The Life Changing Power of Global Literacy

For the millions of people around the world who cannot read or write, creating educational opportunities for literacy can help close economic and health inequalities.

A child practicing writing in Myanmar. United Nations Photo. CC BY-NC-ND 2.0. 

Within the last five decades, the world has been reading more. Literacy rates have increased around the world, growing from 67% to 86.8% between 1976 and 2020.

However, despite global improvements, there are still some 781 million people around the world who cannot read or write. These numbers do not exist in a vacuum, but rather are intrinsically tied to economic and gender disparities. About 95% of the world’s illiterate population lives in developing countries, and nearly two-thirds are women. Such statistics reflect global gender disparities in which women are more likely to be defined by traditional domestic roles and childcare, roles that — especially in countries where educational opportunities are already limited — cut off women’s access to literacy. 

Child marriages can also derail young girls' education. On Earth today around 650 million women were married before the age of 18.  While child marriages rip young girls of education opportunities, access to education itself actively combat rates of child marriage. Each year of secondary education that a girl completes reduces her risk of marrying before the age of 18 by 5%

Benefits of ReadingWomen attend school in Niger. Global Partnership for Education - GPE. CC BY-NC-ND 2.0.

The benefits of reading and writing skills extend way beyond the pages, as globally literacy works to make the world a healthier, richer and more democratic place. 

Increasing women’s literacy does not just impact lives on an individual level, but entire communities and economies. Every 10% increase of female students in a country leads to a 3% increase in gross domestic product. The real world economic power of literacy plays a crucial role in lifting communities out of poverty. Concern USA estimates that if every student in a low-income country had literacy skills, some 171 million people would escape extreme poverty. 

Opening up educational opportunities, specifically for women, creates a ripple effect among communities. Because women are more likely to be the primary caretakers to children, their own literacy influences whether or not they decide to send their children to school. 

Increasing access to information through literacy can also have long-standing health benefits. Not only does literacy encourage individuals to read and understand medication and treatment options, but it also empowers individuals to seek out medical attention when necessary.  

A study from 2002 found that women in Bolivia who attended literacy programs were more likely to seek out medical help when needed, as well as be more open minded towards receiving vaccinations — both for themselves and their children. Another study found that if a woman was literate she was four times more likely to know how to protect herself from AIDS, while in Nepal literacy has been connected to a more open mind towards family planning.  

In measuring the effects of literacy and its economic and health impacts in communities, UNESCO estimated that infant mortality rates decrease 9% for every year of education that women attend. 

In addition to increasing access to education and medical knowledge, literacy also strengthens democracy by combating political marginalization and exclusion. Reading and writing are necessary skills for individuals to fill out voting forms necessary in any democratic system, and can also help increase political engagement by granting access to newspapers and written political material. 

Education and Empathy 

Students reading in a classroom in Sejnane. World Bank Photo Collection. CC BY-NC-ND 2.0.

One of the greatest psychological and social benefits of reading is in the way it builds empathy and fosters opportunities for communication and connection. Fiction in particular has been connected to empathy-building. One study in 2006 found that people who read more fiction scored higher in empathy tests. Another study from 2013 found that those who studied fiction improved on empathy tests that measure one’s ability to understand other people’s beliefs and desires that are different from one’s own. 

The effect of fiction on reader’s emotional intelligence stems in part from the way it forces readers to use their imagination and view the world from another’s perspective and life. Fiction writing forces readers to grapple with choices and scenarios that disrupt their expectations and practice empathy towards characters in order to understand their thoughts and actions.

Get Involved

Organizations all around the world are doing their part to make literacy accessible, encouraged, and achievable globally. 

The World Bank seeks to combat global illiteracy through educational interventions, with the goal of reducing the number of children who cannot understand a simple story to half of what it is to today by 2030. The World Bank encourages the public to share information on the global literacy crisis, encourage government officials to invest in literacy programs, and understand the impacts of learning poverty around the world.

Save the Children’s Literacy Boost works to increase literacy rates around the world through individual and communal efforts. The program relies on schools and teacher training as well as community initiatives that support literacy through Book Banks, reading clubs and workshops for parents. A Stanford study found the average child who went through Save the Children’s Literacy Boost program in Rwanda scored higher on reading comprehension tests than 63% of children who did not go through the program.

