Archive for category: Global Poverty

Key articles and information on global poverty.

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Education in Serbia

Education in Serbia
Since Serbia transitioned to democracy in 2000, its education system has faced challenges in regard to access, equity, quality and financing. However, in recent years the country has made major efforts to rebuild and improve its education system.

Access

The distribution of schools in Serbia does not correspond to its population. Although the gross enrollment rate (GER) for preschool education is 98% overall, the GER is as low as seven percent of children in rural areas. These children sometimes have to walk between three to 10 km on way to school.

Serbia adopted the Law on Foundations of the Education System in 2009 to address this issue. This law was meant to provide opportunities for the marginalized, economically disadvantaged and internally displaced students in Serbia.

Equity

A major inequity gap exists for children with special needs. According to a 2010 statistic, only 1% of children with disabilities have access to pre-primary education. These children are also more likely than non-disabled peers to drop out of school. Resources are particularly scarce for students with physical impediments.

In 2008, UNICEF signed a Memorandum of Understanding with the Ministry of Labour and Social Policy to address inequity. The goals in the Memorandum were to establish a foster care system for children with disabilities as well as establish new standards for accountability and protection of child rights.

Quality

Serbia’s learning outcomes are below the region’s international average. This low performance is due in part to the school system’s failure to address the psychosocial needs of children emerging from conflict. School safety, drinking water and restroom sanitation also need improvement.

A “School without Violence” (SwV) initiative has been implemented across the nation to improve school quality and yield safer school environments. It includes the development of plans for crisis situations, a parent’s manual and the promotion of fair play in sports.

Financing

Although the level of government spending on education in Serbia (3.8%) is comparable to other European countries, its outcomes are poorer. This is due in part to Serbia’s inefficiently small classrooms.

To increase efficiency, the World Bank suggests consolidating under-enrolled classes by shifting students to other classes in the same school. This would reduce education costs by 10%.

According to Minister of Education M. Srđan Verbić, education in Serbia needs to be broad and flexible with its curriculum. This will provide students with the skills necessary for any job in the global workforce.

The Education Reform Initiative of Southeast Europe (ERI SEE) has the potential to establish one such framework for educational qualifications. It will also better distribute funds for education in Serbia. This cooperation in the education sector will cumulatively optimize school networks and increase school readiness and quality, ensuring equal access and high-quality education to all children in Serbia.

– Liliana Rehorn

Photo: Flickr

How to End Poverty by Improving Economic Governance

How to End Poverty
How to end poverty? In Paul Collier’s thought-provoking TED talk presentation, he hypothesizes the best ways to improve the lives of the most economically deprived billion people of the world. A majority of these people live in commodity-rich countries in Africa.

He believes in mobilizing the international community by creating an alliance between compassion and enlightened self-interest. Hoping that one’s compassion for people gets you started and one’s enlightened self-interest helps you get serious about helping the world’s poor.

He talks about how foreign aid is being trumped right now by the recent influxes in commodity prices. This is bringing unprecedented wealth to countries that have never experienced such things. He states that the problem with short-term economic growth tied to one commodity is that it is often short-lived. And in most scenarios, the country is worse off once the price of that commodity declines to previous levels.

Collier is not the only one to identify this problem. Larry Diamond of Stanford University has said that “there are twenty-three countries in the world that derive 60 percent of their exports from oil and gas and not a single one is a real democracy.” He observes that there is a strong correlation between energy dependence and authoritarianism. Authoritarian governments will use their profits from commodities to enrich those close to power and not spread the wealth amongst the entire country.

Collier believes that the only way to sustain the gains of short term commodity-driven economic growth is by developing international standards of economic governance. By establishing procedures and requirements for governments to enact when they are experiencing a boom, they have a much better chance of improving the quality of life in their country.

One example he provides is establishing public auctions for drilling rights. Most commodity deals right now are agreed upon behind closed doors between a representative from a large private sector western firm and a local magistrate. More often than not the western firm gets a far better deal than that of the magistrate because the magistrate is not aware of the actual value of the commodity he is selling rights to. By creating public auctions, you are allowing market forces to drive up the price of the contract which allows the country in which the commodity resides to gain more wealth from the deal.

