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Domestic Violence in Tonga: The WCCC’s Efforts

Domestic Violence in TongaDomestic violence in Tonga, specifically against women, has become the leading type of law infringement. The most prevalent instance occurs in the home, which is especially alarming during a pandemic forcing everyone inside. However, Tonga is taking measures to fight this issue. One way is through the Women and Children Crisis Center (WCCC).

Domestic Violence in Tonga

The amount of reported cases of domestic violence in Tonga has risen over the past five years. Between January and June of 2020, there were about 537 domestic violence reports and 117 issued police safety orders. Out of those, only 99 assaulters faced prosecution.

Tongan women report experiencing physical coercion and control, sexual assault, emotional abuse and physical assault. Police officials state that the chief problem is related to a cultural belief. Tongan men believe they are in a position of power at home and can act however they please because of this entitlement. As a result, women are often scared to report their abuse cases. This is particularly true when husbands, brothers or sons are the perpetrators, as is typical.

Pacific Women reports that three out of four women in Tonga have experienced physical and sexual violence. Relationships can involve abuse as early as day one and continue on for decades, which women often endure. Furthermore, about 85% of women who have suffered from domestic violence are likely to return to the same environments as their attacks. To combat this, the WCCC in Tonga offers an escape for the abused to ensure women are given the protection they need from abusers.

The Women and Children Crisis Center in Tonga

The WCCC was established in 2009 by Director Ofa Guttenbeil-Likiliki with a group of women and male supporters. The aim was to help those who have suffered from violence. In turn, they gave free counseling and support to victims of domestic violence in Tonga. Further, the WCCC provides 24 hours of free housing to both women and children in the Mo’ui Fiefia Safe House.

When a woman reports her case to WCCC, the volunteers at the organization help guide the victim through the legal process. They explain the amount of time it will take for the victim’s case to reach court and provide information about how and when the police will contact the victim for testimonies. They also educate the victim on the importance of having a medical record when reporting cases like rape. If the woman is willing, the WCCC offers her a platform to voice her experience. The organization focuses on sharing the stories of victims who have used WCCC’s services and how they have benefitted from those services.

Male Advocacy Training

Violence prevention was another main reason for WCCC’s founding. In 2017, the WCCC launched male advocacy training to end violence against women and children and encourage gender equality. The purpose of the training is to educate men on three key ideas: men have control over how they behave in a sexual manner, all sexual activity can only be performed after there is consent on both sides and men are equally responsible for the transmission of sexually active diseases.

The men receive many lessons from knowledgeable speakers to help end the domestic violence in Tonga. Director Guttenbeil-Likiliki said, “In a situation where a woman does not want to have sex but you continue to persist and persuade her to have sex, this is a high-risk situation, as it is considered to be sexual assault or rape.” Melkie Anton, a lead trainer, explains proper relationship roles to male participants. Anton states, “Women are often used as sexual objects,” and when a woman is in a relationship, she must follow all of her partner’s orders. As a result, the man ends up controlling the relationship and may treat the woman’s feelings with disregard. Another learning directive is toxic masculinity. WCCC members detail how issues, such as proving masculinity and competing with other men encourage domestic violence.

Looking to the Future

WCCC members are working toward expanding their organization’s influence throughout Tonga,  particularly through collaboration. The WCCC has partnered with other organizations, such as the Fiji Women’s Crisis Centre and the Vanuatu Women’s Crisis Centre. The organization even reaches out to Tongan government agencies, including the Ministry of Education. The work of the WCCC, from aiding victims to education to advocacy, is a step in the right direction. With continued efforts, there can be an end to domestic violence in Tonga.

– Sudiksha Kochi
Photo: Flickr

Automation in Southeast Asia Affects the Poor

Southeast Asia has been reducing its poverty level as a whole for the past decade. However, the rise of automation has now put the population back at risk. One of the largest industries in terms of employment in Southeast Asia is the production and manufacturing industry. The most common type of work found in this region is in small factories. These jobs are some of the most vulnerable to the effects of automation in Southeast Asia.

Affected Industries

Automation is the process by which labor or a job that is performed by a human switches to being done by a machine. In many cases, a robot is able to work faster and more efficiently than a person with the added bonus of not having a salary and never needing time off. Thus, the prospect of a workforce full of machines is very appealing to those looking to lower their labor costs.

