A Short Stay in Nicaragua

In 2010, I visited both Costa Rica and Nicaragua as part of a volunteer organisation based in London, England. Leaving a worried mother and father at home I embarked on a three month trip that, little did I know, would be the best three months of my life so far. I was assigned to a project based in La Vanilla, a small village on the outskirts of Achuapa, Estelí, where about ten families resided. I lived with a family of eight in a two-room corrugated iron hut. Living amongst the locals was the best way to do it as I learned a lot about their struggles, their successes and their general everyday activities. It seemed to me that the main problem was with education or the lack of access to it. The school there was made up of three rooms, with one acting as a lunch / music hall and the other two as classrooms. What stood out was how the textbooks, that supposedly taught English, were incorrect and thus, the students were not learning anything of value. A second issue lay in the fact that they had no consistent teacher. The family I lived with told me that it was a touch and go situation as to whether a teacher would turn up for school that day. After more questioning I learned that teachers are not held in high regard in Nicaragua, much like other countries. The average wage for a teacher in Nicaragua is well below that of a market worker and in actual fact Nicaraguan teachers are amongst the worst paid professionals in Nicaragua. Indeed, they are amongst the worst paid workers in Central America.

Recently, a Nicaraguan economist by the name of Adolfo Acevedo, who is a independent research professional, said that,

“The glass ceiling for the quality of education is the quality of teachers. And there is no way to attract better and more qualified teachers to the profession if people can earn twice as much doing just about any other job.”

Indeed, this statement may be on the right lines as it is obvious that if teachers continue to be among the lowest paid workers then the supply of teachers as well as the demand for teaching jobs will decrease. Leaving Nicaraguan education in a state of disrepair. In order to alleviate this problem, the issue that must first be addressed is the lack of funding for teachers. The average wage must increase, attracting a better-educated group of teachers that have the capabilities to teach young Nicaraguans and to be able to sustain a lifestyle that will sufficiently support them. When the Sandinista government first came to power, they claimed free education for all. President Ortega went as far as to say that education will be a "priority for his administration" and deployed a nationwide literacy campaign. Although the past government may have caused the problem of a lack of funding for education in Nicaragua but it appears that the new government has done nothing to change this. Indeed, the situation has been called "stagnant" as the issue of underfunding continues to be a problem. In a developing nation such as Nicaragua, where funding for education is difficult due to other national expenses, it will be critical to ensure that the appropriate funding is directed to teachers training and increase salaries in order to ensure quality education for all.

Author: Maddie Owen (Pangea Proxima Intern) 

A Lesson in Development from Makuleke, South Africa

Development is only successful if those living there can sustain it. A single project that just ends when someone leaves, improves some part of a person’s standard of living, but it can go no farther than what was accomplished during that time. When I think of development, I think of providing the locals with the tools they need to improve their own lives for years to come. This may be anything from teaching them construction, to how to start and run a business, to giving them the ability to think and act in a way that might deviate from tradition.

The experience of development that has opened my eyes is in Makuleke, a rural village in South Africa. Life there revolves around basic necessities, where food, water, and energy are still hard to come by. There is a 70% unemployment rate in the village, with many adults moving to Johannesburg to find work. They send some money back to family in the village to provide some income. The problem is that the income from Johannesburg has not created jobs in the village, keeping it in a cycle of unemployment and poverty.

There is also the lack of adequately educated people living in the village. The local high school is known as the “serial killer of learners.” This is due to the teachers not showing up at school often and when they do, they are drunk or talk about their families. This is very detrimental because the students do not have the resources to teach themselves. Only around 30% of students earn a high school diploma.

That means very few have the opportunity to go to a university. Those that go to university do not return to the village because there are no jobs for them. This means that those that can actually make a positive difference in the lives of the villagers do not have (or take) that opportunity, creating a ‘brain drain.’ If all of those that acquired skills to assist their village leave, the village is stuck in its cycle of poverty. Growth and development is not sustainable when there is no one there that can participate or lead it.

