Updated Version of Paper 420 Educate

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FUNDING EDUCATIONAL SYSTEMS IN DEVELOPING COUNTRIES
Funding Educational Systems in Developing Countries:
A possible long term solution to the world’s toughest problems
Madeleine Campbell
University of Northern Iowa

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Abstract
This is an argumentative paper describing my view on how education can create a giant
impact in developing countries. In the lit review you will find I go into great detail in describing
the quotes that supported my thesis. My thesis is describing how education can create change
in poverty stricken areas, areas with cultural gender based violence, and even how anti human
and sex trafficking corporations are affected by the spillover effect of a community receiving a
quality education. By reallocating funds in the policy Foreign Financial Aid, I believe we can use
the money that is not spent and not needed and move in the Peace and Security sector, and
move it into the underfunded Education and Health sector of the policy. Educating children can
cause a generational chain reaction that can provide new solutions for economic, societal, and
cultural growth, on a global scale. In this paper, I give elaborative examples under these
“umbrella term” of problems, by mentioning how, children, when they receive a quality
education, can become the next solution.

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Lit Review
Educating children can cause a generational chain reaction that can provide new
solutions for economic, societal, and cultural growth, on a global scale. From the creators of
Nutrient Education in Primary Schools (2005), “Education, too is essential for development. It
creates choices and opportunities for people, reduces the twin burdens of poverty and disease,
and gives a stronger voice to individuals in society. For nations, education creates a dynamic
workforce and well informed citizens who are able to compete and cooperate globally – opening
doors to economic and social prosperity.” According to Rishawn Biddie from, Education is the
long-term solution for fighting poverty (2011), education has been proven to help students
successfully prepare for the work world and become productive members of the economy.
“The problem is even worse with the new generation of dropouts who have fewer
prospects for employment; nearly a third of dropouts age 16-to-24 are out of work on
a not seasonally-adjusted basis. These young men and women can not get into
high-paying white-collar jobs, or even get into apprenticeships for blue-collar jobs
such as welding, which can provide them with middle-class incomes.” (2011)
A similar argument is made by Borge Brende from, Why education is the key to
development (2015), says
“Addressing the fact that an estimated 250 million children worldwide are not
learning the basic skills they need to enter the labor market is more than a moral
obligation. It amounts to an investment in sustainable growth and prosperity. For
both countries and individuals, there is a direct and indisputable link between access
to quality education and economic and social development.” (2015)
With financial development educational systems receive the most amount of grants
scholarships, and financial lea way. From the Department of Justice, “Federal Student
Financial Aid programs are the largest source of Federal student aid in America. These
programs provide more than $90 billion a year in grants, loans, and work-study assistance.
(Girls in Conflict, 2017). While student aid provided by the U.S. Department of Education
provides billions annually to assist students they also support, family members of Certified
victims who have derivative T visas, including spouses, children, or parents, may also be
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eligible for Title IV student aid, to assist that family member in covering the cost of higher
education. The following document from the U.S. Department of Education details eligibility
for Title IV program assistance for victims of human trafficking milies, these are not the only
source of student financial aid.” When educational systems receive financial aid. Some of
the money from the grant can create significant change in someone's life through providing
scholarship money and ultimately opportunities.
“Long-term development aid (38 percent) provides ongoing funding for projects to
promote broad-based economic growth and general prosperity in the world’s poorest
countries. More than half of this goes to bilateral global health programs, including
treatment of HIV/AIDS, maternal and family health, and support for government
health-care systems, mostly in Africa. About 15 percent of this goes to multilateral
institutions such as the World Bank and the UN Development Program.”(2016)
In 2019 the United States will donate 28,389,184,000 dollars to developing
countries, countries of strategic importance to the United States, and countries
recovering from war. The policy it receives its donations from is the policy, Foreign
Financial Aid. The purpose of the policy was to support other countries development,
global peace, security, and provide humanitarian help in times of war and conflict and
after. Each department was built with a certain task of managing a potential societal,
economic, and cultural problem, societies face daily. According to Foreign Assistance,
“The first U.S. aid program took shape after World War II when then Secretary of
State George Marshall acted to provide significant aid to Europe after the war to
assist the continent in rebuilding its infrastructure, strengthening its economy,
and stabilizing the region. This led to the creation of several foreign assistance
programs in subsequent years to build off the success of the Marshall Plan. The
next milestone for foreign assistance occurred in 1961, when President Kennedy
signed the Foreign Assistance Act and created the United States Agency for
International Development (USAID). This marked a significant increase in U.S.
foreign assistance efforts and USAID became the first U.S. foreign assistance
agency whose primary focus was long-term global development to include
economic and social progress.” (2018)
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In most developing countries, war and conflicts arise frequently and the need for
basic safety is vital for creating a safe and prosperous nation. Military and defense units
are the first to receive aid for a strategic benefit created by the US. (Washington Post,
2016) “US. Deals like last month’s with Israel, on the other hand, come from the State
Department. In that case, the U.S. government is essentially financing Israel’s military
purchases. Under the current agreement, Israel can spend 26 percent,”1of 3.1 billion
dollars that it is receiving annually, “on military equipment produced in Israel, but the
new deal, which starts in 2019, gradually phases out that stipulation. Then, like every
other country, Israel will have to spend all the assistance money on American defense
contractors.”(2016) In other words, our government is allowing, and partly encouraging,
Israel to spend 80.6 million dollars on military advancements under the sector of
“Stabilization Operation and Security Sector Reform,” (Foreign Assistance, 2018).
While this strategic budget is a clever way to gain strategic allies, create a profit,
help countries protect the rules and regulations set by each country, and protect
themselves, there is room to allocate the remaining funds that is not used by countries
into a impactful sector of the foreign aid that is immensely underfunded. The United
States should redirect foreign financial aid funds from military and defense units into
educational units in developing countries, so those countries can focus on the
supporting the civilians it holds, in specificity, women and girls by reducing poverty,
gender based violence, human trafficking, and building capacity for stronger resources.
Education is considered the most powerful tool known to man.
1
In the text provided by Washington Post, (2016), the article did not mention the 3.1 billion dollars that
Israel is receiving. It mentions the number further down the article. I added the percentage for the flow of
the paper .
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“Education has tremendous scope as an instrument of social and cultural change.