Jessica Blatt

Jessica Blatt graduated from Barnard College with a degree in English. Along with journalism, she is passionate about creative writing and storytelling that inspires readers to engage with the world around them. She hopes to share her love for travel and learning about new cultures through her work.

Affirmative Action: An International Perspective

The US Supreme Court struck down affirmative action in college admissions, but across the world other countries maintain programs to diversify higher education.

Harvard campus. Anne Helmond. CC BY-NC-ND 2.0

On June 29, 2023, the U.S. Supreme Court, led by a conservative majority, struck down the use of affirmative action in college admissions. The ruling prevents colleges from considering race as a factor when deciding whether to admit applicants. The Supreme Court ruled in favor of The Students For Fair Admission, which sued Harvard and University of North Carolina on the claim that the schools' affirmative action policies discriminate against Asian Americans. The case was seen by supporters of affirmative action as an example of using Asian Americans as a wedge group for a conservative agenda, and a poor representation of the wide spectrum of Asian Americans’ views on affirmative action. 

The story of affirmative action in the U.S. is a fraught one, emerging from generations of racial inequality and discrimination. However, it is not a story that exists in a vacuum. About 25% of all countries have some form of affirmative action with the goal of opening up higher education to students from different backgrounds.

History of Affirmative Action in The U.S.

Affirmative action encompasses any program that actively improves job and educational opportunities for minorities or women. The belief was adopted by president Kennedy in 1961 through Executive Order 10925, which sought to use "affirmative action to ensure that applicants are treated equally without regard to race, color, religion, sex, or national origin,” and established the Committee on Equal Employment Opportunity. President Johnson’s 1965 Executive Order 11246 helped cement affirmative action by requiring government and contractors and subcontractors to expand opportunities to minorities.

During the Civil Rights movement, and following the assassination of Dr. Martin Luther King Jr., student groups and advocates implored universities to make education more accessible, and to establish class demographics that were indicative of American society. In the weeks following Dr. King’s death, the Dean of Admissions at Harvard announced his commitment to enroll more Black students, a decision that led to a 76% increase in black students enrolled at Harvard between 1968 and 1969. Harvard’s stance was soon followed by other elite institutions including Princeton, Yale and Columbia. 

While universities individually pledged to embrace student diversity and increase enrollment among racial minorities, it wasn’t until a 2003 Supreme Court case that affirmative action became established as a national precedent. The 2003 case of Grutter v. Bollinger determined that affirmative action did not violate the Constitution’s Equal Protection Clause, and created a precedent in which a desire for increasing diversity could be used as a means of using racial preferences within admissions. 

India

Classroom in Patna, India. TESS India. CC BY-SA 2.0

One of the earliest examples of affirmative action was adopted in India during British colonial rule in the 19th century. Under the programs, reservations were created as a means of establishing educational opportunities for the Dalit, commonly (and offensively) known as the “untouchables.” India’s modern affirmative action program seeks to expand opportunity by reserving 22.5% of all spots in educational institutions for lower caste youth. In 2005 the program was expanded to include private higher education institutions as well. These programs have led enrollment by targeted low caste disadvantaged groups to increase by three times. 

India’s affirmative action system has contributed to a national increase in Dalit’s social and economic standing. In 1965, only 1.6% of the most senior service positions were held by Dalits, a number that rose to 11% by 2019, making it more representative of India’s demographics as 25% of the country is Dalit. 

France

Garden at the Sciences Po. that ambitious girl. CC BY-NC 2.0

In France, affirmative action measures target specific neighborhoods as priority education areas, or Zones d’Education Prioritaires, which are often characterized by low income, many residents of immigrant background, and a high percentage of the population for whom French is a second language. In place of quotas some elite institutions, including Sciences Po, have sought to reach out directly to students coming from these disadvantaged neighborhoods, asking secondary schools in these areas to send over their best applicants, with the university providing necessary financial aid. The program seems to have had limited effects, and since its establishment in the early 2000s only 860 students have been admitted in through this specific channel. However, the number of students on financial aid has increased by roughly 20% in recent years. 

