Archive for category: Women and Female Empowerment

information and Stories about woman and female empowerment.

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Black Mambas: All-Female Anti-Poaching Unit in South Africa

The Black MambasThis August, the Black Mambas, a nonprofit anti-poaching unit in South Africa, won the Eco-Warrior Silver Award for its work combating poaching. This is one of many awards it has earned since its establishment in 2003. Not only is this organization making impressive strides to reduce poaching, it is also addressing South Africa’s unequal social climate. The Black Mambas is comprised solely of women and is the first all-female anti-poaching faction in the world.

In South Africa, poverty disproportionately impacts women. Over 13 million people in South Africa live below the poverty line, and most of these individuals are women. In female-headed households, the incidence of poverty increased to 50 percent, while increasing only 33 percent in male-headed households. Women own only one percent of land in South Africa.

The Black Mambas unit presents a unique employment opportunity for South African women. The job is a skilled position, requiring extensive training, which is not often offered to female workers. Balule Nature Reserve, where the Black Mambas operate, is located in Limpopo, one of South Africa’s most impoverished provinces. In Limpopo, even the minimum wage salary given to the 32 Black Mambas, many of whom are mothers, allows them to afford housing and schooling for their children.

The achievements of the Black Mambas unit has made it a source of pride in South Africa. The organization has accomplished significant anti-poaching milestones. This year, only eight rhino kills have been reported within the Black Mambas’ territory, though roughly 3.5 rhinos are poached each day throughout South Africa. Overall, poaching activities have decreased by 76 percent since the Black Mambas came on the scene.

The Black Mambas unit is additionally viewed as a successful public works project that has not only given women a source of employment, but also a voice in their communities. The women teach the importance of their anti-poaching efforts in schools through the Bush Babies Environmental Education Program. They have become role models for young South African girls.

Even beyond the work of the Black Mambas, advances in womens’ status are being made throughout South Africa. In 2014, over 40 percent of South Africa’s cabinet and parliament positions were headed by women. A 2010 census found that more than half of South African women contribute to their country’s GDP. Fifty-six percent of the HIV-infected population in South Africa is female, but between 2010 and 2011, the mother to child transmission rate decreased to 2.7 percent.

While improvements are being made, more can be done to assuage the disparate poverty status of women in South Africa. The Black Mambas is just one group bettering the lives of South African women, while also exhibiting how improvement for women can culminate in improvement for an entire nation.

– Mary Efird

Photo: Flickr

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10 Facts About the Yemeni Crisis

10 Facts About the Yemeni CrisisOne of the world’s most severe humanitarian crises is currently happening in Yemen, a desert country in the Middle East on the southern point of the Arabian Peninsula. 26 million people in the country are suffering through the conflict between Al Houthi and the Saudi-led coalition that has been going on since March 2015. These 10 facts about the Yemeni crisis highlight the struggles of Yemen‘s population.

  1. The Yemeni crisis started because of weak governance that has plagued the country for decades. In 2014, President Abdrabbuh Mansour Hadi was deposed by the Houthi rebels, and a coalition led by Saudi Arabia has been fighting them to restore the legitimate government.
  2. The conflict is dangerously affecting the availability of food in Yemen. As of 2017, the food crisis in Yemen could be considered a famine, according to the U.N.’s humanitarian chief. Many people have resorted to reducing the number of meals they eat and limiting portion sizes.
  3. 14 million people in Yemen do not have enough food or clean water, and seven million are at risk of dying of starvation.
  4. 385,000 children suffer from life-threatening malnutrition. 4.5 million citizens need nutritional aid and 3.3 million are considered malnourished. These rates are considered to be far above the emergency threshold.
  5. Schools and health facilities have been damaged or destroyed; exactly half of all health facilities are now closed in Yemen. Only 45 percent of health facilities are fully accessible, while 38 percent are only partially accessible and 17 percent are not functional. Many of the medical staff and teachers have left Yemen to avoid the conflict. At least two million children are not in school due to the Yemeni crisis.
  6. More than 40,000 people have been killed or injured due to warfare in the villages, losing their homes, their safety and healthcare. 3.1 million people have been forced out of their homes.
  7. Millions of people are living in overpopulated shelters or damaged homes, while 184,000 people have fled to other countries.
  8. Females are the most vulnerable people in the Yemeni crisis. Women and girls in Yemen are facing abuse, forced marriage, exploitation and violence. Violence against females has increased by more than 63 percent since 2015. About 2.6 million females are now at risk.
  9. The restrictions on commercial trade prevent the delivery of supplies of food, medicine and other essentials. Fortunately, Action Against Hunger has mobile nutrition teams working in Yemen to provide health care, nutrition, water sanitation and food.
  10. Organizations need financial support to help those struggling with the Yemeni crisis. The government funding that has been given to organizations is being used to increase food security and fight cholera, an infectious disease that leads to dehydration and often death caused by contaminated food and water.