One should bear in mind that through education not only knowledge is imparted, but
skills, interests, attitudes, aspirations and values are developed, social and cultural
progress is facilitated, and at the same time social and cultural level of the people is
raised. Education brings cultural changes which may result in many transitions and
alterations in the society in many forms. This may be observed in every aspects
human culture like variations in norms of values and thinking modes, changes in
material culture, ideas, family relations, political culture, patterns of administration at
the local, state, regional and national level, involvement in social activities, change in
abilities and attitudes of personnel; in short in every aspects of human activity.”
(Effects of Education)
On a global scale, the linkage between, education, economy, and societal growth
are all mutually dependent. Miemie B. from Education, Economic Growth and Societal
Stability, states, “Education can help alleviate the risk by creating opportunities for the
marginalized segment of the population to develop skills, obtain employment, and improve
their social status.”
The purpose of education is to enhance the fullest possible development of each
individual learner for living creatively, respectively, and productively. In order for this idea to
be executed education provides kids leadership opportunities, financial assistance
opportunities, and helps kids stay out of drug and crime rings in their area. In developing
countries specifically, financial opportunities are offered to promising students that want to
further their education. “Positive practices to promote schooling in conflict-affected contexts
have included providing financial (cash or vouchers) or in-kind (food rations or school
feeding) support to students. These often target girls in order to increase families’ incentives
to send all their children to school,” (Mitigating Threats to Girls Education).”
Leadership opportunities provided by education are important for girls specifically in
underdeveloped countries. There is a strong sense of competition among students because
there are normally limited resources for all female students. When given the opportunity,
students will apply for leadership positions to prove to their parents that their education is
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worth continuing and supporting. The most prominent leadership opportunity for promising
female students has been the rise for teaching assistants. “Female teachers or teaching
assistants in the classroom and school environment prove to be positive role models. The
presence of younger female staff in schools can also reassure parents who would otherwise
be unwilling to send girls to school. ” (Girls in Conflict, 2017)
There is a direct link to educational attainment and incarceration rates, primarily in
younger males. In the words of Bob Wise, “Nations needs to focus dollars and efforts on
reforming school climates to keep students engaged in ways that will lead them toward
college and a career and away from crime and prison.” Recent data from the U.S. Bureau
of Justice suggests that, “56 percent of federal inmates, 67 percent of inmates in state
prisons, and 69 percent of inmates in local jails did not complete high school. Additionally,
the number of incarcerated individuals without a high school diploma is increasing over
time,” (2017). There is a direct link that high school dropouts are far more likely to be
incarcerated than individuals with a diploma.
Schools in some underdeveloped countries also provide students with medical
resources, provide a meal, and may also provide the only source for clean drinking water.
Save the Children is a program that works in over 20 countries to provide these resources
to students (mainly girls) in areas where these necessities are not accessible or evenly
distributed towards genders. “By addressing girls' special health needs, including treatment
of anemia, providing sanitary facilities and water in schools, we are reducing their barriers to
learning and increasing their chances to succeed and stay in school.”(Save the Children,
2013)
Medical resources provided by schools are one of the most important resources for
children in developing countries. An estimated 800-900 million children worldwide are
affected by intestinal worm, the majority affected are located in Asia and Africa. Intestinal
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worms are usually associated with poor sanitation, which includes poor access to toilets and
hand washing facilities. When there is no access to toilets, people use the bathroom, in the
fields, which contaminates the soil. Because children in under developed countries tend to
fields the most, “school children are often heavily infected with worms and, because schools
are easily accessible, treatment and prevention of intestinal worm infections have become
part of school health programmes in the countries where this is a problem.” (Tackling worms
in children, 2013). If children did not attend schools, access to this specific resource would
be extremely limited and this would just be another child mortality dilemma.
Schools that provide feeding programs increase enrollment and school productivity.
Studies have shown that kids who go to school hungry risk lifelong consequences and
development challenges such as, less developed literacy and number skills and poor health
due to a lack of nutrition. 66 million school children in South Africa face hunger every year,
and it has a large impact on their ability to learn and function. “School feeding programmes
provide strong incentives for children to stay in school, particularly in areas where access to
food is limited and parents are unable to buy or produce enough food for the whole
family,”(Girls in Conflict, 2017). Moreover,
“World Food Programme, (WFP) case studies in Chad and Democratic Republic of
the Congo, (DRC) indicate that providing take-home food rations for girls in their last
two years of primary school contributed to a decrease in the frequency of early
marriage. Each girl must attend school 80 percent of the time to receive the rations,
which were shared with the family. It was thus in the family’s interest to allow
daughters to attend school rather than marry (Pattugalan, 2014).”
Gender based violence is directed specifically against a woman because she is a
woman. It includes, but is not limited to, physical, sexual, and psychological harm from,
mainly, men. Education for women and girls provides a escape from this violent culture.
With the help of education women can access better health care, higher paying employment
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opportunities, higher status in communities, and to give back to their communities through
services. With the power of education women have the power and resources to escape and
change this global issue.
It has long been established that women face many health problems largely because
of the role they play in most societies. Women and girls that are allowed schooling up to
high school have been proven that they can better take care of their health and the life
expectancy for most girl’s increases exponentially. From the writers of Global Partnership,
(2014),
Girls specifically benefit from education. Educated girls and women tend to be
healthier, have fewer children, earn more income and provide better health care for
themselves and their future children. These benefits also are transmitted from
generation to generation and across communities at large, making girls' education
one of the best investments a country can make. (2014)
When girls are allowed schooling in high school or further education there health rates
increase even more.
In most societies girls, that are 18 or younger, tend to drop out of schools during the
preparatory time before marriage or shortly after. Their new role as a wife or mother, with
the conditions that she will take care of the children and home care, are much more
important than her schooling. From the researchers from, Girls not Brides, “Education can
be one of the most powerful tools to enable girls to avoid child marriage and fulfil their
potential. The longer a girl stays in school, the less likely she is to be married before the age
of 18 and have children during her teenage years.”(2002-2018)
In an supporting argument from the writers of, Girls in Conflict, (2017), “ in Niger,
says that when many girls are married by 15 and a majority of them are married by 18, after
which they’re expected to focus their efforts on childbearing and housework, many parents
just don’t see the point in educating a girl. Resources are limited, and any time or money
available for education seems better invested in boys. And when girls do go to school, he
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says, they aren’t supported and encouraged as much as boys, so “they are set up for
failure”. Moreover, “Families living in conflict-affected contexts often anticipate a rise in
violence and see marriage as way of protecting girls from sexual violence within the
community. In many communities, female sexuality and virginity are associated with family
honour. During conflict, parents may marry their daughters to protect their virginity from
being violated by rebel and armed groups.” Traditional societies will violate their own
daughters out of the fear that someone else not in the family circle will take away the girls
virginity. By keeping young women in schools, “Educated girls develop skills, knowledge
and confidence to make informed decisions including if, when and whom to marry. Being in
school also supports the perception that girls are still children and are therefore not of a
suitable age to marry.”(Girls not Brides, 2002-2018)
Menstruation is still considered unspeakable, especially for millions of women in
developing nations. Young girls struggle to understand what’s happening to their bodies
when they have their first period, with some fearing death, curses, and public shame, every
day women and girls face stigma and myths around menstruation. Educational programmes
in schools have been established to deal with these traditional myths to keep girls in school,
even during menstruation. “An NRC evaluation provides useful insight into the distribution of
sanitary kits as part of their educational programming in Somalia (Bishop, 2014). Sanitary
kits contained two pairs of underwear, three reusable pads, one bar of soap, one packet of
laundry soap, and a usage description sheet. Bishop, (2014) finds that sanitary kit
distribution contributed to better daily attendance and retention of girls who reached upper
primary school. When recipients were asked to reflect on their satisfaction with the kits, 77.5
percent of respondents reported they were very satisfied and 21.9 percent were satisfied.”
(Girls in Conflict, 2017)Another great organization called Surge also supports and educates
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girls on their menstruation in areas where the myths would continue to circle in their
societies.
“We at Surge have been busy developing a menstrual hygiene training program to
educate girls on proper hygiene and sanitation during their menstrual cycle, which
our friends at POPOW have been testing in the field in Uganda. Our goals of the
program are to educate girls, their families, and their communities in order to build a
supportive environment through songs and games, which helps make a taboo
subject easier to talk about. By teaching the girls what is happening to them and the
best ways to take care of themselves, we hope to create an open discussion about
puberty and menstruation. We also teach classes on how to make reusable
menstrual pads as well as soap, which will lead to increased rates of sanitation and
hygiene.” (Surge, 2017)
There is a direct correlation that when women receive education the repercussions
of her education not only benefit her, but the whole community. By becoming an active
member in the economy women create an active cultural change through education and
schools. From the Nicholas Kristof and Sheryl WuDunn, the authors of Half the Sky (2012),
“If we add another solution to the mix, women have an even better chance to move
from oppression to opportunity — economic empowerment. If women are to have a
voice in the direction of their lives, they need basic financial services, including
savings and insurance. They need a way to save for school fees and to reduce the
economic shocks that can remove a child from school in order to add to the family
income. They need access to health care for the whole family because a woman will
make sure everyone else in the family is healthy before tending to her own needs.
Women also need access to the means of production — loans for small businesses
or the ability to save for building a business. For women who have been shut out of
the formal economy, the opportunity of education and the tools and means of
production allow them to become economic agents for the first time.” (2012)
With schools being the number one community gathering place, besides a place of
worship, advocacy campaigns are a powerful tool to encourage community involvement and
raise awareness about the importance of girl’s education. In, “Save the Children’s
community-based schools in South Sudan, for instance, parents reported that the work of
community social advocacy teams of children and young people made them more aware of
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the financial benefits of sending their girls to school.”(Save the Children, 2013). In another
campaign run by women from the community,
“in Ethiopia, Tanzania, and Uganda, and non-formal education centers set up by
Plan International in Pakistan, these have offered ‘safe spaces’ for adolescent girls
in post-conflict and post-disaster settings and provide young married girls and out-of-
school girls living in refugee camps with access to non-formal education (including
life skills and discussion of gender-related issues), health services, and financial
literacy courses.” (Girls in Conflict 2017)
Community schools run by women have also become a giant resources for younger
girls in communities where education is not possible for them. “Community schools can
have the advantage of providing safer conditions for students by reducing distances to
school. Community members actively involved in establishing and running the schools also
make them safe and protective learning environments for girls.” Furthermore,
“A common theme in the literature in conflict settings is the importance of quality

