Posts

, , , , ,

9 Facts About Disability and Poverty in China

Poverty and DisabilityMany factors can contribute to poverty in China, including disability. Due to socioeconomic barriers and discrimination, people with disabilities are more likely to live in poverty. With a high population rate, China has one of the largest numbers of disabled people living in poverty. Unemployment, lack of education and discrimination are just some of the many challenges this population faces in China.

9 Facts About Disability and Poverty in China

  1. High Disability Population: The total population of people living with disabilities in China reached 85 million in 2018, which is 6.5% of the total Chinese population. In 2006, men accounted for 51% of the disabled population while 49% were women. Many of these individuals often do not receive adequate support due to discrimination or “ableism,” meaning social prejudice against people with disabilities. In an article titled “Gender and Disability in Chinese Higher Education,” China is categorized as an ableist society with a number of injustices facing the disability community. As such, people with disabilities are “often seen as persons presenting inconvenience and burdens to society.” Ableism in China has also led to many children with disabilities being abandoned. Some statistics estimate around 98% of abandoned children in China may have disabilities. Thus, societal prejudices contribute significantly to the lack of support that individuals with disabilities in China receive.
  2. Lack of Education: The lack of quality education offered to people with disabilities in China has disadvantaged these individuals academically and economically. In China, the gap in education quality for disabled individuals is growing. Poverty remains a crucial obstacle in the empowerment of those living with disabilities. Due to this lower quality education, individuals aged 15 and above with disabilities have an illiteracy rate greater than 40%. This difference is staggering compared to the 3.3% illiteracy rate for the same age group without disabilities. Similarly, the lack of education provided to people with disabilities in China causes these individuals to experience challenges during the employment process. Jobs often require proficiency in language skills, leaving disabled individuals at a disadvantage.
  3. Lack of Monetary Support: Often, Chinese employers do not provide sufficient support to individuals with disabilities. Employment services for disabled people in China are at the initial stages, and they have proven to be inadequate to help unemployed, disabled persons obtain jobs. The quality of employment, including wage levels and conditions of work, have room for improvement. Because of the lack of proper services to economically empower people with disabilities, these individuals often live in poverty.
  4. High Disability Rate in Rural Areas: The disabled population in urban areas accounted for 20.71 million, or 20.96%, of the population. Meanwhile, the disabled population in rural areas is 62.25 million, or 75.04%. There are significantly more disabled people living in rural areas compared to urban areas. The employment difference is mainly due to this gap in the urban and rural populations. Initially, China had a very agricultural-based economy. However, with recent economic reforms, the country has industrialized, and most of the population now lives in urban areas. Many rural residents face obstacles in moving to urban areas, mainly because most only receive short-term contracts that do not entitle them to urban residency status. The lack of residency status prevents them from accessing proper healthcare services and other benefits. This gap is an even more significant barrier for people with disabilities, as a lack of appropriate care can be detrimental to their health.
  5. Discrimination Against Disabled Employees: China’s anti-discriminatory laws, especially in employment, are often not followed. China has laws that ensure protection and equal rights for disabled people. However, employers frequently ignore these laws. While the Chinese government installed a quote system in 2008 with penalties for failing to abide, many employers preferred to pay the fine than hire a worker with a disability. These discriminatory actions put workers with disabilities at a greater disadvantage for finding employment and gaining support from their government.
  6. High Mortality Rate: According to the U.N., in countries where “under-five mortality,” meaning the probability (per 1,000) that a newborn will die before reaching the age of 5, has decreased below 20%, the mortality rate for children with disabilities may be as high as 80%. In China, the 2019 mortality rate for children under five is 7.9%, which is less than 20%. This means that there is a high death rate for children with disabilities. Additionally, there is a lack of medical services available for families without health insurance to support a disabled child.
  7. Adult Opposition: Parental opposition and the lack of trained teachers represent further obstacles to quality education. Students with disabilities do not receive adequate learning because there is a lack of trained teachers who know how to create an inclusive environment at school. Research has shown that although 77% of teachers have experience teaching students with special needs, 60% of teachers have not received the proper training nor know how to teach them in an inclusive environment. This ineffective education system for students with disabilities sets the foundation for future disempowerment in China’s economic and social spheres.
  8. Disability Cycle: Disability and poverty are creating a cycle in which one reinforces the other. Low-income individuals often lack access to quality healthcare, and this healthcare disparity further aggravates the burdens of these groups. These healthcare programs expose individuals to diseases that can lead to long-term disabilities. Disability can then lead to decreased productivity, preventing these individuals from working, and thus resulting in unemployment. Ultimately, higher unemployment rates lead to higher poverty rates, creating a cycle of poverty and disability.
  9. Lack of Employment: Discrimination and bias hold back disabled individuals from employment and lead to higher poverty rates. People with disabilities in China face prejudice and discrimination and are often marginalized and “largely invisible” to others. Research studies exploring the discrimination that individuals with disabilities face reveal that birthing or raising a person with a disability was believed to bring shame and guilt to the family. Because of this widespread stigma, there is a belief that people with disabilities are incapable of working, which causes many barriers for them in accessing employment opportunities. As a result of less employment, there is an increase in poverty.