This is just one aspect of the international economic governance reforms he would be interested in enacting. But such a small tweak in the way business is currently done could pay huge dividends in the effort to end poverty.

The international norms he would establish would be adopted on a voluntary basis. The ultimate goal would be measured on two fronts.

One, to improve the lives of the indigenous people by establishing funding requirements with commodity profits for clean water, healthcare, and education. This would lay the foundation for non-commodity fueled sustained economic growth and answer the “how to end poverty” question.

Second, to remind the Western democracies of our enlightened self-interest. A potential billion more people in the marketplace will create an increase in global demand that will be realized amongst all economic sectors.

To the question of how to end poverty, Collier believes the countries that are home to the world’s poorest billion have all of the resources at their fingertips. They just need guidance from the international community on how to improve the economic conditions of their people.

– Brian Faust

Photo: Flickr

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Ten Facts About World War II

World War II
World War II was an expansive war fought between the Axis powers (Germany, Italy and Japan) and the Allied power (Great Britain, Russia and the U.S.) that lasted from 1939 until 1945. With such a complex narrative, here are only 10 facts about World War II.

  1. World War II was not only fought in Europe.
    In the North African Military Campaigns between 1940 and 1943, the Axis powers attempted to cut off Middle Eastern oil supply to the Allies. These campaigns took place in Western Egypt, Eastern Libya, Algeria, Morocco and Tunisia. Ultimately, the Axis powers did not achieve their goal and the Allied powers neutralized the German threat. World War II was also fought in the Pacific. On December 4th, 1941, Japan attacked Pearl Harbor damaging the American Pacific fleet. Japan went on to conquer the Philippines, the Dutch East Indies, Hong Kong, Malaya, Singapore and Burma. However, after 1943, American forces slowly removed the Japanese from power in the pacific front. Full Japanese surrender came after the U.S. dropped the atomic bombs, Hiroshima and Nagasaki in 1945.
  2. In total WWII claimed the lives of approximately 60 million people.
  3. The Holocaust claimed the lives of six million Jews.
  4. World War II was a continuation of World War I.
    At the end of WWI, the Treaty of Versailles was signed. The treaty placed most of the blame on Germany, requiring them to pay large amounts of reparations and forcing the country to disarm. This greatly angered and humiliated the German people. Hitler used the German discontent to run as German Chancellor in the 1930s in which he promised to restore Germany.
  5. The immediate cause of WWII was the German invasion of Poland.
    Although facts about World War II show a multitude of causes for the war, the invasion of Poland was a crucial event. On September 1, 1939, Germany invaded and within weeks successfully conquered Warsaw. Germany annexed West Prussia, Poznan, Upper Silesia, and the former Free City of Danzig. As a response to the invasion, Britain and France declared war on Germany.
  6. The U.S was involved in WWII before the Pearl Harbor attack.
    At the start of WWII, President Franklin D. Roosevelt declared the U.S. would practice neutrality. However, on March 11, 1941, the Lend-Lease Act passed which allowed the U.S. to provide military aid to allied nations during WWII.
  7. Stalingrad was a major turning point in the war.
    On July 9, 1942, Hitler ordered the capture of the Soviet Union city of Stalingrad. As a response, Stalin deployed the armed forces to defend Stalingrad and prohibited the civilians from leaving the city. Multiple counter-offensive attacks lead to Soviet victory.
  8. The Japanese used Kamikazes aircrafts.
    Kamikazes aircrafts were manned by Japanese soldiers who were instructed to crash into Allied ships. In total, kamikazes destroyed more than 300 U.S. ships which resulted in 15,000 casualties.
  9. Germany surrendered in May of 1945, while Japan did not surrender until September.
  10. The Marshall Plan gave aid to Europe to rebuild after World War II.
    The Marshall Plan gave $12 billion to Western European countries in economic turmoil caused by WWII.

World War II is still a popular topic today because it was one of the most violent and complex wars in history. These 10 facts about World War II only give a very brief overview.

– Karla Umanzor

Photo: Flickr

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China Boosts Pakistan, Venezuela with Remote Sensing Satellite

China Boosts Pakistan
Recently, nearly 200 scientists, researchers and officials from the space industry participated in the Symposium on Space International Cooperation, promoting the economic and social development of the developing world. The symposium, held in November, in Beijing, was a joint effort put together by the International Academy of Astronautics and the China International Exchange Center for Astronautical Science and Technology.

