With extreme poverty (living on $1.90 a day) projected to rise for the first time in over 20 years, a new study has concluded that global poverty eradication efforts could be futile in the absence of forests and trees.
Digital technology has been crucial in ensuring community and connection during the coronavirus pandemic and subsequent lockdowns. And its shown that collaboration between the private and public sector can ensure that digital technology continues to advance in a way that improves people’s lives under crises, experts said on Tuesday, Oct. 13.
The COVID-19 pandemic has upended the lives of millions of people worldwide, accounted for over 869,000 deaths, destabilised the global economy and triggered a marked rise in poverty and hunger in the developing world.
But the fallout from one of the most devastating consequences of the spreading virus is on the lives of a growing new generation: children.
Regina Njagi’s four children, aged between 11 and 17, have not benefitted from online learning since the COVID-19 led to the closure of all schools in Kenya, earlier in March. With the closure, Njagi lost her job as a teacher at a local private school.
With limited transport options to carry their goods to the market, lack of protective gear, and limited financial resources, family farmers across Latin America are facing grave consequences as a result of the COVID-19 pandemic.
The effect of the coronavirus pandemic and its subsequent global lockdown might have a graver effect on cities and urban areas than on rural areas, possibly making women more susceptible to violence.
Growing up in the Senegalese capital of Dakar, Siny Samba (28) watched with fascination as her grandmother made snacks for her family, using the fresh fruit from their garden. She would often help her grandma make these snacks to feed the neighbourhood children.
Unless there is a restructuring of debt for developing countries, the servicing for this debt will take away valuable resources from these nations that are needed to prevent the further suffering of people during the coronavirus pandemic -- particularly with regards to safeguarding the health systems, and protecting the “integrity and resilience of economies”.
The current pandemic is not only heightening mental health concerns, but might also put many at risk of becoming institutionalised or being neglected by the system.
The COVID-19 pandemic has brought a new layer of challenges to inclusive education. As many as 40 percent of low and lower-middle income countries having not supported disadvantaged learners during temporary school shutdowns, finds United Nations Educational, Scientific and Cultural Organization
’s 2020 Global Education Monitoring Report
released today, Jun. 23.
Malawi remains one of the few nations in the world that has not gone into a coronavirus lockdown as the government rushes to meet the conditions of a court order to implement a cash transfer scheme for the poor before doing so. But as some parts of the world are slowing coming out of their lockdowns, it could be likely this southern African nation won’t go into one as the rerun of the country’s presidential election nears.
As the COVID-19 virus spread rapidly around the globe, so did various theories about what caused the pandemic. According to the standard scientific theory, the virus originated in bats; crossed over to humans, probably via another intermediate host; and then spread rapidly across the globe.
Crucial global goals to reduce hunger and poverty and curb climate change have gone backwards or stalled, the United Nations Secretary-General warns in a new report, as the COVID-19
outbreak moves from being a health crisis to becoming the “worst human and economic crisis of our lifetimes”.
A future repetition of the current COVID-19 pandemic is preventable with massive cooperation on international and local levels and by ensuring biological diversity preservation around the world, experts recently said.
Many well meaning education benefactors and commentators
in South Africa have expressed that in the light of the COVID-19 pandemic
online self-guided learning could solve some of the current teaching problems and address the educational backlog. What learners need, the reasoning goes, is to get free internet access
to educational support materials on offer online.
Nothing could be further from the truth.