Looking Ahead

While poverty in China affects a significant portion of its population, it has disproportionately affected individuals with disabilities due to the unique economic and social disadvantages they face. From lack of employment opportunities, lower-quality education and poor healthcare access to the persisting stigma associated with disabilities and rampant discrimination, challenges for people with disabilities are numerous in this country. China can continue to support its disabled community through education initiatives, economic opportunities and protective legislative actions.

– Philip Tang
Photo: Unsplash

, , , , ,

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

, ,

Education in Ukraine: A Work in Progress

Education in UkraineUkraine, despite being independent of the former Soviet Union for 25 years, continues to experience trials as a sovereign state. Although the Ukrainian economy has performed phenomenally over the past decade, recent data from the World Bank shows a GDP growth rate of around -10 percent, with inflation soaring at 50 percent. With poverty rates expected to increase, it is crucial that education in Ukraine improves so that students grow into productive employees ready to transform the economy.

According to the United Nation Development Programme’s 2013 Education Index, Ukraine is ranked #83 out of 187 countries, falling behind its neighbors Romania, Russia and Belarus.

Although the system of education in Ukraine requires all children to attend school for twelve years, a UNICEF study points out that enrollment in primary education is 83% — lower than most rates in other Central and Eastern European countries.

Low school enrollment rates in Ukraine can be predominantly attributed to rural poverty. Families prefer to send their children to work on their farms instead of going to school, and many do not have the resources to get their children to school in the first place.

To boost enrollment in rural areas, the Ukrainian government introduced a school bus initiative to ensure children have a reliable way of getting to school.

While plans were made to expand educational opportunities for all children in Ukraine, many students doubt the quality of their high school degrees.

In a survey run by UNICEF and the IRC, one recent graduate said, “A diploma is one thing and education is another… Learning things that can be used in life is different from what they teach you at school. Even if I finish school and try to find a job I will not know what a CV is, but it is required…  These are simple life skills; they have nothing in common with a good education.” Many other interviewed students expressed similar sentiments.

It is clear that Ukrainian students feel unprepared to enter the workforce. Even more troubling, however, are Ukraine’s technical schools. Students who attend vocational schools do so to learn a specific trade. A large number of technical schools in Ukraine, however, were created under Soviet rule and the curriculums have not been updated to suit modern times.

This is a major issue, especially since the enrollment rates in vocational institutions are so high. Consequently, more and more young Ukrainians are going to technical schools, thinking they are well-prepared for a career in their desired trade, only to find out their technical skills are archaic and undesirable.

As Ukraine struggles with its weakening financial situation, its graduates are also lacking the skills necessary to restart the economy. Meanwhile, estimates suggest that poverty in Ukraine is on the rise. Thus now, more than ever, it is imperative to reform education in Ukraine. By transforming Ukraine’s current educational system, the country can spur productivity, growth and increase the quality of life.

– Kristina Evans
Photo: Flickr

, , ,

Education in Ecuador: The Citizens’ Revolution

Education in Ecuador

In 2008, more than 65 percent of the Ecuadorian population voted to implement a new constitution. President Rafael Correa proclaimed Ecuador a new nation that day. He asserted that this constitution, with its potential for broad social reform, would help catalyze his efforts to transform the economy and alleviate poverty.

The president considered education reform to be an essential component of his initiative: The Citizens’ Revolution. Section Five of the constitution is dedicated to outlining the ways and means by which education in Ecuador should be viewed as a human right. This includes Article 27, which guarantees “Universal access, permanence, mobility and graduation without any discrimination.”

While access to higher education for all is a top government priority, quality has become the focus of many reform efforts. Standards are a relevant concern in discussing education in Ecuador largely because of the country’s past. Despite previous attempts to make education a primary concern, none of the conventions or programs ever gained any traction.