female teachers. This is of particular relevance in contexts with high prevalence of
GBV and when parents hesitate to send girls to schools with male teachers. Projects
that put female teachers or classroom assistants (CAs) in place have seen positive
results in terms of increased enrolment and retention of female students.” (Girls in
Conflict, 2017)
Evidence from multiple case studies, suggests that the disproportionate effect on
women and girls linked to their status and role in society, result in a lack of access to basic
goods and services which leaves them vulnerable to discrimination and other forms of
gender-based violence. When women receive education they are given a stronger voice in
their communities and household and receive more opportunities to gender based violence
prevention programmes.
In chapter 11, of Half the Sky by WuDunn and Kristof put forth microfinance as a
means of empowering women in rural, poverty-stricken areas.
“The story of Pakistani Saima Muhammad illustrates how microcredit can turn lives
around. Saima was not only desperately poor, but was also married to a man who
accumulated $3,000 in debt. Faced with the prospect of being supplanted by a
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second wife, and receiving routine beatings from her deadbeat husband, Saima was
depressed and dejected. By chance, Saima connected with the Kashf (Miracle)
Foundation, a women’s solidarity group that provided microloans to women in need.
Saima took out a $65 loan to buy beads and cloth, which she turned into embroidery
for sale in Lahore. She was successful, and to make a long story short, by
reinvesting her profits, she not only paid off the loan but also repaid her husband’s
debt and earned esteem. She became the toast of the town and a lender to other
women in the neighborhood.”
In an agreeing argument by the writers of Girls in Conflict,
“The positive effects on women’s confidence and skills, their expanded knowledge
and the formation of support networks through group meetings and market access
can lead to enhanced status for all women in a community. Women who have been
able to build strong businesses gain respect in their households and may then act as
role models for others, leading to a wider process of change in community
perceptions and increasing men’s willingness to accept change.”
Education can provide gender based violence programmes and teach women to
empower themselves and stand up against gender based violence.
“Creating protective environments for girls, supports them to continue schooling and
mitigating the drivers of School related gender based violence, (SRGBV) can reduce
incidents. Insights from some promising programmes indicate that it is critical to
focus on reshaping harmful social norms relating to gender, sex, and violence that
are the key drivers of GBV in the community and by extension in and around
schools. Training teachers on the code of conduct and implementing a ‘zero
tolerance policy’ on sexual exploitation and abuse; Incorporating life skills into the
curriculum to promote self-esteem and confidence among students and to challenge
negative social norms, especially among female students.” (GlobalWF, 2015)
Schools and education have been the greatest resource in combating human
trafficking in developing countries. The majority of sex trafficked victims are girls under the
age of 18 and they greatly benefit from the resources that schools provide for them. Certain
schools provide great financial aid to their families as well as hygiene kits and other
educational programmes dedicated to help women in time of crisis. In the words of the
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writers from Girls in Conflict, “These allow students — especially girls but also boys — who
have to work to support their families or have domestic and care work responsibilities to
pursue education.”(2017)
Education officials in some of the most prominent trafficked countries have focused
on protecting the physical safety of students in one of the most effective protection
mechanisms.
“A number of studies find building walls or fences around school grounds increases
protection and feelings of protection (Kariuki & Naylor, 2009; Hall, 2014; AKF, 2016;
Khan et al., 2016). In South Sudan, a lack of boundary fences meant it was common
to see community members walking through school compounds and some of them,
especially young men, carrying guns.”
Furthermore, “In an evaluation of a GIZ intervention in Afghanistan, Hall (2014) found that
on average 51 percent of interviewed students attending schools with boundary walls and
(in some cases) custodians reported that safety at school had improved.” (Girls in Conflict,
2017).
With these new added security measures outside the schools they are also raising
awareness inside schools with educational trafficking training for teachers. “Education
professionals serve an important role in trafficking prevention efforts because teachers,
administrators, and staff interact daily with children who are at risk of becoming or already
victims of human trafficking. You can become our eyes and ears by recognizing human
trafficking and reporting the abuse to the proper authorities.”(US Department of Justice,
2000). Moreover,
“over the last 10 years there has been a notable increase in training of health care
professionals (HCPs) on human trafficking (HT) and its health implications. Many
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organizations have developed curricula and offered training in various clinical settings.
However, methods and content of this education on trafficking vary widely, and there is little
evaluation of the impact of the training. The second portion of the study involved an analysis
of data from HCP calls to the National Human Trafficking Resource Center (NHTRC).”
(Medical Education Online, 2017).
Another resource that has been provided for women in times of crisis has been
school radios. Those educational resources will be provided to girls that want to continue
their education at home because certain circumstances restrict them from leaving their area
or house. This supporting argument came from Girls in Conflict, “To reach students who are
kept out of school due to conflict, Unicef and the EU are working on a programme that will
bring educational radio into people’s homes. Communications volunteers will deliver small
radios to families, many of whom live in homes without electricity or running water, and
some 150 educational programmes will be broadcast out to them,” continuing, “
It seems like a low-tech solution,” Rose says. “Everyone is like, ‘We should be doing
3G tech stuff,’ and in New York that sounds really cool, but when you get out to
these communities you see that it is a cool innovation. “These allow students —
especially girls but also boys — who have to work to support their families or have
domestic and care work responsibilities to pursue education.” (2017)
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Would you rather have the government supply underprivileged students in
developing countries a gun or a textbook? Underdeveloped countries are countries that
struggle to provide the basic necessities to the majority of the citizens. The traditional
basic needs that are not always met include water, food, shelter, and appropriate
clothing. A more modern list would also include the access to healthcare, education,
and sanitation. In 2019 the United States will donate 28,389,184,000 dollars to
developing countries, countries of strategic importance to the United States, and
countries recovering from war.
Foreign Aids purpose is to support other countries development, global peace,
security, and provide humanitarian help in times of war, conflict, and after. According to
Foreign Assistance,
The first U.S. aid program took shape after World War II when then Secretary of
State George Marshall acted to provide significant aid to Europe after the war to
assist the continent in rebuilding its infrastructure, strengthening its economy,
and stabilizing the region. The next milestone for foreign assistance occurred in
1961, when President Kennedy signed the Foreign Assistance Act and created
the United States Agency for International Development (USAID). USAID
became the first U.S. foreign assistance agency whose primary focus was long-
term global development to include economic and social progress. (2018)
When America’s tax money is donated to other governments through the Foreign
Financial Aid policy; 36 percent of the funds donated, goes into the Peace and Security
sector that is worth 7.7 billion dollars, which in return, tunnels directly into the military
and governments power. The aim of Peace and Security units in most governments is
to help nations establish the conditions and regulations for achieving peace, security,
and stability, as well as respond efficiently against arising threats to national or
international security.
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basic safety is vital for creating a safe and prosperous nation. There is too large of
emphasis for how much money the Peace and Security sector actually needs. For
example, in 2017, America unevenly distributed 7.72 billion dollars to over 70 countries,
but only 6.2 billion was actually utilized. The 1.52 billion leftover fund was not used by
any of the governments and is currently sitting in the bank accounts of the departments.
That money could be used strategically among the governments to create a large
change among the world in the countries needing it the most.
Military and defense units are the first to receive aid for a strategic benefit
created by the US. From the information provided by the, Washington Post (2016), “US.
Deals like last month’s with Israel, on the other hand, come from the State Department.
In that case, the U.S. government is essentially financing Israel’s military purchases.
Under the current agreement, Israel can spend 26 percent,” of 3.1 billion dollars2 “that it
is receiving annually, on military equipment produced in Israel, but the new deal, which
starts in 2019, gradually phases out that stipulation. Then, like every other country,
Israel will have to spend all the assistance money on American defense
contractors.”(2016) In other words, our government is allowing, and partly encouraging,
Israel to spend 80.6 million dollars on military advancements under the sector of
“Stabilization Operation and Security Sector Reform,” (Foreign Assistance, 2018). The
U.S. Department of Defense have strategically created a financial way to essentially,
strengthen the military capabilities of its strategic allies while profiting from them.
2
In the text provided by Washington Post, (2016), the article did not mention the 3.1 billion dollars that
Israel is receiving. It mentions the number further down the article. I added the statistic for the flow of the
paper .
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While this strategic budget is a clever way to gain strategic allies, create a profit,
help countries protect the rules and regulations set by each country, and protect
themselves, there is still room to allocate the remaining funds that is not used by
countries into a impactful sector of the foreign aid that is immensely underfunded. The
education sector of the foreign aid policy has a budget of 601 million dollars distributed
unevenly among over than 25 countries. That is only 4% of the entire budget provided
by aid! According to Nations Online, (2003), there are about 50-70 countries in the world
that are extremely underdeveloped, in other terms, countries have very little to no
access to basic needs and education. Lack of education is a serious problem that is not
properly addressed among governments. Education is the only way societal
advancements occur among developing societies and when there is lack of support, the
entire nation suffers.
The United States should redirect foreign financial aid funds from military and
defense units into educational units in developing countries, so those countries can
focus on the supporting the civilians it holds, in specificity, women and girls by reducing
poverty, gender based violence, human trafficking, and building capacity for stronger
resources. Developing better educational systems and institutions is a long term
solution for developing countries dealing with the issues for a multitude of reasons. The
first and most important is that education is the basis for all revolutionary changes in a
culture. People with an education can acquire knowledgeable skills, become literate,
and numerate, and are given the most important gift, to think for themselves. With
education comes creativity, societal enhancement, opportunities to new perspectives,
ideas, and ways to create solutions to prominent societal environmental problems.

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Education and educational programs also support local communities and villages with a
safe place where kids can grow and develop mentally, physically, and emotionally.
Educational programs also can provide a financial support system where children get
free lunches, school supplies, or a free scholarships. In developing areas where
educational systems have launched there has been a large growth of rapport in
societies and the decline of crime rates.

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Like previously stated, developing better educational systems and institutions is a
long term solution for developing countries dealing with the issues of; solving select
poverty crisis in different developing regions, creating economic growth and
development that has the proper tools devoted to developing into an advancing society.
With the billions of dollars the United States gives foreign financial aid, (Foreign
Assistance), solving poverty in certain areas is a plausible goal. By giving the struggling
economy money, the financial aid to developing countries can go to seven different
parts of the government, “Peace and Security, Democracy, Human Rights, Health,
Education and Social Services, Economic Development, or Multi-sector” (2018). A
country’s government decides what sectors to donate to based on the lack or need of its
specific resources. By pooling some of the foreign aid that goes into Peace and Security
(meaning military) into educational systems, children can cause a generational chain
reaction that can provide new solutions for economic, societal, and cultural growth, on a
global scale. From the creators of Nutrient Education in Primary Schools (2005),
Education, is too essential for development. It creates choices and opportunities