Brazil

Students in Brazil. World Bank Photo Collection. CC BY-NC-ND 2.0

In 2012, the Brazilian government adopted a bill to reserve half of the spots in elite federal education institutions for students from state schools. The bill, supported by President Dilma Rousseff, also set up racial quotas for universities to allocate spots for black, mixed race, and indigenous populations according to the demographics of each state. The bill was proposed with the aim of combatting education and economic inequalities, as only about 10% of Brazilian students graduate from the elite private schools that act as feeders for the country’s top universities; the majority of private school students are White, despite the country’s racial diversity. 

The use of such affirmative action policies in Brazil have been met with criticism, in part because the country’s demographics are racially mixed, with many seeing themselves unreflected in Black and White binary. Despite this, racial inequality is widespread, and a 2021 survey found that White Brazilians earned an average of 75% more than Black Brazilians and 70% more than Brown Brazilian workers. 

In 2023, President Luiz Inácio Lula da Silva signed a decree that reserves 30% of federal government positions for candidates who are Black or of mixed race.

Jessica Blatt

Jessica Blatt graduated from Barnard College with a degree in English. Along with journalism, she is passionate about creative writing and storytelling that inspires readers to engage with the world around them. She hopes to share her love for travel and learning about new cultures through her work.

Locals Tackle Malnutrition by Bartering Books in Guatemala

There is a strong relationship between educational advances and communities being lifted out of poverty. In the case of Guatemala during the COVID-19 pandemic, this link has manifested itself much more directly. 

Clothes washing in Quetzaltenango. Lon&Queta. CC BY-NC-SA 2.0. 

Guatemala, boasting a distinctly Mayan heritage and a landscape peppered with volcanoes, offers an inspiring experience to the open-minded traveler. However, despite the bright and bustling aspects of the nation, a substantial portion of Guatemala’s residents live in poverty. Standing as the fifth-poorest country in Latin America, Guatemala has taken a particular hit with COVID-19 regulations restricting economic functions. In addition, Guatemala has the sixth-highest rate of chronic malnutrition in the world; nearly half of the population of children suffers from stunting due to malnourishment. The statistic increases notably in rural areas with a malnourishment rate reaching 70%. 

The COVID-19 pandemic has only aggravated the poverty predicament, with Indigenous populations facing the bulk of the damage. The government has fallen dramatically short on providing health care and financial support, causing the creatively resilient Guatemalan people to snap into action. In Quetzaltenango, resident Bonifaz Díaz has created an innovative method to provide support to his neighbors in need: he set up a book-barter system. Every day, Díaz bikes with hefty sacks of books donated to his organization, 32 Volcanoes, and trades them for food donations from food secure families. Although a simple concept, this has been no easy task. The arduous job surely keeps Díaz in shape; he has cycled over 1,200 miles feeding families, and has traveled as far as 37 miles for a single delivery. 

Stay-at-home orders have diminished the town’s morale, but Díaz is determined to hold up hope. The number of children supported by his project has tripled during the pandemic, but luckily two more bikers have offered their help. Most families offer a bag of Incaparina, an inexpensive but protein-packed cereal mix made from corn and soy. A bag provides about a week’s worth of servings, but the low price point is still out of reach for many. About 97% of residents live on a dollar a day or less, so even cheap food made to fight malnourishment cannot completely solve the problem. The bright-red Incaparina bags are commonly the only source of nutrients on families’ shelves, but it has proven to keep malnourishment at bay for some. 

By creating a system that allows families to benefit themselves while helping others, many hope that this program will continue to bear far-reaching results. The poverty problem cannot be solved by a single person or fixed in one day, but with every resident lending a hand, considerable headway can be made. 

Ella Nguyen

Ella is an undergraduate student at Vassar College pursuing a degree in Hispanic Studies. She wants to assist in the field of immigration law and hopes to utilize Spanish in her future projects. In her free time she enjoys cooking, writing poetry, and learning about cosmetics.

The Earth Group Aims to Change the World Through Education and Nourishment

Newly Certified B Corp Collaborates with UN World Food Programme to Help Children Around the Globe.

Kori Chilibeck and Matt Moreau at work for The Earth Group and World Food Programme in Sri Lanka. “Becoming a B Corp is an affirmation of what we’ve worked to achieve for so many years.”

The Earth Group is a Certified B Corporation that supports the United Nations World Food Programme (WFP) through donations that provide school meals, drinking water and education to children in the most troubled areas of our world.

