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How Can $4 Billion Help Education in Underdeveloped Countries?

How Can $4 Billion Help Education in Underdeveloped Countries?The 2021 Global Education Summit raised more than $4 billion for the Global Partnership for Education (GPE) and 19 world governments pledged to allocate a minimum of 20% of their budgets to education. The GPE provides for education in 90 countries and territories, aiming to raise “at least $5 billion over the next five years.” Reaching this goal will allow education in underdeveloped countries to thrive, safeguarding the education of 175 million children and enabling the learning of 88 million additional children by 2025.

The Importance of Education

In developing countries, there is a significant gap in learning and schooling. Roughly 53% of all children in these countries “cannot read and understand a short story by the time they” complete primary education. This rate of learning poverty could potentially rise to 63% without immediate global action. However, despite these statistics, more children are in school globally than ever before.

Equality in education is critical for the development of individuals and societies. Education in underdeveloped countries helps assist with poverty reduction, improving health and gender equality. With education, more people will be able to secure higher-paying, skilled employment and health outcomes will improve across nations. With more girls in school, the rate of global child marriage will reduce.

In the wake of the COVID-19 pandemic, education is suffering, but the United States commits to efforts to improve education for all.

How the United States is Helping

In the past, although the U.S. has made efforts to advance global education, considering its status as a global powerhouse, many view these efforts as insufficient. Realizing the need for improvement, the U.S. is advancing its focus on education in underdeveloped countries.

At the recent Global Education Summit, the United States pledged $305 million to the GPE for 2021. The Let Girls Learn Initiative was started in 2015 by former President Obama and First Lady Michelle Obama. The initiative invested millions of dollars while partnering with the private sector to improve education for girls in more than 50 countries.

On Sep. 8, 2017, the Reinforcing Education Accountability in Development (READ) Act was signed into law. The Act ensures that the United States uses its resources to improve global education through programs focusing on literacy skills, mathematics and basic fundamental skills.

The International Basic Education Caucus was launched in 2015 with the ultimate goal of alleviating global poverty through education. Congressman Dave Reichert and Congressman Mike Quigley began this bipartisan caucus with the belief that education is the unrivaled way to promote freedom, peace and stability around the world.

When the United States invests in worldwide learning, it brings benefits not only for other countries but for the U.S. as well. Education can improve global and national security and it can contribute to better global health while providing more economic safety.

What Does This Mean for Poverty?

Education not only provides children with the necessary tools to learn and develop but also has significant impacts on poverty. Education paves the road to successful careers, allowing individuals to earn an income and break cycles of poverty.

Each additional year of education an individual receives provides “a 9% increase in hourly earnings.” This increase in earnings allows an individual to contribute more to the economy, affecting entire societies as health improves and others are inspired to look to education to provide a brighter future.

The recent contribution of more than $4 billion toward global education is one major step toward ending poverty. Advancing education in underdeveloped countries will lead to immense progress in countries around the world by breaking cycles of poverty.

– Delaney Gilmore
Photo: Flickr

 

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Standardized English and Poverty

Standardized English and Poverty
Standardized English and Poverty can be attributed to the fact that English ranks as the most commonly spoken language in the world. English originated in England and then spread worldwide through colonization, the internet, print and the spoken word. Because it has spread through colonization, it has also become a marker of social standing globally. English was not always this unified language.

The Bare Beginnings

English has gone through many changes and evolutions throughout its time. Its letters come from the Roman alphabet with partial pronunciation from Anglo-Saxons. For a long time, many different English-speaking groups lived in England. After the conquests in the middle ages and moving the court seat to London, the new speaking norms came from the English of London instead of ancestral Wessex. Manuscripts underwent revisions to translate them in the dialect of London English. Through printing, this way of speaking spread nationwide. Language is constantly evolving, especially vowels, and many shifts occurred. This period also saw the rise of language purists against the perceived threat of different ethnicities and cultures.

British or American?

English contains two orthographies: British English and American English. Both have the same core rules but hold to some different spelling and terms. A great example of this can be seen in the television series, “The Great British Bake Off.” Aside from a change in accents, bakers use different words for the same thing. For example, a baker may say “sponge” instead of “cake.” Even the show has a name change in the U.S., from “The Great British Bake Off” to “The Great British Baking Show.”