– Chloe Turner

Photo: Flickr

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Hunger in Malaysia on the Decline

Hunger in MalaysiaMalaysia has shown remarkable economic progress over the past several decades, with poverty falling from 49.3 percent in 1970 to 23 percent in 1989 and 1.7 percent in 2012. One of the key aspects of the New Economic Policy adopted by Malaysia was creating a “Pro-Poor” policy. According to the World Bank, “the NEP contributed to poverty reduction and helped provide opportunities to poor households.”

However, Malaysia’s Poverty Line Income differs from the standard $1 USD per day (purchasing power parity) poverty line. When converting to international standards, it results in Malaysia having a higher poverty rate.

There has never been a problem of chronic hunger in Malaysia. Many nutrition programs have been incorporated into the rural development programs and have proved successful. According to the World Health Organization, consumption of fewer than 1,960 calories a day is a mark of food poverty. A great indicator of successful eradication of hunger in Malaysia lies in the fact that its daily per capita intake of calories has been consistently above the standard mark. The average was 2,969 in 1999.

The government introduced the Applied Food and Nutrition Programme in 1972 to improve nutrition and alleviate hunger in Malaysia. It aimed to increase the production of nutritious foods and promote supplementary feeding of pregnant and lactating mothers as well as infants and school-going children.

The Nutrition Rehabilitation Programme started in 1989, focusing on malnourished children. Food baskets containing nutritional supplements are distributed to such children on a monthly basis.

The results have been very positive. Only 1 percent of Malaysia’s children under the age of five are severely underweight, while the proportion of moderate underweight malnutrition has declined from 25 percent in the early 1990s to 12 percent in 2001.

Malaysia has overcome poverty through an inclusive approach to growth and equity. But there are still vulnerable groups, like single female-headed households and the elderly. Also, many Orang Asli still face extreme poverty. To move forward, a new consensus has to be built around a poverty line that is more balanced in line with international standards, as was suggested by the UNDP.

– Tripti Sinha

Photo: Flickr

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10 Educational Obstacles Throughout the World


In a perfect world, education would be free and easily accessible for citizens of all countries. As education seems to be unattainable for a lot of people in certain countries, there are a lot of people and organizations that want to help, but just do not know how or they  may not understand the many obstacles to obtaining an education. Here are 10 obstacles that citizens around the world struggle with when trying to obtain an education.

Classrooms
Finding an adequate space to teach students can be one of the major issues countries find when looking to start a school. Often, without a large enough teaching space, there are overcrowded classrooms or teachers are forced to teach outside, in which case they are not in a proper learning environment. The existing classrooms and buildings are sometimes poorly built and falling apart, lacking proper facilities such as toilets and water.

Learning Materials
Tools and materials students need access to in order to have a decent education are hard for them to obtain, often because living in poverty means that their families simply cannot afford them. A lot of textbooks are old and in bad condition and may be shared by six or more students. Not only do the students need proper materials, but the teachers often lack these supplies as well. Lesson plans and chalkboards may seem like basic materials, but a lot of countries lack these essentials for the classroom.

