Showing posts with label EFA. Show all posts
Showing posts with label EFA. Show all posts

Thursday, 3 October 2013

Visualise How Education Transforms Lives

 This post, written by Wikichild co-ordinator Melinda George, wraps up the Wikiprogress September Series on Education and Skills. It provides the infographics and some key figures from the soon-to-be launched 2013 Education for All Global Monitoring Report.

While we are waiting for the full Education For All Global Monitoring Report (EFA GMR) to be launched, UNESCO has released a booklet of the new infographics and data to show how education transforms lives.  The EFA team also held a tweetchat last week around these infographics. You can search for the #educationtransforms hashtag to catch up on the conversation.


 Education Transforms Lives
Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable.
Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives. 
 To unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school. 

 
Education Empowers Women to Overcome Discrimination

One in eight girls is married by the age of 15 in sub-Saharan Africa and South and West Asia, and one in seven has given birth by the age of 17. Ensuring that girls stay in school is one of the most effective ways of averting child marriage and early birth. Education is also a key factor in hastening the demographic transition to lower birth and mortality rates.

In Ethiopia, 32% of girls with less than primary education were married before the age of 15, compared with less than 9% of those with secondary education.

 If all countries expanded their school systems at the same rate as the Republic of Korea and Singapore, there would be almost 850 million fewer people in the world by 2050 than if enrolment rates remained at 2000 levels.




 





Education Can Save the Planet



Education can encourage people to use energy and water more efficiently and recycle household waste. In poor countries affected by climate change, education helps people adapt to its effects.
  
Across 29 countries, 25% of people with less than secondary education expressed concern for the environment compared to 37% of people with secondary education and 46% of people with tertiary education.

  Investing between US$11 billion and US$14 billion per year in basic education for girls globally would help their households make better choices to counter the effects of expected weather-related disasters.







 



Equal Education Boosts Economic Growth


 
Education not only helps individuals escape poverty by developing the skills they need to improve their livelihoods, but also generates productivity gains that boost economic growth substantially. For growth to reduce poverty, however, it needs to overcome inequality by improving the lives of the poorest and marginalized the most. 

If education inequality in sub-Saharan Africa had been halved to the level of Latin America and the Caribbean, the annual per capita growth rate over 2005–2010 would have been 47% higher.




 
 








Educating Girls Can Save Millions of Lives 
 
 


There are few more dramatic illustrations of the power of education than the estimate that the lives of 2.1 million children under 5 were saved between 1990 and 2009 because of improvements in girls’ education. 

Education is one of the most powerful ways of improving children’s health. Educated mothers are better informed about specific diseases, so they can take measures to prevent them. They can recognize signs of illness early, seek advice and act on it.
India and Nigeria account for more than a th
ird of child deaths worldwide. If all women in both countries had completed secondary education, the under-5 mortality rate would have been 61% lower in India and 43% lower in Nigeria, saving 1.35 million children’s lives. 
In Burkina Faso, if all women completed primary education, the under-5 mortality rate would fall by 46%; if they completed secondary education, it would fall by 76%.
In sub-Saharan Africa, which accounts for 70% of the world’s HIV infections, 91% of literate women know that HIV is not transmitted by sharing food, compared with 72% of those who are not literate. 
  In the Arab States, a one-year increase in maternal education is associated with a 23% decrease in the number of children under the age of five dying from pneumonia. In Cameroon, where the female secondary gross enrolment ratio was 47% in 2011, if all women had had secondary education, the incidence of malaria would have dropped from 28% to 19%. In low income countries, mothers who have completed primary school are 12% more likely than mothers with no education to seek appropriate health care when their child has symptoms of diarrhoea. 


A Mother's Education is Crucial for Her Own Health 


Every day, almost 800 women die from preventable causes related to pregnancy and childbirth, including pre-eclampsia, bleeding, infections and unsafe abortion. Educated women are more likely to avoid these dangers, by adopting simple and low cost practices to maintain hygiene, by reacting to symptoms, and by making sure a skilled attendant is present at birth.

Education reforms increased education attainment among young women by 1.8 years in Kenya, accounting for a 34% decline in the maternal mortality ratio.
In Nepal, 49% of literate mothers have a skilled attendant at birth, compared with 18% of mothers who are not literate.
  