These changes are due to time, distance and America’s colonization. The Englishmen who first came to America were poor and desperate for a new life. Therefore, a new dialect quickly formed in America based primarily on the linguistic styles of rural England. Over time, these dialect differences became bigger and bigger until they diverged officially into British English and American English.

Language and Class

Despite only having two specific orthographies, English sports a ton of different dialects. A dialect is a way of speaking specifically to a region or group. One example of this is AAVE or African-American Vernacular English. This dialect likely formed after the transatlantic trade of enslaved people from Africa, who mingled English with their native languages to form a new dialect. Many groups impacted by colonization, such as India and South America, experienced variations of this phenomenon.

Eventually, English’s various strains and dialects were applied to social class in industry-based societies. These linguistic variants are still closely related to questions of education and race in social stratification. Someone speaking AAVE demonstrates that they have less education and are therefore lower in class. Linguistic discrimination occurs when those who don’t use standardized English are barred from promotion for not appearing as educated or intelligent. At times, linguistic prejudice can even result in unfair legal rulings when particular vernaculars are discredited.

How It Haunts Us

The results of language colonization still exist today. India links English to education and class. Ever since Great Britain’s colonization of India, British culture is still considered high class. Skin-whitening products remain popular in India for this reason. Only 20% of the population speaking any English, and only 4% can boost fluency. Of the fluent speakers, 34% earn more money than those who are not. Fluent English-speakers enjoy more opportunities in jobs and education, which both factors heavily into poverty. Therefore, 96% of the population that doesn’t speak English suffer an immediate disadvantage. Fluency offers greater means to escape poverty. Many other countries and minorities harmed by colonization share this classist structure.

Towards Linguistic Equality

Many organizations, such as colleges, are growing increasingly aware of this linguistic class issue. In 2018, Yale Law School’s Environmental Justice Clinic mounted a legal fight against New Mexico’s Environment Department on the basis of language discrimination against native Spanish-speakers. The conversation increasingly revolves around making college a safe place for all dialects and opening the class barrier. Equalizing education access, especially in areas with sparse funding, offers the first step towards mending the classist language barrier. Additionally, advocates hope to stop discrimination through legal bills as well as encouraging more acceptance among the standardized English-speaking populace.

-Audrey Burran
Photo: Flickr

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Child Marriage in Zimbabwe

Child Marriage in ZimbabweChild Marriage in Zimbabwe has been affected by the COVID-19 pandemic. Without schools functioning in person, children have less protection and experience more human rights violations such as child marriage and pregnancy.

Child marriage in Zimbabwe greatly predates the COVID-19 pandemic, suggesting that efforts to eliminate the practice will require a wide range of economic and cultural mitigation tactics rather than focusing solely on the eradication of the coronavirus.

Current Events

The topic of child marriage in Zimbabwe caught international attention recently when 14-year-old Memory Machaya died during childbirth. The practice is common in Zimbabwe’s Apostolic Church and has led to an online petition entitled “justice for Memory Machaya” garnering nearly 60,000 signatures.

“Female persons are not seen as fully human, with individual rights, choice, right to control our own bodies,” said Zimbabwean feminist activist Everjoice Win in a tweet on August 6, 2021 “The enemy is patriarchy, and the attendant systems within the state and religious institutions and wider society, which do not see us as humans.”

Introduction to Child Marriage in Zimbabwe

Almost one in three Zimbabwean women are married by the time they turn 18. The practice most often occurs in the poorer regions of Mashonaland Central and Mashonaland West regions, where 50% and 42% of girls, respectively, marry as children, according to a 2014 UNICEF report. Despite the fact that the Zimbabwean Constitutional Court deemed the practice of child marriage as unconstitutional in January 2016, setting the minimum age for marriage at 18, child marriage in Zimbabwe persists.

What Drives Child Marriage?

The risks for child marriage in Zimbabwe have the potential to exist domestically but require unequivocal participation from healthcare providers. In a 2016-2020 healthcare plan, The Zimbabwe National Family Planning Strategy allowed 16-year-olds to receive contraception without parental consent. However, providers remain reluctant and child services are scarce.

