world views

issue 1 | 2012www.taraproject.org

What’s New & Noteworthy from The TARA Project

education issueinnovations in educationTARA university scholarsstate of education why education is the best bang for the buck

The Millenium Development Goals call for universal primary and secondary school education by 2015 yet an estimated 115 million children worldwide still do not attend primary school. www.taraproject.org

Our mission is simple...to improve access to health, education and economic opportunity for chronically poor communities.

Our work helps communitiescreate a sustainable, prosperous and brighter future.

When you educate a girl in Africa she is three times less likely to get HIV/AIDS. © Amy Callis

cover:

editorsAmy Callis

designerAmy Callis

contributorsAmy CallisAlyssa LoweChantalle OkondoJessica Silvaggio

from the founders...celebrating our 2nd anniversary with a focus on education

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spotlight: Brittanyspent summer 2010in Kenya working on maternal health

page 14

We met in 2008 at grad school – the only students who were also running nonpro�ts. It was obvious we’d become friends and colleagues. We had a vision of development work that empowers communities, is sustainable, and creates real change. And so The TARA Project was born.

By January 2009 we joined forces and o�cially launched TARA. Two years later we have an amazing community and three focus programs:

• Delivering Hope: addressing maternal and child health • Art in Action: developing microenterprise opportunities • Thriving Scholars: providing education scholarships

In our �rst issue of World Views we’re focusing on education. This issue is both a celebration of our anniversary and an opportunity to share with the community how education really can break the cycle of poverty.

Education is quite simply the best tool to alleviate poverty by allowing individuals to own their futures.

This issue explains the realities of education around the world, highlights innovative solutions, and shares The TARA Project’s successes: from our exceptional college scholars to our amazing Atlanta based grad students who are helping develop programs through their research.

We hope you enjoy this issue. Thank you for being part of our community. Together we are making a di�erence!

Amy Callis and Alyssa LoweFounders, The TARA Project

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contents

TARA University Scholars...........

making a di�erence...........

the state of education................

why education is the best bang for the buck...............

global news: Education....

year in review.....................

change challenge...............17

the state of educationThe Millennium Development Goals have ambitious targets for 2015but what is the reality of education worldwide?

We all have a child we care about – a daughter or son, niece or nephew, grandchild or godchild. We want the best for them: a world of possibilities and the opportunities to make dreams a reality. Regardless of whether you live in America, Zambia, or anywhere in between, everyone dreams of a childhood that is healthy, happy and safe with the possibility of a great tomorrow. That we want a better future for our children is a universal wish that transcends culture and geography. That education is a critical part of that future is a universal truth.

It’s an important vision but not all education is created equal.

In developed countries, education is free through 12th grade. While challenges exist, classrooms are generally well equipped: there’s electricity, books and well-educated teachers. Most importantly, education is accessible. But that is not the case for much of the world. Seventy �ve million children in the world do not attend school – that’s almost 4 out of every 10 children worldwide. Eighty percent of these youngsters live in sub Saharan Africa (31 million) and South Asia (18 million) – most of them are girls.

Education as a RightA quick glance at some of the most important international documents illustrates the importance of education as a fundamental human right. The Universal Declaration of Human Rights written in 1948 states:

Everyone has the right to education. Education shall be free, at least in the elementary and fundamental states…Education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms.

Just about every international law or human rights document mentions education. The 1966 International Covenant on Economic, Social and Cultural Rights states, “education shall enable all persons to participate e�ectively in a free society….” It goes on to frame education as:

Both a human right in itself and an indispensable means of realizing other human rights. As an empowerment right, education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty.

Despite the global consensus on education as a means of human developmentand empowerment and the huge strides education has made worldwide in the last 20 years, there are still millions of children left behind.

Education today Since 1999 28 million more children have the opportunity to go to school than in the previous decade – and that number continues to rise this decade. Yet there are still approximately 75 million children around the world unable to receive an education. In the developing world more than 90% of children are enrolled in primary school but that number drops sharply to just over 60% of children of the appropriate age attending secondary school. In sub-Saharan African that number drops to about 25%.

Earlier strides towards universal free primary school education have been hampered by structural adjustment policies. For example, Zimbabwe had free education from 1980 – 1990 during which attendance and graduation rates continued to climb. In 1990, Zimbabwe was forced to cut social spending and introduced education user fees as part of its economic “reform.”

