Classifying Countries PDF

**Classifying Countries:** Classification of Countries - Classifying Countries into groups allows for countries that experience similar characteristics to be grouped together - This is done for the purpose of developing policies and interventions that may improve the level of...

**Classifying Countries:** Classification of Countries - Classifying Countries into groups allows for countries that experience similar characteristics to be grouped together - This is done for the purpose of developing policies and interventions that may improve the level of health and wellbeing experienced in countries - Successful strategies used in one country may be applied to similar countries to promote trade, increase incomes, and improve health and wellbeing - Countries can be classified by a number of different ways: - Geographical location - Human Development Index - Health Status - GNI per capita Income Levels: - There are three income levels that countries are grouped into - High Income - Countries where the GNI per capita is greater than \$12,696 USD - Middle Income - Upper Middle - Countries where the GNI per capita is between \$4,095 and \$12,695 USD - Lower Middle - Countries where the GNI per capita is between \$1,045 and \$4,094 USD - Low Income - Countries where the GNI per capita is less than \$1,045 USD GNI - GNI stands for Gross National Income - GNI is a modern system of classifying countries that was developed by the World Bank - GNI is the average income of a household The World By Income - High Income Country Examples - Canada - Israel - Japan - Sweden - Upper Middle Income Country Examples - Brazil - Gabon - Iran - Turkiye - Lower Middle Income Country Examples - Benin - India - Lebanon - Vietnam - Low Income Country Examples - Burundi - Madagascar - South Sudan - Yemen Limitations of GNI - Income Inequality not Accounted For - Non-Monetary Factors are Ignored - Informal Economy not Included - Cost of Living Differences - Environmental Sustainability not Considered **Characteristics of Countries:** Three Different Types of Characteristics: - Economic Characteristics - A range of factors relating to the financial and economic state of a country that can influence the opportunities and resources that are available to the citizens - Social Characteristics - Refers to the collective conditions and values that people maintain in their country - Environmental Characteristics - Refers to the conditions of the physical surroundings that people inhabit +-----------------------+-----------------------+-----------------------+ | Economic | Social | Environmental | | Characteristics | Characteristics | Characteristics | +=======================+=======================+=======================+ | - Employment | - Access to | - Access to Clean | | | Technology | Water | | - Income | | | | | - Birth Rates | - Access to Food | | - Industry | | | | | - Education Levels | - Access to | | - Level of | | Improved | | Countries Debt | - Healthcare System | Sanitation | | | | | | - Poverty | - History of | - Agriculture | | | Colonisation | Productivity | | - Trade | | | | Opportunities | - Infrastructure | - Emissions | | | | | | | - Legal and | - Energy Use | | | Political Systems | | | | | - Resource Use | | | - Living Standards | | | | | | | | - Social Justice | | | | | | | | - Social Support | | | | | | | | - Welfare Support | | +-----------------------+-----------------------+-----------------------+ +-----------------+-----------------+-----------------+-----------------+ | | Economic | Social | Environmental | | | Characteristics | Characteristics | Characteristics | +=================+=================+=================+=================+ | High Income | - High | - High levels | - Adequate | | Countries | average | of | infrastruct | | | incomes | employment | ure | | | | | | | | - Low levels | - High levels | - Adequate | | | of debt | of | housing | | | | education | | | | - A wide | | - Access to | | | range of | - Social | safe | | | trade | support | drinking | | | opportuniti | systems | water | | | es | | | | | | - Low birth | - Access to | | | - Low levels | rates | sanitation | | | of poverty | | | | | | - A developed | - Access to | | | - A wide | healthcare | food | | | range of | system | | | | industries | | - Agricultura | | | | - Access to | l | | | | technology | productivit | | | | | y | | | | - Developed | | | | | legal and | | | | | political | | | | | systems | | | | | | | | | | - Being less | | | | | likely to | | | | | have a | | | | | history of | | | | | colonialism | | +-----------------+-----------------+-----------------+-----------------+ | Middle Income | - Moderate | - Transitioni | - Transitioni | | Countries | average | ng | ng | | | incomes | towards | towards | | | | high levels | adequate | | | - Transitioni | of | infrastruct | | | ng | employment | ure | | | towards low | | | | | levels of | - Transitioni | - Transitioni | | | debt | ng | ng | | | | towards | towards | | | - Transitioni | high levels | complete | | | ng | of | access to | | | towards | education | clean water | | | greater | | for all | | | opportuniti | - Increasing | citizens | | | es | social | | | | for global | support | - Transitioni | | | trade | systems | ng | | | | | towards | | | - Transitioni | - Transitioni | complete | | | ng | ng | access to | | | towards low | towards | sanitation | | | levels of | lower birth | for all | | | poverty | rates | citizens | | | | | | | | - A moderate | - Transitioni | - Transitioni | | | range of | ng | ng | | | national | towards a | towards | | | industries | developed | greater | | | | healthcare | access to | | | | system | food for | | | | | all | | | | - Transitioni | citizens | | | | ng | | | | | towards | - Transitioni | | | | greater | ng | | | | access to | towards an | | | | technology | increase in | | | | | agricultura | | | | - Transitioni | l | | | | ng | productivit | | | | towards | y | | | | developed | | | | | legal and | | | | | political | | | | | systems | | +-----------------+-----------------+-----------------+-----------------+ | Low Income | - Low average | - Inadequate | - inadequate | | Countries | incomes | access to | infrastruct | | | | employment | ure | | | - High levels | | | | | of debt | - inadequate | - inadequate | | | | access to | access to | | | - Few | education | safe | | | opportuniti | | drinking | | | es | - inadequate | water | | | for global | social | | | | trade | support | - inadequate | | | | systems | access to | | | - High levels | | sanitation | | | of poverty | - high birth | | | | | rates | - inadequate | | | - A narrow | | access to | | | range of | - an | food | | | national | underdevelo | | | | industries | ped | - inadequate | | | | healthcare | agricultura | | | | system | l | | | | | productivit | | | | - inadequate | y | | | | access to | | | | | technology | | | | | | | | | | - underdevelo | | | | | ped | | | | | legal and | | | | | political | | | | | systems | | | | | | | | | | - being more | | | | | likely to | | | | | have a | | | | | history of | | | | | colonialism | | +-----------------+-----------------+-----------------+-----------------+ Research Question -- Characteristics comparison among 6 countries - Economic Characteristics - GDP Per Capita - Countries that are high income countries have extremely high GDP per capita in comparison to other countries. Middle income countries however have a very low GDP per capita relative to the higher income countries. In addition to this, low income countries have an almost negligible GDP per capita when compared to higher income countries. - Unemployment Rate - High income countries have very low unemployment rate whilst low income countries have a much higher unemployment rate. The trend of the data shows that the lower the GDP of the country, the higher the unemployment rate is. - Population under the Poverty Line - High income countries have very low poverty rate whilst low income countries have a much higher unemployment rate. The trend of the data shows that the lower the GDP of the country, the higher the poverty rate is. - Social Characteristics - Life Expectancy - High income countries have quite high life expectancies, and as the country becomes more of a lower income country, it's life expectancy lowers drastically. - Upper Secondary Education Completion Rate - As the GDP of any single country lowers, so does the upper secondary school completion rate of that specific country - Birth Rate - The lower the overall GDP of the country the more births there are per woman, and the higher the GDP, the less births there are per woman. - Environmental Characteristics - C02 Emissions - High income countries tend to pump out lots of metric tons of C02, with lower income countries pumping out less C02. - Severe Food Insecurity - The typical trend seen in severe food insecurity is that high income countries have little-no severe food insecurity, while lower income countries do have a substantial amount of food insecurity. - Access to Basic Sanitation Services - High income countries tend to have high rates of access to basic sanitation services while middle income countries have slightly lower rates, and low incomes countries have altogether extremely low rates. **Global Health & Wellbeing** Five Dimensions of Health and Wellbeing PMESS - Physical Health and Wellbeing - The functioning of the body and its systems, including the body's capacity to perform daily tasks and activities - Examples include: - Regular physical activity - Having a balanced diet - Receiving appropriate rest/sleep - Having an absence of illness - Mental Health and Wellbeing - The current state of wellbeing of the mind involving the ability to think and process information - Examples include: - Positively formed opinions - Ability to think and process information - Confidence and optimism - Low levels of stress and anxiety - Emotional Health and Wellbeing - The ability to express, control and manage feelings in a positive way and display resilience - Examples include: - Expression of feelings positively - Positively manage emotional actions and reactions - Display of resilience - Feelings of being emotionally secure and relaxed - Social Health and Wellbeing - The ability to form meaningful and satisfying relationships with others, as well as the ability to appropriately manage and adapt to social situations - Examples include: - Adapting to different social situations - Support by family and