To date, The Earth Group has helped fund more than 3.6 million meals to young school kids while helping them get an education in places like Tajikistan, Madagascar, Sri Lanka, Kenya, Bolivia and the Philippines. The B Corp is dedicated to informing consumers everywhere about the power of their everyday marketplace choices. For example, the simple purchase of a bag of Earth Coffee, one of three consumer products sold by the company, provides a schoolchild with meals for an entire week.

Purchase one bag of Earth Coffee online or in-store to feed one child for one entire week.

When Earth Group founders Matt Moreau and Kori Chilibeck met as fellow employees of a ski shop near the Rocky Mountains 14 years ago, they likely never imagined what lay ahead for them as individuals, new business owners or as proud supporters of the WFP.

Just forging this critical relationship with the WFP seemed daunting enough, but the maze-like process took far longer to realize than anyone could imagine. Eventually, they launched their social enterprise onto the large and complex world stage of fighting hunger, providing clean drinking water and building schools for children where none existed before.

It was at this point that Moreau and Chilibeck realized the real work had begun in earnest for their Canadian B Corp based in Edmonton, Alberta. Seeking to confirm that the aid they worked so diligently to fund would actually make the journey to the end-users, they traveled to Sri Lanka, Bolivia, Tajikistan and the Philippines to see for themselves.

As the photos and videos produced from these expeditions clearly testify, Moreau and Chilibeck landed in their natural element, surrounded by the children and co-workers they had been working so hard to support since creating The Earth Group. The expressions on the faces of not only the children and teachers but of Moreau and Chilibeck and the WFP country managers tell a tale of unselfish dedication.

Kori Chilibeck in Sri Lanka hosted by the UN World Food Programme.

Seeing the Progress

The Earth Group maps its path to success through respect for the cultures they are trying to help. In many of these destinations, it is still frowned upon for female children to attend school. By respecting that posture yet also using the intellectual tools at hand, the company funds projects that often furnish female students with an extra helping of food to take home if they attend school, thereby allowing them to obtain an education, the family to benefit from the food, and the attitudes about females attending school to soften.

Schoolyard antics in Sri Lanka with Matt Moreau and Kori Chilibeck of The Earth Group.

The exhilaration of such remote expeditions reached its peak when the duo traveled to the Philippines, arriving in a volatile region where insurgents had blasted grenades and explosives just the day before. Their in-country WFP handlers changed safety tactics at once, and what was scheduled to be a multi-day trip ended up being a shortened-but-packed day of visiting the children in their classes, touring the school facilities, meeting the support staff and then continuing safely out of this troubled zone.

Back home in Edmonton, Moreau and Chilibeck rolled up their sleeves and focused on making their simple products-with-impact list: Fair Trade coffee from Eastern Africa, Indonesia, Central and South America; glacier-sourced drinking water from Whistler, British Columbia, and Rocky Mountain House, Alberta; and organic Alberta-grown teas, available in as many outlets as possible across Canada and around the world. Their online sales are activewith their triple bottom line—people, planet, profit—always remains in focus.

The Earth Group obtains its drinking water from Canadian glacier spring sources near the communities of Rocky Mountain House and Whistler, and their low-weight recyclable plastic bottles are landfill biodegradable. The Earth Group is also partnered with and supports Plastic Bank efforts to reduce ocean plastic.

Paying their dues during long negotiations with large corporations, Moreau and Chilibeck have now succeeded in signing major chain stores in Canada such as IKEA, Safeway, Sobeys, Whole Foods, Save On Foods, IGA and Metro. They also launched their product line in Japan, another major feat for any business run by two people, one employee and a group of dedicated volunteers.

Chilibeck is just back from the unrivaled adventure of presenting The Earth Group products in Japan to the largest food and beverage show in Asia called FOODEX. A receptive audience was excited to hear Earth Water is already available in their marketplace, with more Earth Group products sure to follow.

Path to Success

During certification in 2018 as a B Corporation, B Lab’s independent Standards Advisory Council confirmed The Earth Group’s three essentials: 1) social and environmental performance, 2) transparency and 3) accountability.

“B Corps values are synonymous with ours and embedded in our culture, so working toward the certification was both a pleasure and a reminder of being mindful of the numerous ways in which our work affects people and planet.”