Automation in Southeast Asia stands to put a large number of laborers out of work. The International Labor Organization reported that 73% of Thailand’s manufacturing workforce are at high risk of having their jobs automated. On a whole, the ASEAN-5 (Cambodia, Indonesia, the Philippines, Thailand and Vietnam) faces a 56% risk for employment being automated in the next two decades. The majority of workers affected will be those with both lower wages and lower levels of education. These are the types of jobs easiest to automate, which renders these workers as the most severely impacted demographic.

Further, the types of jobs created through automation, like machine operation and maintenance, require skills the lesser educated workers replaced by automation lack. In Vietnam, those with only a primary school education are three times more likely to have their job automated than someone with a secondary degree.

The Transition

These countries face an interesting problem. Through automation, they stand to gain much in the way of foreign investments and business. Southeast Asia has become a hub of global production, which provides many economic benefits. On the other hand, automation puts the lives of the working-class people in these countries in serious danger. Several countries in Southeast Asia have proposed new ideas to try and navigate through this transition.

The Indonesian Minister of Finance has proposed the implementation of a universal basic income. This has the possibility of alleviating the stress caused by job loss. The Government of Thailand has approved a tax incentive to boost automation within the country. The proposition aims to bring in foreign investors that would train Thai workers and create employment opportunities.

Conclusion

A smooth transition to automation will be crucial in keeping much of the population of Southeast Asia above the poverty line. It is fundamental to support workers in the age of automation in Southeast Asia. Most importantly, they need access to higher levels of education. Hopefully this issue will encourage these governments to provide more opportunities and training to their citizens. People can continue to work in meaningful ways in the age of automation through adequate aid.

– Jackson Bramhall
Photo: Flickr

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6 Facts About Women’s Rights in Mongolia

Women's Rights in Mongolia
Mongolia is a country in East Asia with more than 3 million people. Throughout the nineteenth and twentieth centuries, Mongolia experienced varied periods of social change and growth. After dispelling the controlling Communist Party in the early 1990s, social and economic policies rapidly transformed the nation’s outlook and prospects. Consequently, opportunities for women also changed. To understand this issue better, here are six facts about women’s rights in Mongolia.

6 Facts About Women’s Rights in Mongolia

  1. The communist party provided new opportunities for women in the twentieth century. In 1921, the Mongol nationalists established a communist party, in tandem with the Soviet Union, which essentially proclaimed equality between men and women. As a result, women received an education, entered the workforce and had political power. The government provided generous benefits and healthcare, and female literacy rates dramatically increased.
  2. The fall of the Soviet Union presented opportunities and challenges for women’s rights. The political transition in Mongolia came with newfound hardships, particularly economic ones. The new government removed subsidies assisting Mongolians, leaving many without financial assistance. From 1991 to the mid-200s, women faced higher unemployment levels, and more than 30% lived in poverty.
  3. With men working in the fields, women have turned to cities for employment and have found success. In recent years, as agriculture was deemed a male endeavor, women were forced to turn to other places to earn an income. Parents subsequently invested in their daughters’ education, and now, with women more educated than men, they are more likely to be employed. This phenomenon is now being deemed a “reverse gender gap.”
  4. The female unemployment rate is 2.6%, while male unemployment is 7.1%. This might not be a good thing for women’s rights in Mongolia, however. With higher alcoholism rates for Mongolian men in recent years, there is a clear connection between unemployment, alcoholism and violence within the home. Approximately one-third of Mongolian women suffer from domestic violence, a staggering statistic for a country whose economy relies so heavily on female labor.
  5. Sexual harassment remains a serious issue. With an estimated 63% of women experiencing sexual harassment of some form, the need for reform is evident. There is not a law in Mongolia protecting women from male harassment. Even in the workplace, where women are significant contributors, there is no legal defense against unwanted harassment.
  6. Despite female education rates, women are subject to massive inequities in pay. On average, women are more likely to be better educated than their male counterparts; however, traditional norms and values prevent women from fully achieving equality. A lack of childcare and social benefits, partnered with patriarchal values, gets in the way of opportunities for women. Furthermore, the gender pay gap stands at more than 12.6%, an increase from previous years. Even when women persevere through their society’s social limits, they do not receive as much pay as men of the same standing.