During the symposium, Hiroki Matsuo, Vice-President of the International Academy of Astronautics confirmed China’s commitment to collaborating with developing countries in the areas of space-based navigation, manned and robotic space flights and data applications—namely with Pakistan and Venezuela. Matsuo declared, “Preparation work for the Venezuela Remote Sensing Satellite II project is proceeding according to schedule.” He also verified that a similar remote sensing satellite, to be used by Pakistan, would be finished in 2018.

Remote sensing satellites are dedicated to accumulating data about the earth’s surface and can help survey resources on land, monitor nearby oceans and forecast weather — something essential to crop planning and resiliency in the aftermath of natural disasters.

Both the Venezuelan and Pakistani remote sensing satellites are being developed by the China Academy of Space Technology. The company is also dedicated to expanding its services to other countries in the developing world, especially to countries in the Middle East that are new to the space market. To date, 11 satellites, developed in China, have been completed and exported to nine different countries, including Laos, Nigeria and Bolivia. The successes of the China Academy of Space Technology in working with the developing world can be attributed to their commitment to providing more than just the design and manufacturing of remote sensing satellites. They also incorporated launch, operations and training services into their business model.

Hu Zhongmin, the Director of the International Cooperation Department at the China Aerospace Science and Technology Corp, the parent company of the China Academy of Space Technology, is excited about further collaborations between China and other countries. Zhongmin and his company understand that multi-national exchanges of space technology can greatly benefit the developing world.

When it comes to manufacturing and launching satellites, China has had a long-running relationship with Venezuela. In fact, the Venezuelan Remote Sensing Satellite II, to be completed later this year, is the third collaborative effort between the two countries. The first was a communication satellite, launched in 2008 and the second was the Venezuelan Remote Sensing Satellite I, which was launched in 2012.

Pakistan is also a veteran to the world of space technology, establishing the Space Sciences Research Wing to the Pakistan Atomic Energy Commission in 1961. The original project from the program, Rehbar-I, was launched in 1962 and became only the tenth of its kind in the world. Data from this original Pakistan Space Sciences Research project helped officials study weather, cyclones and cloud formations above the Arabian Sea.

– Ashley Henyan

Photo: Flickr

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Mamaope Jackets Bring Hope

Mamaope Jackets
A new innovation from Uganda aims to reduce the often fatal misdiagnosis of pneumonia by providing jackets that identify symptoms unique to the disease.

A Ugandan man named Brian Turyabagye designed the biomedical smart jacket to identify such symptoms of pneumonia as breathing rate, temperature and sound of the lungs and to make a diagnosis three or four times faster than a doctor. The jackets are called “Mamaope,” meaning Mother’s hope, as they aim to provide hope to mothers in Sub-Saharan Africa where pneumonia killed 490,000 children under the age of five last year.

According to Turyabagye, many of these deaths are due to misdiagnosis. He explains that pneumonia is often misdiagnosed as malaria in regions where the latter is prevalent. Since the symptoms of pneumonia and malaria are very similar, Mamaope Jackets will focus on identifying symptoms that can differentiate them and lead to a more accurate diagnosis.

When Turyabagye was an undergraduate student in Uganda he accompanied a friend’s grandmother to the hospital after she became seriously ill. Doctors initially diagnosed and treated her for malaria, only realizing that she was dying of pneumonia when it was too late. This inspired Turyabagye to create a more effective and simple way to diagnose pneumonia.

According to UNICEF, pneumonia kills nearly 1 million children under five each year globally which is more than HIV/AIDS, diarrhea, and malaria combined. Sub-Saharan Africa accounts for half of the pneumonia deaths of children worldwide, and the region lacks critical funding for prevention and treatment.

If mass-produced, the jackets will be distributed to health centers and hospitals where it will be used to more accurately diagnose pneumonia. Mamaope Jackets will focus on symptoms unique to pneumonia, which usually occurs on the sides of the body rather than just the chest or the back. Turyabagye believes that being able to distinguish between what is healthy and what is not is a significant step to preventing misdiagnosis.