Lack of education also drives child marriage in Zimbabwe. The same 2014 survey found that “the average age at marriage is 17.2 years for girls with no education and 23.6 for girls with more than a secondary education.” Nearly half of 15- to 19-year-olds without a secondary education began having children compared to only one in five girls the same age who completed their secondary education.

Potential Solutions

UNICEF published a list of strategies that it plans to implement throughout Western and Central Africa to reduce child marriage. The organization cites the growing child population in Africa behind the urgency in their efforts.

The following practices will help UNICEF reduce child marriage in the year 2021:

  1. Enable At-Risk Girls to Stay in School Through Secondary Education: UNICEF sees education as an opportunity for at-risk girls to develop vital life skills to make their own life choices and stand up for their rights. As this article previously mentioned, the rate at which girls marry depends on the presence or lack of secondary education.
  2. Fuel Positive Opinions Regarding the Investment in Girls: Through community discussion, the opinions of whether to invest and value the lives of girls could help in promoting and implementing practices that limit or eliminate child marriage.
  3. Provide Adequate and Affordable Health and Education of High Quality: Not only is the presence of education and health care important, but the quality is as well. Without providing affordable and effective health care and education systems, girls are at a greater risk of falling into the cycle of child marriage.
  4. Promote Laws to Match “International Standards” and Ensure the Implementation of the Measures: An effective strategy could be to identify countries or regions with an anti-child-marriage framework and incorporate the successes of those systems in the context of Western and Central Africa.
  5. Partner with Governments to Monitor Progress and Data: By utilizing the services of surveillance and relevant technologies of other countries, Western and Central African nations can adequately track progress to ensure that they are meeting set goals.

While the practice of child marriage in Zimbabwe has deep roots, the international community has taken notice and has a plan to reduce its prevalence. With increased empowerment and investment in young Zimbabwean girls, child marriage will soon enough become much less commonplace and eventually, experience eradication.

– Jessica Umbro
Photo: Flickr

3 Groups Creating Jobs in Underdeveloped Countries

3 Groups Creating Jobs in Underdeveloped CountriesPoor infrastructure and lack of job opportunities are among the top reasons that underdeveloped countries remain in poverty. Creating jobs in underdeveloped countries is key to achieving developmental goals and providing economic and political stability that can help many developing countries out of destitution. Furthermore, jobs provide income, independence and choice to individuals. It is for these reasons that creating jobs in underdeveloped countries can improve conditions and help in eliminating hunger and poverty. Creating new job opportunities can also help advance gender equality and many other pending societal issues.  In September 2015, many organizations came together to establish the U.N. 2030 Agenda for Sustainable Development, which recognized the importance and impact of jobs on these economies. Since then, corporations and organizations have been launching efforts to try and reduce global poverty by creating more jobs in developing countries.

3 Groups Creating Jobs in Underdeveloped Countries

  1. The Overseas Private Investment Corporation (OPIC): This U.S.-based finance development organization has long created jobs in underdeveloped countries that have boosted countries’ economies. OPIC has supported major infrastructure projects such as airports and hospitals, which have created many construction jobs. It also has provided and allocated financial resources to entrepreneurs in developing countries. These resources give entrepreneurs the means to start and grow their businesses, which will, in turn, produce more jobs. In 2019, OPIC merged with the Development Credit Authority, which was a part of the United States Agency for International Development (USAID), to form the Development Finance Corporation (DFC). The DFC partners with the private sector to invest in energy, healthcare and technology initiatives, as well as infrastructure and jobs.
  2. The World Bank: The international organization works to reach goals in the employment sector by launching efforts to improve financial access, provide financial training and build more robust infrastructures for lacking governments. Due to the World Bank’s international efforts, countries are recognizing the top challenges they face using job diagnostics. After evaluating data, governments can focus on more pressing socioeconomic issues. This will create jobs that benefit people in need and give them more economic stability. The World Bank counsels governments to invest in transportation, information and communications to connect more people to job markets. Finally, the World Bank is responsible for developing programs that promote entrepreneurship in small-and-medium-sized businesses.
  3. Mother’s Service Society (MSS): Founded in 1970, MSS is a social science research institute in Pondicherry, India, that leads research and conferences on subjects from global leadership to economic theory. MSS research projects and conferences develop action plans to increase employment and create jobs in developing nations. These plans detail multiple factors that, when combined, generate employment and boost the economies of these countries. According to MSS, the Newly Industrializing Economies (NIEs) in East Asia have demonstrated that more comprehensive strategies for job generation have yielded the most progress. More comprehensive strategies for job generation can include ideas such as having more of an emphasis on agriculture, promoting small businesses, improve marketing efforts, develop exports and employment planning.