The unique history of Mongolia has altered the standing of women in Mongolian society multiple times. Despite Mongolia’s patriarchal values, the investment in female education has proven to be fruitful as women are well-educated and seeking work within the commercial setting. However, there is still much work to be done, as women face lower wages, sexual abuse and inequalities.

There is room to be hopeful, though, as rising levels of education and employment mean that there will be continued improvement within Mongolia’s social and economic spheres. Hopefully, women’s rights in Mongolia will continue to improve, and all Mongolians will soon embrace female contributions to society.

– Eliza Cochran
Photo: Flickr

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Links Between South African Poverty and Education

South African poverty and educationSouth Africa is a country with 19.6 million children, making up about 35% of its total population of 56.5 million people. Of these 19.6 million children, about 98% have “attended some form of an educational facility.” However, these high attendance rates do not mean high-quality education and lack of academic resources is a large contributing factor to the correlation between South African poverty and education.

Education in South Africa

Despite having high rates of education enrollment, the quality of education in South Africa is poor. Reports have shown that of the students who attended school for five years, only half can do basic math. Furthermore, there are little to no standards for the teachers to be held at. About 10% of teachers across the country are absent from school on any given day and 79% of grade six math teachers do not have the content knowledge to be teaching at their respective level.

Education is compulsory until grade nine, and over the years, there have been increasing numbers of drop-out students, for a variety of reasons. The main reason is unequal access to resources as a result of poverty. The disparities between female and male students also continually present issues in the South African education system, especially with low percentages of girls pursuing careers in science, math or technology.

In addition, South African schools have struggled to teach basic skills such as reading and writing as well as early development for young children. Only 38.4% of children ages zero to four attended a school system such as day-care, playgroup or pre-kindergarten programs. The early development issue is further seen as 46.8% of parents say they do not read with their children and 43.15% say that they do not color or draw with their children.

South African Poverty and Education Correlation

South Africa has struggled with high rates of poverty for many years and the correlation between South African poverty and education is present in many different aspects of the relationship. In rural areas in the former homelands, about 81% of children are below the poverty line and 44% of children in urban areas live in poverty as well. Education in rural areas suffers especially, simply as a result of the barriers presented by the location. For example, critical resources such as water, electricity, books and technology are missing from many schools, which present obstacles for South African children to have a complete educational experience. Furthermore, the location of schools in comparison to students’ homes, present long commutes. Without reliable transportation, students and teachers both struggle to consistently arrive at school.

Why Low Education Enables Poverty

Poor education is a leading factor in continuing the cycle of poverty. Research continually supports the idea that children who suffer from high rates of poverty are more likely to drop out of school after grade nine as a result of the barriers poverty creates. Increasing the quality of education results in a growing economy, lowers income inequalities and decreases the risk of disease and violence. Without a basic education, South African children struggle to become members of the workforce, and as a result, cannot escape poverty. Education not only teaches basic skills such as reading and writing but helps to develop important qualities such as strong communication and social skills. Without this, it is difficult for children to become working members of society. Furthermore, education differences between the poor and the rich as well as males and females, increases inequality, resulting in poor systems that cannot fix the underlying issues.

Partners for Possibility

Partners for Possibility is an example of a grassroots organization that works to fix the issues between South African poverty and education all while improving businesses in the United States. Business leaders from companies in the United States go overseas to South Africa for a 12-month program in which they teach principals and leaders of schools about leadership and engagement. By doing so, business professionals help to change the unstable and ineffective system of South African education, while simultaneously learning about poverty and culture in South Africa. The program has had extremely positive outcomes as education leaders, teachers and parents become more invested and engaged in the school system, which in turn, benefits the children.

South African poverty and education are strongly linked and this presents many issues for children. However, it is not an impossible mission to address and Partners for Possibility demonstrates the mutual return for U.S. businesses and South Africans that comes with finding these solutions.