If Turyabagya secures funding for mass production, there is hope that the jackets will create awareness and increase funding for pneumonia treatment and care. The jackets have the potential to make waves in the global health community and thus securing funding for the fight against pneumonia globally.

The jacket is currently a prototype, but it is expected to undergo a medical examination this month. If this is successful, the jacket will be certified for medical use this spring. Mamaope Jackets are on the shortlist for this year’s Africa prize for engineering innovation, and if they win Turyabagye hopes to use the £25,000 prize money to begin mass production and distribution.

– Eva Kennedy

Photo: Flickr

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Education in the Dominican Republic

Education in the Dominican Republic
Although the Dominican Republic has been known to have one of the most underperforming education systems in the world, efforts are being made to improve education in the Dominican Republic.

Education in the Caribbean nation is split into three stages: preschool, primary school and secondary school. Preschool, or nivel inicial (initial level), includes children from ages 3 to 6. Only the last year of preschool is compulsory. Primary school, or nivel básico, is compulsory for children aged 6 to 14 but is not strictly enforced.

Secondary school, or nivel medio, for students 14 to 18 is not compulsory. Students are awarded a bachillerato, or high school diploma, after completion and may go on to university.

Some of the issues facing education in the Dominican Republic include overcrowded classrooms, poor-quality facilities and outdated curriculums. Dominican law mandates that four percent of the GDP must be spent on education, but only about two percent of the GDP is invested in education in the Dominican Republic.

Teachers are paid so little that instructors cannot earn a living to support themselves or their families. This makes teaching an unpopular vocation in the Dominican Republic, resulting in very high student to teacher ratios in classrooms. Students don’t get the individual attention they need, and a large number of teachers have not fully mastered the material they teach.

About 40 percent of students drop out of school before eighth grade. One in four girls drops out of school due to pregnancy. While the literacy rate of the Dominican Republic is about 92 percent, studies have found that students who complete high school enter university at a sixth-grade reading level.

After teachers campaigned across the country to make education reform a national focus, all candidates running for president in 2012 promised to double the education budget if elected. President Danilo Medina and his administration have made efforts to improve education in the Dominican Republic since then, including building more schools and increasing the school day from five hours to eight hours.

However, these reforms are not fully effective without adequate teacher training and increased teacher salaries. There is still a shortage of teachers for schools that already exist in the Dominican Republic, and children only learn for a small fraction of the time they are in school. Students end up sleeping or talking to peers instead of studying, and some teachers do not know what to do with the extra classroom time.

These reforms are beginning to occur, with World Bank announcing in September of 2015 that the global financial institution will invest $50 million over five years to assist the Dominican Republic government’s education reforms. The loan will be used to train teachers and assess student learning in primary and secondary schools. The funds will also be used to improve preschools in order to increase school readiness, decentralize management of public schools and promote community involvement in education.

– Cassie Lipp

Photo: Flickr

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Four Clues to Understanding Poverty in Bahrain

4 Clues to Understanding Poverty in Bahrain
A great deal of poverty in Bahrain stems from a systematic discrimination of Shias by the Sunni leaders. Bahrainis were one of the first to begin protesting in the Arab Spring of 2011 but were also one of the first to be shut down. The discrimination of the Shias still exists today in Bahrain. To better understand Bahrain, here are four facts that you need to know:

    1. Bahrain is run by a monarchy that has been in power since their occupation of the island during the 1700s. The monarchy works within itself, through a private council that resolves familial disputes and financial issues. Today, Bahrain is a constitutional monarchy with an elected legislature.
    2. The monarchy consists of Sunnis, but the majority of the population of Bahrain is Shia. This encourages systematic discrimination throughout Bahrain, which sparked multiple protests by Shia Bahrainis in 2011. Shias claimed that privileges and opportunities were given out more freely to the Sunnis within Bahrain. Mainly these protestors argued for a new constitution and an equal society in terms of job opportunities for Shia Bahrainis, but the protests were shut down quickly. The monarchy called the protesters traitors and used troops from Saudi Arabia and the United Arab Emirates to end the protests.
    3. There is a large wealth disparity between Shias and Sunnis throughout Bahrain. The capital city of Manama is full of beautiful buildings and skyscrapers, but the villages surrounding the city show the disparity. However, figures do not suggest that Bahrain has any citizens living in extreme poverty (under one U.S. dollar a day) according to the United Nations Development Programme. But, 12.2% of the population lives under five U.S. dollars a day, therefore poverty in Bahrain still exists.
    4. Most of the unemployed Bahrainis are between the ages of 15 and 24. Unemployed females within that age group have an unemployment rate of 16.8 % in 2014, and unemployed males are at 8.5%, according to the International Labour Organization. There is a clear disparity between females and males who are able to acquire jobs, as well as the disparity between the Shias and Sunnis that is still prevalent today.