 Education Keeps Hunger Away
 

Malnutrition is the underlying cause of more than a third of global child deaths. Educated mothers are more likely to ensure that their children receive the best nutrients to help them prevent or fight off ill health, know more about appropriate health and hygiene practices, and have more power in the home to make sure children’s nutrition needs are met.

In South Asia, 22 million fewer children would be stunted if all mothers reached secondary education.
In Honduras, the chances of children being stunted – short for their age – is 54% if they are born to mothers with less than primary education, falling to 33% for those born to mothers with primary education, and to 10% if they are born to mothers with at least secondary education.



 


  

Education strengthens bonds between communities and societies

Across 18 sub-Saharan African countries, those of voting age with primary education are 1.5 times more likely to express support for democracy than those with no education, and the level doubles among those who have completed secondary education.

In Turkey, citizens with secondary education are around twice as likely as those with only primary schooling to sign a petition and participate in a peaceful demonstration.
In Central and Eastern Europe, those with secondary education are 16% less likely than those who have not completed secondary education to express intolerance towards immigrants.
 In Tunisia, while only 22% of those with less than primary education agree that democracy, despite its drawbacks, is the best system of governance, 38% of those with secondary education do so.











 Education Enhances Job Opportunities

 

 If all students in low income countries left school with basic reading skills, 171 million people could be lifted out of poverty, which would be equivalent to a 12% cut in world poverty.

In El Salvador, only 5% of working adults with less than primary education have an employment contract, compared with 47% of working adults with secondary education.

In Jordan, 25% of women with only primary education who live in rural areas work for no pay, compared with 7% of those with secondary education.

 In Pakistan, working women with good literacy skills earn 95% more than women with weak literacy skills.

In rural Indonesia, an additional year of schooling reduced the chances of falling back into poverty by 25%. 


The information above comes from www.education-transforms.org.


- Melinda George

Friday, 12 April 2013

Nutrition and Obesity Week in Review


This Week in Review blog is part of the Wikiprogress Health focus. See the full range of health articles on Wikiprogress. 

The theme of this Week in Review is nutrition and obesity as part of wider focus on health during April. Highlights from this review include: IDS UK’s new Hunger and Nutrition Commitment Index, a collaborative report from PBS News Hour and the OECD on obesity in America, a joint paper on global malnutrition from UNICEF, WHO and the World Bank and more.

*The Institute of Development Studies’ new Hunger and nutrition commitment index is a measurement of political commitment to tackling hunger and malnutrition in 45 developing countries. The index was created to provide greater transparency and public accountability by measuring what governments achieve, and where they fail, in addressing hunger and undernutrition.

*PBS News Hour has released its first commentary in a collaborative series with the OECD, which explores how health care and health policy in the latter’s member countries compare with the US. New data reveals relatively promising figures with obesity rates slowing in the America, England, France and Korea. However, these encouraging trends show that obesity has become one of the biggest threats in developed countries and increasingly so in emerging economies, as today’s article from the Guardian relating to the growing problem of obesity, diabetes and heart disease in Africa shows.  The article references the OECD’s "Better Life Index" tool, which allows members of the public to firstly rank what they value in life and then see how their own country measures up on the topics they value most.

*For the first time UNICEF, WHO and the World Bank report joint estimates of child malnutrition for 2011 and trends since 1990. The aim of the initiative is to alleviate the double burden of malnutrition in children, starting from the earliest ages of development. To find out more, visit our Wikichild page.

*While it was released last year, the EFA Global Monitoring Report has been an important touch point for preceding publications related to malnutrition, particularly in relation to its effects on children. Despite a decline in the global number of deaths of children under five from 12 million in 1990 to 9.6 million in 2000 and 7.6 million in 2010 (EFA 2012), this drop is not sufficient if the fourth Millennium Development Goal of reducing child mortality by two-thirds by 2015 is to be met. 

In 2005 the WHO reported that more than half of all deaths among children are caused by malnutrition. It is therefore arguable that if governments seek to provide adequate quantities of higher quality food with more micronutrients, child mortality levels may drop to the targeted percentage. Malnutrition, through lack of both macronutrients and certain micronutrients has long-term negative impacts on brain and nerve development and function, including on mental skills and activity, and the acquisition of skills needed to interact well socially.