What are the Millennium Development Goals?

In 2000, 189 nations made a promise to free people from extreme poverty and multiple deprivations. This pledge became the eight Millennium Development Goals to be achieved by 2015.

Goal 2 is universal primary school education for all children.

While progress has been made,the UN concedes the goal isunlikely to be met by 2015.

Consider this:

• About 69 million school-age children were not going to school in 2008.

• 31 million of those children live in sub-Saharan Africa.

• Of those who do attend school more than 30% do not finish primary school.

• Many children, despite a desire for education, are left behind due to health or economic reasons.

For more information on theeight Millennium DevelopmentGoals visit:

www.un.org/millenniumgoals/

Source: United Nations

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For every year of education, a person in a developing country can expect to earn 10% higherwages.

By 1997, there was a dropout rate in the �nal year of secondary school of 92%. Ghana was also forced to institute education fees after years of free education and dropout rates climbed to over 40% in the �rst 36 months after school fees were instituted.

School fees are but one reality that hampers education in the developing world. Classrooms are a far cry from those in the developed world. In many classrooms around the world it is not uncommon for:

• Student-teacher ratio to be more than 44:1 for primary education • Half of schools to lack appropriate furniture or electricity • Half a dozen children to share one textbook

It is simply not enough to provide access to education – we must provide access to quality education in order to break the cycle of poverty.

Educational empowermentWhy is quality education so important? According to the World Bank, the community bene�ts of education include:

• Economic competitiveness • Synergistic poverty reduction• Democratization • Peace and stability

In sub-Saharan Africa, there isonly enough space for 36% of school aged children according to the Global Education Digest.

Sub-Saharan Africa is the only region where the gender gap is getting worse at the secondary level. Girlsare particularly at-risk, with 8 million boys enrolled compared to 6million girls.

The chart shows selected data forsecondary school enrollment bygender for 2009.

Source: UNESCO Global Education Digest, 2011

Two out of three childrenin Africa do not attend secondary school

World

0 20% 40% 60% 80% 100%

Sub-SaharanAfrica

South andWest Asia

No. America/West. Europe

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Education is the primary vehicle bywhich...adultsand childrencan lift themselvesout of poverty

1966 InternationalCovenant on Economic,

Social and Cultural Rights

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While these are high levels truths, there are emerging reasons why education is becoming even more critical. A more globalized economy with greater mobilization makes an education critical. Technology is also becoming a game changer. In even the most remote villages, computers and internet access are becoming more broadly available. Training and skills are necessary to utilize this technology as it becomes part of day-to-day life for more of the world’s population.

0 20% 40% 60% 80% 100%

Hope for the next generationFor all the work that needs to be done, there is progress. Education is center stage and as a result more children are going to school, more parents are seeing the bene�ts for their children and more schools are getting the resources they need to provide a quality education.

Enrollment rates in primary school have never been higher and the gender gap between girls’ and boys’ attendance is shrinking. In poor communities the �rst generation of college educated youth are returning to their communities to become leaders. Change is happening and if we can keep the focus and the momentum, the ideals of the Universal Declaration of Human Rights may become a reality in our lifetime.

ducation is a key element for individual growth and community development. Organizations from WHO to USAID all point to education as one of the single most successful ways to break the cycle of poverty. Most programs around the world are solely focused on elementary and secondary school as the primary way of helping a young person break the shackles of poverty. But something amazing happenswhen the conversation starts to include university education: college educated young people bring back the bene�ts to the whole community.

This is the story of Vedis and Albert – two young men poised to make a lasting contribution to their communities through their education.

From humble beginnings to community change makersAlbert and Vedis possess passion, integrity, and intelligence. But their entrance into college was threatened by �nancial challenges.

There is this Swahili saying that says ‘elimu ni bahari haina kikomo’ which translates to ‘education is like an ocean which has no end.’ – Vedis Olima

changeINTHEmaking

Meet two young men that beat the odds through education and are getting ready to bring positive, sustainable change to their community. Their education not only changed their lives and that of their families – but will impact their community for generations.

E Scholarships and fellowships are hard to come by, but through The TARA Project’s Thriving Scholars program, Albert and Vedis became TARA’s �rst University scholars.