Poor Shias living in Bahrain without any connections to wealthier Shias or Sunnis will most likely stay in that caste. Bahrain is very committed to its traditions including its monarchy. While extreme poverty in Bahrain is not the country’s biggest issue, the disparity that is rampant leads more into poverty every day.

– Meagan Foy

Photo: Flickr

Ten Facts About the Gulf War

10 Facts About the Gulf War
This January marks the 26th anniversary of the beginning of the Persian Gulf War, a conflict that displaced millions and would go on to set the pace of Middle Eastern dynamics in the twenty-first century. Here are 10 important things to know about the Gulf War.

    1. The conflict began on August 2, 1990, when Iraqi leader Saddam Hussein ordered the invasion of neighboring Kuwait by bombing their capital of Kuwait City and deploying 100,000 soldiers into the country. While Hussein demanded access to the country’s oil reserves, he also claimed to be supporting a popular revolution against Kuwait’s monarchy.
    2. The invasion was widely met with international criticism, drawing comments and sanctions from U.S. President George H.W. Bush and U.K. Prime Minister Margaret Thatcher. Hours after the invasion, the U.N. met in an emergency session, calling for Iraq’s immediate withdrawal from Kuwait, and imposing a worldwide ban on trade with Iraq.
    3. Standing opposed to Saddam Hussein was the Allied Coalition, consisting of 39 countries and 670,000 troops, over 60 percent of them from the U.S. Their initiative, Operation Desert Storm, began in January 1991, marking the beginning of international involvement.
    4. Much of the Allied Coalition’s concern centered on their fear that Iraq might invade Saudi Arabia in an attempt to take control of their oil reserves – had Hussein garnered control of these fields, he would have controlled the majority of the world’s oil supply.
    5. The U.S. Department of Defense estimated that the Gulf War cost more than $61 billion. The United States suffered 383 fatalities, while more than 10,000 Iraqis lost their lives in the fighting. Operation Desert Storm included the largest armored assault since World War II, as well as a battlefield that was the most well-prepared in the history of warfare.
    6. Estimates on the number of civilians killed during the conflict vary widely. During the war, Iraq downplayed this figure to maintain morale and dismiss the effectiveness of the Allied Coalition’s offensives. It is now generally agreed that roughly 3,000 Iraqi civilians lost their lives as a result of the war.
    7. Although a ceasefire was declared by President Bush on February 28, 1991, the economic sanctions imposed by the U.N. at the time of the invasion remained in place. A study released in 1995 indicated that as many 576,000 children may have died since the end of the war, with malnutrition running high and poised to increase.
    8. Just weeks after the ceasefire, in March 1991, uprisings against the Iraqi government erupted among Shi’a rebels in the south and northern Kurdish regions. The conflict was marked by extreme violence and mass executions of civilians, with victims burned alive, tortured, raped and murdered, often buried in mass graves – thousands more were “disappeared” after Saddam Hussein’s forces retook control of the country.
    9. By April 1991, the uprisings had been suppressed and Saddam Hussein remained in control of Iraq. At this time, almost a million refugees had spilled across the border into Iran, and 500,000 had fled north to Turkey. UNHCF mounted a massive airlift of humanitarian aid and supplies to Iran, but the need far exceeded provisions. In September, the organization launched a $35 million initiative to supply roofs for the homes of 350,000 displaced Iraqis.
    10. It is estimated that as many as five million people from 30 different countries were displaced as a result of the Gulf War. Countries throughout the world, as of June 1991, had donated an estimated $1.35 billion in aid to support the refugees of one of the largest migrations in human history.