Expenses
Fees for tuition, school uniforms, transportation, supplies and any other fees add up very quickly. For families living on a low household income, this means that school is not an option for them; aside from this, these families often require their children to work instead of spending time in school.

Gender
Females are about two and a half times more likely to not attend school than males in conflict-affected countries. Therefore, even being born a female can prevent a student from obtaining an education. Often times this is due to the risk of a violent attack when attempting to attend class, an early marriage or pregnancy or discrimination. Some countries discriminate against women and girls from going to school because of longstanding social beliefs that men dominate women.

Rural Living
Children and students living in rural areas are at a disadvantage when it comes to their education. The distance is much farther than those who live in the city and closer to the schools, and it can be hard to find proper transportation to and from class.

Funding
A lot of poor countries do not receive enough government funding to establish a school, and often, the existing schools are not well built or sanitary. In some instances, there are not even private restrooms for females to use and this can prevent them from attending school.

Disabilities
Developmental disabilities are common of children in developing countries. Due to these – often cognitive – disabilities, families often suffer from an economic and social disadvantage. These children may not be able to learn and retain information properly, and therefore may have a hard time keeping up in school. This can prevent the child from attending school in general.

Teachers
Filling teaching positions is one of the many educational obstacles that countries face. Unfortunately, for there to be universal primary education, there would need to be 28.5 million new teachers by the year 2030. A lot of educators are given a class that contains way too many kids, with a variety of languages being spoken and not many materials to use.

Hunger
Malnutrition is known to make children very ill and hurt their immune system. Hunger can also cause things like anxiety and depression as well as behavioral problems, which can result in difficulty focusing. Not eating enough can impair childrens’ development and their achievement and can cause psychological problems.

War Zones
Education becomes less important when living in a war zone. An estimated 28 million children – 42 percent of the world’s total – do not have access to education, as they are living in war zones. Governments often donate and help with food, water and shelter, as the primary needs during an emergency, and education is an afterthought.

Although there are many obstacles prohibiting educational attainment around the globe, many of them can themselves be prevented. There are so many different organizations that people throughout the world can choose from to contribute their time to or donate to. Save the children, an organization founded in the U.S., was able to help over 13 million children receive an education in 2016. This is evidence that our donations and contributions through charities are indeed effective and changing lives, and that we are able to tackle these obstacles one by one.

– Chloe Turner

Photo: Flickr

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Women’s Collectives in India Offer Solutions and Empowerment

Indian slums

Many people living in India’s slums do not have a toilet in their own home. Their only option for using a toilet is walking 15 minutes to a run-down community toilet and waiting in an often chaotic line.

For men, relieving themselves in the open is an option, albeit one with negative effects on public health. Women who do this are targets for harassment, so they drink very little water and wait for the protection of nightfall to perform this necessary human function. 15 years ago, the miserable conditions in the slums of Ahmedabad prompted the Gujarat Mahila Housing SEWA Trust to use community-based women’s organizations to improve sanitary conditions.

The SEWA Trust identified local women leaders who recruited other women to join community-based organizations. These women were trained in sanitation system planning and how to demand funding from certain government programs. The women’s collectives in India monitored and maintained the sanitation systems they installed. Communities paid for one-third of the costs and the government covered the rest.

The program ultimately established 46 community-based organizations in 895 slums, trained more than 13,000 women and installed toilets in nearly 90,000 households. Many women opened bank accounts during the course of the program, strengthening their financial power.

Women used the skills gained from sanitation planning to tackle other issues in their communities. One woman used her skills to convince a power company to supply electricity to her slum. That company adopted a modified payment plan and eventually supplied electricity to nearly 1 million people in India. Many of the original community-based organizations have expanded to become citywide federations and make their voices heard in city planning.

CARE is an organization that is dedicated to ending world poverty, and one of the methods they use is establishing women’s collectives in India and around the world. On average, women joining CARE collectives see their yearly income increase twice as quickly as women in similar communities without CARE collectives.

According to women surveyed by CARE, the five main barriers to their economic empowerment are lack of time, limited access to resources, violence, low incomes and the productivity gap between men and women. Women who join CARE collectives fare better in all five categories compared to those who do not.