*A new report by UNICEF to be published next week reveals the high prevalence of stunting in children under five years old, but also outlines the tremendous opportunities that exist to make it a problem of the past. In response to nutrition crisis in Chad and the Sahel Belt region, UNICEF, the Government of Chad and partners such as ECHO have scaled up services and facilities to treat the growing number of children affected by malnutrition. Check out the video below to find out more about the initiative. 



Look forward to more health related articles, blogs, tweets, spotlights and videos over the next few weeks. 

Robbie Lawrence, 
Wikichild Coordinator  
The Wikiprogress Team

Wednesday, 13 March 2013

How should we measure child poverty?


This ProgBlog article written by Robbie Lawrence, Wikichild Coordinator, is part of the Wikiprogress Post-2015 series.

“Children living in poverty experience deprivation of the material, spiritual, and emotional resources needed to survive, develop and thrive, leaving them unable to enjoy their rights, achieve their full potential or participate as full and equal members of society” (UNICEF, 2005)

As many of you will know, we are currently running an online consultation* entitled “Reducing poverty is achievable: Finding those who are hidden by inequalities” on the Wikiprogress platform. The comments we have had up to this point have been interesting and diverse, ranging from practical suggestions for tackling inequalities in the new Post 2015 framework to personal reflections on how the problem affects the lives of everyday people around the world. This article will first assess the dangers inequalities pose to children and then provide an analysis of current methods of measuring child poverty referencing UNICEF’s ‘Child Poverty and Inequality – New Perspectives’ report, published in 2012.

In late January 2013, at the Third High Level Meeting on advancing a Post 2015 Development Agenda, Prof Gita Sen stipulated that the forum should give special attention to the most vulnerable people, in particular children, youth and adolescents. Save the Children’s report ‘Born Equal: How reducing inequality could give our children a better future’ shows that children bear the brunt of inequality, demonstrating that in some cases children born into the richest households have access to 35 times the resources of the poorest.

Children as a group experience the detriments of poverty differently from adults. While an adult may suffer poverty over a certain period, falling into poverty during childhood can alter a person’s life indefinitely – ‘rarely does a child get a second chance at an education or a healthy start in life.’ (New Perspectives, page 1) EFA’s Global Monitoring Report stresses that early childhood is the 'critical period' in which the foundations for success in education and beyond should be put in place. Even short periods of malnutrition threaten a child’s ability to grow physically and intellectually, impacting their long-term development.

It is important to emphasize that while on a micro level, inequality impedes the right of every child to have an equal chance to survive and thrive, widening disparities in income have been shown to compromise a country's economic growth, damage well-being outcomes and threaten poverty reduction. Child poverty endangers not only the individual, but it is likely to spread to future generations, entrenching and perpetuating inequality in society (New Perspectives, page 1).

Despite the considerable progress of the Millennium Development Goals, there remain major questions over the current framework’s ability to reach those who most need help. In the opening chapter of ‘New Perspectives’, Alberto Minujin discusses why child poverty should be measured separately from adult poverty.  He argues that the standardized monetary approach to identifying and gauging poverty should be replaced by multidisciplinary methods to provide a more accurate picture of the specific detriments that face disadvantaged children.

A strong example of why the monetary approach is limited can be seen in the widespread malnutrition currently affecting Indian children. While India has experienced exponential growth over the last decade, there has been little progress made in improving nutrition. Stunting rates have remained high and almost half of children under five are malnourished, a statistic that the Indian Prime Minister Manmohan Singh has decried as a “national shame.” (EFA, 43)

Minujin focuses the bulk of his chapter on identifying new and progressive methods of defining and measuring child destitution, from the Bristol deprivation model which not only aims to quantify the extent of child poverty but also the depth of child poverty to the Young Lives project which seeks to understand its causes and consequences. It is his opinion that by combing different methods, policy makers and organisations will be able to apply a multifocal approach to tackling inequalities. Arguably, only by shifting attention to those who have not benefited from the MDG program will its aims be fully achieved. As one contributor in our online discussion stated,

‘Let us please keep in mind those that are so easily falling through the cracks…the main thing we can do in a next round of goals is to concentrate on the most vulnerable.’

The Wikiprogress online consultation closes this  Friday 15 March. You can post a comment in a few clicks by going to the “Contribute!” section of the online consultation page. Make sure your voice is heard. 

Wikichild Coordinator 
@Wiki_child