Is extreme poverty really a moral outrage? Do we care enough to collaborate and end extreme poverty in our families, in our neighbourhoods, in our communities or in our country?
Did you know that “[e]ven before the pandemic, the 22 richest men in the world had more wealth than all the women [on the African continent?]” – Antonio Guterres, UN Secretary-General’s
“The observance of the International Day for the Eradication of Poverty can be traced back to 17 October 1987. […] Since then, people of all backgrounds, beliefs and social origins have gathered every year on October 17th to renew their commitment and show their solidarity with the poor.
…
Through resolution 47/196 adopted on 22 December 1992, the General Assembly declared 17 October as the International Day for the Eradication of Poverty and invited all States to devote the Day to presenting and promoting, as appropriate in the national context, concrete activities with regard to the eradication of poverty and destitution. The resolution further invites intergovernmental and non-governmental organizations to assist States, at their request, in organizing national activities for the observance of the Day, and requests the Secretary-General to take, within existing resources, the measures necessary to ensure the success of the Day’s observance by the United Nations.” – United Nations website
In the following interview, we ask Francine McKenzie, an educator, about the impact of the COVID-19 pandemic on professional training and what things can parents do to support teacher’s during this ongoing pandemic.
Interviewer: Has the COVID-19 pandemic impacted or changed your and/or your colleagues ongoing or annual professional training? How?
McKenzie: As a result of the covid 19 pandemic my colleagues and I have had mixed experiences during our professional development (PD) exercises. On the one hand there were certain topics of a technical nature where hands-on face-to-face training would have been more beneficial. For example, the virtual training in using the Ministry of Education’s Learning Management System was not beneficial to me because I need one-on-one and in-person training with such a technical topic. I felt completely lost during those virtual training sessions.
On a positive note, the virtual training platform means that a variety of sessions are located in one place, my computer, and therefore I have more session offerings available to me. For a special educator who teaches at both high school and elementary school levels, this is a huge benefit. In contrast when PD sessions are face-to-face, one is limited to staying in one physical location where sessions are subject specific and grade level specific.
In addition to having more flexible training the virtual platform enables us to interact with colleagues and trainers in the global environment. The virtual experience eliminates travel and living costs and increases the availability of experts in the field of education. We are thus able to participate in training opportunities not locally offered.
Francine McKenzie
Interviewer: As we observe World Teachers Day, what else can parents do to support teachers?
McKenzie: Whenever I host a parent-teacher conference I gently remind parents that they are their child’s first and primary teacher. The covid-19 pandemic has proven just how true this statement is. Parents have found themselves, some unwillingly, filling in the role of teacher or teacher’s aide during the virtual learning experience. I believe that this time is their opportunity to shine…for their child. I would love if all parents embraced this “newly-discovered” role with a passion that matches and even exceeds my own passion for teaching.
Every morning there is a particular parent who sends me a message that can brighten the gloomiest of days. Literally. I currently teach a widely mixed group of students and there are times when working as a whole group online is nearly impossible. After a disastrous lesson (in my opinion) I got the following voice-note: “Ms. McKenzie, you are doing an awesome job…..you can see that you are passionate about what you do………(student) is participating.”
A few words, when things seemed to be falling apart, went a long way in lifting my spirits. I realized in that moment that we teachers do benefit from encouraging words and actions as much as our students do.
In the following interview, we ask Alexandria Turnquest, an educator, questions about this international day and generally about the effectiveness of virtual classes and how local communities can further support teachers during this COVID-19 pandemic.
Interviewer: The use of technology is expected to improve the efficiency and effectiveness of delivering services. As far as you are aware, have virtual classes improved the efficiency and effectiveness of the delivery of classes? In your view are students generally more at risk of being left behind? If so, then how and why?
Turnquest: Learning is a personal thing, you have to want to understand and as a result you will do what is required for you to achieve the level of understanding that is required to say that you have learned something. Students who have realized this will flourish, with or without the teacher, as they have developed a level of intrinsic motivation. The use of virtual classes has not affected this student as severely as it has the unmotivated or academically challenged student, the exception to this being the lack of technical support for this student, i.e. If the student lacks internet access, or a device that can handle the rigours of virtual classes or the skill to manipulate the device to attend virtual classes. These three deficiencies are a problem for any student no matter the academic ability.