Albert Odera and Vedis Olima were chosen not only because they were �nancially unable to pay tuition, but also becausethey are hardworking and demonstrate a strong commitment to their community. Albert and Vedis did not have it easy growing up. Says Vedis of his younger years, “primary school education was almost cut short, my dad having lost his job, we got evicted from our house, due to accumulated rent, and relocated in the slums. A house made of iron sheets, where we’d compete for space with rats.” But both Vedis and Albert held strong to their dreams, saying that tenacity, perseverance, and faith are motivating factors for them.

Though Albert and Vedis have chosen di�erent paths: one pursing the �eld of education, the other pursing pharmacy, they have a common goal: to equip themselves with the necessary tools that a college education provides and return to their community where they can improve quality of life for others. They are committed to the “pay it forward” model of sustainability and it’s a model that The TARA Project believes is key to making a real di�erence.

about the universities

Kenyatta University’s School ofEducation o�ers the most enriched and diversi�ed programs in the discipline including:· Educational Foundations · Educational Psychology· Educational Management, Policy and Curriculum Studies· Special Needs Education · Early Childhood Studies · Library and Information Science

St. Joseph’s Medical TrainingCollege o�ers a comprehensivepharmacology training programincluding internships with manufacturing, and public and private distribution sectors. The three year program requires a heavy science course load including advanced biology, chemistry and physics to ensure graduates under-stand the full cycle of pharmacology from development to treatment.

Envisioning a positive futureVedis, 26, is a third year student studying pharmaceutical technology at St. Joseph’s Medical Training College in Nyabondo, Kenya. He is the �rst of his seven siblings to pursue a college education which will allow him to give back to his community, serve as a mentor for young people, and be a symbol of hope for others. Vedis plans to use the knowledge and skills gained from his schooling to educate those in his community on health related issues. When asked what this scholarship meant to him, he said ” there is this Swahili saying that says ‘elimu ni bahari haina kikomo’ which translates to ‘education is like an ocean which has no end.” Vedis says from infancy one is able to learn and with education, one is able to govern his way of life best.

Albert, 22, is nearing graduation from Kenyatta University located in Nairobi. He is in his third year pursuing a Bachelor’s of Education. Albert lost both his parents before �nishing primary school leaving him to fend for himself and his siblings. Although times were incredibly di�cult, he continued his education while providing for his siblings. With the help of the community, role models, and The TARA Project, Albert plans to return to his village to bring change. He is particularly interested in community development and elevating educational standards.

“ I want to be a scholar and do a very good job to unlock the padlock of poverty in my family and also the community around me. I want to have the spirit of helping other needy people the way the TARA team is doing,” says Albert.

The next step in the journeyThe TARA Project never saw Vedis and Albert’s education as the “end game.”Executive director, Amy Callis, says “we want to thinkstrategically about how our e�orts can be magni�edand ultimately owned by the community. Our university scholars are part of that plan.”

A new building is ready and waiting for Vedis upon his graduation. Together Vedis and The TARA Projectwill work to transform this building into the community's�rst pharmacy.

The TARA Project also has big plans for Albert, as ourmanager of education. With his education, he cansupport teachers in the community, conduct trainingand help us grow the Thriving Scholars program.

This is a partnership of two scholars, one community, and one organization working together to become something greater than the sum of their parts: and its working! Together we can help break the cycle of poverty.

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“ I want to...unlock the padlock of poverty in my family and also the

community around me. ‘– Albert Odera

In terms of development and alleviating poverty, education is a proven winner.

Yvonne is �fteen. At an age when most American girls are fawning over Justin Bieber,painting their nails blue and starting high school, Yvonne is home.

She started high school but by the end of her �rst term the money ran out and Yvonne was forced to drop out. Unlike in the United States, secondary school is not free in most developing countries.Yvonne’s family lives in poverty and yet the best way to elevate a child out of poverty –an education – is out of her reach.

This is a heartbreaking reality for so many children. Yvonne is a great student and continues to study at home, hoping she can keep up with her classmates when she can a�ord to return to school.

This year, Yvonne joined The TARA Project’s Thriving Scholars program and is heading back to school with dreams of becoming an engineer. As the oldest of �ve children living with their elderly grandmother, Yvonne’s education means a future for her younger siblings as well. She is her family’s best hope for breakingthe cycle of poverty.

