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10 Facts About the Canadian Refugee System

Canadian Refugee System
According to the United Nations High Commissioner for Refugees (UNHCR), refugees are “people fleeing conflict or persecution. They are defined and protected in international law, and must not be expelled or returned to situations where their life and freedom are at risk.” Below are 10 facts about the Canadian refugee system.

  1. The Canadian Refugee system has two primary sections: the Refugee and Humanitarian Resettlement Program and the In-Canada Asylum Program.
  2. The Refugee and Humanitarian Resettlement Program deals with claims for asylum that come from outside of Canada.
  3. The In-Canada Asylum Program works to help people making refugee protection claims from within Canada.
  4. Initial assistance for refugees coming to Canada comes from the federal Canadian government, a private sponsor (such as an organization or wealthy person), or the Province of Quebec.
  5. Income support for refugees is provided for up to one year or until the refugee/refugee’s family becomes self-sufficient, whichever comes first.
  6. Immigration, Refugees and Citizenship Canada (IRCC) funds language training in English and French for incoming refugees who lack the language skills necessary to function successfully in Canada.
  7. Canada has a long history of accepting refugees, stretching back to 1770 when they allowed Quakers (who were being pushed out of America due to their religious practices) to settle in southern Ontario.
  8. Canada’s Immigration Act of 1976 required the government to establish targets for immigration and consult explicitly with provinces regarding Canadian immigration (including refugee immigration).
  9. In 1986, the Office of the United Nations High Commissioner for Refugees awarded the people of Canada the distinguished Nansen medal for their efforts during the Indochina refugee crisis of 1979-1980, wherein Canada helped settle over sixty thousand refugees.
  10. Currently, as part of the #WelcomeRefugees initiative, Canada has been resettling Syrian refugees across the country. As of June 2016, the government resettled upwards of 28,000 Syrian refugees.

– Bayley McComb

Photo: Migration Bureau Corp.

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Project-Based Learning Successful in India

Project-based learningThe concept of project-based learning is powerful: actively working through a project allows students to show creativity and adaptability that may be lacking in students who are exposed only to a traditional classroom setting.

In India, project-based learning places students’ focus on solving issues of personal interest and mitigates the high pressure of traditional education.

Often, students are lectured by teachers for the sole purpose of learning information to perform well on standardized board exams. These tests have the potential to determine whether a student can attend top colleges, receive the best jobs and have an overall successful future.

This method of testing puts intense pressure on students to the point where cheating scandals occur every year. Numerous gadgets are marketed and sold, one example being small in-ear microphones that allow someone to remotely feed students test answers. According to the Los Angeles Times, there have even been reports of principals allowing students to cheat for a fee.

Students who perform well on these tests often go on to top colleges and careers. For everyone else, dropping out is a likely alternative. In India, 99 percent of kids are enrolled in primary schools, however, only 37 percent continue on to college.

To help change the status quo, the American School of Bombay (ASB) provides an alternative to traditional education in India. ASB believes that students learn and perform better when guided by internal motivation.

This international school located in Mumbai strives to be forward-thinking in terms of its less traditional teaching methods and strong ties to technology. The school believes that “teachers are most effective when they facilitate collaborative student learning through a wide variety of media-rich, interactive, and authentic learning experiences.”

In most schools across India, teachers provide lectures that do not deviate from a set curriculum. However at ASB, teachers are willing to let students take the lead on getting involved in projects that suit their personal interests and skills. One example of such a project is Plugged In, where tech-savvy students decided that they wanted to impart their knowledge to other children in Mumbai who did not have the same access to technology.

The ASB students did not know until arriving that the less fortunate school where they volunteered had no access to a computer, and they were forced to work around this obstacle.

At the end of the program, the volunteers were able to donate a computer to one student who had excelled, only to discover that his family could not afford electricity. This discovery, however, led the ASB students to embark on a new project of developing a power source that can be fueled by burning trash.

Receiving an education is an important hallmark of ascension out of poverty to the middle class. Project-based learning offers an alternative to students who drop out of school if they do not perform well on board exams.

Furthermore, many projects that students engage in offer new and inventive methods of reducing poverty. Project-based learning gives hands-on practice for improving the quality of life for people living in poverty.

It allows students to take a role of leadership and find what works for them to make use of their natural drive. When it comes to her students, one ASB teacher felt that it is important to “be their partner in learning and mentor them to a place where they can take off.”

– Nathaniel Siegel

Photo: Pixabay

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DREAMS Innovation Challenge: Empowering Young Girls

Empowering Young GirlsGlobally, 62 million girls are not enrolled in school, half of whom are adolescents. In addition, girls with access to “a basic education are three times less likely to contract HIV.” Those in the fight against global poverty are willing to invest in education for empowering young girls because of the incredible benefits it reaps.