for people, reduces the twin burdens of poverty and disease, and gives a
stronger voice to individuals in society. For nations, education creates a dynamic
workforce and well informed citizens who are able to compete and cooperate
globally – opening doors to economic and social prosperity. (2005)
When assisting in financial aid, governments are supposed to use the funds for the
betterment of the country but often governments will decide to place a large percentage
of it in into the Peace and Security fund for more military weapons and advancements.
Their reasoning is to better prepare themselves for war and conflicts, if and when they
arise.
21
Military and Defense Units are necessary to a country when it is at risk of being
threatened by an opponent of that government. The need to basic physical safety,
border control, and other resources provided by the military are needed in critical war
conflicted areas, such as: Syria, Iraq, Turkey, Pakistan, Israel, Afghanistan, South
China, East China, North Korea, Libya, and Yemen. (Susan E. Rice from Brookers,
2006) These developing countries are on the verge of a World War and are frequent
receivers of foreign financial aid. According to the Washington Post, “Afghanistan is
another of the world's largest recipient of U.S. military financing. Israel and Afghanistan
both receive about $3.1 billion in annual financing currently,” (2016). Billions of the US
tax dollars are flooded into Military aid in developing countries to alleviate certain
burdens of war and conflict. War creates poverty, encourages gender based violence,
and leads to trafficking displaced war victims. Although the military is there to defend
the civilians from foreign attacks, there is no defense provided to the civilians left to deal
with the consequences of the war they create.
While basic protection is important there is a more deserving subset of the
government that deserves the attention and financial resources the military and defense
units have received. A solution that can fix almost every poverty stricken problem that
arises from war and conflict itself. In other words, Education creates systematic growth
in many societal, cultural, economic, factors that eradicate the tortures of war and
poverty and industrialize the society all at once.
Human development is about much more than the rise or fall of national incomes.
It is about creating an environment in which people can develop their full
potential and lead productive, creative lives in accord with their needs and
22
interests. People are the real wealth of nations. Development is thus about
expanding the choices people have to lead lives that they value. And it is thus
about much more than economic growth, which is only a means—if a very
important one—of enlarging people’s choices. (United Nations Development
Program, 2016)
On a global scale, the linkage between, education, economy, and societal growth
are all mutually dependent. It is an undeniable fact that when there are advancements
in education there are advancements in society. From, Jyothsna Bhumireddy, the author
of STStories, “Whenever there was absence of education, in parts of the world, there
were dark ages, cruelty and many barbarities. But whenever there is quality education,
we see enlightenment, quality life and upward swing in science and technology, (2017).”
Development of a country includes advancements in fields such as technology, medical
sciences, engineering, agriculture, economy and other fields devoted to societal
progress. Development progress comes only when people are educated in these fields.
When people have enough knowledge about a certain field it is easy to bring about new
reforms for the development of the society. If a country has education by its side then
no one can stop it from developing itself.
Miemie B. from, Education, Economic Growth and Societal Stability, states,
“Education can help alleviate the risk by creating opportunities for the marginalized
segment of the population to develop skills, obtain employment, and improve their social
status.”(Miemie W. B.) Education provides the tools necessary to grow into a mentally,
emotionally, and physically, successful human being. Education is taken for granted in
23
underfunded in privileged societies, when people don't recognize the power a quality
education can give you.

24
A quality education is provided when the institution is in a safe environment, has
determined teachers, striving to create an impact in their students, and the necessary
resources available to give children the basic environment to learn in. Educational
institutions provide many basic essential resources for students living in low income,
poverty stricken areas. Water, nutrition, first aid, are all resources that are expected at
every institution for the benefit of the children. With the improved budget of foreign
financial aid, millions of dollars go to supporting the basic necessities for the education
of children. When resources are accessible in low income areas it creates a natural
incentive for parents to keep their children, no matter the gender, in school and receive
a quality education.
Children who receive a education through adolescence automatically receive
more opportunities to join the middle class labor market. When children drop out before
they learn and retrain literacy and numeracy, which happens to 115 million (UNICEF,
2018), children and 275 million adults, it excludes many individuals from the labor
market. Lacking basic reading and writing skills is a tremendous disadvantage. Literacy
not only enriches an individual’s life, but creates opportunities for people to develop
skills that will help them provide for themselves and their family. Gender and
geographical disparities persist, and literacy is lowest in least developed countries and
higher among females than males. According to Rishawn Biddie from Education is the
long-term solution for fighting poverty (2011), education has been proven to help
students successfully prepare for the work world and become productive members of
their society and culture.
The problem is even worse with the new generation of dropouts who have fewer
prospects for employment; nearly a third of dropouts age 16-to-24 are out of work
25
on a not seasonally-adjusted basis. These young men and women can not get
into high-paying white-collar jobs, or even get into apprenticeships for blue-collar
jobs such as welding, which can provide them with middle-class incomes. (2011)
Lower class labor markets is where the majority of children from low income
families work. Agricultural labor on farms, fields, factories, and trade markets are prime
examples of the highest employment of child labor. Children who are allowed to stay in
school gain the skills and knowledge to other progressive labor markets that provide
better financial opportunities for the children and families. According to the National
Adult Literacy Survey, 70% of all incarcerated adults cannot read at a 4th grade level,
“meaning they lack the reading skills to navigate many everyday tasks or hold down
anything but lower (paying) jobs. (NALS, 2016)” The more children that stay in school
the better the spillover effect for the entire nation's economy will be due to expanding
job markets, and help keep dropout children from prison.
When the low income children in poverty stricken areas leave school, because
of conflict, war, and poverty, they are more likely to do whatever is necessary to support
themselves. Joining a gang for protection, enlisting in the army, prostitution, selling and
using narcotics, pimping young woman in trafficking rings, stealing, and kidnapping for
ransom, are all common acts young adults turn to when the pressure of poverty is
caving in on them.
One cannot deny the fact that risk factors leading to later damage occur much
more frequently among children in families that are poor, and still more frequently
among families that are persistently poor and live in areas of concentrated
poverty. Needless to say, children are more likely to fare badly in life if their
parents have a low education level, and/or low occupational status, or are
unemployed. (Schorr and Schorr, 1989)
Delinquent activities put children and teens lives in danger and the people around them.
But when children are given the chance to attend school in a safe environment, gain
26
opportunities to a better life, they are given an opportunity to grow and help create
change in their life.
Economic advancement is sure to follow when communities grow. Having an
educational background, along with being literate and numerate greatly impact your life
and consequently your opportunities for a high paying occupation.
Better-educated workers experience higher lifetime earnings, less unemployment

and work longer. Higher education is also associated with longer life expectancy,
improved health, reduced participation in crime, and greater civic participation.
These correlations have been known for a long time. (Understanding Educational
Impacts, 2012)
Education provides students the tools and resources they need to become active
members of society to create economic growth and create the economic change they
would like to invest in for their nation.
From the Department of Justice, “Federal Student Financial Aid programs are
one of the largest sources of donated funds from, the sector of Education in Federal
Aid, in America. These programs provide more than $90 million a year in grants, loans,
and work-study assistance,” (2017). These grants are extremely important to families
living in detrimental living conditions. Student aid provided by the U.S. Department of
Education to other countries provides millions annually to assist students alleviate some
of the costs of education. For of certified or eligible students who have derivative T
visas, including spouses, children, or parents, may also be eligible for Title IV student
aid to assist that family member in covering the cost of higher education.
The cost of higher education is on the rise every year in America, but it still does
not amount to the damaging amount of debt children in developing countries are in that
do not attend school at all. When educational systems receive financial aid, some of the
27
money from the grant can create significant change in someone's life. Military and
Defense units do not have the same power to create the necessary change in an
individual's life that is suffering by the grips of poverty. People will do what is necessary
to survive and keep their hope for a better future alive.
Providing scholarships from the funds of the Department of Education, instead
of granting families money directly from the government, which is sometimes taken and
spent on other resources like shelter, or other materials, though maybe valuable to
have, education will ultimately be the best investment for a child's future.
Educational institutions are often a reflection for the society surrounding it. Rural
and urban poverty are great examples in how many different environmental settings
poverty can occur and introduces a broader spectrum of variables with developing
countries and their environmental quality of life. Occupation is normally a subset that
divides rural and urban settings. In rural settings the most common occupation is under
the agricultural field, where poor families are seasonally hired to work on a farm setting
under private management. In rural areas there are less job opportunities than urban
areas, and it is often difficult for any sort of economic growth and occupation or class
shift in rural settings. In terms of geographical settings rural developing countries and
areas, poverty is more extreme because of lack of transportation of goods and
resources to do so. From several supporting arguments from, Education for Rural
People, (2007),
Some 3 billion people live in rural communities, mainly in countries with low per
capita incomes and high rates of poverty. Most make their small incomes from
small-scale agriculture and forms of self-employment, and many need the
assistance of their children in sustaining their households. Large proportions of
drop-outs have not mastered basic skills sufficiently for daily use and further
28
development. 211 million children and adolescents are also in forms of child
labour that will lead to large proportions of them becoming illiterate adults. (2007)
Though the need to educate children is statistically more important in rural areas,
Adding educational institutions in urban, conflicted areas will be highly beneficial to the
86.24 million illiterate adults. (The World Bank, 2016). Schools brings communities
together as well as creates opportunities for interpersonal relationships between them.
When a country is on the verge of war, the intertwining of communities creates hope
and sparks a determination of change.
The resources inside schools, such as having the privilege to obtain parent and
teacher relationships are key to which can benefit the children in times of need. Such
services might include teacher to home visits, learn-by-mail programs, (aka
homeschooling), crisis radios, or (in middle to lower class schools) laptop loaner
programs, to get rural families more accessible into community resources that are most
likely not available to them without educational institutions. Although these resources
provided by schools may seem outdated for a privileged individuals perspective, these
modern resources are creating change and saving lives in developing countries. “Not
only do these social networks and advancement translate into direct benefits for
children,” says Israel (2005), “they also help strengthen the community’s social
infrastructure”—thereby reducing children’s isolation. Moreover on the topic of
adolescent education, (Improving Education in Rural Areas, 2001)
Universal basic education is a critical part of rural development. Individuals who

have had some education are better farmers and more capable of finding off-
farm employment. The rural sector also benefits from the overall development of
the national economy and the alleviation of poverty, in which basic education is
essential. Yet rural primary schools in low-income countries often suffer because
they are remote from the central offices of the ministry of education, which
distribute instructional resources, so their quality is poor. In addition, the national
29
schooling model, developed in an urban context, is not so relevant to the rural