More Strategies

Besides the great work of these groups, other comprehensive strategies for creating jobs in underdeveloped countries include extending basic education, improving higher education, raising productivity and upgrading the skill level of workers. By implementing these strategies, economies can close socioeconomic gaps, join the global market and create more job opportunities.

– Annamarie Perez
Photo: Flickr 

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E-learning in Mexico: A Path for Poverty Reduction

E-learning in Mexico
In Mexico, education has led discourse within the public and private sectors. Improvement efforts in education depend greatly on government administrations. However, the country’s government has been hindered in its efforts to improve education. Mexico has grown a lot in the last decades, but structural inequality and regional economic disparities are prevalent. Four out of every five people are in situations of poverty or are vulnerable to poverty. Additionally, only 40% of people in rural areas have internet access and the pandemic has only exacerbated this issue. Due to COVID-19, internet service has become crucial to guarantee proper education, as well as tools for students and entrepreneurs. Increased use of e-learning in Mexico is imperative now more ever.

Previous Projects in Education

Approximately two decades ago, Mexico began to carry out several academic-related projects. Universities, such as Tecnológico de Monterrey, and the government worked together to provide information and communication technologies (ICTs) in rural and remote communities. More precisely, the Virtual University of the Tecnológico de Monterrey established an initiative that built over 1,000 Community Learning Centers.

These centers guaranteed online education to rural communities by providing computers with internet access. Faculty members, teachers and students all contributed to this effort. They provided support and guidance to these rural and remote communities, which directly contributed to the development. The beneficiaries of this initiative reported that these centers helped them obtain employment opportunities, carry out their businesses and facilitated educational involvement.

In 2012, México Conectado (Mexico Connected) was implemented. The project’s aim was to provide a national network that guaranteed internet connectivity for the entire population, especially for those in rural communities. This achievement would promote greater access to all people and also contribute to social inclusion. By the end of 2012, there were approximately 14,000 connection points around the nation. Three years later in 2015, the 14,000 connection points skyrocketed to a total of 101,000 connection points. This initiative helped reduce the digital gap and promoted e-learning in Mexico’s public schools and universities.

Current Status

The pandemic has generated a shift in social demands. Actions are needed to provide e-learning — not for comfort, but out of necessity. Public health, social equalities, economic prosperity and effective education all rely on increased access to e-learning in Mexico. Currently, around 30 million Mexicans in public schools must learn from their homes. In cities, the number of people enrolled in online courses skyrocketed, but distance learning in rural areas has become challenging. The cost to rent a computer with internet access — a requirement for remote learning — is approximately $0.50 an hour. This cost may seem low but the reality is that the income in some areas in Mexico can be only $5 a day. Furthermore, nearly half of the educational institutions previously utilizing México Conectado for internet access no longer have internet service.

As a result, Internet para Todos (Internet for All) replaced México Conectado. The new program seeks to provide internet service to remote and highly marginalized areas. It aims to facilitate government actions and promote economic development. Nonetheless, budgetary insufficiencies and improper management of resources have hindered contract renewal with the suppliers as well as the overall availability of e-learning in Mexico.

As a result, the Mexican government was forced to create a distance learning program through television and radio. Although it is a way of solving the problem, it is an outdated method that does not contribute in the same way as e-learning does to the economic development of communities. Investment into the education sector is undervalued as an effective mechanism for poverty reduction. Improved e-learning infrastructure is crucial in order to achieve integrated economic development and sustainable growth.

A Call for Increased E-Learning

Education is a fundamental pillar for the progress and integral growth of societies. It is necessary to implement strategies to fulfill the current social and economic needs of communities. Currently, the education sector is shifting to e-learning due to remote schooling during the pandemic. Even after quarantine measures end, innovative internet technologies will have permanently shifted education strategies. Location will no longer inhibit access to education, as quality education is becoming accessible anytime and anywhere.