– Alyssa Hogan
Photo: Flickr

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Why Women are More Likely to Live in Poverty

Women Are More LikelyGlobally, women are faced with the invisible burdens of gender inequality which are entrenched deeply within institutional structures and communities as a whole. These prejudices may limit a woman’s access to higher employment and assistance programs, ultimately leading to higher rates of poverty, especially among women of color. As of 2018, the poverty rate for women was 12.9% compared to the 10.6% rate among men. There are several reasons why women are more likely to live in poverty.

Educational Inequalities

In many developing countries, women are more likely to be denied an education, as nearly 25% of all girls have not completed primary school education and two-thirds of women make up the world’s illiteracy rate. In Somalia, for example, only 7% of girls are enrolled in primary school. The lack of education among women may result in higher pregnancy and poverty rates. According to the United Nations Girls’ Education Initiative, a girl’s education is a driving force in their economic well-being. Somalia suffers from one of the world’s worst educational systems and is one of the poorest countries as well, having a poverty rate of 73%. With education, females can increase their access to higher-paying jobs, and thus, benefit the family’s income., which results in a positive cycle for generations, bettering the economy overall.

Women Are Paid Less

Despite having the same qualifications and working the same hours, women are more likely to get paid less than men. Worldwide, women earn nearly 20% less than men. These variances within wages affect women in low-paying jobs and poorer countries dramatically. Closing the gender wage gap can result in overall equal income distribution. In the United States alone, closing the wage gap would mean that half the poverty rate of working women and their families would be cut.

Period Poverty

Around the world, many females may suffer from period poverty: inadequate access to hygienic menstrual products and menstrual education. The lack of education is related to the stigma periods carry. Periods have been associated with immense shame for a long time and this stigma is carried throughout communities, deeply limiting girls’ opportunities. Globally, periods are the reason why girls are absent from school at a disproportionate rate, as two out of three girls in developing countries are skipping school during their period. In India, 23 million menstruating girls drop out of school annually because of a shortage in hygienic wash facilities and products. Without an education, females are less likely to obtain a high-paying job and escape poverty.

Domestic Violence and Sexual Exploitation

One in three females globally fall victim to some form of domestic or sexual violence in their lifetime. Girls and women who grow up in poverty are also at an increased risk of experiencing such crimes. Victims of domestic or sexual violence can be impacted through the degradation of their physical or mental health, loss of employment or are ultimately driven into homelessness. Globally, females lose out on nearly eight million days of employment every year as a direct result of violent acts committed against them. According to a survey by the U.S. Conference of Mayors, domestic violence was the root cause of women becoming homeless in half of all the cities surveyed.

Pregnancy

Economically, females are potentially burdened with the costs of pregnancy, including the additional fees of caring for a child, more significantly than men. Custodial mothers are twice as likely to be poor compared to custodial fathers. Further, unplanned pregnancies can be detrimental to a woman’s income as being unable to work immediately after giving birth means no pay, especially in the informal working sector. In the developing world, nearly 12 million girls aged 15-19 give birth each year, which often results in the end of the girls’ education and the beginning of child marriage. Children who are born from early pregnancies or marriages more often than not enter the same cycle of poverty and no education.

Organizations for Female Empowerment

Malala Yousafzai started the Malala Fund after members of the Pakistani Taliban shot her for advocating the right for girls to be educated. Since then, Malala has built her project into a global initiative that furthers the goal of providing free quality education to young girls in developing countries.

The Orchid Project is a global initiative to end female genital mutilation (FGM). The Orchid Project functions as a platform that raises awareness of the areas where FGM is most prevalent and advocates against the practice. The Orchid Project has brought together more than 193 countries with the collective goal of abolishing FGC by 2030.

Women for Women is an NGO that works to aid those who are in hostile conflict zones and are the victims of collateral damage. Women for Women helps to uplift these victims of violence by providing them with tools, support and education so that they may earn a living and remain stable through the direst of circumstances. Women for Women has helped more than half a million women in countries that have been directly impacted by war and conflicts.

Empowering Women Means Reducing Global Poverty

Females in developing countries experience complexities that restrict their development and progression. Organizations are helping to raise awareness of these complexities and aid women in need. Since women are more likely to experience inequalities that push them into poverty, empowering women ultimately means alleviating global poverty.

