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How to Help Impoverished People in South Korea

How to Help Impoverished People in South KoreaBefore 1980, The U.S. contributed $3 billion in aid to revive the post war economy of South Korea – and it worked. The country soon became an example of growth, joining other powerful democracies in the Organization for Economic Cooperation and Development (OECD) in 1996. The number of impoverished people in South Korea then began to drop and now is lower than in the U.S. Despite decrease, income inequality is rising and the solution may have as much to do with culture as with commerce.

South Koreans’ life expectancies are among the highest in the world; they live 82.4 years on average, by The World Factbook’s 2016 estimate. But while people live nearly twice as long as they would have in the 1950s, the birth rate is four times lower. The elderly population in South Korea is projected to be 10.7 million by 2026 – about 20.5 percent of the population – and right now half of them are living in poverty.

OECD data estimates that South Korea’s working class population (ages 25 to 49) peaked in 2009, and just this year the Korean government made the decision to raise the retirement age from 55 to 60. The young are competing for jobs with the people their culture once expected them to care for and the already weak Confucian sentiment of past generations may entirely disappear as they do.

While family support for the elderly is not as it once was, a number of programs dedicate themselves to providing universal needs to South Korea’s poor. Habitat for Humanity builds residential complexes that emphasize communal cooperation, encouraging a culture of care while tackling the issue that Seoul is home to half of the population and has a cost of living comparable to that of Los Angeles.

Habitat for Humanity has helped more than 3,300 families and individuals in South Korea and are one of the few organizations that tailor their efforts particularly to the elderly. Once they are housed, the biggest obstacles remaining are healthcare and food.

Churches and other local groups frequently distribute food or money to the elderly and other impoverished people in South Korea. A group of nine entrepreneurs recently created the Korea Legacy Committee and have raised $20,000 for the Seoul Senior Welfare Center’s meal programs. These local, independent efforts often make a more direct impact than Korea’s National Pension Service (NPS), described by Bloomberg Business as “passive,” despite being the third largest in the world.

Legal conflicts have put the NPS’s economic and political ties under scrutiny recently. With its legitimacy in question, public trust that was already low is now almost entirely lost. The best hope is that local organizations’ aid and advocacy in the government will stop South Korea’s oldest generation from being lost as well.

– Brooke Clayton
Photo: Flickr

Economic Hardships in Mexico: Wealth and Political Disparities


Economic hardships in Mexico have been on the rise for many years. As of 2014, nearly half of Mexicans were living in impoverished states due to increased inequalities among social classes within the country.

Economic disparities are prevalent between Mexico’s upper-class and lower-class citizens. According to research done by Business Insider in conjunction with the Organization for Economic Co-operation and Development (OECD) the country’s richest 10 percent earn more than 30 times what the poorest 10 percent make. This places Mexico as the most unequal of the organization’s 34 countries. In 2014, the bottom 20 percent of workers in Mexico averaged only $12,850 for the year. As a result, these workers were unable to adequately supply the needs of their families.

The large gap in wealth between the rich and the poor has been a long-standing problem, with the current minimum wage rate for lower-income individuals set at $4.50 per day. Because the top one percent owns nearly half of the country’s total wealth, increased economic hardships in Mexico have resulted in longer workdays for lower-class citizens who try and compensate for their extremely low wages.

For example, according to the OECD, the average American works slightly more than 1,700 hours in one year, while the average worker in Mexico works over 2,300 hours. However, despite this substantial increase in the average hours worked per year, it has not been enough to overcome the burden of economic hardships.

Concerned citizens have begun to voice their discontent over the rising wealth of the rich at the expense of the poor. Further, they have urged Congress in Mexico to develop policies and social programs that would help to rectify the situation.

Among the suggested solutions to help in the fight against wealth disparity and resulting poverty include raising the minimum wage amount, tax transparency and changing fiscal policies to provide for better public spending tactics. Furthermore, a petition by Oxfam has urged Congress to “end the vicious cycle of inequality by prioritizing public spending on education, healthcare and other basic services.”