And so it goes for these two young Canadian entrepreneurs and their “overnight success,” which has only taken them 14 years of collaboration, dedication, no-pay and near bankruptcy to arrive at a point where they can now see the results of their work. Having the blessings of understanding spouses has made it all possible, plus a bit of luck at critical moments.

Business gurus will tell start-up entrepreneurs timing is everything, and while this adage does have merit, the hard work and determination to succeed cannot be underestimated.

When Moreau and Chilibeck hatched their road map to success in a ski shop near the Rocky Mountains 14 years ago to create The Earth Group, at the same time Ben Cohen and Mal Warwick’s book Values-Driven Business: How to Change the World, Make Money, and Have Fun was synthesizing best practices and socially responsible business goals and laying the foundation for what would become the first B Impact Assessment, a process still used to certify B Corps.

B the Change gathers and shares the voices from within the movement of people using business as a force for good and the community of Certified B Corporations. The opinions expressed do not necessarily reflect those of the nonprofit B Lab.

GREGORY B. GALLAGHER is a Writer, Filmmaker, Musician and Producer.

THIS ARTICLE WAS ORIGINALLY PUBLISHED ON MEDIUM

I Didn’t Want To Volunteer Abroad, But I’m Glad I Did

Do you know any children between the ages of 3 to 17-year-olds who work 12 hours a day?

Do they skip school because they are working in a market to earn money for their family?

I suppose your answer to the first question is no.

And, maybe your answer to the second is something like “What are you talking about? This doesn’t happen at all.”

Unfortunately, it does happen. Not in your environment, city or town. But it is happening in the world, especially in Quito, Ecuador.

Before my volunteer experience in Quito, I was hesitant to do any sort of volunteer work abroad. Yes, I’ve volunteered in and around my neighborhood.  I did so at my mom’s job, at school, at a museum, at a local beach, and at a local community center. But, this was a different experience. Picking up trash at a beach is far from teaching a 3-year-old child basic hygiene or the name of a color.

How do you provide a service to an economic, educational, and social need in another country?

On my first day, I sat in a small, crowded office filled with volunteers who had spent a range of time in Quito. Some had been there for three months, others close to year. The diverse group included volunteers who were single and married. Several were high school students taking a gap year. Also, there were recent college grads. And, of course me. We were from all over the world, such as the US, Australia, England, and more.

At 8 am, we began discussing our plan to spend the entire day in the Ferias, or markets. Some Ecuadorians work in the Ferias working more than 12 hours a day to feed and care for their families. Their employees took care of smaller jobs. Who were they? Their children.

Like every week, the children were going to take an educational break.  

I was nervous to begin my volunteer service because I wasn’t ready to interact with the children. I didn’t have the courage to volunteer in the markets. Nor the energy to play with the children. I, too, was anxious that I wouldn’t have the patience to deal with dozens of kids of all age ranges for an entire week.

Silent, I took in the moment and made small talk with the ladies sitting next to me. Though in Quito, we began the morning meeting in English.

We went through the day’s activities, first reciting a song used to help welcome the students to our camp. Some of us were new so we practiced a few more times. The song was meant to energize the children and build rapport with them, the coordinator informed us. It was a familiar song and a chant that the children knew by heart.

We then divided ourselves to lead an age group. I opted for the younger children.

This group was going to learn the color blue. Many did not even know their alphabets. They hadn’t been formally enrolled in school or even had the opportunity to attend.

Sad, yet real for the approximately 600 children we served. Most living on the street spending 12 hours a day bagging items or cleaning their stall.

It stung. Life without going to school? I wasn’t prepared.

We practiced other songs. We reviewed the remaining activities on the agenda. Last, we prepped the canopies, mats, toys, and school supplies to be carried with us to the markets.

Man, what have I gotten myself into.

After collecting a few of the materials, I followed the group to the bus stop. Half took a bus route to one market, while the rest of us ventured off to another.

As I entered the bus and slipped my coins into the slot, I looked for an empty seat near a window. I needed to relax before it was showtime. I peered out the bus window at the locals, the landscape, and the rush of cars dotting in and out of traffic.