setting, and rural families cannot afford the direct cost of schooling nor the
opportunity cost of having their children away for many hours of the day in low-
quality schools. (2011)
` Another a heavy problem in urban areas is mega slumming. The problem is so
immense that, according to UN Habitat, “approximately 1 billion people live in slums in
the cities of the world — approximately 1 in every 6 people on the planet.” Slums are a
growing power because in order to survive people will move where ever necessary in
order to gain resources such as water, health care, electricity. With such dense
populations aiming to survive around the available resources it is not possible to make a
road with the massive clumping. That means no large transportation, such as cars or
trucks are allowed to get through; in consequence meaning no replacement of essential
resources and material items. Alleys behind houses in rough conditions, and garbage
disposal areas, are the only routes accessible for pedestrians to walk on. “With
increasing migration to cities (almost half of humanity lives in urban areas), there is
increasing pressures on providing sufficient resources in a sustainable way, (UN
Habitat, 2014)”
Placing educational institutions in these neighborhoods will give children, adults,
and entire communities the tools necessary to look to change.
Encourage communities to use the school as a center for education and social
activities beyond primary school. Make the school hospitable for adult literacy
classes, extension activities, women’s groups, community functions, and other
activities and events. This not only brings parents into the school, it also helps
transform the school into a multi-function learning and meeting center and puts it
at the center of the community. The CDD process lends itself to exploring
community uses of school facilities. (Improving Education in Rural Areas, 2001)
Community advancement ideas like this, better the quality of life for individuals who
might not have these opportunities or resources anywhere else. With the government's
30
receiving millions more dollars through foreign financial aid you can imagine the amount
of change that those resources would bring to families trapped in the mega slums, all
from the formation and dedication to education. Providing opportunities for more mental
and emotional growth and support, education creates a shift in the heart of the
community, and, progress for the entire society begins. Progressive education about
their community and problems can help spark change and create wave of advancement
that may lead to industrialization.

31
Girls and woman specifically benefit from education for many health, economical,
and cultural reasons. As female education rises, fertility, population growth, and infant
mortality rates fall, family health and the overall improvement of women's health
improves. Moreover an increase in girls’ secondary school enrollment are associated
with an increase in women’s participation in the labor force and their contributions to
household and national income. Children, especially daughters, of educated mothers
are much more likely to be enrolled in school and to have higher levels of educational
attainment. Educated women are more politically active and better informed about their
legal rights and how to exercise them in their homes and their communities.
Childbearing is the oldest obligation of a female in a given household. As much
as this idea of woman has been forgotten in industrialized nations such as America, this
is still the truth for most women in developing countries. Without education women are
seen as useless, and worth less than farming animals, and they are often treated as so.
They take orders from the person in charge of the household, girls are married off at a
young age for a dowry, and once married women are seen to be used only for
commercial sex and baby making. With education girls and woman are much less likely
to have children at a young age; and women are more likely to have fewer children,
which consequently gives them less of a chance to die from maternal mortality. This
evidence was supported in, the World Economic Forum, (2015),
The economic theory of fertility suggests an incentive effect: more educated

women have higher opportunity costs of bearing children in terms of lost income.
The household bargaining model suggests that more educated women are better
able to support themselves and have more bargaining power, including on family
size. According to the ideation theory, more educated women may learn different
ideas of desired family size through school, community, and exposure to global
communication networks. Finally, more educated women know more about
32
prenatal care and child health, and hence might have lower fertility because of
greater confidence that their children will survive. (Elina Pradhan, World
Economic Forum, 2015)
Childbearing is a major cause of women's health complications and death in
developing countries. Without access to adequate health care providers, 75% of women
die in childbirth from, severe bleeding (mostly bleeding after childbirth), infections
(usually after childbirth), high blood, pre-eclampsia and eclampsia, complications from
delivery of the child, and unsafe abortions. The remainder are caused by or associated
with diseases such as malaria, HIV and AIDS during pregnancy. From the authors of,
Education Is Key to Reducing Child Mortality: The Link between Maternal Health and
Education,
Improving access to education is an essential building-block for increasing the

number of trained health workers, particularly at the community level. And
universal basic education reduces poverty and contributes to economic growth
by increasing productivity. Education also helps build the kind of behaviours and
habits that have a positive impact on an individual's health. Children who
complete basic education eventually become parents who are more capable of
providing quality care for their own children and who make better use of health
and other social services available to them. (2007)
Childbearing and early marriage are large consequences of not allowing girls to go to
school. Oppressed women live a life of servitude towards the men and cultural taboos
that keep them at a societal disadvantage.
Extremely young girls are given to the man with the largest dowry no matter what
age. From the authors of Girls in Conflict,
Conflicts exacerbate poverty, insecurity, and lack of access to education, all of

which are drivers of child marriage. Parents and families turn to child marriage as
a means of alleviating the economic burden of girls, which they view as
increasing during times of social instability and economic uncertainty (Tzemach
33
Lemmon, 2014). This negative coping strategy may enable them to receive
money or goods as a bride price. (2017)
Child marriage is used as a cultural incentive to keep women and girls out of the
schools community by means of upholding honor to their family name and sustain the
traditions of finding a mate and creating a family. The act of marriage is seen as
extremely important in some developing societies, for a multitude of reasons relating to
gender based violence. From the authors of Girls not Brides,
In many communities where child marriage is practised, girls are not valued as
much as boys – they are seen as a burden on their family. Marrying your
daughter at a young age can be viewed as a way to ease economic hardship by
transferring this ‘burden’ to her husband’s family. Child marriage is also driven by
patriarchal values and the desire to control female sexuality, for instance, how a
girl should behave, how she should dress, who she should be allowed to see, to
marry, etc. Families closely guard their daughters’ sexuality and virginity in order
to protect the family honour. Girls who have relationships or become pregnant
outside of marriage are shamed for bringing dishonour on their family.”(Girls not
Brides, (2002-2018)
By educating girls at a young age, they are more likely to continue their
education to high school and some to college. When women receive economic benefits
from education they also receive a louder voice in their family and are able to state their
opinions in family decisions. This allows women to make a decision on when to marry,
whom to marry, and what their family size is going to look like. It also provides women
to enter the workforce and take care of themselves on a medical and economic level.
The girls that are not allowed to continue their education will likely marry at a young
age, have children at a young age, and die very young with little to no support from her
family or husband. With support from the authors of Global Partnership of Education,
The largest impacts in terms of economic costs are through fertility and
population growth. Child marriage leads girls to have children earlier and more
children over their lifetime. This in turns reduces the ability of households to meet
34
their basic needs, and thereby contributes to poverty. Ending child marriage
would generate large welfare benefits through a reduction in population growth,
helping to usher in the demographic dividend. As a result, child marriage reduces
the likelihood that girls will complete their secondary education. This emerges
clearly from questions asked to parents in household surveys as to why their
daughters dropped out of school. Marriage is often one of the main, if not the
main reason, that adolescent girls drop out of school. (2018)
Another leading factor that contributes to women3 dropping out of school at a
young age, is their menstruation. A factor that seems miniscule in the eyes of the
industrialized nations, with commercial solutions that are available to almost most
women even with the lowest of background, is actually a contributing variable as to why
girls are denied schooling. The average woman will menstruate for 3,000 days during
her entire life time.(PLAN International), But menstruation is seen as an unspeakable
act that happens behind closed doors and is not open for public discussion due to
cultural taboos. Many cultural myths surrounding menstruation, because it involves
blood, is seen as a bad omen in many cultures. In Burundi for example when women
are menstruating, they are not allowed to enter the kitchen, or take a bath near any
utensil because one drop of blood will kill the family. (PLAN International).
“For a woman in a developing country, however, menstruation can be an

unbearable hardship that drastically affects her ability to attend school and,
consequently, her opportunity for a better future. Access to education for girls in
the developing world can be improved by increasing accessibility to sanitary
products and increasing the number of girls’ school bathrooms with safe water
and sanitation. Success can be measured by the decrease in rates of girls’
absenteeism from school, a decrease in the girls’ dropout rate at the secondary
level, and an improvement in girls’ exam scores and academic performance.”
(PLAN International)
3
In this section when I am talking about women, the research is based off cisgendered women, and
does not cover the inclusivity of trans women, and gender binary people with female reproductive
systems.
35
Women are not allowed to dispose of any sanitation products in the bathrooms at
school or clean their under garments at school which is why most girls stay home the
days of their menstruation. Factoring in cultural taboos and the concern of girls having
low attendance in schools, a simple and proven effective solution for removing
menstruation as a barrier to education, is to provide menstrual kits. They are given to
young women around the ages of 13 to 14. The purpose of schools handing out
menstruation kits is an incentive for parents to keep girls in school as well as help
prepare the young woman into adulthood. One of the leading menstruation kits that is
distributed around the world was made by a group of women at the Art Center College
of Design in California, (2012). They sought to design a kit that allowed women to wash
and dry the pads in public, and allow women to clean themselves in school bathrooms
without breaking school rules.
Menstruation kits are a resource only found in urban schools through certain
programs, they may not even have the potential to reaching all women in need of it,
because of lack of funding. From the support of Northeastern University Political View,
First, the soiled sanitary cloth is placed inside a basket made up of two plastic
bowls joined together with nylon. The bowl holds the water and detergent, as well
as shields the cloths from view. The user then uses the attached strings to give
the bowl a spin, which cleans and partially dries the pads. When detached, the
string and basket double as a small drying apparatus that hides the pads with
burlap so that the user can still dry them under the sun, which kills bacteria. The
kit also comes with a zip-top pouch that attaches to the inside of underwear so
that the girls can privately carry the reusable pad to school. At only $3 per kit, this
product is both affordable and - according to its creators - has the potential to
one day change the mindset towards menstrual cycles to be socially acceptable.
(2015)
Education on menstruation and new implemented educational programs, offering
medical services, safe sex education courses and basic hygiene classes, create a boost
36
in girl’s attendance and self-awareness. “The local women’s departments work in
conjunction with the education commissions to raise the issue of the correct
organization of sex education in schools. They could also hold a series of discussions
and lectures on marriage, the family and the history of relationships between the sexes.”
Vital information on the female reproductive systems and how to properly take care of
them can save women's lives through awareness.
Women should be invited into the labor force to boost the economy, not shunned
from it! Women have helped create change on a national scale, with the small amount
of resources granted to them, by creating micro businesses. Microbusiness are small
companies started by women in poverty stricken areas to help support their family. They
can be small businesses namely, groceries, specific skill trades, like basket weaving or
threading, or they could provide a service like house cleaning or babysitting. Women
who receive basic education on finances, business, and the economy, can help
themselves by creating an income and supporting their family. If they bring in a large
income they may even take over the household as the breadwinner and take charge of
the family. Family status depends on who brings the family honor and income. When
women don't receive an education there is a very small chance they will ever be allowed
an opinion on family matters. Supporting evidence from the book, Half the Sky,
If we add another solution to the mix, women have an even better chance to
move from oppression to opportunity — economic empowerment. If women are
to have a voice in the direction of their lives, they need basic financial services,
including savings and insurance. They need a way to save for school fees and to
reduce the economic shocks that can remove a child from school in order to add
to the family income. They need access to health care for the whole family
because a woman will make sure everyone else in the family is healthy before
37
tending to her own needs. Women also need access to the means of production
— loans for small businesses or the ability to save for building a business. For
women who have been shut out of the formal economy, the opportunity of
education and the tools and means of production allow them to become
economic agents for the first time. (Half the Sky, 2011)
Small businesses support the nation's economy in times of need. They provide
jobs for their neighbors, some donate to local charities, support community events, and
do everything they can to ensure their business provide goods and services the
community needs. When companies are run by women, to keep the wealth of the
business and prosperity of the community, women business owners will hire other
women in the communities to boost economic growth and give back to their
communities.
Improved literacy can have a remarkable effect on women’s earnings. As