The word efficient is defined as a system achieving maximum productivity with minimum wasted effort or expense or an individual working in a well-organized and competent way. The word effective is defined as success in producing a desired or intended result. With these in mind, I cannot say that this process has been efficient as the productivity is subjective, yes we have held classes, but how many students have attended? Did the students learn anything in those classes? So the hours of preparation by the teacher, which most definitely is NOT minimum effort, has it been wasted? The teacher, being one of the individuals in this scenario, in order to achieve a level of organization and competency, has developed many strategies to ensure that the teaching –learning dynamic is achieved. Teaching ONE class can be a delicate balance of using the Ministry of Education’s prescribed virtual programme on one computer, along with an additional computer/tablet for resource material, using your cell phone to included those students unable to utilize that platform, meanwhile fielding texts or calls from parents and students experiencing technical challenges and being mindful of the student whose data is about to run out.
Alexandria Turnquest (far left) during Girl Guide Rangers installation meeting
Having spent four weeks in these virtual classrooms there are many students who have not attended classes on a regular basis for reasons that are varied but unknown if schools are not made aware of the challenges they may be facing. Some parents and students haven’t taken this seriously and are still hoping that we return face to face, while others think that this is “pretend school”. These delinquent students are typically the low flyers, the unmotivated and ones in greatest need of individualized attention.
Interview: What can local communities do to further support teachers during this COVID-19 pandemic?
Turnquest: I can say that I am currently sitting in a luxurious position as my former challenges with internet access have been significantly reduced. Had this virtual teaching been required of us last academic year, it would have been IMPOSSIBLE. Having internet access is crucial to the delivery of virtual lessons, so if only this one thing can be provided for teachers it will be one step closer to effectively and efficiently deliver virtual lessons.
Parental support is crucial. There are many instances where the household is unsettled, noisy and completely distracting. Students need a quiet space to focus on the lessons and be able to freely participate in the classes. Students should not be babysitting or doing chores while in virtual classes, or be made to feel embarrassed by their parent’s unruly behaviour in the background.
It is my belief that a marriage between the old and new would bring best results as we transition to this more technological era in education. By simply providing a hard copy workbook for the students to complete assignments in while teaching virtually and providing notes digitally, I think would give the parents and students a more traditional approach to attaining grades and completing assignments while pushing them to access information virtually.
It is also my hope that research is done to determine what has been working and what challenges we have had to correct them and improve the delivery of education in the future.
In the following interview, we ask Veron Adderley, an educator, questions about this international day and generally about how the COVID-19 pandemic changed teaching and whether there has been a renewed appreciation for teachers in the wake of the pandemic.
Interviewer: What are some of the ways that teaching has changed for you and your colleagues since the beginning of the COVID-19 pandemic?
Adderley: Since the beginning of the pandemic, a lot has for me and my colleagues in teaching. We have had to transition from full face to face teaching and collaboration to the full online educational environment. This has resulted in teachers having to quickly learn new strategies and technologies which otherwise would may have taken years for us as whole to learn and adopt. The workload has undoubtedly, increased for teachers but so has creativity. Many teachers find themselves spending less time marking as a result of technology that can do so automatically and more time planning more creative ways to keep students engaged amidst the many distractions that students encounter while they are away from school. Teachers also found themselves in continual training courses and sessions both on their own and professionally as well as in frequent virtual meetings and having to be readily available to the answer the questions of students and parents well outside of the normal school hours. Despite the many challenges that exist with online education, teachers have been become more united and consistent in instruction taught across the various different schools. They have also embraced technology and new innovative ideas on a wider and more in depth scale. Having increased collaboration and meetings through online platforms as educators they have planned, shared and agreed on resources and instructional content that should be delivered to students in a team effort. Many teachers have even been engaged in team teaching in the virtual space to increase effectiveness of content delivery and to better educate our students. Though online teaching has its limitations it also has its benefits and a merger of both face to face and online teaching promises to be an effective and viable path for the future growth of the education system.