The number of women who believe that it is acceptable for their husband to beat them dropped from 50 percent in the control group to 12 percent in CARE collectives. The percent of women who feel that they have control over their income is 37 percent higher for women in collectives.

Typically, women produce 80 percent of what men produce while working twice as many hours. Women in collectives receive two additional hours of labor support from their families and produce 90 percent of what men do.

Women usually have access to 50 percent of the resources that men do, but for women in collectives that number jumps to 90 percent. Women’s collectives are not only effective in solving menacing community issues, but a tool for empowering women in all aspects of society.

– Kristen Nixon

Photo: Flickr

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Kenya’s Female Literacy Rate Continues to Improve

Female Literacy Rate
In September 2017, a BBC News correspondent reported a 60-year old woman from East Africa, Florence Cheptoo, learning to read for the first time. This feat is surprisingly uncommon for Cheptoo’s demographic in Kenya.

Although Kenya is one of the “best-educated low-income countries in sub-Saharan Africa,” the literacy rate among females, particularly the elderly, are lower than males. According to Global Ageing Campaign, “literacy rates among older people – especially older women – remain low and are often lower than for the population as a whole.”

The literacy rates among women have increased exponentially within the last 30 years, since the National Literacy Campaign launched in Kenya in 1979. During this time, according to a study from the International Review of Education, around 35 percent of males 15 and older and 70 percent of females in the same age group were illiterate. Furthermore, 93 percent of women over the age of 55 could not read.

In 1993, women comprised 70 percent of those enrolled in the adult literacy programs in Kenya, due to a lack of available educational opportunities for girls. Prior to the National Literacy Campaign, Cheptoo, who was born in 1957, did not receive support from her parents for education, encouraged instead to get married and have children. This is typical in sub-Saharan Africa, where females are often persuaded to marry early and are “unlikely to find any professional opportunities that enable economic self-sufficiency,” according to Daraja Academy.

Today, the female literacy rate is 74.9 percent, compared to the literacy rate of males at 81.1 percent, a stark difference from the literacy rates of the past. The female literacy rate is continually increasing with the support of secondary schools for girls including Daraja Academy and Oprah Winfrey’s Leadership Academy, which allow females of the future generations to secure an education.

Adult literacy programs are bridging the education gap for women who did not receive proper schooling in their youth. These literacy programs are a turning point for women, like Cheptoo, and provide them with learning opportunities to increase their knowledge of the world that surrounds them.

– Ashley Howard

Photo: Flickr

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Sanitation Leads to Improved Education for Girls in Ghana

Sanitation Leads to Education for Girls in GhanaEvery year, millions of girls all around the world experience their first period. To many, it is a moment of pride as they enter womanhood. For many others, the experience is significantly disruptive. This is especially true for school girls in Ghana, where the start of their period is simultaneously the start of missing 30 to 50 school days each calendar year. Inevitably, these young girls are falling behind in their education quickly. Education for girls in Ghana loses much to this.

One of the greatest obstacles for young girls in Ghana is acquiring sanitary supplies. For those who cannot afford the supplies, choices are limited. Many are left to fend for themselves by using scraps of clothing, fabric or even mud. Due to the risk of being exploited by their needs, many girls choose to stay home and simply avoid the embarrassment. According to a study in 2012 by WaterAid, upwards of 95 percent of the girls surveyed choose against attending during their period each month.

Fortunately, some non-profit organizations have begun tackling this issue of lacking proper sanitary supplies for the young girls in Ghana. The Educational Empowerment Initiative (EEI) has since been distributing free disposable sanitary supplies to school-aged girls within the school systems. As a result, schools have reported a drastic reduction in the number of period-related absences. All it took was distributing feminine hygiene supplies to show the fact that sanitation leads to improved education for girls in Ghana.