Yvonne’s story is not unique. There are hundreds of thousands of young people in the developing world waiting for the opportunity to learn. And if that opportunity doesn’t come, the consequences go far beyond the wasted dreams of a young mind.

by the numbers...

For every year of education, individuals in many poor countries can expect to earn 10% higher wages

Young people who have at least a primary education are half as likely as their less education peers to contract HIV

In many parts of Africa, up to 20 children share a single text book

Infant mortality declines by 5-10% for every year of increased education for a mother

whyeducation

ISTHE best bang

FOR THE$

105020

5

The far reaching bene�ts of educationWith education comes increased earning power and economic independence. For young women, the bene�ts of education are astounding. Educated girls tend to marry later and have fewer children. These young women are healthier because they space the time between pregnancies, which helps prevent delivery complications that claim the lives of more than half a million mothers each year in the developing world. Their children are healthier too – children of educated mothers are more likely to be better fed, immunized and have an education themselves compared to mothers denied an education.

A Global FocusLeaders around the world are focused on education. It is one of The Clinton Global Initiative University’s focus areas. Development economist Je�rey Sachs considers “knowledge capital” a crucial part of poverty reduction – and critical to reduction of child deaths. Nicholas Kristof, the New York Times development columnist, calls female education a key source of support for long-term economic growth. And a Goldman Sachs report states that a greater number of educated women could translate into higher rates of GDP growth and higher income per capita.

So widely accepted are the bene�ts of education in reducing poverty that the United Nations made universal education Millennium Development Goal Number Two (see side bar, page 4).

While strides have been made, only one in three sub- Saharan children who start primary school actually complete it – and only 17% of girls in sub-Saharan Africa enroll in secondary school. Thankfully, Yvonne will be one of the 17%.

She is beating the odds and with her education, Yvonne will be able to change her future, that of her family and her community. It’s a lot of responsibility on the shoulders of a young woman but as her pastor says, “Yvonne is determined to excel.”

We are determined to help her realize her dreams. If you would like to support The TARA Project’s Thriving Scholars program, please contact Amy Callis at amy@taraproject.org.

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I continue to study at home with the hopesomeday I will continue with my studiesto achieve my long term dreams.

““

-Yvonne, incoming TARA Thriving Scholar

global news: educationinnovative successes in education around the world

Reading, writing and arithmetic remain the foundation of education but innovation is theway of the future. Governments, non-government organizations (NGOs) and teachers are thinking abouthow to bring education to life. Check out some of the emerging trends in education.

A child in the US who islagging behind her peersby age 6 is unlikely tocatch up by 16. HarlemChildren’s Zone works tochange that reality throughquality preschool and after-school programs, as well ashealth services, substance-abuse and obesity preventionprograms.

United StatesVirtual

Khan Academy providesmore than 3,000 videoson YouTube to teach students. The results? Students learn at homethrough the videos andcome to school to get help understanding theconcepts. It frees teachersto give more one-on-onetime with students.

in their own wordsTARA student researcher, Chantalle Okondo on education in Africa

“Education is the key to everything; success, happiness and most importantly your only chance of having independence,” that is what my parents preached to me every morning.

Did I listen to their message? No, not necessarily, but then again I was a teen- ager and I had a lot to learn. It really wasn’t until I left home to go to college in America that I started to appreciate what they were talking about. Looking back at my upbringing I was one of the lucky ones, I was born and raised in Nairobi, Kenya and I never had to worry whether or not I could go to school or if my parents could take care of my needs. For a long time I took for granted that a lot of girls my age would do anything to have, an education.

Across Africa, the recurring theme in education is run down schools, under-appreciated and frustrated teachers, and children desperate to go to school. It’s easy to tell people how important education is to breaking the cycle of poverty, but most outsiders truly don’t understand the barriers involved in achieving those goals.

In Kenya primary education is free but secondary school is not and there are added costs like buying uniforms and books. Let’s also not forget that traditional values are still very present in African societies and women are still struggling to have a voice in their community. The issue of girl child education is just as important now as it was 10-15 years ago. The AIDS epidemic has taken its toll on young adults. Many children depend on extended families for basic needs. Sometimes those children fall between the cracks with no opportunity for an education.