Social programs should provide these tools to all the national territories to give students and entrepreneurs the necessary tools to continue creating prosperous communities. E-learning in Mexico enables economic development and poverty reduction, making it the way to a brighter future.

– Isabella León Graticola
Photo: Flickr

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Efforts to Improve Education in Bangladesh

Improve Education in BangladeshIn a speech given at a Boston high school in 1990, Nelson Mandela said, “Education is the most powerful weapon which you can use to change the world.” For many of the world’s impoverished, education is not an option. Today, more than 72 million children of primary education age are not in school and nearly 759 million adults are illiterate. While many maintain the capacity to survive without an education, the knowledge and awareness garnered through school allows the impoverished to improve their living conditions and rise out of poverty. USAID and the World Bank are working to improve education in Bangladesh as a means of addressing poverty.

The State of Education in Bangladesh

In the last 10 years, there has been progress when it comes to improving education in Bangladesh. According to USAID, nearly 98% of children of primary school age are enrolled in school. In 2016, 50.9% of all enrolled students were girls, meaning total gender parity. Both of these statistics are major accomplishments but there is much more to be done to improve education in Bangladesh.

While enrollment is high, the quality of education that the children are receiving remains quite low. Reading fluency is the barometer that is used to measure a school system’s quality, and in Bangladesh, most students are unable to pass basic fluency assessments. To put exact numbers to this, USAID conducted an assessment and determined that “44% of students finish first-grade unable to read their first word and 27 % of third-grade students cannot read with comprehension.”

This lack of literacy not only puts these students at a great disadvantage but stunts prospects of economic growth for Bangladesh. Education plays a significant role in sustaining and developing countries and economies which is why USAID and the World Bank have invested in improving Bangladesh’s education system.

The World Bank’s Education Efforts

On January 18, 2021, Bangladesh signed an agreement with the World Bank, financing $6.5 million to help more than 39,000 kids receive primary school education. The package also allocates funds to vocational training schools for approximately 8,500 dropouts. Mercy Tembon, the World Bank country director for Bangladesh and Bhutan, says that the pandemic has disproportionately impacted the education of children from lower-income households. The additional financing will help slum children and vulnerable youth to build the foundations necessary to improve their lives and increase their opportunities. The World Bank has given Bangladesh the means necessary to improve the quality of their education system and thus support the greater economy.

USAID’s Educational Assistance

USAID has taken a more hands-on approach in improving the quality of education. It works directly with Bangladesh’s Ministry of Primary and Mass Education to improve early grade reading for children to ensure that all children learn to read in their first years of schooling. USAID’s education programs in Bangladesh have:

  • Expanded access to schooling to almost 30,000 out-of-school children
  • Increased the reading fluency of third graders by 18%
  • Increased the first-word reading fluency of first graders by 36%
  • Trained nearly 17,000 new teachers on how to teach early grade reading
  • Issued more than two million reading materials to primary schools

Education as a Key to Poverty Reduction

Every young mind deserves the opportunity for education and with the help of the World Bank and USAID, Bangladesh has the means to offer that. Efforts to improve education in Bangladesh will uplift an entire nation. The state of education in the world is progressing and thus bringing about poverty reduction success.

– Matthew Hayden
Photo: Flickr

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GiveLight Foundation: Empowering Orphans Globally

GiveLight FoundationWhen Alfin Nur was 11 years old, he lost his mother, father and one of his siblings in the 2004 Indian Ocean tsunami. Two years later, the GiveLight Foundation found Alfin and began to invest in his life. He studied at a boarding school in Banda Aceh, Indonesia, which GiveLight fully sponsored, while also providing him with love and emotional support. In 2015, he graduated from Al-Azhar University in Cairo.

The GiveLight Foundation

GiveLight Foundation is a nonprofit organization that provides orphans with stability so that they can rise out of the cycle of poverty. Its mission is to build quality homes for these children and support them in receiving proper education that will serve them long-term. It emphasizes raising children in a loving and supportive environment and providing a sense of belonging.

“GiveLight Foundation is one big home for all orphans,” described Fatima Jaber, the founder of the GiveLight Baltimore Chapter, in an interview with The Borgen Project.