the community - Being a member of society - Having strong communication skills - Spiritual Health and Wellbeing - The ideas, beliefs, values and ethics that an individual possesses, contributing to a sense of meaning, purpose and belonging - Examples include: - Having concepts of hope and peace - Having a sense of meaning or value - Having a sense of purpose in life - Having a sense of connection or belonging Global Health Issue -- Racial/Religious/Ethic Intolerance: - Three forms of intolerance based on ancestry: - Racial Intolerance is a process by which systems and policies, actions and attitudes create inequitable opportunities and outcomes for people based on their race. It is accompanied by the power to discriminate against, oppress or limit the rights of others of that racial minority. - Religious intolerance is intolerance, hatred, and even fear of another\'s religious beliefs, practices, faith and/or lack thereof. - Ethnic hatred, or ethnic intolerance, refers to notions and acts of prejudice and hostility towards an ethnic group to varying degrees. It is a form of racial prejudice, based on ethnic origin or region of origin rather than racial origin. - How does it affect individuals subject to the intolerance - Stress hormones are released during stressful situation. The frequent presence of these stress hormones can lead to physical conditions like high blood pressure and heart disease, as well as mental health conditions like depression, anxiety, and overall poor health outcomes. - Racial intolerance is typically something that occurs frequently and as a result, this creates a sustained elevated level of stress hormones in those who are subject to this discriminatory intolerance. - A 2019 study from the Department of Social and Behavioural Sciences of the Harvard T.H. Chan School of Public Health found a direct link between minorities subject to racial discrimination, and to conditions caused by external factors such as depression, alcoholism, and more. - **Types of Aid:** +-----------+-----------+-----------+-----------+-----------+-----------+ | **Type of | **Definit | **Key | **Advanta | **Disadva | **Real-wo | | Aid** | ion** | Features* | ges** | ntages** | rld | | | | * | | | Examples | | | | | | | (minimum | | | | | | | 2)** | +===========+===========+===========+===========+===========+===========+ | **Emergen | **The | **- It is | **- Helps | **- Does | **1. | | cy | rapid | designed | improve | not | Australia | | Aid (or | assistanc | to be | short-ter | address | n | | Humanitar | e | short | m | the under | aid | | ian | given to | term and | health | lying | delivered | | Aid)** | people or | is | and | causes of | to Nepal | | | countries | usually | wellbeing | poverty.\ | following | | | in | needed to |.** | ** | the 2015 | | | immediate | keep | | | Earthquak | | | distress | people | | **- | e** | | | to | alive.\ | | Ceases | | | | relieve | ** | | once the | **2. | | | suffering | | | emergency | Tents | | | during | **- | | is over | were | | | and after | Emergency | | and | supplied | | | emergenci | aid | | people's | to | | | es | usually | | lives are | families | | | such as | includes | | no longer | in Sri | | | conflict | the | | in | Lanka | | | and | provision | | danger.\ | after | | | natural | of food, | | ** | their | | | disasters | water, | | | homes | | |.** | medicines | | **- | were | | | | and | | Providing | destroyed | | | | shelter, | | emergency | by the | | | | or it | | aid | 2004 | | | | could | | beyond | Indian | | | | involve | | the | Ocean | | | | personnel | | emergency | Tsunami.* | | | | , | | could | * | | | | such as | | lead to | | | | | health | | countries | | | | | workers, | | becoming | | | | | doctors | | dependent | | | | | or | | on | | | | | emergency | | handouts | | | | | workers | | rather | | | | | from | | than | | | | | other | | support | | | | | countries | | the | | | | | or aid | | rebuild | | | | | organisat | | of their | | | | | ions.\ | | communiti | | | | | ** | | es.** | | | | | | | | | | | | **- The | | | | | | | purpose | | | | | | | of this | | | | | | | type of | | | | | | | aid is to | | | | | | | respond | | | | | | | quickly | | | | | | | and | | | | | | | effective | | | | | | | ly | | | | | | | to | | | | | | | address | | | | | | | the | | | | | | | immediate | | | | | | | needs of | | | | | | | the | | | | | | | affected | | | | | | | communiti | | | | | | | es** | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Bilater | Aid one | \- The | \- This | \- The | 1\. 