stipulated in the 2013/4 Education for All Global Monitoring Report, in Pakistan,
working women with high levels of literacy skills earned 95% more than women
with weak or no literacy skills, whereas the differential was only 33 % among
men. Educated women are empowered to take a greater economic role in their
families and communities, and they tend to reinvest 90% of what they earn into
their families and close friends. (Global Partnership of Education, 2014 )
Women who have higher social status in the community (most run a successful
business) empower other women in their communities to join the labor force, with
advocacy campaigns, education programs, and community gatherings.
Advocacy campaigns are powerful tools to encourage community engagement and
raise awareness of the importance of girls’ education. In Save the Children’s
community-based schools in South Sudan, for instance, parents reported that the work
of community social advocacy teams of children and young people made them more
aware of the financial benefits of sending their girls to school.” (Girls in Conflict, 2018)
38
Women will encourage girls to go to school, they will share their wealth through loans,
they will share what resources they own, and they will empower women to follow in their
footsteps.
The positive effects on women’s confidence and skills, their expanded knowledge
and the formation of support networks through group meetings and market
access can lead to enhanced status for all women in a community. Women who
have been able to build strong businesses gain respect in their households and
may then act as role models for others, leading to a wider process of change in
community perceptions and increasing men’s willingness to accept change.”
(Half the Sky, 2011)
An example of this was a woman named Umoja, runs an extremely successful bead
micro business. She is a large supporter of girls receiving a good education, an
advocate for child brides, and is well known in her community because she educates
young girls about menstruation and female genital mutilation. Half the Sky, “Umoja
Women’s Shop sells traditional, glass-beaded jewelry made by women from Umoja,
Kenya who have escaped abusive lives in favor of a violence-free community in Umoja.”
(2011). She agrees that her life would not be possible without the education she
received at a young age, and the other women in the community that help support her.
39
Women's social status in developing countries can be seen as abusive, slave
like, and barbaric. Gender based violence is a common theme in developing countries
that don't hold woman to an equal status. Women who don't have an education can be
prostituted or pimped, be subjected to gender based violence, and placed on the bottom
of the social ladder. Gender based violence in some developing countries is seen as a
cultural norm, because woman never have the correct opportunities or the voice to
challenge it.
Exploitation and abuse of women, including outright violence, are acceptable in

countries where women have an inferior social status by customary or formal
law. Violence against women and girls is a direct corollary of their subordinate
status in society. Primitive cultures have beliefs, norms, and social institutions
that legitimize and therefore perpetuate violence against women. Abused women
in developing countries tend to accept their inferior status and to adopt the
traditional values of submission and servility. In a study conducted in Algeria and
Morocco in 2003, two-thirds of the women surveyed said that domestic violence
was justified in certain cases—for example, when a wife disobeyed her husband
(UNIFEM 2003, 64). Poverty and custom in developing countries drive extended
families to live together under the same roof, which means that young couples
are subordinated to the traditional values of their parents and grandparents,
making a normative change difficult if not impossible” (The Condition of Women
in Developing Countries)
When uneducated wives do not bring income to the family, they receive shame
and bring dishonor to the family, making it available for the husband’s family members
to justify their beatings and killings. There is a direct correlation of education and
women's social status.
The number of years a person spends in school has been shown to have a
positive correlation with a decrease in both future victimization and perpetration
of physical and sexual violence. Education increases women’s employment
opportunities and socio-economic status. The empowerment of women reduces
the unequal power relationship between women and men which has been
40
identified as the root cause of GBV.” (The Condition of Women in Developing

Countries)
Cultural and religious traditions in developing countries are held to high
standards. A society's way of life is based off of the rules every societal member follows
often first set by religious affiliation. Religion has not always been kind to women and
often many traditions having to do with a women's social status or myths about
menstruation, birth, and our honor have been skewed and turned harmful. Women need
education to combat ridiculous cultural traditions that justify the killings, the rape, the
beatings, the out casting, of young women such as this one:
The Bakiga, for instance, would end the life of a pregnant girl by trying and
throwing her down a steep cliff in order to teach those who contemplated having
sex before marriage that the consequences were bitter. As for Banyankole, they
would curse and disown the girl who became pregnant for reasons similar to
those of Bakiga. The Langi and the Acholi would fine the boy heavily for such
misconduct. This would help persuade the young that such an act was social
undesirable. (Uganda Travel Guide)
When women have the opportunity to attend school, women have the opportunity to
connect to other women and find a voice. They are given a higher social status and
more opportunities to discuss these rules within their community and decide to fight
them.
Without more opportunities for women in the lower class labor market, women,
through their resilience and sheer determination for a better life, will take on any job
they can because of left to little to no employment options. This job or form of
exploitation, includes prostitution and pimping of woman as a form of income.
Prostitution, (the practice or occupation of engaging in sexual activity with someone for
payment) is known as the world's oldest profession for women. For some woman it’s an
ancestral trait on how to use their bodies in order to make 10$ a customer. When asked
41
why women prostitute the most common answer is because they are illiterate and
coerced into it, consequently in poverty, and could not find work that could pay as much.
Unfortunately women in developing areas, especially those affected by war, are
frequently exploited by military personnel. Although military faculty are by no means the
only perpetrators, according to United Nations Development Programme,
Levels of sexual and gender-based violence often rise in crisis and conflict
settings, where systems of protection, security and justice break down. During
violent conflict, rape is often used as a military tactic to harm, humiliate and
shame. (United Nations Development Programme, 2018)
In developing areas that are betwixt war and arising conflict, women are the last to be
aided because of gender based violence, lack of education, and human trafficking.
Education is a great solution to so many problems women face in poverty
stricken areas. Education provides resources and solutions to problems concerning
women's health, in relation to, lowering child marriages and childbearing, providing
resources during menstruation, providing meals and clean water. Education also
provides a sense of community that can benefit in the growth of the social status of
women as well as economic growth for women finally entering the job market.
Education helps create more space for discussion about rituals and customs that are
traditional but harmful to women in developing societies.

42
Slavery may seem like an outdated historical term in some parts of the world, like
America, but it’s certainly not an act of the past. Human trafficking produces billions of
dollars in profit by trapping millions of people, mainly women and children, in
unfathomable and devastating situations around the world. Human traffickers resort to
manipulation with violence, threats, deception, and other forms of torture to force people
to take part in the selling sex or other labor services against their will. Governments
have recently recognized this as a global problem and continue to work to pass more
legislation and criminalizing all forms of human trafficking. Human trafficking is a
relevant problem that has only been researched for 10-15 years. Limited participant
observation and interviews have surfaced in this time, leaving limited intensive research
for governments to conclude from.
When billions of tax dollars go towards war efforts, they also go towards the
influences of sex trafficking. From the author of, Sex Trafficking: The Impact of War,
Militarism and Globalization in Eastern Europe,
War and militarism particularly influence sex trafficking in women. Their impact is
mostly connected to specific war and post-war situations, but sex trafficking may
also be the consequence of the very presence of military in the region,
regardless of whether there is war going on or not. Thus, the impact of militarism
on sex trafficking is not necessarily connected to war, although war may produce
militarist cultural ideals about gender which increase the vulnerability of women
to socio-economic factors that lead to sex trafficking. Moreover, examples from
recent history show that the expansion of prostitution due to the extended
presence of military forces has long-term consequences on the development of
sex trafficking on both local and global levels. (Vesna Nikolic-Ristanovic, 2003)
Military officials are partly responsible for the great demand of sex trafficking in
developing countries. Their presence increases the desire to capture more women in
43
hopes that the men can coerce military men to come “relax, inside a brothel,” aka,
inside a trafficked women.
War helps to generate sex trafficking in a number of ways. Unemployment,