The same disaster that destroyed Nur’s family, hit and devastated the hometown of Dian Alyan, in Aceh, Indonesia. The tsunami killed a quarter of a million people overall, leaving many orphans. Alyan decided to build an orphanage called Noordeen Orphanage. A year later, with the help of friends, family and generous donors, the orphanage was housing 50 orphans. Through that, the GiveLight Foundation was founded.

It now has orphanages in many countries including Pakistan, Bangladesh, Indonesia, Morocco, Sri Lanka and Cambodia, providing a loving home for around 1000 children.

The Baltimore Chapter

GiveLight provides opportunities for people to start “chapters” in their own city. The chapters focus on raising funds and sponsoring the orphans of GiveLight. Most of these chapters are located within the United States in cities like Chicago, Southern California, Seattle, Baltimore, New Jersey and Orlando. GiveLight is also beginning to focus on opening chapters internationally. Currently, there is one in South Africa, Paris and Toronto and there are efforts to open chapters in Istanbul, Sydney, Brussels and Dubai, UAE.

Jaber, the founder of the Baltimore Chapter, talked about how she opened up the chapter in Baltimore around three years ago. “I heard Dian Alyan’s story when I lived in California in 2012 and knew I wanted to be involved. After moving to Baltimore and meeting supportive friends and a generous community, I thought it would be great to start a chapter here.”

Raising Funds for Orphanages

The Baltimore Chapter raises funds by hosting galas, game nights, scavenger hunts and walkathons. Soubia Balkhi, one of the other members of the Baltimore Chapter, told The Borgen Project in an interview that the last two galas had been very successful, with the team raising more than $10,000.

Because the cause is so broad, beforehand the team decides which GiveLight project the funds will contribute to. They typically like to focus on where the need is the most for that year. “For example, this year Bangladesh needs it the most and so the money from this year’s fundraiser will go to building an orphanage in Bangladesh,” said Balkhi.

The funds are then sent to the headquarters which has on-site representatives distribute the money specifically where it is needed.

Despite the limits due to COVID-19, the Baltimore Chapter continues to raise funds. Jaber discussed its latest event, taking place next month. “I’m excited to announce our next virtual scavenger hunt event! It is a fun and interactive social event where families can join, create teams and still follow all COVID-19 protocols.”

Empowering Orphans Alleviates Poverty

GiveLight is not a typical orphanage that solely provides children with a place to stay. It ensures that the orphans under its care are given a home and a proper life. The strategy that GiveLight uses allows the orphans to become self-sufficient through education, enabling them to be independent and to be able to give back. This is especially important considering that education is proven to positively contribute to reducing poverty.

Alfin Nur was not the only orphan who was able to graduate due to the opportunities that GiveLight provided for him. Rahmat Mico is now on his way to become a scientist and  Nursawami is a working mother who continuously gives back to GiveLight.

With more time, orphanages, chapters and supporters, GiveLight will be able to broaden its support in the qualitative manner that it has been doing since the very beginning.

– Maryam Tori
Photo: Flickr

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The Remarkable People of Zambia

People of ZambiaOften when we think of the sub-Saharan region of Africa, we associate it solely with the conflict and tragedy that has burdened it for the majority of recent history. According to research done in 2019, there were 15 countries from the region involved in armed conflict. In the middle of this, however, lies the country of Zambia, which, contrary to some of its neighboring countries, has managed a peaceful transfer of power to self-rule, and more impressively, has implemented changes to become a democratic republic. Zambia has shown the very best of what united people can accomplish, regardless of the odds. And what is a country if not the very people who comprise it? As such, it is no surprise that a look into Zambian society reveals time and again the stories of unsung heroes who demonstrate unwavering altruism to their people and country.