– Lael Pierce

Photo: Flickr

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Hunger in Finland


Due to Finland’s high standard of living, based on the nation’s welfare system, poverty rates are low. In such a system, the Finnish enjoy an exceptional education system, strong health standards, and safe, connected communities, all of which combine to limit the presence of hunger in Finland.

Finland is one of the top-performing countries in education, measured in the fields of reading literacy, math and science by the Organisation for Economic Co-operation and Development (OECD). According to the National Center on Education and the Economy, education is made publicly available from the primary level through upper secondary level.

Naturally, education has been shown to reduce the likelihood of poverty, which remains especially true for Finland, where both the quality and availability of the system is widespread. The same is true for healthcare, where the standard of treatment in Finland ranks highly among other OECD nations.

The Finnish also live in safe communities, where 86 percent of respondents claim that they “feel safe walking alone at night,” compared to the OECD average of 68 percent. A low crime rate reflects the nation’s lack of poverty, due to the elements provided in Finland’s welfare system.

In more specific terms, Finland has the fourth lowest poverty rate among OECD nations, according to a 2016 report. It is unsurprising, then, that the issue of hunger is practically nonexistent within the country. As the organization Trading Economics reports, undernourishment affected only five percent of the Finnish population in 2008.

Moreover, Finland aims to end hunger worldwide, evident through the nation’s consistent donations to the United Nations World Food Programme (WFP). Such donations have contributed to hunger relief in countries such as Lebanon, South Sudan, Ethiopia, Afghanistan and the Central African Republic.

“Thanks to Finland’s flexible and predictable multi-year commitment of €29 million,” wrote the WFP in a 2014 report, “we are able to respond to the needs of vulnerable people using innovative tools that increase dignity and efficiency.”

Assuming Finland continues to meet the demands of its citizens, let alone providing assistance elsewhere, hunger in Finland will not be a concern anytime soon.

– Genevieve DeLorenzo

Photo: Flickr

Poverty in San Marino


San Marino, a small, independent republic inside Italy has had its fair share of economic struggle. The Great Recession’s effects on San Marino began in earnest during 2009 and has had a major impact on the tourism drive in the Republic of San Marino. Since San Marino heavily relies on tourism as an economic stimulus, the drop in traffic increased the poverty in San Marino.

As a measure to boost the economy, the Italian government began cracking down on people who had been using San Marino’s banks as tax havens. Italian celebrities and other non-residents of San Marino took advantage its low tax rate of 17 percent and the secrecy policies implemented by San Marino banks. This allowed them to hide their money, thus avoiding their home country’s taxes.

Multiple members of San Marino’s most important bank, Cassa di Risparmio della Repubblica di San Marino, were arrested on laundering charges. San Marino has signed several transparency agreements with the Organization for Economic Co-operation and Development (OECD) and is reported to have displayed dedication to the OECD’s standards.

While the elimination of tax havens is positive for global economic growth, it had a negative immediate impact on poverty in San Marino. The San Marino economy relied heavily on its status as a tax haven.

The Republic has made economic improvements in recent years. The GDP has grown by about one percent primarily due to an increase in the demand for domestic goods. The International Monetary and Financial Committee reports that unemployment rate in San Marino dropped from 9.3 percent in 2013 to 8.5 percent at the end of 2016. To put things into perspective, the U.S. had an unemployment rate of 4.7 percent at the end of 2016.

The Republic plans to implement a freeze on the 2017 budget which is estimated to save 2 million euros as well as the addition of value-added tax in 2019.

Although much more progress has yet to be made in the Republic of San Marino, its cooperation with the OECD and the steady growth it has made in the past few years promise economic strength for the tiny republic. It is hopeful that poverty in San Marino and the unemployment rate will decrease in kind over the years to come.