poverty and lack of prospects in general influence both supply and demand for
prostitution and trafficking. Desperate women easily become vulnerable to false
promises and deception, as well as to different forms of violence. Traffickers
exploit the fact that many persons are in vulnerable situations, undocumented
and separated from their families. Refugees are especially vulnerable, both while
fleeing from war zones and while in exile. Traffickers know that their families
would never accept them back once raped by multiple men. Thus, they became
involved in sex trafficking much more easily than rape victims and women from
less patriarchal societies did in peacetime.”( Vesna Nikolic-Ristanovic, 2003)
While not all military take part in trafficking, there is an indisputable link towards the rise
of war, conflict, and militiamen, rises the need for more trafficked women.
By working with survivors, and societies where trafficking is most prominent,
governments and anti-human trafficking organizations have begun to raise public
awareness, and have taken some preventive measures through classes, victim
searches, safe houses, and have provided menstrual kits, new sanitation tactics in
schools, and have encouraged more women and girls to go to school. While this
governmental progress is encouraging, traffickers continue to oppress millions of victims
forced in sex and labor trafficking because trafficking is such a broad problem that can
happen anywhere, in multiple forms of exploitation.
Education is a long term solution for developing countries dealing with human
trafficking for a multitude of reasons. When women are educated on the topic of human
trafficking, especially in their area, they are better equipped to survive an attack. There
are educational institutions that provide for trafficked victims by giving them
rehabilitation programs, rape kits, and in some cases, crisis radios. Educational
institutions in recent years also have gained more basic resources for the victims,
44
creating outreach agencies, and developed preventive teaching classes and tactics for
the people who live in at risk areas. Military and Defense units in governments around
the world have attempted to stop human trafficking, but education can prevent it
altogether.
The education of women is the most vital step for terminating human trafficking in
developing areas. Educational programs in schools create awareness of the problem
and eliminate misconceptions about trafficking. Schools also provide a safe place to
learn and keep children safe from traffickers, and empower children and their families
from falling victim to traffickers.
Conversely, denying children access to quality education increases their

vulnerability to abuse, exploitation and disease. Girls, more than boys, are at
greater risk of such abuse when they are not in school. For many villages, a
school also provides a safe haven for trafficked children specifically. School is a
place where they can find companionship, adult supervision, latrines, clean water
and possibly meals and health care. (UNICEF, 2015)
By being aware about the trafficking in their areas, the people who live in the at
risk areas can be better vigilant about how to spot signs of when they may be most at
risk. Outreach programs are great opportunities to learn about human trafficking.
Human trafficking, although not a new issue, has not had the appropriate attention or
resources devoted to learning about it. This has led to misconceptions about what
human trafficking is, where it occurs the most, who the main victims of human trafficking
are, and the best way to prevent trafficking. Research has shown that educational
programs in the areas where human trafficking occurs has taken a giant step in the right
direction to prevent future victims falling prey to traffickers. From the author at Doors,
Misconceptions about human trafficking thwart efforts to stop the practice. One
major misconception is the idea that only women can be its victims. Another
45
common misconception is that human trafficking is only sex trafficking. Labor

trafficking and domestic servitude are major forms of trafficking, especially in the
Sacramento-area where the agricultural industry is central to our economy.
(Doors, 2011)
Preventive programs in schools offer another way for students and faculty to
become more aware of human trafficking. Preventive programs can offer presentations
at school; speakers can be former victims, government officials, or researchers who
have studied the patterns of human trafficking in their areas. Presentations normally
include basic information about human trafficking, the signs of traffickers, victims, and
the proper authorities to talk to when you are in danger or see someone else in danger.
Teachers are also given separate educational programs that educate them on what to
do if they think a student is being trafficked at home, or may be at risk of trafficking.
“Education professionals serve an important role in trafficking prevention efforts

because teachers, administrators, and staff interact daily with children who are at
risk of becoming or already victims of human trafficking. You can become our
eyes and ears by recognizing human trafficking and reporting the abuse to the
proper authorities.” (Doors, 2011)
By becoming better educated on the matters of human trafficking, more people have the
opportunity of being rescued because a stranger knew what signs to look for when they
spotted a victim.
USAID’s Stop Girl Trafficking project is a $1.5 million, three year project that
works closely with girls and women, and government officials to address human
trafficking through education, awareness, community engagement, and counselling.
They are one of the largest companies in the world that targets the prevention of human
trafficking through education programs in schools. The project educates school girls as
46
they move into higher level grades, on what resources are available to them in the area
if they are suspicious of a trafficker and how to protect themselves.
Through education, empowerment and awareness for Nepali girls, their families
and their communities the project will build linkages and collaboration between
local government and civil society minimizing trafficking risks in communities.
Specific objectives of this project include: Provide educational support to 3,800
girls from 125 schools in the Mid- and Far Western districts, including the
earthquake affected district Sindhupalchowk. In addition, girls in grades 9-10
receive extracurricular activities in health and other life skills, and 110 schools
are getting support to enhance existing school infrastructure. SGT builds
confidence among the girls by creating network for sharing information and an
opportunity to access quarterly publication “Nariswor”. Counselling classes are
raising awareness about the risk of trafficking, early marriage, and the
importance of girls finishing their secondary education. Build a greater advocacy
by creating a network with key stakeholders in all six districts to work
collaboratively on anti-trafficking efforts. (2018)
Safe houses are the best resource available to previously trafficked victims. Safe
houses protect previously trafficked victims and provide them with nutrients, shelter,
clothes, and a safe place to rehabilitate and then enter society. Most safe house
organizations also offer outreach programs that are designed to educate the community
on the signs to spot traffickers and victims. “Dr. Cyndi Romine started Called to Rescue
in 1992 after she witnessed, first-hand, the horror of sex trafficking during a trip
overseas. Their mission is to prevent the abduction of children into sex trafficking
through training, safe houses and education,” (1999). Trafficked individuals in safe
houses receive educational resources to learn how to reintroduce themselves into
society as well as receive rehabilitation counseling to cope with their trauma.
An example of new rehabilitation classes for trafficked women, are the slowly
advancing, sex education classes, that are on the rise of being included in public
schools. Sex education is another topic that is never talked about in public due to the
47
cultural myths embedded into the traditional views of their society. With the new income
of educational funds, more essential learning programs for women will be included into
the package of education.
The local women’s departments work in conjunction with the education

commissions to raise the issue of the correct organisation of sex education in
schools. They could also hold a series of discussions and lectures on marriage,
the family and the history of relationships between the sexes, highlighting the
dependence of these phenomena and of sexual morality itself on economic
factors. (USAID)
Another amazing program for trafficked victims has been the integration of group
counseling. Women cope by confiding in other trafficked women and rehabilitate
together in safe homes. Without the educational resource provided to start these
initiatives, trafficked victims would have to cope by themselves and rehabilitate
themselves. Which in most cases is not possible without some sort of emotional aid in
people or substances. One of the most well-known safe house owners is a woman who
works in cambodia named Somaly Mam.
“Somaly Mam served as an untrained healthcare worker with Médecins Sans