Moreover, the program has also sought to provide basic healthcare and reproductive educational classes to the girls as well as train teachers to talk to their students when they may have questions about their seemingly new bodies. Education concerning periods is just as crucial as general studies for girls in places like Ghana. A UNICEF study in 2013 revealed that nearly 48 percent of young girls were completely unaware of menstruation until they had their first experience.

UNICEF and Ghana Education Services (GES) are also pushing for research and improvements through Ghana. These two organizations have partnered together in order to conduct project research on the myths that haunt Ghana’s people regarding menstruation. For example, many believe menstrual blood to be a bad omen and that women are impure during their menstrual cycles. UNICEF and GES are seeking to use their finding to improve ongoing Water, Sanitation, and Hygiene (WASH) programs in schools. Specifically, UNICEF is focusing on advocating for better Menstrual Hygiene Management throughout the country, hoping it will improve girls’ attendance and retention.

Another real concern for all students in Ghana—not just the girls—is the overall lack of access to sanitation facilities. For some schools, like the Adusa Municipal Assembly Primary School, a couple of pit latrines and one makeshift, semi-open structure is all the students have to use to relieve themselves. Due to the extremely poor conditions of the facilities, many of the students report that they “hold it,” but admit to being unable to concentrate during class. The Ghana WASH project has specifically mentioned that institutional latrine improvements will address some of the girls’ absences, too. A simple extension of privacy and a brief excuse from class allows young girls to take care of themselves without missing a whole day of school.

The entrepreneurial young woman behind EEI, then-15-year old Winnifred Selby is a part of a global movement recognizing how important it is to aid young girls and women in fulfilling their basic needs. By helping the girls and women remain in and prioritize school, the chances they eventually enter and contribute to the workforce grow. Education is a powerful tool that enables people around the world to develop and participate in their local, national and international workforces and communities. Investing in educating women is an investment in improving society. Therefore, what is happening in Ghana is not isolated to Ghana. Improving sanitation is a greater concern for the world at large. As shown by some of the actions of EEI, UNICEF and the WASH projects, improved sanitation often leads to improved education.

– Taylor Elkins

Photo: Flickr

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Improving Access to Education in Africa

Access to Education in Africa
The Shule Foundation has two goals. The first of these goals is to expand access to education in Africa by building schools and not just classrooms. The second is to implement a unique self-sustaining model that will exceed the educational needs of all children. The Shule Foundation builds high-quality schools in rural villages across Africa, recycling surplus into scholarships for underserved students.

While many do have access to education in the world, there are still many problems which need to be addressed, especially in specific areas. Of the children that do get the opportunity to attend school, 250 million cannot read or write after four years. Fifty percent of the out-of-school children in the world live across Africa. The Shule Foundation was created to address the conditions of education across Africa including under-skilled teachers, limited resources, overcrowded classrooms, no electricity and a lack of nutrition.

The Shule Foundation believes education is a human right. The organization is dedicated to expanding access to quality education to children in Africa by providing various opportunities. Its goal is to improve the quality of education, increase family income, empower women and girls and produce a more financially stable population across Africa. The opportunities the campaign provides are funded through a few solutions.

The first solution is called the Kitalu Shule Project. The project aims to increase early childhood education and to build preschools that support early development. With this form of nourishment, better opportunities are created for children in the future.

The campaign’s plan is to build primary schools in Jeeja and Uganda and from there expand throughout Africa. The schools will provide the children with two meals a day, access to health care and better sanitary facilities.

The Miche (Seedling) Project is another favorable concept that the Shule Foundation has come up with. The organization planned a concept that starts with educating the community on farming, in turn yielding more crops that provide proceeds to build better schools. This is the Shule Foundation’s plan toward sustainability.

With this project, the Shule Foundation has turned 20 acres of land into efficient organic farms. Along with this successful step, the project will educate farmers on best crop practices, empower women and girls in the workforce, help raise funds for schools in different communities as well as provide food for the schools built.

The Shule Foundation does not just focus on increasing access to education in Africa; it also provides the concept and tools to work toward building schools and sustaining them. By introducing agricultural technologies, it will provide income to gain financial independence for not only the schools but also for families in communities across Africa.