– Emma Tennyson

Photo: Flickr

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5 Facts on the Current State of Education in Cyprus


Cyprus is one of the largest islands in the eastern Mediterranean Sea, situated 283 miles off the Turkish Coast. It has a vibrant history, troves of archaeological treasures, wild landscapes and abundant mineral wealth. Since 1974, the country has been partitioned between Turkish and Greek-Cypriots. As a result of this artificial division, evaluating government services like education in Cyprus is problematic.

Turkey recognizes the Turkish Republic of Northern Cyprus (TRNC) while the EU recognizes the Republic of Cyprus. A U.N. peacekeeping force in Cyprus (UNFICYP) patrols the demilitarized zone between the populations to provide security in a buffer known as the Green Line. On May 19, Cyprus reunification peace talks stalled over Turkish-Cypriot demands for oil and gas exploration rights and Greek-Cypriot requests for territory concessions.

Because of the reunification problem, education in Cyprus is difficult to quantify, but here are five facts.

  1. Primary education is compulsory for six years. Students then attend secondary school for six years, comprised of lower and upper levels lasting three years each.
  2. According to the 2015 PISA, the international student assessment of math, science and reading skills among 15-year-olds, Cyprus falls below average in all three areas. The nation’s results in the newest category — collaborative problem solving — has not been released.
  3. Technical and vocational education in Cyprus lasts for two years after secondary school. These pathways are not well-supported compared to university programs.
  4. Cyprus is known for the percentage of students graduating from colleges and universities. The government recently created an Agency of Quality Assurance and Accreditation. At present, there are three public and five private universities.
  5. PISA, as administered by the Organisation for Economic Co-operation and Development (OECD), measures student well-being as well as academic skills. The results of the 2015 PISA indicate that Cypriot secondary school student life satisfaction is lower than average.

Gathering statistics on education in Cyprus is difficult given the reunification problem. This rift has made it difficult to remove the deadlock which impedes socio-economic growth. Moreover, the efficiency of public spending has remained an issue for the nation’s development — particularly in education. At present, there is no single statistical office which represents all of the Cypriot people.

Hopefully, organization and unification will soon be established and improve the quality and seriousness of education in Cypress.

— JG Federman

Photo: Flickr

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How Luxembourg Combats World Hunger

Hunger in Luxembourg
The combination of national wealth and low poverty rates have led to Luxembourg’s lack of hunger within its population base. As Trading Economics reports, only five percent of Luxembourg’s population was undernourished in 2011.

The country’s high standard of living limits hunger in Luxembourg, specifically its low poverty rates. As the Organization for Economic Co-operation and Development (OECD) reports, Luxembourg maintains one of the lowest rates of poverty. This can be credited in part to the country’s wealth; a 2016 Business Insider report ranked Luxembourg second worldwide in GDP per capita, at close to $102,000.

Furthermore, not only has Luxembourg limited hunger within its own borders but is taking measures to end hunger worldwide. Luxembourg strengthened its aid to the United Nations World Food Programme (WFP) since 2006, when the country funded school meals for approximately 100,000 students in the Sahel region of Africa.

In 2009, a report by ActionAid ranked Luxembourg first among developed nations in its contribution to ending world hunger. Since then, from 2012 to 2016 Luxembourg has donated approximately $9 million to $13 million to WFP, affecting mainly countries within the Middle East and Africa.

Most recently, Luxembourg signed an agreement with the WFP confirming its commitment to ending world hunger through continued funding. WFP executive director Ertharin Cousin said, “With this support from Luxembourg, WFP is providing life-saving food assistance to families in Africa and elsewhere around the world.”

Ideally, Luxembourg will aim to decrease the percentage of its own population facing undernourishment to zero. The nation clearly appears to have strong aims of limiting hunger in Luxembourg as well as worldwide, efforts that deserve serious recognition.