A non-profit I worked with in the village, “Sharing To Learn”, is attempting to change that. They have established libraries to provide the youth, as well as the adults, with information and knowledge. With this acquired knowledge, the villagers will be more able to participate in improving their own lives. This creates a sustainable method of providing the knowledge and skills necessary for development. The libraries are run by locals, allowing for the continuation of the program without an outsider being there all the time.

The only element of the program that could improve on the sustainability of it is covering the cost of keeping the libraries running, which is small but still requires outside help. This issue with sustainability is small compared to most programs and may be solved over time, since this program is relatively new.

The main issue with sustainability in Makuleke village revolves around creating an environment that gives the educated local residents job opportunities in the village, eliminating the ‘brain drain.’ This would allow the locals to improve their own lives, and in turn, those of all the villagers. There is much potential in the locals to be the ‘engine of progress,’ but they need help in developing the tools that allow them to do so. I have found that the best way to influence successful development is to help people help themselves. You just have to give them the chance to do so.

Author: Danielle Hoffer (Pangea Proxima Intern)

Sustainability Spotlight: Hawai‘i

Have you ever popped a balloon? Not with a pin, but with your breath? The skin gets thinner and thinner as the air fills up the small area. Soon enough the pressure is too great for the finite amount of space and the skin ruptures in one split second, totally destroying the balloon.

I'm not really here to write about balloons of course, it a loose analogy for living on an island. I’m from the Hawaiian island of O’ahu, born and raised. Within a short span of twenty years I've seen the population boom, traffic get worse, and the beaches get a bit more crowded.  The air in the balloon represents the social growth and the balloon itself represents the structure and the stability of the island. If we aren’t careful the “balloon” might burst.

The Hawai’i 2050 sustainability plan, put in motion by the City and County of Honolulu and the Hawai’i 2050 Sustainability Task Force in 2008, gives a detailed plan on how Hawai’i is trying to preserve our island for future generations.  This “people’s plan” is a community-based blueprint for a sustainable Hawai’i. You can read the full plan here, but the five main goals of this plan are to preserve:

• A Way of Life – Living sustainably is part of our daily practice in Hawai‘i.
•  The Economy – Our diversified and globally competitive economy enables us to meaningfully live, work and play in Hawai‘i.
• Environment and Natural Resources – Our natural resources are responsibly and respectfully used, replenished and preserved for future generations.
• Community and Social Well-Being – Our community is strong, healthy, vibrant and nurturing, providing safety nets for those in need.
• Kanaka Maoli and Island Values – Our Kanaka Maoli and island cultures and values are thriving and perpetuated.

As this is one of the most comprehensive and inclusive planning processes in our state’s history, you can tell how important it is for Hawai’i to become sustainable and set a new path for self-efficiency, responsibility, conservation, and protection. We need to respect and live within the natural resources and limits of our islands.

John Locke, a 17^th century philosopher, believed in tabula rasa (Latin for blank slate), as do I. This theory states that knowledge comes from experience and perception. The future belongs to our youth, keiki in Hawaiian, and we need to train them in a way that we can live off and with the land. Education of sustainability can be started not just at home, but in schools too. It can never be too young to learn the benefits of locally grown food, recycling, water conservation, and making “green” choices.

George R. Ariyoshi, Governor 1973-1986 and supporter of Hawaii 2050, in his State-of-the-State Address, January 23, 1978 is quoted: “We share an awesome responsibility, you and I, a responsibility that transcends this time and this place. Direction comes only from an awareness of future problems and future needs and a willingness to step forward and address that future – as difficult and as overwhelming as that may sometimes be.” These words ring true, even to this day. Everyone can do their part, as every little bit helps in a task as daunting as this.

Although I am far away from home for now, I still try to follow the example set by those back in Hawai’i. Living in California has given me great opportunities to work with like-minded people that share the common interest of making the world a better place. Together by doing our part we can spread the motivation and change seen in Hawai’i and apply it here in California, or wherever we may go. Remember: responsibility, conservation, and education begins with you, why wait to make a change? 

Author: Kristin Hughes (Pangea Proxima Intern)