Veron Adderley
Interviewer: In your view, since the beginning of the pandemic, has there been a renewed appreciation of teachers and the role they play in supporting social and economic life of the bahamian society? Please explain.
Adderley: Yes certainly there has been a renewed appreciation of teachers and the role they play in supporting the life of the Bahamian society both socially and economically. People in general have been concerned about how the current lack of face to face instruction from teachers will affect student achievement across the Commonwealth of The Bahamas as online education continues to be the norm for many schools during the pandemic. Their concern is how this will impact The Bahamas in the future as it is widely accepted that face to face instruction is superior to online education for children because the teacher is physically present to manage the class better. Parents themselves have begun to recognize the need for increased communication and partnership with teachers so that their children will not miss out on being taught the knowledge and skills necessary to function effectively in society. Many of them have been calling teachers outside of school hours to ask questions related to their child’s academic performance, classes enrollment and conduct. In some cases where parents did not have the teacher’s contact some of them have reached out to the school as well as fellow teachers to leave their contact for their child’s teacher. Society’s appreciation of teachers and the role they play in supporting the social and economic life of our society is shown in the support they have given during this pandemic even as parents who are home during school hours have ensured that their child is present to class and focusing on the lesson taught rather than being disruptive. Finally, more and more parents are becoming dedicated to making sure that their children have devices to take advantage of online instruction from their teachers.
“In 1966, UNESCO proclaimed 8th September International Literacy Day to remind the international community of the importance of literacy for individuals, communities and societies, and the need for intensified efforts towards more literate societies.” – United Nations
A new definition of Literacy?
“Beyond its conventional concept as a set of reading, writing and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated, information-rich and fast-changing world.” – UNESCO
“… [A]cquiring and improving literacy skills throughout life [i]s an intrinsic part of the right to education. The “multiplier effect” of literacy empowers people, enables them to participate fully in society and contributes to improve livelihoods.
Literacy is also a driver for sustainable development in that it enables greater participation in the labour market; improved child and family health and nutrition; reduces poverty and expands life opportunities.” – UNESCO
Below are a selection of statistics that gives a view of the state of international literacy:
773 million adults and young people lack basic literacy skills;
617 million children and adolescents are not achieving minimum proficiency levels in reading and mathematics;
During the initial phase of the pandemic, schools were closed disrupting the education of 62.3 per cent of the world’s student population of 1.09 billion and;
Adult literacy and education were absent in initial education response plans, therefore many youth and adults with no or low literacy skills have had limited access to life-saving information.
Things to consider?
What is the level of literacy in your community? (consider people with and without disabilities)
“Wherever you are today, share this day with other people of African Descent … peace and blessings.” – Kean
“The International Day for People of African Descent will be celebrated for the first time on 31 August 2021. Through this Observance the United Nations aims to promote the extraordinary contributions of the African diaspora around the world and to eliminate all forms of discrimination against people of African descent.
International days reflect the values that society shares. All human beings are born free and equal in dignity and rights and have the potential to contribute constructively to the development and well-being of their societies. Any doctrine of racial superiority is scientifically false, morally condemnable, socially unjust, and dangerous and must be rejected, together with theories that attempt to determine the existence of separate human races.
The United Nations strongly condemns the continuing violent practices and excessive use of force by law enforcement agencies against Africans and people of African descent and condemns structural racism in criminal justice systems around the world. The Organization further acknowledges the Transatlantic Slave Trade as one of the darkest chapters in our human history and upholds human dignity and equality for the victims of slavery, the slave trade and colonialism, in particular people of African descent in the African diaspora.” – (https://www.un.org/en/observances/african-descent-day)
The UNESCO Executive Board adopted Resolution 29 C/40 at its 29th session which “[proclaimed] 23 August of every year ‘International Day for the Remembrance of the Slave Trade and its Abolition’…”
“The night of 22 to 23 August 1791, in Santo Domingo (today Haiti and the Dominican Republic) saw the beginning of the uprising that would play a crucial role in the abolition of the transatlantic slave trade.