– Maya Falach
Photo: Flickr

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Ekal Vidyalaya Focuses on Education and Indian Children

Education and Indian ChildrenOver 100,000 schools and just as many teachers deliver education in even the most traditionally unreachable, rural parts of India because of one foundation. Ekal Vidyalaya, a nonprofit originally inspired by social research and activism, recognizes the paramount goal of establishing educational access for every child in rural India and approaches it directly. Inspired and built in the 1980s, Ekal Vidyalaya conducts multinational fundraising, transforms nontraditional school models into working solutions and impacts the lives of nearly 2.8 million students through its efforts. Bringing education and Indian children without teachers and schools together is a fundamental pillar of the Ekal mission, which transcends borders in an impassioned quest to substantively create change.

Ekal Vidyalaya: Mission and History

Ekal Vidyalaya’s mission is to raise up schools and rural communities with “basic education, digital literacy, skill development, health awareness and rural entrepreneurship” in unison with farming maximization efforts that are taught. These wide-ranging, self-identified aspects of the organization’s mission reflect some of the initial issues that Ekal Vidyalaya, even before it was known as such, identified. Dr. Rakesh Kumar Popli and Dr. Rajneesh Arora, among others who were analytically evaluating regions in India in order to determine areas of concern, partnered with other leading scientists and activists of the time in order to raise awareness towards educational discrepancies and other health and social issues. Over time, education and Indian children became focal points of an effort that became known as Ekal Vidyalaya and refining steps brought the ancillary and primary systems of aid into reality.

Ekal Vidyalaya’s Methodology and Goals

In order to make progress on its significant goals, Ekal Vidyalaya relies on donations, volunteerism and community outreach. The name itself is a direct reference to the impact structure: one-teacher schools are essentially called Ekal Vidyalayas and they are the way that the nonprofit integrates itself into towns and villages in order to raise literacy and improve conditions. Once the school is established and working well, the organization then adds health services and skill development to bring economic opportunities for the villagers.

COVID-19 Considerations

Adapting to the COVID-19 pandemic is a continuous battle for the organization, particularly for its grassroots-based donation effort. Despite this, Ekal has been able to leverage its structure to transition training centers into mask making centers and provide over a reported 2.3 million people with food supplies using volunteers and other community organizations. Early October saw a global Ekal conference wholly online, where goals for the next five years were outlined. Various elements of the organization, from youth divisions to board members, committed to increasing not only education efforts but practical village-to-village communication and economic growth. Bringing together education and Indian children remains a core pillar of the estimated budget, and technological revolutions in the forms of roaming mobile centers and tablets prove Ekal’s commitment to continued adaptability. As challenges present themselves, Ekal Vidyalaya strives to preserve its mission and still improve upon it, which will be a necessary factor for change in the years still to come.

– Alan Mathew
Photo: Flickr

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The LeAP Initiative: Improving Education Worldwide

LeAP initiativeAccess to education is a global issue that is deeply connected to issues of global poverty. Education often provides impoverished people with a way to escape poverty through improved job opportunities and better knowledge of healthcare. In this way, reducing poverty in developing countries often requires improving access to education. The World Bank is currently implementing a program called the Learning Assessment Platform, or LeAP, which it hopes will allow world leaders to better track how effective and efficient their nations’ educational systems are. Through the LeAP initiative, the World Bank hopes to improve global education.

Learning in Crisis

Poor and absent education is a serious global issue, with UNESCO finding that roughly 258 million children were not enrolled in school in 2018. That number has likely increased since then as a result of the COVID-19 pandemic.

Even for children in impoverished countries who do get an education, many times the education they receive is poor in quality and ineffective. Among developing nations, only 44% of children enrolled in school had obtained proficiency in mathematics and reading in 2017. In sub-Saharan Africa, that number fell to only 10%.

According to the World Bank, a significant factor contributing to these low education rates is the fact that many developing countries lack systems to measure learning outcomes among populations. Without such systems, leaders in these countries are unable to accurately identify the reasons why their education systems are failing, which prevents them from implementing effective policies that would improve the education systems.

The LeAP Initiative

Despite these challenges, the World Bank is hoping to use its resources to improve education by leaps and bounds. In order to meet this goal, the World Bank is working to improve learning assessment systems in developing countries by developing a Learning Assessment Platform. The LeAP initiative would provide countries with the tools and resources needed to develop more effective systems for assessing the state of education among populations.

