions struggle to provide quality, inclusive teaching across gender and socioeconomic disparities. Thousands of children drop out of school because their families cannot afford the economic burden.

Fortunately, the Marist Brothers have been quietly contributing to the betterment of Ghanaian education. In 1998, the Marist Junior High School emerged in Sabin-Akrofrom. In this rural area, families cannot afford the transportation costs to send their children to city schools. Since its establishment, the Marist Junior High School has taught more than a thousand students who would have not received schooling otherwise. Its students meet high academic standards, and the facility is now prominent for its effective, inclusive and quality education for children living in remote areas of Ghana.

Haiti: the Collège Alexandre Dumas

In Haiti, thousands of children do not receive an adequate education because families cannot afford to make such financial sacrifices. Because of this, child labor is widespread in Haiti. As of 2019, more than 34% of children between the age of five and 14 were in the labor force. Child labor drastically reduces children’s opportunities to go to school. The government is unable to enforce a minimum age requirement for its workers or prohibit the use of children for dangerous work. Children left at orphanages also often work in hard domestic work.

The Marist Brothers have taken action to advocate for child rights and reduce child labor in the region of Latiboliere. The mission of the Collège Alexandre Dumas secondary school is to improve the lives of children who are vulnerable to exploitation. After successful negotiations with children’s families, the Marist Brothers are now able to host 100 boys and girls per year. In addition to providing basic schooling, this program offers nutritional meals, medical care, and recreational activities like sports and arts. These activities contribute to the Haitian children’s academic, emotional and social advancements. Overall, the school reduces the labor exploitation of minors by educating their families on the importance of schooling.

Lebanon: the Fratelli Project

Lebanon also faces the issue of widespread child labor, which impedes youth access to school. Immigrant children, whose parents experience exclusion from the Lebanese labor market, are especially vulnerable to labor trafficking. They can receive less pay and employers do not require identification papers. However, Lebanese families living in the poorest areas of the country face similar problems to those of immigrant families. Thus, Lebanese child labor is also on the rise. This cycle forces children to become the only source of income for many poor families who cannot afford to lose their support by sending them to school. Consequently, even the children enrolled in an educational institution have poor levels of attendance when due to seasonal labor.

The Marist Brothers’ school, Les Frères, has been helping children in Lebanon since before the Lebanese civil war. Now, in cooperation with the La Salle Brothers, the Marist brothers in Lebanon have introduced a new educational project called Fratelli. The Fratelli project supports hundreds of Lebanese and refugee children who have fallen behind in school. It incorporates socio-academic and vocational training to help them reintegrate into the Lebanese education system. FMSI provides funds to buy school materials, pay activity costs and finance the enlargement of buildings to make Les Frères accessible to more children.

Ghana, Haiti, and Lebanon are just three of the 81 countries around the world where the Marist Brothers have improved children’s lives. By protecting the world’s children, the Marist Brothers are effectively protecting the world’s future.

– Margherita Bassi
Photo: Flickr