This International Day is intended to inscribe the tragedy of the slave trade in the memory of all peoples. In accordance with the goals of the intercultural project “The Slave Route”, it should offer an opportunity for collective consideration of the historic causes, the methods and the consequences of this tragedy, and for an analysis of the interactions to which it has given rise between Africa, Europe, the Americas and the Caribbean.
The Director-General of UNESCO invites the Ministers of Culture of all Member States to organize events every year on that date, involving the entire population of their country and in particular young people, educators, artists and intellectuals.
International Day for the Remembrance of the Slave Trade and its Abolition was first celebrated in a number of countries, in particular in Haiti (23 August 1998) and Goree in Senegal (23 August 1999). Cultural events and debates too were organized. The year 2001 saw the participation of the Mulhouse Textile Museum in France in the form of a workshop for fabrics called “Indiennes de Traite” (a type of calico) which served as currency for the exchange of slaves in the seventeenth and eighteenth centuries.”” (UNESCO)
The General Assembly declared 27 June Micro-, Small and Medium-sized Enterprises Day, to raise public awareness of their contribution to sustainable development and the global economy.
Did you know?
Formal and informal MSMEs make up over 90% of all firms and account, on average, for 70% of total employment and 50% of GDP.
In emerging markets, most formal jobs are generated by SMEs, which create 7 out of 10 jobs.
Micro-, small and medium sized enterprises are vital in achieving the Sustainable Development Goals. They are an important element in the implementation of SDG 8 (decent work and economic growth) and SDG 9 (industry, innovation and infrastructure.)
Look in your community and your city and support a SME today.
The theme of World Health Day 2021 is “[b]uilding a fairer and healthier world”. This theme encompasses Goals 3 and 10 of the United Nations Sustainable Development Goals (UN SDGs). The United Nations Sustainable Development Goal 3 is to ensure healthy lives and promote well-being for all at all ages[i] and Goal 10 is to reduce inequality within and among countries (see infographics for these goals below).[ii] The UN SDGs that were adopted in September, 2015 by Heads of State and Government and High Representatives comprise of 17 Sustainable Goals and 169 targets which were designed to be comprehensive, far-reaching and people centred.[iii] In the remainder of this article, I will share some insights into the challenges people living in rural communities face with accessing health services and education.
Impact of very low income
All over the world, some people struggle to make ends meet with little daily income, have poorer housing conditions and education, fewer employment opportunities, experience greater gender inequality, and have little or no access to safe environments, clean water and air, food security and health services. This leads to unnecessary suffering, avoidable illness, and in some cases premature death. Ultimately these consequences of little daily income harm both our societies and economies.[iv]. For example, in 2019, “… 34% of rural schools had a basic hygiene service and 41% had no hygiene service.”[v]. The lack of such hygiene service results in increased risk of contracting and spreading viruses and bacteria that cause COVID-19, Ebola and Diarrhea.
Poverty in rural areas
While global progress in poverty reduction has been remarkable, poverty is still far from eradicated. The proportion of the global population living in extreme poverty (living below $1.90 a day in terms of the 2011 purchasing power parity) fell from 36 per cent in 1990 to 10 per cent in 2015, yet 736.7 million people still lived in extreme poverty in 2015.[vi]
Based on the international poverty line of $1.90 a day, the share of rural inhabitants in developing countries that live in extreme poverty is three times higher than the share of those living in urban areas. When considering moderate poverty, over 46 per cent of the global rural population is poor, compared with approximately 16 per cent of the global urban population.
