Overview of the Millennium Development Goals
Millennium Development Goals (MDGs) are a linked set of objectives – a portfolio of targets that represent a coherent assault on the problem of development (Hall, 2005). It expresses the shared commitment made by the Global community to fight poverty. The MDGs was endorsed by 189 nations as international commitment to the priorities for achieving sustainable development (CGIAR, 2005). It has 8 goals, 18 targets and 48 performance indicators on poverty reduction, human well-being, social opportunities, economic conditions and a healthy natural environment. Broadly, these goals are:
Eradicate extreme poverty and hunger.
Achieve universal primary education.
Promote gender equality and empower
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In 2011, an estimated 61 million children were not in school, while 6.9 million children under age five died and 274,000 maternal deaths occurred (UNICEF, 2012). The United Nations has been issuing annual reports on the progress of MDG since 2005. If a country is making progress toward a specific MDG, then it is considered “on track” or “target met” (Fanzo & Prony, 2011). Otherwise its progress is “insufficient”. There has not been uniform progress towards all the MDGs in all countries (Rassool, 2008). The World Bank estimates that about two-thirds of developing countries are on track to achieve the MDGs. More than 90% are progressing in education (MDG2) and gender equality (MDG3), 88% in access to safe water (MDG7, target 3), and between 77% and 80% in reduction of poverty and hunger (MDG1, targets 1 & 3). Nonetheless, slow progress has been observed in the case of the health-related MDG (child mortality and maternal mortality (Lozano, Wang, Foreman, Rajaratnam, Naghavi, & Marcus, …show more content…
Another area of concern as noted by Oh is the post MDGs implementation periods, in other words, what become of MDGs after 2015. He argued that since MDGs focus mainly on building up infrastructure to produce more public goods, chances are that poor funding may set in after 2015, the terminal year of MDGs, at this point, he asked what becomes of successful MDGs projects. Roy (2005) appreciates the global commitment to move about 50 percent poor people in the world out of extreme poverty by 2015 through MDGs projects. However, he advocated for a more thorough approach on the ground that not just 50 percent, but 100 percent of the people living in poverty should be elevated. He explained that if we still had 40 percent or 50 percent of humanity struggling to subsist at between one and two dollars a day, then we needs a deeper approach to fighting poverty. He equally observed that MDGs pay little or no significant attention to poverty in the urban economy, he is of the opinion that the MDGs should focus as well on provision of decent employment in the productive sector for urban dwellers. He advocated for restructuring of the tax system which he described as being regressive currently based on
1) The goals for energy vary in whether or not they are truly measurable. Some of them like 7.2, and 7.3 are in fact measurable. Both are searching for increases that are possible to document and record. 7.2 asks for a substantial increase in the share of renewable energy in the global energy mix. As long as the trend is increasing, target 7.2 is effectively succeeding.
Target 1: Reduce the unemployment rate by at least half the current rate. It is unemployment that leads to poverty. Target 2: Enable access to clean water and sanitization to everyone, this is a basic human right, not a luxury. Target 3: Improve the income redistribution of social grants amongst minors, single mothers and minors.
Therefore, my passion and vision is to work with local leaders in order to tackle illiteracy, child labor, and extreme poverty among out-of-school minority children in developing nations. I think that the minority children desperately require attention and educational from governments, political leaders, and international
If governments take care of its citizens and give them the freedom they deserve, poverty will eventually dissipate.
Three main topics of interest would be Education and schooling, opportunities youth
The world is full of problems, but an issue that I have chosen to shed some light on is the education in Burkina Faso or rather the lack of education for females in Burkina Faso. Burkina Faso is a country with very low literacy rates and just does not have a very good education system. The education system is charging large amounts of money to the very poor families who barely have enough money to keep all of their family living. In the article, “It’s Not Just About the Boys. Get Girls into School,” written by Jonathan Alter and published on Newsweek he focuses on spreading awareness about all the reasons in which certain children in Burkina Faso are not getting the proper education if they are getting any education at all.
To end the high rates of unemployment and absence in school in impoverished communities. Some steps we can take are implementing policies that will keep students in school. For instance, community service will be force upon an individual if they miss a certain amount of days of school at a recreation center. Another step is by paying the parents to spend more time in with their children, keeping the children out of trouble and rebelling. In doing so, people will not rebel and have an easier time conforming to the society
In many countries living in extremely poor conditions, not only is basic health an issue but also the lack of education. Although it is a necessity, “more than 72 million children of primary education age are not in school and 759 million adults are illiterate” (Rights to Education 1). The deprivation of education should be taken serious if a change is wanted. People need to become aware of how important education is and the benefit that it has.
Many people in poverty are not future orientated they are handed many of the things that most people work for. There are 45.3
Because of these issues, society should develop better strategies to help these people in need to eliminate the growing poverty level through the world. These strategies could include
According to Northoff (2007), nutrition is critical for a healthy and active life, but many people around the world still have no access to sufficient and nutritious food because of poverty and lack of nutrition education. Moreover, Riddle (2005) stresses that nutrition education is a key for developing the skills and motivation needed to eat well, and is especially important in situations where families have limited resources. The benefits of nutrition education and counselling can directly influence nutritional status, consequently, helping in attaining the millennium development goal (MDG) to reduce the prevalence of hunger and malnutrition (Garcia, 2008). In a recent preliminary study conducted by ENDESA in 2007, the way in which the mother’s educational level influenced malnutrition was observed. Statistics reveal that 15.4 percent of children of mothers with no education suffered from chronic malnutrition, while 9.4 percent and 4.7 percent in children of mothers with secondary or higher education levels respectively (Acevedo & Menendez, 2006).
With all the good deeds that he UNICEF has done to these children, the effectiveness can sometimes be questionable and just like every other international organizations, UNICEF has its strengths and weaknesses. The purpose of this paper will not only is to analyze UNICEF’s performance
Maternal malnutrition and infant mortality rate are ranked high in Guatemala (Adams & Hawkins, 2007). All these issues result into heavy government expenditure in trying to provide food, education and medication to the vulnerable
Contribution to health of a population also derives from social determinants of health like living conditions, nutrition, safe drinking water, sanitation, education, early child development and social security measures. According to major health indicators like immunization of infants, nutrition level in children and women, supplementation of food and its equity among all, India holds the low position compared to even Sub-Saharan African countries and Conflict ravaged countries like Afghanistan and Haiti and even from the neighboring South Asian countries like Bangladesh. (UNICEF Report
There has been progress, today, more girls and women are literate than ever before, and in a third of developing countries, there are more girls in school than boys. Women now make up over 40 percent of the global labour force. In some areas, however, progress toward gender equality has been limited—even in developed countries. Girls and women who are poor, live in remote areas, are disabled, or belong to minority groups continue to lag behind. Too many girls and women are still dying in childhood and in the reproductive ages.