Silumesii Maboshe – Co-founder of Bongohive

In 2011, Maboshe and his partners founded Bongohive with the objective to elevate the Zambian tech sphere to the next level. The organization functions as an incubator for tech startups throughout Africa but Maboshe has kept his focus on leveraging Bongohive’s operations to advocate and develop the ideas that serve to benefit Zambia in a capacity that goes beyond just the economic. “If I have one professional goal, it is the answer to this question. How can software and innovation change Zambia for the better?” Many of the 1300+ tech products that Bongohive has helped develop function to this end, one example being an app that allows constituents to comment on proposed changes in legislation. Beyond the development of products, the organization serves also as an open platform for techies seeking general advice and hosts dozens of events annually that pertain to technology and business within Zambian society. Maboshe understands that if Zambia is to realize a brighter future it must include a thriving tech culture. The invaluable role Bongohive is playing to that end cannot be overstated.

Christopher Malambo – Sanitation Activist

It is an issue that most are too uncomfortable to actively advocate for, but the fact is that approximately 90% of child deaths are attributed to poor sanitation and the spread of disease that is a result thereof. Additionally, the World Bank reports an annual monetary loss to the African continent of $5.5 billion as a result of poor sanitation. Malambo’s efforts directly combat these staggering statistics. The focus of his activism is toward the decreasing but still prevalent number of communities in Zambia that still practice open defecation. His first objective when entering a new village is education because many of the typical residents lack even a basic understanding of the importance of good sanitation and the adverse effects of a lack thereof. After demonstrating the danger inherent in open defecation, he then organizes and assists in the digging of latrines. Malambo’s unwavering selflessness and commitment to service in the name of saving lives represents the very best of what makes the people of Zambia truly remarkable.

Dorothy Phiri – Founder of Mercy Ministries

In 1996, Phiri founded Mercy Ministries in response to a higher calling. Today the organization works to provide education through the Chifundo Community School, which was the first project started by the Phiri’s. The organization especially focuses on orphans, disabled children and other vulnerable children who are unable to have their needs met by government-funded schooling. Additionally, Phiri provides a means for children of financially struggling families to attend school. Though Zambia does provide free schooling to all its residents, many families still struggle to fund basic schooling needs such as books and uniforms. In a region where the demands of maintaining a livelihood are prioritized over education, Phiri’s commitment to the people of Zambia aims to change the status quo.

These individuals and their stories are but a microcosm of the exceptionalism that defines the people of Zambia. With the efforts of Zambia’s exceptional people, the narrative of the entire region can begin to change for the better.

– Christian Montemayor
Photo: Flickr

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Continued Education for Vulnerable Children in Kenya

Vulnerable Children in KenyaOrganizations like UNICEF and ACAKORO have been providing educational resources to Kenyan students despite the immense difficulties in the country due to COVID-19 and 2020’s locust invasion. On March 15, 2020, the Kenyan Government forced schools to shut down due to COVID-19. Due to school closures, millions of students risk losing out on education during the pandemic. Organizations stepped in to provide resources, remote learning services and sanitation facilities to vulnerable children in Kenya.

Education in Kenya

Over the past decade, poverty in Kenya has improved due to the country meeting many of its Millennium Development Goals. The Millennium Development Goals are goals created by the United Nations to help underdeveloped nations improve and one of these goals is to achieve universal primary education. A key issue that Kenya needs to address is education disparities. According to a UNICEF study conducted in 2014, low educational attainment of the household head and living in rural areas is the highest indicator that predicts child poverty.

Impoverished children struggle to gain an education. More than 1.2 million primary-school-age children do not attend school. Even more vulnerable children like orphans have increased susceptibility to experiencing education disparities.

Employment in Kenya

Young people in search of employment experience difficulties finding a job that lifts them out of poverty. Only 1% of Kenyan youth have a university education and many young people are entering a job market with few hirable skills. A whole 40% of the youth in Kenya either did not go to school or failed to complete primary education and the largest percentage of people unemployed in Kenya is represented by those aged between 15 and 24. Higher education in Kenya is expensive and not accessible to disadvantaged children.

UNICEF Provides Aid

Nationwide access to quality education is key in reducing poverty and investing in the futures of vulnerable children in Kenya. UNICEF alleviated education burdens during the COVID-19 crisis by providing remote learning to students and giving solar-powered radios and textbooks to vulnerable families. Through UNICEF’s solar-powered radios, 40,000 vulnerable children were reached with educational resources that are necessary for remote learning. On December 23, 2020, UNICEF provided 700,000 masks to be distributed in time for schools to reopen on January 4, 2021. Improved access to sanitation is an ongoing issue, and due to the pandemic, the need for sanitation is of crucial importance. UNICEF foresaw the issue and provided handwashing facilities to hundred of schools.