For the past decade, the World Bank has been working to build a solid base of learning assessment resources for the LeAP program to build off of. With the help of Russia’s similar learning assessment program, called the Russia Education Aid for Development (READ) Trust Fund program, the World Bank has developed a wide range of tools and resources specifically designed to help countries accurately gauge the effectiveness of education systems. These include free online courses for educating policymakers and specialists on effective learning assessment techniques, tools for benchmarking education success and access to more than 60 reports detailing the student assessment systems of dozens of countries.

Investing in Learning

In its efforts to improve global education, the World Bank has done more than just provide developing countries with learning assessment resources. Working with the READ Trust Fund program, the World Bank has helped secure more than $20 million in learning assessment system improvement grants for 12 different countries, including Ethiopia, Cambodia, India and Vietnam.

Through the LeAP initiative and several other global education programs, the World Bank hopes to reduce worldwide “learning poverty” by at least 50% by 2030.

The World Bank’s goal of cutting learning poverty is ambitious but its work on improving learning assessment systems around the world is an important step toward making it a reality. When countries are able to accurately assess the strengths and weaknesses of education systems, they are able to craft policies that more effectively improve these systems while also allowing other countries to learn from them and develop their own learning assessment systems. In this way, The World Bank’s LeAP initiative is pivotal in its effort to improve global education.

– Marshall Kirk
Photo: Flickr

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How Tanzania is Improving its Education

Tanzania is Improving its EducationTanzania has faced difficulty in promoting its own economic development in the past. While Tanzania has made progress, its progress has slowed over the past decade. As a result, Tanzania is improving its education to reduce poverty in the country.

Challenges and Progress in Tanzania

Tanzania is a country that has experienced severe poverty levels throughout its history. Yet over the past decade, the country has also made significant strides in reducing its poverty rate. While in 2007 Tanzania had a poverty rate of 34.4%, with more than a third of the population living under the poverty line, that number had fallen to 28.2% by 2012 and again to 26.4% by 2018.

This data shows a clear improvement in Tanzania’s poverty levels but it also reveals a slowing of the progress being made in fighting poverty in the country, with a roughly 6% reduction of the poverty rate between 2007 and 2012 and a roughly 2% reduction of the poverty rate from 2012 to 2018. Nearly 50% of Tanzania’s population still fall below the extreme poverty income line, meaning they are living on less than $1.90 a day.

While Tanzania’s economic progress had already been slowing in the last few years, the arrival of the COVID-19 pandemic is on track to hinder the country’s economic development even further. Both the formal and informal economies of Tanzania have been impacted by the effects of the pandemic, with Tanzania’s tourism industry being especially crippled.

The Tanzanian government estimates that only about 437,000 people will visit Tanzania from outside the country this year, which is a significant reduction from the 1,867,000 tourists estimated in 2019. It is predicted that Tanzania will lose around 146,000 jobs due to this drop in tourism.

Education Challenges in Tanzania

Yet, Tanzania is improving its education to reduce poverty among its poorer populations. In an effort to reduce poverty, the Tanzanian government has made investments in education over the past decade. Since 2007, Tanzania’s government has worked to provide free education for all its people and from 2011 to 2016, it increased its education spending budget by more than half. This led to a sharp increase in the rate of primary education enrollment but by 2012 this rate had fallen by nearly 20%.

While the efforts of Tanzania’s government to make education free have been broadly effective, many impoverished communities in Tanzania still struggle to access formal education. The cost of the tuition itself is only part of the total cost of education and many impoverished people in Tanzania are unable to afford the costs of traveling to and from school. In some rural parts of Tanzania, students have to travel nearly 15 miles every day just to receive an education.

As a result, many people in Tanzania choose to forgo formal education, with more than half of Tanzania’s rural population being illiterate.

Possible Solutions to Improve Education

Investing more in transportation systems for students may help to alleviate some of the financial burdens that impoverished communities face. Investing in teachers may also help Tanzania overcome its low education rate, as many public schools in Tanzania have many more students than available teachers. According to UNICEF, for every trained teacher at the pre-primary level of public education in Tanzania, there are roughly 131 students, meaning that many public schools in Tanzania end up being understaffed. By investing more funding into training teachers, the Tanzanian government could further improve its public education systems, which would improve career opportunities among its poorest communities.