In least developed countries, a significant majority of the poor live in rural areas. Based on national poverty lines, more than 80 per cent of the poor live in rural areas in Afghanistan, Lesotho, Madagascar, Myanmar, the Niger, Nepal and Zambia.[vii]
Challenges accessing health services
Poor people living in rural areas face greater challenges than their urban counterparts in obtaining access to health services, in particular in developing countries. Rural areas have fewer and less adequate primary care services, weaker referral systems, insufficient numbers of experienced and qualified health professionals, including doctors and nurses, poorer working conditions for public health workers, inadequate social security, deficient laboratory networks and underdeveloped intersectoral action in support of health, which together undermine the health of the rural poor.[viii]
The Ebola virus disease outbreak in western Africa highlighted how an epidemic can proliferate rapidly and pose huge problems in the absence of a strong health system capable of a rapid an integrated response. The outbreak began in Guinea in December 2013 but soon spread into neighbouring Libera and Sierra Leone. By early August 2014, Ebola was declared an international public emergency.
At the time the outbreak began, the capacity of the health systems in Guinea, Liberia and Sierra Leone was limited. Several health-system functions that are generally considered essential were not performing well and this hampered the development of a suitable and timely response to the outbreak. There were inadequate numbers of qualified health workers. Infrastructure, logistics, health information, surveillance, governance and drug supply systems were weak. The organization and management of health services was sub-optimal.
Government health expenditure was low whereas private expenditure – mostly in the form of direct out-of-pocket payments for health services – was relatively high.[ix] In 2017, only around one third to half of the global population was covered by essential health services. The proportion of the population spending more than 10 per cent of its household budget on out-of-pocket payment for health services increased continuously, from 9.4 to 12.7 per cent (927 million persons), between 2000 and 2015. This resulted in nearly 90 million persons being pushed into extreme poverty owing to out-of-pocket medical expenses.[x]
Challenges accessing education
In the past 50 years schooling has expanded dramatically. Years of schooling completed by the average adult in developing countries more than tripled between 1950 and 2021 – from 2 to 7.2 years. Previously marginalised groups, especially girls, are now much more likely to start primary school; however, the likelihood of completing school remain low in some countries. Exclusion due to poverty, gender, ethnicity, disability and location persists. In sub-Saharan Africa, poor rural girls are seven times less likely than non-poor urban boys to complete school, and less than 1 in 20 of these girls is on track to complete secondary school. Other barriers include a lack of accessible facilities and inclusive education for students with disabilities.[xi]
Low educational attainment levels, coupled with scant opportunities to acquire job-specific skills and on-the-job training, continue to constrain job opportunities for many rural people seeking productive work.[xiii] Additionally, rural transport and roads have an important role in facilitating access to essential services, including education and health, as well as to markets and income-generating opportunities.[xiv]
In 2019, less than one half of primary and lower secondary schools in sub-Saharan Africa had access to electricity, the Internet, computers and basic handwashing facilities, key basic services and facilities necessary to ensure a safe and effective learning environment for all students.
Since last year, the closure of schools to slow the spread of COVID-19 is having an adverse impact on learning outcomes and the social and behaviourial development of children and young people. It has affected more than 90 per cent of the world’s student population, 1.5 billion children and young people. Although remote learning is provided to many students, children and young people in vulnerable and disadvantaged communities, such as those living in remote areas, in extreme poverty, fragile states and refugee camps, do not have the same access thereto. The digital divide is expected to widen existing gaps in equality with regard to education.[xv]
Conclusion
About 8 in 10 people worldwide who lack access to basic drinking water services live in rural areas, as do 7 out of 10 people lacking basic sanitation services. [xvi]
Access to adequate health services and education are necessary for the development and improvement of live in rural communities. Low income and proximity from urban areas are two factors that may lead to inadequate and poor delivery of services.
More broadly, it is the inequality of the provision of services that negatively impacts residents of rural areas. Not only do many residents earn little money and are unable to afford health services and education, these services may be limited and far distances from their homes. If we build a fairer world, then people who live in rural areas will benefit from improved services like health and education.