ACAKORO

ACAKORO is a community-based organization, supported by UNICEF, that uses football as a tool for development. ACAKORO works with the community of the Korogocho slum and has been tutoring vulnerable children during COVID-19 so that they can continue their learning. UNICEF is also supporting the government and the Kenya Institute of Curriculum Development (KICD) with remote learning and getting schools ready to reopen safely.

The Kenya Jua Kali Voucher Programme

The Kenya Jua Kali Voucher Programme, implemented between 1997 and 2001, was a revolutionary comprehensive policy designed to provide vulnerable youth with vouchers to pay for training courses. A similar modern-day strategy can be put in place in order to address the lack of access to essential education in Kenya. Providing equal access to education for all children in Kenya is essential to lift people out of poverty.

Organizations such as UNICEF and ACAKORO are addressing education-related disparities amid the pandemic, thereby addressing overall poverty in the nation.

– Hannah Brock
Photo: Flickr

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3 Countries Supported Through Iceland’s Foreign Aid 

Iceland’s Foreign AidIceland, located in the North Atlantic Ocean, has a population of fewer than 400,000 people. The small Nordic island is home to some of the most sought after natural landmarks and tourist attractions such as the northern lights. Although small, the country has provided big backing to countries triple its size through its foreign aid programs. In 2008, Iceland experienced what economists considered to be the most severe economic downturn in its history. After years of hard work, Iceland was able to rebuild its economy and rebounded successfully. Aside from the financial crisis in 2008, the country has been able to maintain relatively low poverty rates with rates remaining at 0.10% from 2013 to 2015. Iceland has paid its good fortune forward by offering assistance to countries experiencing economic fragility. The Icelandic government is committed to fighting poverty by providing support to nations in need. The main objective of Iceland’s foreign aid pursuits is to reduce poverty and hunger while advocating for human rights, gender equality and sustainable development. Three countries, in particular, have been supported by Iceland’s foreign aid.

Syria

Syria has a long history of political turbulence with numerous uprisings dating back to the 20th century. One event, in particular, was especially tumultuous. In 2015, Syria had experienced a major political uproar in one of the largest and oldest cities in the country, Aleppo. “The Battle of Aleppo” began in 2011 in the city of Deraa. Citizens who opposed the leadership of President Bashar al-Assad decided to rebel. This led to a civil war between the Syrian government and protesters who the Syrian government referred to as rebels. The civil war that lasted six years had a detrimental impact on the citizens. There were massive food and gas shortages. Multiple buildings were victim to mass bombings, including schools and hospitals. Civilians were caught in the crossfire and suffered greatly as a result. Iceland stepped in to offer assistance and allocated $600,000 to support civilians impacted by the war in 2015. The country continued in its efforts by supporting Syria with $4 million worth of humanitarian aid in 2016.

Malawi

Malawi holds one of the highest rates of poverty in the world, at 51.5.% in 2016. Malnutrition and infant mortality impact Malawi’s 18.6 million population. The country has experienced notable economic growth in the past three years, with a 4.4% increase in economy in 2019. Unfortunately, these economic gains have been stalled as a result of the COVID-19 pandemic. In early November 2020, the Icelandic government donated $195,000 to the World Food Programme to assist with the COVID-19 response in Malawi.

Uganda

Uganda and Iceland established their relationship in the year 2000. The Icelandic government is committed to enhancing the livelihood of Ugandan fishing communities located in the Kalanga and Buikwe districts. Uganda is one of the largest recipients of Icelandic foreign aid with an annual distribution of $6 million. Iceland’s contributions have seen monumental success with safe water coverage now standing at 77%, up from 58% in 2015. The primary school completion rate in Buikwe is up from 40% in 2011 to a staggering 75.5%.

Iceland: A Foreign Aid Leader

While Iceland may be small in comparison to its peers, Iceland has been tremendously influential in its foreign relations. The three countries above are just a few of the nations that Iceland has assisted. Humanitarian efforts continue to provide support to countries in need through Iceland’s foreign aid.

– Imani Smikle
Photo: Flickr