45 minutes to our destination, I watched the ebb and flow of passengers crowd the bus. This included men and children hustling onto the bus to make a quick dollar. Between stops, they would repeat their pitch to sell snacks and cheap products. They were hustlers like the children I was about to meet.

We finally arrived at our stop. We collected our items and hustled toward the market.

Outside a small building at the edge of the market, we set up the canopies, positioned the mats in a circle, placed the loads of books and toys on the steps, and corralled the smiling faces toward the washing station. They knew we had arrived when they caught sight of our dark blue t-shirt labeled "Voluntaria" on the back. One-by-one, the children washed their hands in the bowl of soap and water, while suds floated in the air. They gleefully followed suit by cleaning their face.

As they finished, we gathered in a circle. For the newbies, we made our opening song debut. The children sang loudly and proudly. I whispered the lyrics, barely remembering the words from the morning meeting. I tried. Not because I should, but because the children ushered me to do better and be better at living in the moment. So what if I didn’t know the words. Who actually sang (without fear) was a tell-tale sign of who was present and who wore their heart on their sleeves.

Their prowess overshadowed my self-consciousness.

Next on the agenda, we separated into groups. I pranced after the 3 to 5 year olds and partnered with a child named Luis. He was shy and quiet. Me too. Perfect match, eh?

Everyone received a coloring book worksheet and a cap with blue paint. To connect the name of the color blue (“Azul” in Spanish) with the blue paint, they begin finger-painting. There wasn’t much direction needed. He painted within the lines. Most of the children did not. While painting, we repeated the word, Azul. We did so for about 10 minutes.

Antsy and ready for fun, we cleaned up and pulled out books, toys, and sports equipment. Each child grabbed something. Some wanted to play with dolls, others wanted to build with blocks, and a few kicked the soccer ball around. The other age groups included the older children, so it was less play, and more homework. In the middle of playing with one of the smaller children, I assisted a student with her English homework. She was grateful.

The morning went on until it hit noon. We wrapped up the games and fun with our goodbye song. As we sang, the children hugged each volunteer. EACH volunteer! Some twice. I was surprised. They didn’t know me. I didn’t now them. But, they didn’t care. I represented their buddy. I symbolized fun. I was their distraction from work. They were my solace. My humility. The reminder of taking off the blinders of what it meant to volunteer and travel.

The older children left the camp on their own. Volunteers accompanied the younger ones and led them to their parents.

The day was halfway over. We stopped for an hour lunch at a local restaurant.

We returned to recollect our stuff and headed toward our second market of the day. The agenda repeated itself for the afternoon. Exhausted from the course of the morning, I looked forward to meeting the new faces.

The day wasn’t measured in success, but, rather in joy and purpose.

To be clear, this isn’t to boast about “helping” someone else in another country. This isn’t to parade pictures on the internet about a US Citizen helping the “other.” I understand that some people oppose Voluntourism. They're against the lack of stability for the local communities. There is also an ever-changing pool of the volunteers. Look at me, I only volunteered for a week.

Rather, this post is about appreciation for life. Taking lessons even in its smallest dose. Even if the face changes, the blue shirts don't. I keep mine. I keep it for Luis, Pata, Adriana and the other children. I keep it for myself because I selfishly didn’t want to volunteer. But, I’m glad I did.

Day 1 of 7 was complete.

Thank you to UBECI for the opportunity to volunteer with the Street Market Children.
 

 

ADRIANA SMITH

Educator, Social Do-Gooder Traveling the World, Footballher. Adriana’s love of Spanish inspired her to study abroad as a first-generation college student. Once she graduated, she became motivated to assist students on their own study abroad and travel journey. While working full-time as Assistant Director of International Programs at Presbyterian College, she blogs at Travepreneur, www.travepreneur.com.

Social Media:

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BANGLADESH/INDIA: From No-Man's Land to the Unknown

For decades, more than 50,000 people have been stranded, without access to basic rights, on tiny islands of no-man’s land locked within India and Bangladesh. 2015 finally saw an end to these enclaves, or ‘chitmahals,’ bringing hope and change to communities living on the world’s most complex border.

The party lasted long into the night across remote patches of northern Bangladesh. As the clock struck midnight people played music, danced and sang using candles for light, and for the first time in their villages they raised a national flag. Similar events were also taking place on the other side of the border in India just a stone’s throw away. 