– Gigi DeLorenzo

Photo: Flickr

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Education in the Czech Republic

Czech Republic
Education in the Czech Republic is considered average on a global scale but could be improved through a number of administrative modifications.

The country’s system guarantees free primary and secondary education to all citizens, with a focus on vocational schooling. Responsibility is distributed among the central government, which sets national standards, and local schools are granted considerable discretion in policymaking. Teachers are free to implement their own curriculums with small classes more conducive to learning.

Education in the Czech Republic certainly has some well-documented successes. The Organisation for Economic Co-operation and Development (OECD) reports that there are “good conditions for adapting learning to local needs” and that there are “a range of initiatives to strengthen evaluation and assessment in the school system.” Furthermore, the Czech Republic houses the largest percentage of adults with at least an upper secondary education worldwide.

However, when it comes to the quality of learning, the Czech Republic maintains only a mediocre status. An OECD 2012 report known as the Programme for International Student Assessment (PISA), placed the country around average in mathematics and reading and above average in science.

Such average results can be credited in part to finances. In 2012, the Czech Republic devoted less than five percent of its GDP to education, one of the lowest rates among developed nations. Furthermore, teacher salary rates are notoriously low.

While increasing spending will better education, the OECD also believes the quality of learning can be improved by establishing a more common curriculum between schools, as well as strengthening communication between the central government and school administrators.

In addition, many Czech students face educational limitations due to socio-economic status. The government has recently taken steps to counter this through the establishment of school counseling centers. Standardized tests have also been introduced in grades five and nine in order to “provide feedback to students, inform parents and teachers about student learning and school quality and to evaluate the work of schools.”

If the government continues to take steps to improve education in the Czech Republic, it is likely the system will transform from one of average status to one of outstanding quality.

– Gigi DeLorenzo

Photo: Flickr

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Global Education and Skills Forum: Technology in Global Education

Technology in Global Education
The fifth annual Global Education and Skills Forum (GESF) 2017 held in Dubai on March 18 and 19 addressed the question of how to create ‘real’ global citizens. The forum is a Varkey Foundation initiative where leading figures from public, private and social sectors around the world convene to discuss the future of education.

A number of discussions centered around educational advancements in the digital age and how technology in global education could affect students.

In his speech on March 18, the Organization for Economic Co-operation and Development (OECD) education and skills director, Andreas Schleicher, emphasized the need for new and creative ways to prepare future generations to become global citizens.

“The more diverse our children’s interests and experiences, the more they are encouraged to work with their peers to address problems in new ways, the better prepared they will be for the new digital age,” he explained.

Schleicher listed the most pertinent areas for growth as student inclusion, curriculum, teacher quality, school organization and accountability.

“We are very good at ranking human talent but not very good at developing it,” he said. “We need to focus on all students, all the time and move away from constantly testing to find the best. We should be developing everyone, not looking for those already doing well.”

Schleicher went on to say that while today’s digital age can be prosperous for those who know how to capitalize on it, those without the right education are more susceptible to vulnerable working situations.

Speaking at the GESF to Xinhua in an exclusive interview, Ms. Yang Boya, a former fellow at Harvard SEED for Social Innovation, headed multiple master classes at the forum.

She asserted that the spread of computer devices among children globally bears both positive and negative consequences. While promotion of technology in global education allows students to recognize technological progress, Yang emphasized the need for human interactions within the classroom.

“An IT device can never replace the human teacher, but support his work,” she declared in an interview with Xinhua.

GESF concluded with what is regarded as the Nobel Prize for teaching, the third annual Global Teacher Prize 2017. Maggie MacDonnell, an educator residing and teaching in Salluit, an Inuit village deep in the Canadian Arctic, was awarded the title and one million dollars.

– Casie Wilson

 

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Is the World Ready for Universal Basic Income?