Taking Action

Tanzania’s government has recognized the need to improve education among its populace. Currently, UNICEF is working with Tanzania’s President’s Office Regional Administration and Local Government to bring increased education opportunities to more communities throughout the country. By working with the government, UNICEF hopes to develop policies that will allow for more effective and accessible systems of education to be established within the next year.

Tanzania’s economic development has faced significant roadblocks in the past, with the COVID-19 pandemic being especially detrimental. However, it is clear that Tanzania is improving its education to reduce poverty among its population. To reduce poverty rates and improve career opportunities, the Tanzanian government is investing in better education for its citizens. With the help of organizations such as UNICEF, Tanzania may see a lower poverty rate than ever before.

– Marshall Kirk
Photo: Flickr

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Tennessee Titans’ Player Builds Schools in Kibera

Tennessee Titans’ PlayerIn 2017, Tennessee Titans’ player, Kenny Vaccaro, traveled to Kibera, a division of Kenya, to help build schools. Alongside him was Kansas City Chiefs’ player and friend, Alex Okafor. Together, the two joined the Blessed Hope Project’s mission to make education more readily available to all children in the Kibera slums. Vaccaro’s journey does not stop there, though, as his time in Kibera sparked what is now his personal devotion to creating educational opportunities for African children.

Blessed Hope Project and the Kenny Vaccaro Foundation

The Blessed Hope Project’s roots began in 2012 after Elsa Atieno founded the Blessed Hope Primary School, where she is now the school’s principal.  In 2016, after former New Zealand rugby player, Michael Hobbs, volunteered at the school, the rugby player’s vision for the Blessed Hope Project came to life. Shortly after his visit in 2017, Tennessee Titans’ Vaccaro became an official team member of the Blessed Hope Project. In the same year, Vaccaro founded the Kenny Vaccaro Foundation, which he uses to raise money for various causes but primarily, the Blessed Hope Project. Atieno, Hobbs and Vaccaro jointly make up the Blessed Hope Project’s team.

The goal of Hobbs was to build a higher quality school than the one at which he originally volunteered, which had dirt floors, iron walls and limited space. With the help of the money raised by the Kenny Vaccaro Foundation, the team accomplished this goal in January 2019 and built a solid structured, fully serviced primary school that can accommodate over 300 children. Not only does the Blessed Hope Project team plan to build more schools in Kenya but they have also placed 100% sponsorship of all students and a sports academy on the agenda as well.

Poverty Conditions in Kibera

Atieno recognized that many children from the slums of Kibera were staying at home during the day, sometimes by themselves, rather than attending school. This is not uncommon as Africa has the highest rates of marginalized education in the world. On top of that, Kibera is the largest slum in Africa. Not only are many children excluded from school but their families are living on less than $1 a day. For some children, going to school is how they are ensured a meal for the day. Kibera also faces high unemployment rates.

How Can Education Reduce Poverty?

Increasing high-quality educational access in Kibera can aid in all of the aforementioned issues by providing children with social interaction, food and the teaching of crucial skills for their futures. Specifically for reducing poverty, the United Nations Educational, Scientific and Cultural Organization (UNESCO) released a policy paper that outlines how the global poverty rate could be cut in half through completion of secondary schooling. As it pertains to the sub-Saharan African and South Asian regions, poverty could be reduced by nearly two-thirds. This prediction comes from UNESCO’s 45-year study on the “average effects of education on growth and poverty reduction in developing countries.”

Humanitarian support like that of the Blessed Hope Project and the Tennessee Titans’ Player, Vaccaro, plays a crucial role in eradicating global poverty as educational opportunities pave the way for families to rise up from poverty all over the world.