On March 15, 2016, the U.S. Global Strategy to Empower Adolescent Girls was launched by Secretary Kerry. According to the U.S. Department of State Official Blog, “Investing in girls’ education is not only the right thing to do, it’s the smart thing.”

In September 2015, the Sustainable Development Goals were adopted by 193 nations. They seek to achieve these goals by 2030. The investment in girls’ education supports the targets of quality education, gender equality, suitable work opportunities and good health.

The DREAMS Innovation Challenge is an organization that is offering $85 million for innovative approaches to reduce HIV infections in young girls in sub-Saharan Africa.

Part of achieving an AIDS-free generation is empowering young girls through education. DREAMS has partnered with PEPFAR (President’s Emergency Plan for Aids Relief) to address the social isolation, economic disadvantage, discriminatory cultural norms, orphanhood and gender-based bias that prevents adolescent girls from attending or remaining in school.

Similarly, Let Girls Learn, a United States initiative to ensure girls receive an education, recognizes that keeping girls in school can transform their families, communities and countries. Societies with educated women are healthier and stronger because more of the population has the skills, expertise and self-assurance to lift themselves out of poverty.

Providing adequate resources and opportunities for empowering young girls to pursue their dreams facilitates global development, security and prosperity. The gender and age of children should not be seen as setbacks. Rather, they are key factors in a society’s ability to grow socially and economically.

As stated in the Executive Summary of the U.S. Global Strategy to Empower Adolescent Girls, “While adolescence is a time of great vulnerability for girls, it is also an ideal point to leverage development and diplomacy efforts. It is an opportunity to disrupt poverty from becoming a permanent condition that is passed from one generation to the next.”

– Emily Ednoff

Photo: Flickr

The Hidaya Foundation: Guiding to Education

EducationIn the Arabic language, the word ‘hidaya‘ means “to lead and to guide.” This is a central theme of the Hidaya foundation as it seeks to perpetually guide orphans and disadvantaged individuals to an educated life.

Since its official launch in 1999, the Hidaya Foundation has participated in solutions to a wide range of global issues: making potable water accessible, planting trees, helping individuals create small businesses and more. The foundation also addresses public health issues through a dissemination of healthcare programs and medical camps to regions where treatments are difficult to obtain or simply not to be found.

Though it participates in many facets of humanitarian work, the principal aim of the Hidaya Foundation is to create educational opportunities in remote and impoverished areas. However, Hidaya’s founder, Waseem Baloch has pointed out that the promotion of education by itself in impoverished regions can be futile without other methods of support. “We realized that when people don’t even have one proper meal, how can they worry about education? Hence we support social welfare and health care as well.” Baloch said.

The Hidaya Foundation achieves its objectives by providing subsidies for orphans, operating and maintaining schools, funding education for impoverished individuals and even providing education courses to adults. In addition, the organization diverts at least half of its resources towards projects that center around agriculture, farming, science and technology.

The “No Orphan Without Education” project provides food, medicine, water and other commodities to ensure that the orphan has to worry about only his or her schooling. The foundation removes all obstacles that could impede the educational progress of involved orphans, and simply requires that the orphan is continuously attending school. All these services are provided based on need with a cost to the foundation of $10 per month for each orphan.

Impoverished students, from primary education to university levels, are able to receive support from the foundation to continue their education. The foundation is currently offering support to over 11,000 individuals. Support comes in the form of tuition fees, school supplies, housing costs etc. The foundation is able to support these students with anything from $5 to $50 a month depending on individual circumstances.

Through funds that are largely received from individual donors, hundreds of thousands of dollars are provided monthly to the Hidaya Foundation’s various humanitarian programs across Africa, Asia, and North America.

Financial support for the foundation has grown exponentially since 1999. In that year the organization fell just short of $112,000 in donations. Six years later, the foundation had raised over $4 million in support of its cause. This rapid growth has given the foundation the ability to begin hiring employees overseas and to develop teams that can respond efficiently to natural disasters when they strike.

Aamir Malik, the foundation’s IT and Advertising Director, and a long-time volunteer for the organization, commented on the rapid success of the foundation, “Donations have increased because Hidaya Foundation has been able to make an impact as it is quick to respond to calamities. Hidaya Foundation always backs up its work by updating the public about what it’s doing.”

The associates of the Hidaya Foundation are very optimistic about the future of the organization. They have confidence that the growth they have experienced will continue, and that they will be able to replicate their efforts in many more locations throughout the world.