According to a United Nations (U.N.) report, inequality is rising in both developed and developing countries. Many people lack access to basic healthcare, clean water and food. For example, the U.S. has the largest economy in the world yet ranks second in income inequality out of the 32 developed countries indexed by the Organization for Economic Co-operation and Development (OECD).

It is apparent that poverty, inequality and access to healthcare are transnational issues that know no boundaries. Each year, more and more jobs become automated. Artificial intelligence is taking the place of blue-collar jobs all over the world. A 2013 Oxford study estimates that 47 percent of U.S. jobs will be taken over by robots, automated technology and artificial intelligence within the next 10 to 20 years. The World Bank states that the shift will be even more drastic in developing countries. This is because almost two-thirds of jobs are at risk of being replaced by automation.

Some of the world’s brightest minds believe that the culmination of rising inequality, poverty and workforce automation will inevitably draw humanity toward a universal basic income.

“I think that from a human decency standard there’s a lot of sense to the idea that everybody in a society should be able to meet their basic needs,” says Jeffrey Sachs, economist and director at the Earth Institute at Columbia University.

Another expert, Elon Musk, says that “there is a pretty good chance we end up with a universal basic income, or something like that, due to automation.”

When the Basic Income Grant Pilot Project (BIG) was trialed in India, results showed that recipient households were three times more likely to start a new business than others. In Namibia, crime rates dropped by 36 percent despite an influx of immigration after BIG was implemented. “When you have a safety-net people will take more risks,” says Martin Ford, author of Rise of the Robots. Human ingenuity is restricted in a system that forces people to work low-level jobs to pay for their existence. Universal basic income ensures that everyone reaches the first rung of Maslow’s Hierarchy of Needs, ensuring that basic needs are met. This will drastically improve the quality of life on Earth in developed and developing countries alike. This generation could actually live to see the end of poverty on Earth.

The only way that a phenomenon like this could come to fruition is if the cost of not moving to a universal basic income becomes greater than doing nothing. As more humans are phased out of work by robots, the cost of welfare will extrapolate until it is necessary to switch to a universal basic income.

– Josh Ward

Photo: Flickr

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Education in Poland

Education in Poland
Over the last two decades, public education in Poland has been seriously reformed, and today it is one of the best-performing educational systems in Europe and across the world.

Education in Poland began changing in the late 1990s after Miroslaw Handke took on the role of Poland’s minister of education. Amanda Ripley reports that Handke publicly announced his plans for change, stating, “We have to move the entire system — push it out of its equilibrium so that it will achieve a new equilibrium.”

Through a modernized core curriculum and regulated standardized testing, allowing school administrators to recognize areas of improvement and identify struggling students, this new equilibrium was achieved. Teachers were granted more freedom in implementing their own curricula and choosing textbooks, so long as they tailored their courses to meet national requirements.

Also, the transition of students into vocational schools was delayed by a year. This places a stronger focus on the general curriculum compared to specialized skills. Reading, writing and arithmetic are the focal points of education, as well as studying a foreign language.

There has been a change in jurisdiction from central government to local government in regard to education. This provides local authorities with increased control over budgeting. The development of new schools resulted in increased learning opportunities for more students.

Today, Poland ranks 13th in reading, 18th in mathematics, and 22nd in science worldwide, according to a 2015 OECD education report known as PISA (Programme for International Student Assessment). Student performance in these subjects has significantly improved since 2003, when the country either matched or fell below the OECD average.

Surprisingly, Poland has been able to accomplish all this by spending only five percent of its GDP, or roughly $5,000 per student annually. The U.S., by contrast, spends about three times as much, yet still ranks below Poland.

Despite these advancements, there is still room for progress. The OECD reports indicate an educational gap between students of lower classes and those of higher classes, which could be improved through more early childhood public education programs. In addition, there is a need to strengthen students’ capacity to problem-solve. By building on its achievements, education in Poland will continue to improve, serving as a global model.

– Genevieve T. DeLorenzo

Photo: Flickr