– Brandi Gomez

Photo: Flickr

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Causes of Poverty in Belgium

Causes of Poverty in BelgiumThe country of Belgium in northwestern Europe is not one that is especially burdened by poverty. its working class includes a small number of people who live below the poverty line; in 2007, it was reported that 7 percent of Belgium‘s population was classified as “poor.” Moreover, a mere 14.8 percent of Belgium‘s population is “at risk of poverty”, and so Belgium’s government has not implemented any sort of massive policy in order to protect its people that are of low socioeconomic status.

However, these rather low statistics should not indicate that the existing poverty rate in Belgium is unimportant or should be ignored. In fact, a wide variety of causes of poverty in Belgium exist, and these causes should be addressed so that the government may implement specific policies and improve the lives of the different groups of people most likely to be living in poverty.

Single-parent families
One of the major causes of poverty in Belgium is that many families that are headed by single parents suffer from an inadequate income. Single parents, especially those who work low-wage jobs, bring home less income than parents who share their total household incomes with their spouses.

Young people
According to a report published by the Belgian Resource Center for the Fight Against Poverty in 2006, young people are particularly susceptible to poverty due to the increased difficulty of finding work compared to older people.

Women
Women are at a higher risk of being burdened by the effects of poverty for many reasons. Among those reasons, consistent with the aforementioned report, is the increased rate of discrimination that women face in the workplace.

Location
Location is a determining factor of one’s likelihood to be affected by poverty, because location ultimately controls one’s access to various resources. For instance, certain areas may not provide workplaces that offer health insurance.

While Belgium may not be burdened by a large poverty rate, there are still many groups of Belgians that fall below the poverty line. These different groups of people may benefit from specific policies implemented by the government in order to address their individual, respective issues.

– Emily Santora

Photo: Flickr

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Teaching Impoverished Women Solar Panel Engineering

Teaching Impoverished Women Solar Panel EngineeringA business partnership between law firm Hogan Lovells and Barefoot College seeks to help women in the developing world rise out of poverty by offering programs in solar panel engineering. Barefoot College, founded in 1972, is a college built by and for the rural poor, whose main objective is “to demystify and decentralise technology and put new tools in the hands of the rural poor with a singular objective of spreading self-sufficiency and sustainability.” This initiative, conducted in partnership with Hogan Lovells, focuses on teaching impoverished women solar panel engineering. The objective is for these women to bring the technology back to their villages and provide a renewable light source to destitute rural areas.

The project estimates it will bring clean, renewable power to over 200,000 people by training 400 women at five centres in Latin America, Africa and the Pacific Islands. Since 2008, when the initiative started, the college estimates it has trained 1084 women, or ‘solar mamas’ as they call them, from 83 different countries in solar panel installation and maintenance. Hogan Lovells is now providing Barefoot with pro bono legal advice and financial backing to help with the most recent expansion of the program.

Although a majority of the women are illiterate, through sign language and color-coded textbooks they are taught how to create, install and maintain solar panels for their community. Not only does this help bring a renewable power source to thousands of destitute villages, but by teaching impoverished women solar panel engineering, it helps to develop gender equality in these regions. The ‘solar mamas’ become respected community advisers and hold a high position as the installers and maintainers of a village’s main power source.

Installing solar panels also brings an array of other benefits to poor, rural, areas. It replaces the use of toxic kerosene, allowing children to study at night with the use of lamps, and family incomes tend to rise, since they pay less than what they paid for kerosene, batteries, candles, etc. Barefoot estimates that it has replaced over 500 million litres of the highly toxic and flammable kerosene since the program started.

Barefoot College and its ‘solar mama’ initiative in cooperation with Hogan Lovells is an example of the innovative progress made by non-governmental institutions in the race to meet the U.N’s Sustainable Development Goals. By training impoverished women in solar panel engineering, Barefoot, in a single program, addresses seven of the 17 goals, including tackling poverty, promoting gender equality and developing affordable and clean energy. It is an example to be followed.

– Alan Garcia-Ramos

Photo: Flickr