– Preston Rust

Photo: Flickr

Books and Butter: Ending Poverty in Costa Rica

Poverty_in_Costa_Rica

Poverty in Costa Rica continues to be an ongoing issue as the country suffers from a lack of infrastructure, weak educational system and high food prices. President Barack Obama recently announced a plan to provide $1 billion in aid to Central American countries. This plan curiously omitted Costa Rica from its list, citing “place-based security strategies” as the reason.

Costa Rica’s troubled neighbors—El Salvador, Guatemala and Honduras, together known as the “northern triangle”—certainly deserve the attention of U.S. policymakers. In El Salvador, the most violent country on earth that is not at war, the homicide rate stands at 90 per 100,000 residents.

From 2009 to 2013, the number of asylum seekers from these countries in the U.S. has seen a sevenfold increase to 2.7 million people. In fact, some analysts are calling this exodus a “Central American Spring” sparked by drug trafficking, violence and extortion.

Though its rule of law has remained intact, Costa Rica shares a similar poverty experience. Poverty in Costa Rica stands at 22.4 percent of the population, a number that has fluctuated little since the 1990s. Roughly 60 percent of the Costa Rican workforce is unskilled. However, the demand for skilled workers continues to increase thanks to new free trade agreements and the privatization of most government enterprises.

This trend is not likely to change if U.S. foreign aid is diverted exclusively to northern triangle states. Alejandra Obando-Hernandez, a researcher at American University’s School of Public Affairs, finds that unskilled Costa Rican parents exhibit “low expectations regarding future benefits of their children’s education.”

There are two reasons for these low expectations that point to how U.S. aid could be effectively utilized in this country. The first is the “books” issue, or the persistent shortcomings on metrics like desertion, teacher training and pedagogical innovation. Only 15.6 percent of Costa Rican children live in homes with some form of post-secondary education; of all students, only 46 percent graduate from high school.

Hernandez attributes these statistics to a lack of school infrastructure and inadequate teacher training. Among the insufficient resources in secondary schools are science labs (61 percent), library rooms (35 percent), computer labs (24 percent) and computers (35 percent). In addition, 20 percent of secondary schools lack sufficient classrooms to host their students.

The second problem is the “butter” issue, or the unnecessary burden that food places on the poorest fifth of Costa Rican families. These high food prices are caused by price controls and agricultural protectionism.

In the case of rice, one sole corporation is authorized to import this staple at low, world market prices. That rice is then sold domestically at higher, price-fixed rates.

According to the Food and Agriculture Organization (FAO) of the United Nations, Costa Rica has the third most expensive rice in the world. A basic food basket costs $42.37 compared to the monthly income of $82 for the poorest fifth. Once two school-going children are factored, the cost of education rises to 104 percent of monthly income.

U.S. aid to help poverty in Costa Rica could help improve these statistics by supplementing educational subsidies (already strong) and alleviating the shock to firms releasing their monopoly status. Doing so would create a stronger, more stable regional partner capable of counteracting the rampant violence in the rest of Central America.

– Alfredo Cumerma

Photo: Wikipedia

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The AMAR Foundation Model of Aid Distribution

AMAR_Foundation
The AMAR Foundation works to improve the conditions of approximately 3.4 million internally displaced Iraqis by utilizing local expertise to build long-term solutions.

The organization, founded in 1991 by Baroness Emma Nicholson, is a London-based charity with the goal of improving education, health care and emergency aid to some of the world’s most disenfranchised and impoverished people.

Their model is simple: AMAR works closely with on-the-ground experts, as well as local leaders, to implement entirely local programs that are tailored to the needs of the community.

In lieu of sending in volunteers from other countries, AMAR cooperates with existing services to locally source the materials and expertise needed to improve living conditions. Outside intervention is kept to a minimum and communities are encouraged to build themselves from the inside out.

Communication is the key to the success of this aid model. In a 2015 Jordan Times article reporting on AMAR’s efforts to stem an outbreak of cholera in Iraq, it is proffered that raising awareness about public health and common diseases is one of the most crucial pieces of improving the health of a community.

Communication is key not only in improving public health but also in ensuring the success of locally-based aid efforts like those the AMAR Foundation organizes.

Local collaboration is by no means a new idea, but the AMAR Foundation’s astonishing success utilizing this model within Iraq provides great hope for the future of foreign aid worldwide.

Without the help of major international funding, AMAR has managed to establish a clinic in northern Iraq that serves more than 600 patients a day, as well as multiple mobile health clinics that can be operated by locals. Since 2005, their clinics have helped over 4 million Iraqis.