For 68 years, ever since the formation of East Pakistan in 1947 (which later became known as Bangladesh), the residents of one of the world’s greatest geographical border oddities have been waiting for this moment; for their chance to finally become part of the country that has surrounded yet eluded them for so many years.

At 12.01am on July 31st, 2015, India and Bangladesh finally exchanged 162 tracts of land — 111 inside Bangladesh and 51 inside India. 

Known in geographical terms as enclaves, or locally as chitmahals, these areas can most easily be described as sovereign pieces of land completely surrounded by another, entirely different, sovereign nation.

Inside an enclave, a man prepares jute by removing the long, soft vegetable fibres that can be spun into coarse, strong threads, and keeping the sticks. For many enclave dwellers, jute is where most of their income comes from and also what they use to build their houses.
 

Enclaves aren’t as rare as you may think, and until now this part of South Asia has contained the vast majority. Existing around the world, mostly in Europe and the former Soviet Union, they were once much more prevalent — until modern day cartography and accurately defined borders eliminated many. Some still remain, such as the Belgium town of Baarle-Hertog, which is full of Dutch territory. The locals have turned the unusual border into a tourist attraction. However, for this region of southern Asia, where political and religious tensions run high, the existence of enclaves is not so jovial. Life for those who are from these areas is far harder than in neighbouring villages, only minutes away.
 

Sisters Lobar Rani Bormoni, 11, and Shapla Rani Bormoni, 12, stand in a paddy field in the enclave in Bangladesh where they born.
 

“These enclaves are officially recognised by each state, but remain un-administered because of their discontinuous geography. Enclave residents are often described as “stateless” in that they live in zones outside of official administration — since officials of one country cannot cross a sovereign frontier into administered territory,” explains Jason Cons, a Research Assistant Professor at the LBJ School of Public Affairs at the University of Texas, Austin and author of the forthcoming book, ‘Sensitive Space: Fragmented Territory at the India-Bangladesh Border.’
 

Muslim men from Dhoholakhagrabari enclave pray in their mosque. Mosques are usually the only solid structures that exist inside the enclaves.
 

Several folktales tell of the origin of these enclaves being the stakes in a game of chess between two feuding maharajas in the 18th century, or even the result of a drunken British officer who spilt spots of ink on the map he drew during partition in 1947. Captivating as these stories are, the most likely explanation dates back to 1711 when a peace treaty was signed between the feuding Maharajah of Coch Behar and the Mughal Emperor in Delhi. After the treaty their respective armies retained and controlled areas of land, where the local people had to pay tax to the respective ruler, thus creating pockets of land controlled by different people.

Prior to 1947, when this region was entirely Indian territory, living in these locally-controlled enclaves made little difference. However, during the drawing of the boundary between India and Bangladesh, the Maharajah of Coch Behar asked to join India — on the condition that he retain all his land, including that inside the newly formed East Pakistan, which his ancestors had rightly won control of over 200 years ago.

So, through no fault of their own, the lives of 50,000 people turned upside down — for decades they have been stranded on islands of no-man’s land.

A man fishes at dusk using his large bamboo fish trap. This river exists just outside the enclave but as it’s in Bangladesh territory, enclave dwellers are forbidden to fish here otherwise angering the local fishermen. 

Enclave dwellers fish in a flooded paddy.

During the early 1970s a framework to find a solution to this problem was put in place — called the 1974 Land Boundary Agreement. For forty years, as governments came and went, neither the Indian nor the Bangladeshi politicians were able to agree with their counterparts at the time. And whilst the politicians squabbled, the residents suffered.

Only informal work, like at this sawmill, is available for enclave dwellers in Bangladesh.
 

On the ground there are no border fences or security checkpoints, and without realising it, you can walk in and out of India countless times, crossing an international boundary completely obliviously. However, there is a serious lack of infrastructure and this has been one of the most serious problems facing the residents. Paved roads quite literally stop at the boundaries to the chitmahals, as do electricity poles. The enclave inhabitants in Debiganj District of Bangladesh, as non-Bangladeshi citizens, were even barred from sending their children to school, also receiving no state assistance or even the most basic of hospital treatment.