    Although brief, the Persian Gulf War in 1991 impacted the lives of millions throughout the region and cost billions in aid. The conflict went on to set the stage for Middle Eastern relations in the new millennium, acting as a precursor to the War in Iraq that began in 2003.

    – Emily Marshall

    Photo: Flickr

What is the House of Representatives?

What is the House of Representatives?
What is the House of Representatives? The House of Representatives is one of two chambers that make up the United States Congress (the other is the Senate). The House consists of 435 representatives who serve the people of all 50 states. Five delegates represent the District of Columbia and four of the U.S. territories (American Samoa, Guam, Northern Mariana Islands and the Virgin Islands), and a resident commissioner represents Puerto Rico. The number of representatives per state depends on the state’s population size, allowing each state to be proportionately represented in Congress. Alaska, for example, has only one state representative, while California has 53. This is because California’s population is close to 53 times that of Alaska. This population-to-representative ratio does not apply to the District of Columbia or the five U.S. territories; rather, they are allowed one delegate each.

To find out how many representatives there are in any state, visit the United States House of Representatives directory. The United States House of Representatives website assists citizens in finding their district and representative.

Representatives are referred to as congressmen, congresswomen or simply representatives. Constituents, often divided by district, elect representatives to two-year terms. Districts are used to allow the state’s population to be more accurately represented in Congress. The state of Alaska is not split into different congressional districts; therefore, the state only has one representative. California’s 53 representatives each represent one district within the state.

So what exactly does the House of Representatives do? Powers exclusive to the House of Representatives include initiating tax bills, impeaching federal officials and choosing the President in the case of a tie in the electoral college. The House has several other powers; however, these can only be carried out with the inclusion of the Senate. Congress introduces or passes new laws and changes existing laws. Congress can also override a president’s veto under specific conditions.

The House of Representatives is a chamber of Congress made up of representatives who act on behalf of their constituents. Remember that these representatives are in place to serve the people. Asking a member of Congress to support bills that fight global poverty or fund the international affairs budget is as easy as sending an email or making a phone call.

– Catherine Ticzon

Photo: Flickr

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Kashmiri Students: Refocusing Attention on Education

Kashmiri Students: Refocusing Attention on Education
Kashmir is the only Indian state to guarantee free education to citizens at all levels. However, the legal promises have not translated on the ground, leaving literacy below the national average at only 54 percent. The lagging figure can be attributed to the ongoing insurgency and violence that has become almost characteristic of Kashmir.

The last few months of 2016 saw 25 schools burnt to the ground without any party to blame directly. Strikes and unrest over the statehood of Kashmir led to constant disruption in education as schools were closed and curfews prevented Kashmiri students from attending classes. The closure of educational institutions due to civil unrest is not a new phenomenon; insurgency and military uprisings leading to the burning of schools started as early as the 1990s. As recently as 2010, educational institutions in Kashmir valley closed for over two months, forcing students to leave Kashmir, just another instance of education being impacted by an insurgency.

In a region so rife with unrest and violence, education is all the more important in providing a healthy outlet for dissent and frustration. Without this avenue to channel their energy, the youth in Kashmir is pouring out their frustration with the lack of employment opportunities, governmental apathy and political stagnancy through far more violent means. The lack of access to education is a big factor in the stone-pelting incidents fueled by despair in the valley.

Thankfully, there are many organizations attempting to fill the gaps in education in Kashmir. Local initiatives have played a large role in keeping students in school even when classes are canceled or curfew is imposed. Community-run schools are springing up in the wake of torched institutions. Local teachers are giving unofficial classes in run-down classrooms. There is an atmosphere of hope even when opportunities for education seem few and far between.

The government too is attempting to alleviate the problem of education by partnering with NGOs to rebuild schools. In addition, international NGOs like Mother Helpage are supporting local students while simultaneously contributing to reconstruction efforts. These initiatives are powerful and important, however, they are not enough. Kashmir today is largely viewed as a region of political stability. As a result, the international focus remains on the issue of India and Pakistan, leaving the vast majority of Kashmiri people to fend for themselves. It is only with significantly greater international awareness of the struggles of Kashmiri students and the inadequacy of educational institutions that education in the region can be revived.

– Mallika Khanna

Photo: Flickr