[i] United Nations Department of Economic and Social Affairs. (n.d.). United Nations Department of Economic and Social Affairs. Https://Sdgs.Un.Org/Goals/Goal3. Retrieved March 28, 2021, from https://sdgs.un.org/goals/goal3
[ii] United Nations Department of Economic and Social Affairs. (n.d.). United Nations Department of Economic and Social Affairs. Https://Sdgs.Un.Org/Goals/Goal10. Retrieved March 28, 2021, from https://sdgs.un.org/goals/goal10
[iii] United Nations Department of Economic and Social Affairs. (n.d.-a). Transforming our world: the 2030 Agenda for Sustainable Development. United Nations Department of Economic and Social Affairs Sustainable Development. Retrieved March 28, 2021, from https://sdgs.un.org/2030agenda
[iv] World Health Organization. (n.d.). World Health Day 2021. Retrieved March 26, 2021, from https://www.who.int/campaigns/world-health-day/2021
[v] World Health Organization & United Nations Children’s Fund. (2020). Progress on Drinking Water, Sanitation and Hygiene in Schools: Special Focus on COVID-19. United Nations Children’s Fund (UNICEF) and World Health Organization (WHO). https://washdata.org/sites/default/files/2020-08/jmp-2020-wash-schools.pdf
[vi] United Nations General Assembly. (2020, July). Eradicating rural poverty to implement the 2030 Agenda for Sustainable Development. https://undocs.org/A/75/189
[vii] United Nations General Assembly. (2020, July). Eradicating rural poverty to implement the 2030 Agenda for Sustainable Development. https://undocs.org/A/75/189
[viii] United Nations General Assembly. (2020, July). Eradicating rural poverty to implement the 2030 Agenda for Sustainable Development. https://undocs.org/A/75/189
[ix] Kieny, M., Evans, D. B., Schmets, G., & Kadandale, S. (2014). Health-system resilience: reflections on the Ebola crisis in western Africa. Organisation Mondiale de La Sante. https://www.who.int/bulletin/volumes/92/12/14-149278.pdf
[x] United Nations Economic and Social Council. (2020, April). Progress towards the Sustainable Development Goals. https://undocs.org/en/E/2020/57
[xi] United Nations General Assembly. (2020, July). Eradicating rural poverty to implement the 2030 Agenda for Sustainable Development. https://undocs.org/A/75/189
[xii] United Nations: Department of Economic and Social Affairs. (n.d.). Department of Economic and Social Affairs: Sustainable Development. Retrieved March 30, 2021, from https://sdgs.un.org/goals/goal3
[xiii] United Nations General Assembly. (2020, July). Eradicating rural poverty to implement the 2030 Agenda for Sustainable Development. https://undocs.org/A/75/189
[xiv] United Nations General Assembly. (2020, July). Eradicating rural poverty to implement the 2030 Agenda for Sustainable Development. https://undocs.org/A/75/189
[xv] United Nations Economic and Social Council. (2020, April). Progress towards the Sustainable Development Goals. https://undocs.org/en/E/2020/57
[xvi] United Nations General Assembly. (2020, July). Eradicating rural poverty to implement the 2030 Agenda for Sustainable Development. https://undocs.org/A/75/189
[xvii] United Nations: Department of Economic and Social Affairs. (n.d.). Department of Economic and Social Affairs: Sustainable Development. Retrieved March 30, 2021, from https://sdgs.un.org/goals/goal10
“To truly leave no one behind in pursuit of the 2030 Agenda on Sustainable Development, we must realize the rights of all persons with disabilities, including persons with autism, ensuring their full participation in social, cultural and economic life.” – António Guterres
“The United Nations General Assembly unanimously declared 2 April as World Autism Awareness Day (A/RES/62/139) to highlight the need to help improve the quality of life of those with autism so they can lead full and meaningful lives as an integral part of society.
Autism is a lifelong neurological condition that manifests during early childhood, irrespective of gender, race or socio-economic status. The term Autism Spectrum refers to a range of characteristics. Appropriate support, accommodation and acceptance of this neurological variation allow those on the Spectrum to enjoy equal opportunity, and full and effective participation in society.
Autism is mainly characterized by its unique social interactions, non-standard ways of learning, keen interests in specific subjects, inclination to routines, challenges in typical communications and particular ways of processing sensory information.” – (https://www.un.org/en/observances/autism-day/background)