Frontières and, in her spare time, handed out condoms, soap, and information to
women in the brothels. In 1996, she co-founded AFESIP (Agir pour les Femmes
en Situation Precaire or "Acting for Women in Distressing Situations"), a
Cambodian NGO dedicated to rescuing, housing and rehabilitating women and
children in Cambodia, Laos, and Vietnam who have been sexually exploited.
AFESIP conducts outreach work to try helping the women still enslaved. The
organization also works with law enforcement to raid the brothels.”(Somaly Mam
Foundation, 2006)
Her work on creating the Somaly Mam Foundation has helped save thousands of young
girls and create change in their lives.
In safe houses there are times of crisis where women in the home are not
permitted to leave for their safety. During these long periods, women are trapped inside
48
the safe houses and miss school and opportunities to a better life. Crisis education
radios had previously been used during times of war and conflict when families where
stuck in bunkers and other shelter areas. Recently safe houses have begun to implant
the radios in the homes while listening to broadcasts from schools in the areas. They
will broadcast school lessons from teachers and faculty in the local area. Women may
continue their education from there safe home and stay on track with their classmates.
To reach students who are kept out of school due to conflict, Unicef and the EU
are working on a programme that will bring educational radio into people’s
homes. Communications volunteers will deliver small radios to families, many of
whom live in homes without electricity or running water, and some 150
educational programmes will be broadcast out to them. “It seems like a low-tech
solution,” Rose says. “Everyone is like, ‘We should be doing 3G tech stuff,’ and in
New York that sounds really cool, but when you get out to these communities
you see that it is a cool innovation. (Girls in Conflict)
With this new technological advancement women are able to diverge their attention
back on regaining their life and old opportunities they once had.
Women are the only ones that can stand up for other women. Without all women
standing up in the world and demanding for the basic human rights to education and
opportunity, who will? Women need to demand schooling in order for societal taboos
about marriage, sex, and menstruation to discontinue. Women need to have the same
opportunity as men to join the labor markets they wish, and gain a steady income to
provide for her needs and her families. Without education women miss out on learning
opportunities provided by advocacy campaigns, outreach programs, preventive tactic
classes, and other educational programs that teach them the basics to functioning in a
society. Women have the biggest power to enact change in the advancement into a
49
developed society, why not take the funds that are already available to use, and use
them.
50
The United States should redirect foreign financial aid funds from military and
defense units into educational units in developing countries, so those countries can
focus on supporting the civilians it holds, in specificity, women and girls, by reducing
poverty, gender based violence, human trafficking, and building capacity for stronger
resources.
basic safety is vital for creating a safe and prosperous nation. Military and defense units
are the first to receive financial aid and gain the largest sum of funds in developing
countries for many reasons. Military units provide basic military aid along with the goals
of bringing peace and security to conflicted countries. The U.S. Department of Defense
calculated a financial way to strengthen the military capabilities of its strategic allies
while profiting from them, when the next world war breaks out. In 2019 the Defense
Department will demand that every country supported by the Peace and Security Act
through foreign financial aid, buy all there further military weapons and arms from us.
Supplying there need military need for arms and protection, supplies our nation's
pockets with the sweet debt of other countries.
Although this military defense spending plan is clever and deviant, by allowing so
much of our funds to go into Military and Defense units around the world, government
officials are bypassing a solution to the world's problems that has the power to create
technological, economic, and societal advancements. As previously stated, I believe
education is the solution to the world's poverty, gender based violence and human
trafficking.
51
Developing better educational systems and institutions is a long term solution for
developing countries dealing with these issues for a multitude of reasons. The first and
most important is that education is the basis for all revolutionary changes in a culture.
People with an education can acquire knowledgeable skills, become literate, and
numerate, and are given the most important gift, to think for themselves. With education
comes creativity, societal enhancement, opportunities to new perspectives, ideas, and
ways to create solutions to prominent societal environmental problems. Education and
educational programs also support local communities and villages with a safe place
where kids can grow and develop mentally, physically, and emotionally. Educational
programs also can provide a financial support system where children get free lunches,
school supplies, or a free scholarships. In developing areas where educational systems
have launched there has been a large growth of rapport in societies and the decline of
crime rates.
Women are large benefactress of educational classes, campaigns, and
prevention programs that comes when you donate the money and resources into the
Department of Education in foreign aid. Women gain more awareness about the world
they live in through information and education programs. Educational classes may
include important teachings about their health, menstruation, reproductive systems,
childbearing, and sex trafficking. Women would not be allowed to gain these limited,
imperative, resources without the development of education. Education provides the
tools to a new community for women to come together and find their voice. The spark of
freedom and hope among a new wave of educated women can battle harmful cultural
taboos, and eventually create an egalitarian change among these resilient women.
52
Human Trafficking, though an issue of its own, is still under the spillover effect
when communities are affected by receiving a quality education. Human trafficking
education programs correct misconceptions about trafficking, victims are provided new
resources for their rehabilitation, and more dedication and research advances us to
becoming one step to preventing human trafficking altogether.
Education provides us with many resources, privileged people, able to receive
an education unquestionably, take for granted routinely. Water, nutrition, first aid, and
other basic necessities like health care are all resources only provided to low income
families with educational ties. Uneducated individuals struggle to find job markets
available towards illiterate and innumerate, and consequently suffer for their rest of their
lives. Education gives students resources to better job opportunities by giving them the
basic necessities they need to grow into a successful member of society. With the
mindset that education and awareness is a profitable solution raising on its own, the
economic boost from the small percentage of funds that are reallocated into education
annually, will make a giant impact on developing nations as a whole. America and other
industrialized nations had to grow, to learn and develop to get where we all are today. It
is time for developing countries to receive basic education for all the members of their
society and grow as well. Nothing achieved over the course of human history would be
possible without the power for education and determination to understand, create, and
develop a better world.

53
References
Biddle, R. (2011). Education is the long-term solution for fighting poverty. The Great
Debate, 17. Reuters Retreievd from http://blogs.reuters.com/great-
debate/2011/09/01/education-is-the-long-term-solution-for-fighting-poverty
Borge, B. (2015). Why education is the key to development. World Economic Forum.
Retrieved from https://www.weforum.org/agenda/2015/07/why-education-is-the-
key-to-development
Byrd, W. M. (2013) Education, Economic Growth, and Social Stability: Why the Three
Are Inseparable. Retrieved from http://apcss.org/wp-content/uploads/2012/09/
Carolyn M, (2013). Results for Children. Save the Children. Retrieved from
https://www.savethechildren.org/content/dam/usa/reports/advocacy/annual-
report/sc-2013-annualreport.pdf
Claude, K. (2018). Democratic Republic of the Congo. World Food Programme.
Retrieved from http://www1.wfp.org/countries/democratic-republic-congo
(2011). Doors. Opening Doors INC. Retrieved from
http://www.openingdoorsinc.org/ourclients_sot_program.php
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Harlow, C. W, Ph.D., (2003). Education And Correctional Populations. Bureau of Justice
Statistics. Retrieved from https://www.bjs.gov/index.cfm?ty=pbdetail&iid=814
Jyothsna, B. (2017). Impact of Education on Society. Steemit. Retrieved from
https://www.google.com/url?q=https://steemit.com/steemitdotcom/@wadata/impa
ct-of-education-on-society
Kimotot, J. (2017). The role of education for women and girls in conflict and post-conflict
countries. Global Partnership for Education. Retrieved from
https://www.globalpartnership.org/blog/role-education-women-and-girls-conflict-
and-post-conflict-countries
Kristof, N. & WuDunn, S. (2011). Half the Sky. Retrieved from
http://www.halftheskymovement.org/pages/book.html
Paola P, & Arran M. & Fyles N. (2017). Girls in Conflict. UNIGEI. Retrieved from
http://www.ungei.org/resources/files/Girls_in_Conflict_Review-Final-Web.pdf ‘
Powell, C. & Dickins, K. & Stoklosa, H. (2017) Training US health care professionals on
human trafficking: where do we go from here? Med EDUC. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/28178913
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(2017). Menstrual Hygiene Education: A Crucial Tool to Keep Girls in School. Surge.
Retrived from http://surgeforwater.org/menstrual-hygiene-education-a-crucial-tool-to-
keep-girls-in-school
(2005) Nutrition Education in Primary Schools. Retrieved from http://www.fao.org/3/a-
a0333e.pdf
School-related gender-based violence is preventing the achievement of quality
education for all. (2004). GlobalWF.
http://unesdoc.unesco.org/images/0023/002321/232107E.pdf
USAID History. USAID From the American People. Retrieved from
https://www.usaid.gov/who-we-are/usaid-history
(2002-2018). What is the Impact of Child Marriage, Impact? Girls not Brides. Retrieved
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1

FUNDING EDUCATIONAL SYSTEMS IN DEVELOPING COUNTRIES

Funding Educational Systems in Developing Countries:

A possible long term solution to the world’s toughest problems

University of Northern Iowa

education, can become the next solution.

development (2015), says

scholarship money and ultimately opportunities.

countries, countries of strategic importance to the United States, and countries

contractors.”(2016) In other words, our government is allowing, and partly encouraging,

“Stabilization Operation and Security Sector Reform,” (Foreign Assistance, 2018).

educational units in developing countries, so those countries can focus on the

Education is considered the most powerful tool known to man.

“Education has tremendous scope as an instrument of social and cultural change.

their social status.”

The purpose of education is to enhance the fullest possible development of each

be executed education provides kids leadership opportunities, financial assistance

further their education. “Positive practices to promote schooling in conflict-affected contexts

to send all their children to school,” (Mitigating Threats to Girls Education).”

Leadership opportunities provided by education are important for girls specifically in

underdeveloped countries. There is a strong sense of competition among students because

be unwilling to send girls to school. ” (Girls in Conflict, 2017)

There is a direct link to educational attainment and incarceration rates, primarily in

incarcerated than individuals with a diploma.

Schools in some underdeveloped countries also provide students with medical

children in developing countries. An estimated 800-900 million children worldwide are

family,”(Girls in Conflict, 2017). Moreover,

Gender based violence is directed specifically against a woman because she is a

change this global issue.

increase even more.

of 18 and have children during her teenage years.”(2002-2018)

failure”. Moreover, “Families living in conflict-affected contexts often anticipate a rise in

suitable age to marry.”(Girls not Brides, 2002-2018)

Menstruation is still considered unspeakable, especially for millions of women in

campaign run by women from the community,

“A common theme in the literature in conflict settings is the importance of quality

means of empowering women in rural, poverty-stricken areas.

In an agreeing argument by the writers of Girls in Conflict,

empower themselves and stand up against gender based violence.

professionals serve an important role in trafficking prevention efforts because teachers,

some 150 educational programmes will be broadcast out to them,” continuing, “

Would you rather have the government supply underprivileged students in

developing countries a gun or a textbook? Underdeveloped countries are countries that

developing countries, countries of strategic importance to the United States, and

countries recovering from war.

Foreign Aids purpose is to support other countries development, global peace,

and stability, as well as respond efficiently against arising threats to national or

change among the world in the countries needing it the most.

contractors.”(2016) In other words, our government is allowing, and partly encouraging,

U.S. Department of Defense have strategically created a financial way to essentially,

properly addressed among governments. Education is the only way societal

entire nation suffers.

resources. Developing better educational systems and institutions is a long term

education comes creativity, societal enhancement, opportunities to new perspectives,

ideas, and ways to create solutions to prominent societal environmental problems.

free lunches, school supplies, or a free scholarships. In developing areas where

societies and the decline of crime rates.

Like previously stated, developing better educational systems and institutions is a

poverty crisis in different developing regions, creating economic growth and

Education and Social Services, Economic Development, or Multi-sector” (2018). A

Education, is too essential for development. It creates choices and opportunities

threatened by an opponent of that government. The need to basic physical safety,

receivers of foreign financial aid. According to the Washington Post, “Afghanistan is