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NGO aid is the most effective type of aid as it is the most easily able to help communities that actually need the help, it receives the most amount of money, and thus has the most potential for aid. **Australia's Aid Programs** Definitions: - Aid Program - An aid program is aid given to a specific sector or section of one country to help reduce poverty and achieve sustainable development - ODA - Official development assistance (ODA) is government aid designed to promote the economic development and welfare of developing countries DFAT: - Australia's Department of Foreign Affairs and Trade (DFAT) is the department of the Australian Government responsible for promoting optimal health outcomes and reducing poverty in low and middle income countries - The purpose of the aid program is to promote Australia's national interests by contributing to sustainable economic growth and poverty reduction in foreign nations - The Australian aid program recognises that for people to escape poverty, they must be given the opportunity to develop and use their skills more productively through self-employment or by earning a wage, and thus aims to fulfill those goals in order to strengthen private sector developments - Enabling optimal health and wellbeing is important for economic growth and poverty reduction because improving health and education, in addition to achieving gender equality, is necessary to enable the development of a skilled workforce and enable better living standards - The Indo-Pacific region is the primary focus of Australia's aid program, as there are many people living in poverty in countries in this region and many of them are struggling to meet their basic needs - Because these countries are our nearest neighbours and the factors in these countries directly affects Australia's national and security interests, stronger growth, prosperity and stability in these countries will further benefit Australia. - The Australian government provides mainly bilateral aid through the DFAT, however Australia also provides funds to international organisations through multilateral aid, and provides humanitarian assistance to many NGOs - **The aid, comes in the form of funding, donations of material resources, training and advice, helps partner governments strengthen their economic, political, health and education systems with the aim of eventually becoming self-sufficient and no longer needing Australia's support.** - **Although DFAT provides bilateral aid directly to 75 different countries, the nearest countries to Australia that receive this aid are: Indonesia, Papua New Guinea, and East Timor/Timor-Leste** +-----------------------+-----------------------+-----------------------+ | **Aid Priority** | **Key Points** | **How does it | | | | contribute to | | | | reducing poverty & | | | | improving H&WB** | +=======================+=======================+=======================+ | **Infrastructure, | - Improving | - Reliable | | Trade Facilitation | infrastructure in | infrastructure | | and International | low- and | ensures better | | Competitiveness** | middle-income | access to | | | countries | essential | | | (energy, | services like | | | transport, water, | healthcare and | | | healthcare, | education, which | | | telecommunication | leads to improved | | | s) | health outcomes. | | | | | | | - Provides access | - Trade | | | to healthcare, | facilitation | | | education, social | boosts economic | | | engagement | opportunities, | | | | allowing for | | | - Supports economic | poverty reduction | | | growth and | through job | | | international | creation and | | | competitiveness | increased income. | +-----------------------+-----------------------+-----------------------+ | **Education and | - **Education and | - **DFAT focuses on | | Health** | health are | strengthening | | | essential for | public health | | | reducing poverty, | systems, | | | improving health, | addressing | | | and enabling | cross-border | | | economic | health threats, | | | participation, | and improving | | | with a particular | global health | | | focus on | responses through | | | educating girls | partnerships and | | | and people with | innovations.** | | | disabilities to | | | | drive economic | - **Australia | | | growth.** | supports health | | | | initiatives, | | | - **Australia\'s | including funding | | | educational | global health | | | efforts include | organizations, | | | improving teacher | improving water, | | | training, | sanitation, and | | | developing | hygiene (WASH) | | | curriculums, and | access, and | | | providing access | strengthening | | | to education for | health systems in | | | children in | low- and | | | poverty, ethnic | middle-income | | | minorities, and | countries.** | | | those with | | | | disabilities.** | | | | | | | | - **The Australian | | | | government | | | | invests in | | | | secondary and | | | | technical | | | | education, early | | | | childhood care, | | | | and promotes | | | | gender and | | | | disability | | | | inclusiveness.** | | +-----------------------+-----------------------+-----------------------+ | **Gender Equality and | - **Women and girls | - **Gender equality | | Empowering Women and | in low- and | leads to fewer | | Girls** | middle-income | and healthier | | | countries often | children and | | | face limited | encourages women | | | access to | to send their | | | education, | children to | | | employment, and | school, fostering | | | decision-making | a more educated | | | opportunities.** | community.** | | | | | | | - **Empowering | - **Providing | | | women and girls | female farmers | | | benefits | with equal access | | | communities by | to resources | | | increasing | could reduce | | | incomes, | global hunger by | | | improving | feeding an | | | education levels, | additional 150 | | | and promoting | million people.** | | | healthier | | | | families.