Well-implemented public education programs in the 1970s increased school life expectancy. Decreased illiteracy brought on a “Golden Era” for education in Ecuador. By 1980, education amounted to a third of total government outlays, yet expansion came with resource issues that forced the 90s to be a decade of regression. Free public education was abandoned, the Ministry of Education weakened, student enrollment came to a halt, as well as a plethora of other problems.

To avoid the trends of the past, President Correa established the Council for Evaluation, Accreditation and Quality Assurance in Higher Education (CEAACES) in 2010. This government organization is charged with the responsibility of improving the quality of higher education in Ecuador.

CEAACES evaluations are obligatory and use a multi-criteria methodology to make numerically subjective judgments when evaluating an institution. Each institution then receives a ranking, the worst of which are subject to suspension for lack of quality. Accreditation is required in order to provide any academic programs, thereby regulating the academic standards of education in Ecuador.

Yet, while the CEAACES ensures a quality system, it does nothing to maintain it.

In 2013, as a part of The Citizens’ Revolution, President Correa introduced Yachay, the City of Knowledge. “Yachay” translates to “knowledge” in the indigenous Quechua language. It is a pivotal step in Correa’s plan to transform Ecuador into a knowledge-based economy. When all is complete, the City of Knowledge will house Yachay University (known as Yachay Tech), 13 public research institutes, a technology park and industry.

Yachay Tech opened for its first semester in March 2014 as one of the only institutes for postgraduate education in Ecuador. Its staff currently consists of 32 teachers, all of whom have PhDs, most of whom are international. The objective of the institution in the short term is to provide its students with a research-intensive education rare to Ecuador. In the long term, it aims to produce “about 1,000 master’s and PhD students, who will eventually provide staff for other institutions.”

As hoped, the Citizens’ Revolution has been an effective agent in President Correa’s poverty relief initiatives. With the education reform set in place, along with the other social policies the new constitution has allowed Correa to implement, Ecuador has become a regional frontrunner in poverty reduction. According to the World Bank, the poverty headcount ratio at national poverty lines has decreased by 12.6 percent from 2008 to 2014.

Other countries can learn from this revolution, that investing in people is a winning strategy. Correa has managed to actuate a new form of economy, not reliant on resources that may one day be exhausted, but instead reliant on its own human capital. With the aid and skill provided by the government now, the people of the Citizens’ Revolution will be the catalyst of a diverse Ecuadorean economy. They will lift others out of poverty and create opportunities for all in a hub of innovation.

– Alexis Viera

Photo: Flickr

, , ,

Designing Africa’s Digital Education at the World Economic Forum

Africa_Digital_Education World Economic Forum

Digital education is a hot button topic in the United States, and last week, an international panel convened in Kigali, Rwanda, to discuss the efficacy of digitalizing African education systems. Held at the World Economic Forum on Africa, the friendly debate included education and governmental officials and digital education technology experts from around the world. Together, the panel discussed the two great hardships of African education—access to education and quality of education—in the context of a digital education revolution.

When some imagine the future of digital education, they see holograms and tablets, but the Digital Education panel put that idea to rest. “An educational overhaul isn’t feasible or realistic,” said Rapeland Rabana, founder of Rekindle Learning. “[We need to] look where we can build on what we already have,” she added.

In this way, struggling African governments will not be overwhelmed by new technological demands. Besides, according to TIME Magazine, only around 20 percent of Africans have access to the internet, and 40 percent don’t even have access to regular electricity. The argument can be seen that a hologram-touting educational reform system would do little in this environment.

One of the most important ideas discussed by the panel was that of privatized messaging platforms, like Messenger, WhatsApp or WeChat, as the digital basis for educational apps. Although attempting to privatize education could pose challenges of its own, Minister of Youth Jean Philbert Nsengimana pointed out that most African governments could not complete an educational transformation on their own. Instead, he said, “[We should] move away from the either-or debate and look at how the system can work together.”

Globally 57 million school-age children, many of whom are young girls, do not have the opportunity to attend school. Although the panel’s focus was digital education in Africa, the members did not forget that education is an issue outside of the continent.

Nsengimana brought this up and made it clear that he sees digital education as a means of inclusion for these educationless students, especially the young girls. Despite the logistical difficulties and the long implementation project, the Digital Education Panel at the World Economic Forum on Africa came to an encouragingly simple conclusion: by using the technologies that are already in place and focusing on accessibility in addition to advanced development, digital education tools will without a doubt be the future of education in Africa.

– Sage Smiley

Photo: Flickr