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CDI recognized it was notenough to teach computerskills. Helping students to apply those skills is where change really occurs. It works with community groups, schools,hospitals and prisons to use computers to changelives.

Pratham, an NGO, workswith remedial studentswho have been in schoolfor years but still do not have basic literacy skills.15 years after creatingPratham there are 58,000villages with volunteersworking with the mostat-risk children . BrazilIndia

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2011 REVIEW

the year in

2011 was maternal health year for The TARA Project.

Our Delivering Hope program was a primary focal point for our research and our fund raising. In partnership with midwives from our Kenya community, we developed important tools that encourage prenatal care and hospital births.

Pregnancy and birth are two of the most vulnerable times during a woman’s life. Through Delivering Hope we are working to reduce the risks and improve the health and wellbeing of mothers and their children.

healthIn 2011, TARA scholars Vedis Olima and Albert Odera completed their second year of university – Vedis pursuing a pharmacology degree and Albert pursing an education degree. Both Vedis and Albert are working hard and really excelling at university.

In addition to our university scholars, The TARA Project’s Thriving Scholars program welcomed the addition of many new secondary school students. Thanks to the investments of our community members, outstanding young men and women from our Kenyan community will attend school in 2012. We will highlight their stories throughout the year.

Congratulations to all our scholars for all their hard work; and thanks to our community members for giving the gift of an education.

education

The TARA Project has been working hard to develop our Art in Action program – a microenterprise developed in partnership with women’s groups in our Kenyan community.

The program provides business training and development for Kenyan artisans making handicrafts from locally available materials.

Be on the look out for the beautiful hand crafted items coming soon from our Kenyan community.

economic opportunity

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The TARA Project community is growing! In the last year, four outstanding women have joined the TARA team.

Emory masters students, Brittany Argotsinger and Chantalle Okondo conducted research in our Kenyan community throughout the summer months and continue to support the development of our health programs.

Jessica Silvaggio (left) is our new Communications Intern and is working hard on developing our communication . And Alexandra Anderson (right), our new special project’s intern, is providing much appreciated support to our executive team. Welcome ladies!

who’s newWith support from two Emory University public health masters students, The TARA Project conducted research for our maternal health program.

Our researchers lived and worked in our Kenyan community throughout the summer months, conducting interviews and group discussions with local midwives and health providers.

The research provided invaluable information for our programs and culminated in the development of a prenatal form which will help midwives with varying levels of literacy to assist women during pregnancy.

research

Through the amazing support ofour community members, 2011 wasa year.

Our maternal health program was a May Groupon G-Team campaign which“tipped” in only a few hours and received over 150 donations!

The Annual June Art Show was a great success with support from dozens of painters, jewelers and musicians.

And the Jingle Bell Jubilee, was a day of shopping, food, music and merriment that took a “village” of supporters to pull o�!

Thanks to all for making 2011 such a successful year!

buildingcommunity

Left: Jo’Vohn, the ConunDrums and Santa entertain at the Jingle Bell Jubilee in December 2011.Right: Portrait series by Artist Naedra Fox, one of the amazing artists at the Freedom Period bene�t.

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amakingdifference

Investing or donating, what’s the di�erence?

It is a big di�erence. The TARA Project believes in the power of investing.

Donating is a hand out, Investing a hand up.

It’s the di�erence betweena life of dependence on others and a chance to change one’s future with dignity.

“I am only one, but still I am one. I cannot do everything, but still I can do something.”

– Helen Keller

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Our Facebook page is how we keep in touch. On it you will �nd updates on our students, events and much, much more.

We've just returned from Kenyaand will be posting lots of updates.

Help us introduce our work toyour friends by liking us on Facebook.

It’s a little e�ort on your partwith a BIG impact!

facebook.com/taraproject

Like us...

Our work depends on you.We are making a big di�erencein the community and you can be a part of the success story.

Did you know that as little as$50 can send a child to schoolfor a semester!

We’re busy planning for 2012and need your help to ensureour projects take �ight including:

• seed grants for Art in Action

• growing our Thriving Scholars scholarship fund

• bringing training to the community

Invest in changeBy using our link for Amazonwe get a portion of the sale!