** | | | | | | | | - **Australia's | | | | efforts focus | | | | on:** | | | | | | | | 1. **Enhancing | | | | women's | | | | leadership and | | | | decision making** | | | | | | | | 2. **Promoting | | | | women\'s economic | | | | empowerment.** | | | | | | | | 3. **Ending violence | | | | against women and | | | | girls through | | | | initiatives like | | | | the Gender | | | | Equality Fund, | | | | the Pacific Women | | | | program, and | | | | partnerships in | | | | South-East Asia** | | +-----------------------+-----------------------+-----------------------+ | **Building | - **Humanitarian | - **Australia\'s | | Resilience: | assistance is | humanitarian aid | | Humanitarian | provided during | aims to save | | Assistance, Disaster | crises like | lives, alleviate | | and Risk Reduction | natural disasters | suffering, and | | and Social | and conflicts, | protect | | Protection** | which threaten | vulnerable | | | lives and disrupt | groups, such as | | | development | women, children, | | | progress, often | and people with | | | increasing | disabilities, | | | poverty and | during crises.** | | | instability.** | | | | | - **Australia | | | - **Since 2005, | provides aid by | | | over 700,000 | sending emergency | | | people have died | supplies, funding | | | in disasters, and | NGOs like the Red | | | the number of | Cross, partnering | | | people needing | with the UN World | | | humanitarian | Food Programme, | | | assistance has | and providing | | | doubled. In 2016, | food, shelter, | | | over 60 million | water, and | | | were displaced by | medical care | | | conflict and | during crises.** | | | persecution.** | | | | | - **To reduce | | | | disaster risk, | | | | Australia | | | | collaborates with | | | | Indonesia, Papua | | | | New Guinea, and | | | | the Philippines | | | | to develop tools | | | | for better risk | | | | management and | | | | also implements | | | | social protection | | | | programs, | | | | including cash | | | | transfers, to | | | | support recovery | | | | efforts and | | | | reduce poverty.** | +-----------------------+-----------------------+-----------------------+ | **Effective | - **Governance | - **Good governance | | Governance: Policies, | influences all | helps achieve | | Institutions and | aspects of | equality, | | Functioning | society and the | improves human | | Economies** | economy, with | development, and | | | stable | addresses global | | | governments | health issues; | | | promoting health, | poor governance | | | wellbeing, and | leads to poor | | | human | development | | | development.** | outcomes.** | | | | | | | - **Effective | - **Australia\'s | | | governments | efforts to | | | support economic | promote effective | | | growth, private | governance | | | sector | include advising | | | investment, and | low- and | | | peaceful dispute | middle-income | | | resolution, while | countries on | | | providing | financial | | | essential | management and | | | services like | establishing | | | education and | institutions like | | | healthcare.** | health systems | | | | and legal | | | | frameworks.** | | | | | | | | - **Australia | | | | supports | | | | anti-corruption | | | | initiatives, | | | | election | | | | processes, tax | | | | policy | | | | development, and | | | | public servant | | | | training in | | | | countries like | | | | Papua New Guinea | | | | and the Solomon | | | | Islands.** | +-----------------------+-----------------------+-----------------------+ | **Agriculture, | - **Agriculture and | - **Water scarcity | | Fisheries and Water** | fishing provide | is projected to | | | critical | affect 40% of the | | | employment and | global population | | | income for | by 2050, | | | workers in low- | potentially | | | and middle-income | leading to | | | countries, | conflicts over | | | especially in | resources, making | | | rural areas.** | effective water | | | | management | | | - **Women play a | essential for | | | significant role | peace and | | | in farming and | stability.** | | | water collection | | | | in these | - **Australia\'s | | | countries, and | focus includes | | | improving | strengthening | | | agricultural and | markets for | | | water practices | small-scale | | | can promote | farmers and | | | gender | fishers, | | | equality.** | promoting | | | | sustainable | | | - **Rising global | resource use, | | | demand for food | supporting | | | and water by 2050 | agricultural | | | will put pressure | research, and | | | on land, water, | improving water | | | energy, and | management in | | | fishery | countries like | | | resources, with | Myanmar, India, | | | overfishing | and the Mekong | | | threatening the | region.** | | | sustainability of | | | | fisheries.** | | +-----------------------+-----------------------+-----------------------+ Aid Program Examples **Aid Program 1** **Aid Program 2** ------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Aid Program Name** Investing in Future Generations Supporting local Pacific businesses to be more climate resilient. **What is the health problem?** Not every child receives quality education Climate change is the leading concern across the Indo-Pacific region and is the single greatest threat to the livelihoods, security and wellbeing of individuals living there. **Which DFAT priority is reflected in this project?