Although today only a few organizations embrace a model that favors entirely local implementation, the AMAR foundation continues to provide an example of the great success that can come from on-the-ground solutions.

– Sage Smiley

Photo: Defense Video Imagery Distribution System

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UN: Helping Impoverished Women in Nepal

Women in Nepal

On April 25, 2015, an earthquake in Nepal pushed an estimated 1 million people below the poverty line. Before the disaster, the poverty prevalence in Nepal was already at 23.8 percent. The World Bank also predicted that by this year, up to 982,000 more people would be pushed into poverty, including many women in Nepal.

The U.N. Deputy Secretary-General Jan Eliasson recently visited the women in Nepal affected by the earthquakes at the Chautara U.N. multipurpose women’s center. The center provides counseling and trauma assistance, information dissemination and recovery-related activities.

“This is a very different experience for me,” Eliasson said during the visit, according to a U.N. Women article. “I met with women and young girls who despite all odds are getting on with their lives. This is a sign of resilience. It is important for them to be able to clear the rubble and rebuild their lives.”

The earthquake that hit Nepal affected agriculture, education, water and sanitation and health—crucial aspects of development. People were pushed into poverty because they lost their homes, income opportunities, personal items and livestock.

Worse, up to 70 percent of the people pushed into poverty from the earthquake live in rural hills and mountains that are already developmentally vulnerable.

During the visit, a young woman named Sita Shrestha shared her experience of a leadership training program offered by the women’s center. She told the Secretary-General that the program allowed her to fundraise, organize villagers and supply water to individual houses.

“The training and this project have changed my life,” Shrestha said at the visit, reports U.N. Women. “I want to join a humanitarian organization like the U.N. in the future.”

The U.N. multipurpose women’s center is focused on delivering sustainable services to women in Nepal. The center also now focuses on enhancing the capacity of local women’s groups to ensure equality with regard to disaster recovery, reconstruction and preparedness initiatives.

– Kerri Whelan

Photo: Flickr

Empowering Women in Poverty: The BOMA Project

BOMA Project

According to the U.N., the majority of people living in extreme poverty are women. This unfortunate reality is commonly referred to as the “Feminization of Poverty.” Lack of resources, education and income for women are among the various reasons this phenomenon exists. However, organizations like The BOMA Project are fighting to end this gender disparity among the world’s poor by empowering women in poverty.

The BOMA Project is a U.S. non-profit organization as well as a Kenyan NGO. The organization was recently chosen to receive a prestigious grant from the Bill and Melinda Gates Foundation.

Notably, the organization seeks to help impoverished women in drought-prone areas. The BOMA Project is currently operating in two Kenyan counties: Marsabit and Samburu. Both of these areas suffer from arid climates that make it difficult for their residents to thrive.

The BOMA Project’s two-year program is known as the Rural Entrepreneur Access Project (REAP). This program empowers and educates women to sustain small businesses.

The organization states that REAP, “replaces aid with sustainable income and helps women ‘graduate’ from extreme poverty by giving them the tools they need to start small businesses in their communities.”

REAP is accomplished through five major phases:

  1. Targeting the most vulnerable women within communities using a wealth ranking system.
  2. Assigning village mentors who assist in writing business plans as well as visit monthly over the two-year period.
  3. Providing two installments of grants to help women acquire the necessary resources to start their businesses.
  4. Training women how to run their businesses successfully.
  5. Forming savings associations comprised of 3 to 4 other BOMA businesses.

The BOMA Project also teaches women how to keep track of daily budgets, be secure during unexpected shocks and save for future purchases. This all-encompassing system has been the foundation of the organization’s success since its beginnings in 2009.

Since then, 9,432 women have enrolled in the program. Of the women who have already completed their two-year training, 93 percent are no longer living in extreme poverty (according to the organization’s criteria) and 98 percent now have savings.

While these numbers are promising, The BOMA Project is aiming to expand its reach, helping 100,000 women and children by 2018 and 1 million by 2021.

– Saroja Koneru

Photo: Flickr

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Education Reform in Liberia: Repairing a Broken System

Education_LiberiaNew efforts on education reform are being implemented by the Liberian government through the recently developed Partnership Schools for Liberia.

Across Africa, bolstering public education infrastructure can be one of the best ways for governments to fight poverty in their own countries. UNESCO’s recent Education for All Global Monitoring Report cited that income jumps 10 percent for every grade finished and a country’s Gross Domestic Product benefits 0.37 percent.

As a global deficit of 69 million children out of primary school continues to grow in low-income countries, poverty threatens the societies in these nations.

Helping children to obtain basic reading skills has the potential to lift 171 million people out of poverty, almost double the primary school deficit. These results show the multiplying effect that education can have on income levels.