– Sage Ahrens-Nichols
Photo: Flickr

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3 NGOs Feeding School Children in East Africa

Feeding School Children in East AfricaDespite leading the continent in incorporating students into primary and secondary systems of education, East Africa retains acute socio-economic problems. More than 55 million extremely poor people inhabit just the three nations of Uganda, Kenya and Tanzania. This situation cannot improve without addressing poor school attendance by children whose family circumstances customarily pressure them into prioritizing work over education and not obtaining the valuable knowledge and skills that could help them secure higher-paying jobs and bid farewell to poverty. NGOs are working on feeding school children in East Africa to improve attendance rates and simultaneously target issues like hunger and malnutrition.

School Attendance Rates in East Africa

In Kenya, 92% of those aged between 7 and 14 were receiving education in 2008. A decade later, UNICEF continued to record 1.5 million prospective primary schoolers missing out on learning. In other East African countries, the issue is direr. In Tanzania, from ages 5 to 6, the school attendance rates already drop by nearly 10%.

Feeding School Children in East Africa

Nonprofit organizations are actively altering this dynamic. By routinely feeding school pupils, the organizations demonstrate that enrolment in school can also involve getting adequate nutrition. It is a win-win situation as students simultaneously gain important academic and professional insights and receive a much-needed meal. Moreover, this work shows that education may improve one’s living standards not only in the long run but in the short run as well.

Food4Education

This Kenyan organization feeds young students locally sourced meals in the nation’s Kiambu and Nairobi counties at a subsidized rate of $0.15. Having started with only 25 food recipients, it has already served around one million meals, helping children enhance their school attendance and performance in class and in examinations. It hopes to reach out to all the primary school children in Kenya in the future.

In addition to attracting donations and using a mobile app, Tap2Eat, for parents to pay to subsidize their children’s low lunch fee, Food4Education also manages a restaurant in the country’s capital. Some of its revenue is used to fund school lunches and increase the NGO’s output.

The group’s impact remains localized but its recognition suggests that its efforts are sizeable. In June 2020, Wawira Nijru, the Food4Education’s founder, joined the prestigious Ford Global Fellowship Program. As part of this scheme, the United States-based Ford Foundation will invest in the NGO and offer advice to amplify its contribution in Kenya.

East African Children’s Fund

Operating in Kenya with a reported budget of $170,000, the organization supplies more than 1,000 schoolchildren in impoverished areas with a mixture of fruits, vegetables, meat and fish. By procuring these products from the local communities, this organization likewise guarantees that the funding utilized in the process stays with the people needing it the most. The organization also distributes clothes and mosquito nets among schoolchildren and helps ensure that they are vaccinated. After all, missing school due to illness is equally a problem in a country, where more than three million people contract malaria each year.

The East African Children’s Fund’s purview extends into supporting sustainable farming techniques and projects in Kenya by, inter alia, promoting beekeeping and teaching young villagers to harvest rainwater and prevent water loss during field irrigation.

In 2019, it served close to 570,000 school meals, thereby causing an 80% reduction in local infirmary visits by schoolchildren. Between 2017 and 2019, more than 10,000 rural Kenyans received training in nutrition techniques from the group as well.

Mary’s Meals

This Scottish-registered charity is alleviating hunger in Malawi, Uganda and Kenya. In the former, it boasts a network of 80,000 volunteers who serve low-cost meals to as many as 30% of the nation’s primary school students in 20 different districts. In the other two nations combined, as many as 80,000 students are benefitting from school meals. A large proportion of them inhabit areas, such as the Kenyan town of Eldoret, where every second household falls below the poverty line.

Besides relying on volunteers, the group has full-time employees based in the target countries. Their task is to ensure compliance with hygiene standards and food quality by conducting regular school visits and compiling data on pupil and teacher satisfaction.

Based on approximately 4,000 responses collected in 2016, the number of Malawi pupils experiencing hunger during the school day decreased sixfold within fewer than 12 months. A comparable household survey registered a similarly impressive 64% decline in the number of adult respondents believing that their children were hungry at school. Most importantly, many more teachers have stopped describing classroom hunger levels as worrying. Considering that all the relevant parties are recognizing a difference, the NGO’s contribution is certainly worth mentioning.

Feeding school children in East Africa also mitigates malnourishment among the locals and facilitates the process of climbing out of poverty, since, through education, children could acquire the skills to qualify for better-paid jobs and escape reliance on subsistence farming.

– Dan Mikhaylov
Photo: Flickr