** Education & Health Education & Health + Building Resilience + Agriculture **How did the aid program address this issue?** The BEQUAL program supported the development of a new primary school curriculum, accompanying teaching and learning materials, and the training of teachers nationwide. The aid program encouraged farmers across the region to use organic and sustainable soil conditions to increase the climate resilience of agricultural production. It also mitigated greenhouse gas emissions through a reduction in the use of imported synthetic fertiliser. **What were the results?** The foundations have now been layed for an inclusive high-equality education system in Laos. There has been less of an impact on the climate by these local farmers due to the DFAT program. **Sustainable Development Goal 3** **SDG** **DESCRIPTION OF GOAL** **WHY IS IT IMPORTANT?** **HOW DOES IT CONNECT TO SDG3?** ------------------------------------- ------------------------------------------------------------------------ ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------- **SDG 1: No Poverty** End poverty in all its forms everywhere. Poverty leads to many other social and health issues, like malnutrition and lack of access to healthcare. Reducing poverty improves access to healthcare and better living conditions, which promote good health. **SDG 2: Zero Hunger** End Hunger, achieve food security, and promote sustainable agriculture Hunger and food insecurity leads to mass starvation and lots of deaths. Ending hunger globally will contribute to individuals being healthy and not being harmed by food related illnesses. **SDG 3: Good Health & Wellbeing** Ensure healthy lives and promote well-being for all Ensuring everyone lives a healthy life is crucial for ensuring happiness and fairness in our modern society. N/A **SDG 4: Quality Education** Ensure inclusive and equitable quality education It is important to ensure that all people across the world and in all forms of social status have access to education so they can learn and have to opportunity to better their lives. Children who are in good health are more likely to attend school and be educated effectively. **SDG 5: Gender Equality** Achieve gender equality and empower all women and girls Gender equality is important to ensure that all people regardless of gender have equal opportunities to better their lives and gain their own forms of self-empowerment. Reducing maternal mortality and providing sexual and reproductive services supports both gender equality and good health and wellbeing. **SDG 6: Clean Water & Sanitation** Ensure availability and sustainable management of water The availability of clean and constant water is important for maintaining the health of all people. Access to clean water and sanitation is crucial for preventing disease and staying healthy. - Health challenges targeted by SDG 3: 1. Under 5 Mortality Rate 2. Children missing out on important routine immunizations 3. Prevalence of Malaria cases - How do each of these challenges affect different income-level countries 1. Lower income countries have higher rates of mortalities for those under the age of five 2. Lower income countries have individuals who are impoverished and do not have access to immunizations 3. Lower income countries have less access to immunizations and healthcare that prevents malaria, as well as malaria treatments, and thus have higher rates of malaria - Possible solutions: 1. Better healthcare and access to healthcare/education in impoverished countries 2. Mandating routine and regular immunizations in impoverished countries by an NGO 3. Mandated routine immunizations to battle malaria and free malaria treatment for all. **Non-Government Organisations** +-----------------------------------+-----------------------------------+ | **MAIN IDEA** | **SUMMARY** | +===================================+===================================+ | NGOS: | - Operate separately to | | | Governments | | | | | | - Are non profit | | | | | | - Still rely on funding from | | | Government aid programs | | | | | | - Are also funded through | | | general public donations | | | | | | - The main purpose is to work | | | to promote health and | | | wellbeing | | | | | | - NGO's complement bilateral | | | and multilateral aid. | | | | | | - They can also provide | | | emergency aid. | +-----------------------------------+-----------------------------------+ | CHARACTERISTICS: | - Mainly small community based | | | projects | | | | | | - Focuses on community | | | development and participation | | | | | | - Are all about community | | | involvement and building | | | strong connections and trust | | | | | | - Can reach remote, fragile or | | | conflict torn areas big | | | government organisations | | | can't due to the trust and | | | connections built | | | | | | - Have knowledge of poverty at | | | a community level | +-----------------------------------+-----------------------------------+ | ADVANTAGES: | - Focuses on small community | | | based projects targeted to | | | specific needs of a community | | | | | | - Have a comprehensive | | | knowledge of poverty and its | | | causes at a local community | | | level | | | | | | - Focuses on health and | | | wellbeing needs and promotes | | | community development and | | | participation | | | | | | - Can often access areas that | | | other forms of aid is unable | | | to reach | | | | | | - Often have strong connections | | | with local communities which | | | means that trust is already | | | established | +-----------------------------------+-----------------------------------+ | EXAMPLES OF AID PROVIDED: | - Funding for programs like | | | mobile health clinics & | | | immunisation programs | | | | | | - Trained personnel (volunteer | | | and paid) | | | | | | - Education and training | | | | | | - Resources such as building | | | materials and information | | | technology hardware (physical | | | devices such as computers, | | | hard drives, etc) | +-----------------------------------+-----------------------------------+ NGO Overview: What does the NGO do? What are its key objectives? +-----------------------------------------------------------------------+ | **NGO: So They Can** | | | | **The vision of So They Can is to change the future for children and | | communities living in poverty through education.** | | | | **By 2030, their goal is to change the future for 36,000 children in | | Africa who are living in poverty.** | +-----------------------------------------------------------------------+ Global Health Programs: What specific programs does the NGO run to improve global health? +-----------------------------------------------------------------------+ | **So They Can runs a number of programs to improve global health and | | wellbeing** | | | | - **Education Program -- Based on Six Foundations for Effective | | Learning:** | | | | 1. **Teacher training and development** | | | | 2. **Student wellbeing** | | | | 3. **School Infrastructure and Resources** | | | | 4. **Development of School Boards of Management and Committees** | | | | 5. **Government Partnerships** | | | | 6. **Community and Stakeholder Engagement** | | | | **The education programs of So They Can reaches over 24,000 children | | living in poverty. So They Can believes that by improving the quality | | of education children are receiving in primary school they are more | | likely to enter and complete secondary school and break the poverty | | cycle. This closely aligns with the UNESCO beliefs that "Global | | poverty could be halved if all adults completed secondary school | | education, with Sub-Saharan Africa suffering from the highest out of | | school rates in the world".** | | | | - **Women's Empowerment Project** | | | | **A project in Kenya at the Wezesha Business School that is designed | | to provide life changing opportunities for women in need in East | | Africa. The project equips women with business skills and the | | microfinance they requite to start up and run profitable small | | businesses and improve their standard of living so they can change | | their lives. Their goal is to empower 3600 women in Kenya by 2030 to | | live a more financially stable life and actively participate in the | | economy** | | | | - **Community Health Project** | | | | **A project in Kenya that aims to improve the health of community | | members, including students at the program school, through provision | | of support to partner medical clinics to ensure they are well | | resourced and able to provide quality health care services at the | | clinics and via mobile medical camps in hard to reach areas.** | +-----------------------------------------------------------------------+ Impact: What results have these programs achieved? +-----------------------------------------------------------------------+ | - **So They Can has empowered over 25,000 children in Kenya and | | Tanzania through 52 schools.** | | | | - **So They Can has graduated 474 teachers from their Tanzanian | | Teacher's College to support the next generation** | | | | - **The Education program has resulted in 100% of Aberdare Ranges | | Primary School in Kenya's first graduating class of 2017 being | | able to proceed to secondary school to continue their education. | | The school was most recently placed in the three top performing | | schools in the Sub-County.** | | | | - **The Community Health project has aided two different health | | centres in Kenya (Chesirimion Dispensary and Nakoko Health | | Centre) and since So They Can's intervention, patient rates have | | gone up.** | | | | - **Over 550 women have completed the Women's Empowerment Project. | | As such, more than AUD \$100,000 worth of small loans have been | | issues to these women changing the lives of them, meaning they | | are now able to build a better house, pay for school fees, and | | save for the future.** | +-----------------------------------------------------------------------+ Connection to SDG 3: How does the NGO's work align with SDG 3? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **According to the 'Learning Generation', So They Can's work improves health as a child who's mother can read is 50% more likely to live past the age of five, and is 50% more likely to immunized.** -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------