Liberia has recently taken steps towards education reform after being ravaged by Ebola. The African Business Review cites that “42 percent of children are out of school, and only 20 percent of children enrolled in primary school complete secondary school.”

These statistics are relatively high compared to education levels around the time of the Liberian civil war. Before the Ebola outbreak greatly affected the country, the Liberian Department of Education had enlisted the help of USAID to rebuild the school systems and replenish the trained workforce.

The aid organization cites that their “education programs focus on improving the quality of teaching and learning (especially in early grade reading and math) and increasing equitable access to safe learning opportunities for girls, as well as for youth who missed out on education due to the prolonged civil conflict.”

The relief efforts led to the passing of the Education Reform Act in 2011. The programs within the act looked to strengthen the degraded Liberian school system and provide the new framework more centralization with a way to gauge efficiency.

This year, the Ministry of Education will roll out a new program called the Partnership Schools for Liberia in September. The head of the Ministry of Education, George Kronnisanyon Werner, spoke to Medium last month about the change.

The project will take developing ideas from developed countries around the world and local African nations like South Africa and Kenya in order to design a system that, Werner says, can “adapt to our unique context.” Schools will be set up in conjunction with social organizations like NGOs, but funded by the public sector.

Initially, 120 schools will be opened in late 2016 so that methods and models can be tested before the program is implemented on a large scale. Werner hopes to “generate evidence before we scale further” so that funds are spent efficiently and results are guaranteed when expansion to the entire country is considered.

The Partnership Schools for the Liberia program looks to put the Liberian government in place to reduce the number of children out of primary school. With this tool at Minister of Education George Werner’s fingertips, he hopes to get one step closer to his mission “to provide every child, regardless of family background or income, access to high-quality education.”

– Jacob Hess

Photo: Flickr

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Mobile Schools in Mongolia: Expanding Enrollment

mobile schools in Mongolia

Since 2010, Mongolia has experienced a substantial and significant increase in the enrollment of kindergarten aged children, largely due to mobile schools through which thousands of nomadic children are given access to an early education.

Large strides have been made in Mongolia over the past decades to make a successful shift from a planned economy to a market democracy. However, despite this progress, the World Bank reported in 2008 that 35 percent of the population still lived below the poverty line.

The Mongolian Government and various humanitarian organizations addressed this issue by developing a number of resolutions to improve the living situations of the population. Many of these initiatives have been focused on educational development.

One such program is the Early Childhood Education Project of 2012 which aims to provide all young children with access to education. The components of this project are confronted with a unique cultural challenge. Mongolia is the least densely populated country on earth with roughly 1.7 people per square kilometer. A large portion of this population is nomadic and during the summer months, they reside in an area for only 2-3 weeks. Under these dispersed and fluid conditions, the young children of these nomadic families would never be able to attend a typical kindergarten.

In order to accommodate this common nomadic lifestyle, “mobile ger kindergartens” were developed. UNICEF Mongolia and Save the Children UK piloted these mobile schools in Mongolia in 1994, but their development accelerated when the Mongolian government and other organizations stepped in to assist with funding.

Tsendsuren Tumee, UNICEF Mongolia’s Early Childhood Development Officer, has reported, “Since 2012 more than 2600 children have attended ger kindergartens in Khuvsgul province . . . this year we established 10 more ger-kindergartens in the area with the help of the Government of Monaco providing nearly 280 children aged 2-5 with early childhood education programs and services. Access to early childhood has helped many children to develop to their full potential and perform better at schools.”

In addition to their benefits to young students, these mobile schools in Mongolia are cheaper to operate than their stationary counterparts throughout the country. They also assist the parents of these children by allowing them to spend more time with their herds, thus elevating their productivity.

In the report by UNICEF Mongolia, a mother named Jargal expressed the beneficial influence that these schools have for her family personally: “Summer is busy time for herders. We need to work extra hard in preparation for the cold winter ahead. Knowing that our son is safe at the kindergarten, learning new things and making friends, we feel so happy and do our work without any concern.”

The World Bank has reported that the overall trajectory of this project is a positive one. With it, young children will be better prepared for higher levels of education and their parents will be enabled to produce more. In addition, there will be decreased pressure on the government and other humanitarian participants.

The World Bank opines that more mobile ger kindergartens are needed to service the nomadic community which accounts for 40 percent of the total population. However, many are optimistic about the progress that has been made. The Asian Development Bank commented, “Reforms, streamlining, and repairs – mixed with ample optimism and dedication – are propelling Mongolia’s education system toward achieving its goal of education for all.”

– Preston Rust

Photo: UNICEF