It costs you nothing, is totallyseamless – in fact you probablywon’t even notice a di�erencefrom the Amazon main site.

The only di�erence is that youget to be a hero by simplyshopping!

It doesn’t get easier than that!

The link can be found on ourweb site home page at:

taraproject.org

Shop Amazon

Why I investNot only are Alyssa Lowe and Amy Callis great people in general, they are friends from public health school and without any huge funds or star power, they started this amazing organization called TARA. I'm proud to say I was there from the beginning and was able to watch this very simple but important idea of empowering girls and women in developing countries grow each day. I've worked as both a volunteer and professional in the development sector, speci�cally in Africa. I have seen with my own eyes what girls and women endure within their lives. Equipping them with even a small amount of education, something we take for granted, gives them a greater ability to manage their households, raise their families, earn money on their own and follow their dreams. This is why I invest in TARA, because a small organization run by two motivated women here in Atlanta can do all of that for girls and women across the globe.

involvementRebecca Hartz, MPH

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If200peoplesaved3 nickelsand5 pennieseach dayfor the next ten monthsthere willbe someseriouschangein the making

Change10SPARE CHANGE MAKING A BIG CHANGE

Making a real di�erence has never been easier!Our �rst college student, Vedis Olima, graduates in December thanks to your amazing support! But our goal has never been about simply providing an education. Our goal is to create a vibrant future; so we’ve been thinking about the next step and it’s exciting!

We want Vedis to be the �rst paid TARA Project employee, using his pharmacology education to create the community’s �rst on-site health clinic.

What we have:The community has built a beautiful building, just waiting to become a proper pharmacy and we have a dedicated young man eager to return to the community to use his education in providing much needed services to the community.

What we need:The building needs to be turned into a pharmacy/clinic. We need materials and start up stock to make that happen.

The challenge:Join us in saving your spare change! We already have a group of TARA supporters with a jar in hand, collecting their spare nickels and dimes.

The Plan:We’re looking for 200 individuals or groups to sign up for the challenge. Collect your change over the course of the next ten months. If you save even as little as $1.50 a week in change we’re there!

We’re asking everyone to send us their spare change each quarter so we can start the pharmacy. We willhave a challenge site on FaceBook, so stayed tuned and get your penny jars ready!

Challenge your family, friends and coworkers. Start looking for those nickels in your seat cushions and i n your car and consider dumping the change from your shopping into a jar to help an entire community live a healthier life!

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NOTESFIELD

The TARA Project

from

the

Rainbow Primary’s head master hard at work.

Secondary schoolstudents at one of the

community’s new schools.

Stacey, one of TARA’samazing scholars.

February 2012: Kirongo, KenyaFounders, Amy and Alyssa, spent some time in the community this month. During a very busy trip they were able to meet with studentsand members of the community.

Highlights include:

• Starting work with our partner Community Based Organization (CBO) to develop a strategic plan aligning all the community partners.

• Meeting with TARA’s Thriving Scholars students including Stacey (at left) and university scholars, Vedis and Albert. Check out our FaceBook page for interviews with our amazing students!

• Introducing Art in Action to the women’s self help group that is making wonderful jewelry. The ladies were thrilled with our announcement of a global market for their wares through Art in Action. Our next issue of World Views will highlight this program.

• Meeting with the Rainbow Primary School teachers to discuss the needs of this fantastic school that provides education and a safe haven to more than 200 young students – more than half of which are orphans.

We’ll be sharing photos, videos and updates from our trip over the next couple of months so check out our FaceBook page. If you’re not a fan, please join our amazing and growing community!

Scan with your smart phone to check out more photos on our FaceBook page.

sta�Brittany Argotsinger, graduate research assistantAmy Callis, executive directorAlyssa Lowe, director of programmingChantalle Okondo, graduate research assistantAli Quinn, special project internJessica Silvagiio, social media intern

board of directorsSarah BoardmanAmy CallisSuzanne MasonJohn RoweNancy RoweTish Titus

Each time a man stands up for an ideal, or acts to improve the lot of others…

he sends a tiny ripple of hope. – Je�rey Sachs

World Views© is a publication of The TARA Project. All rights reserved.

The TARA Projectwww.taraproject.org1050 Boulevard Drive Atlanta, GA 30317 |USAinfo@taraproject.org