Sheltered within their small bamboo house, located inside the enclave of Dhoholakhagrabari, Eity Rani, 14, and Shobo Rai, 8, carefully do their homework by the light of an oil lamp. Life is much harder for children who are born in enclaves.

 A Bangladeshi man sits in a shop in the market of a small town that sits between enclaves.

Every Saturday a jute market is held in Debiganj. For the many inhabitants of the enclaves that surround the town, jute is where most of their income comes from.

Wearing just a lungi — a traditional sarong worn around the waist — Sri Ajit Memo is sitting in the middle of a small muddy courtyard, surrounded by houses made of bamboo and jute sticks. At 55 years old, his family have lived in a Dhoholakhagrabari chitmahal for generations. Chewing on the twig of a certain tree that locals here use as an alternative to toothpaste, he explains, “All kinds of problems exist here. The government doesn’t care about us, or our children, and so it’s very difficult for them to even go to school. Honestly, we are Indian, but how can we feel this way when we get no help from them?”

For enclave dwellers on both sides of the Indian-Bangladeshi border, the entitlement to receive even the most basic of rights has eluded them.

Reece Jones, an Associate Professor in Political Geography at the University of Hawai’i Manoa, who has visited many chitmahals on both sides of the border, explains further, “After decades in this situation many people have found ways around it through bribes to officials or through friends who helped them to obtain the documents they needed, such as school enrolment forms for their children. However, the situation was not stable or secure. They were extremely vulnerable to theft and violence because the police had no jurisdiction in the enclaves.”
 

Rupsana Begum, 7, (pink dress) and Monalisa Akter, 7, (orange dress) are from an enclave but were able to come and study at Sher-e-Bangla Government School because their parents managed to acquire fake documents and were able to pay the school.

In Dhoholakhagrabari enclave students and their teacher sit in a madrassa class. Because enclave children have a difficult time accessing the education system in Bangladesh the locals of this enclave formed an Islamic Foundation funded on donations.

Today, after decades left living in limbo in these randomly placed no-man’s lands, around 47,000 people on the Bangladeshi side and some 14,000 on the Indian side have finally been given the right make a choice: stay where they have lived for generations with official citizenship of the country that will absorb them, or return to their country of origin.

None of the residents living in Bangladeshi enclaves within India asked to return to Bangladesh and as a result they will now all become Indian citizens. However, on the other side of the border in Bangladesh, whilst the vast majority of the Indian enclave dwellers decided to stay and become Bangladeshi citizens, 979 people requested to return to India. For these families, the enclave saga has yet to end.

Of those 979 individuals, a total of 406 come from Debiganj district. In 2011, a team of Indian officials visited every home in every enclave in Bangladesh and produced the first ever detailed census of all those living within the Indian enclaves. This report formed the basis of all subsequent decisions on the status of each person living in the enclaves.
 

An old lady inside her home, which has no running water or electricity, in Dayuti enclave.
 

Dhonobala Rani, 70, gets emotional knowing that she has to leave her son (in the blue shirt) behind in Bangladesh, as she takes Indian citizenship.

Several months after my visit to document the enclaves during the final days of their existence, those who had chosen to leave for India finally crossed the border, leaving their homes in Bangladesh forever. In India they were given land and began the process of integrating into Indian society. Those who chose to stay behind in Bangladesh also started to receive such basic rights as eligibility to vote and access to health care.

Let us hope that after decades of struggle on these isolated political islands, the lives of these ex-enclaves dwellers can begin to reach some level of normalcy. In the end, after so many years of uncertainty, the world’s strangest border region has now become a thing of the past.

A lady from Ponchoki Bhajini village, in the enclave of Dhoholakhagrabari. She has chosen to leave for India, to start a new life as an Indian citizen. 
 

THIS ARTICLE WAS ORIGINALLY PUBLISHED ON MAPTIA.

LUKE DUGGLEBY

Luke Duggleby is a British freelance documentary and travel photographer living in Bangkok.

Education of Girls in the Developing World & How Le Dessein Helps

If women in the developing countries completed secondary education, 3 million children under the age of 5 would be saved every year.

This unfortunate statistic by the I.M.F. is just one the many plights young girls and women in general are facing in parts of Africa, Asia and Latin America. 

Here are some more startling facts:

1) More than 115 million 6 to 12-year old children are not in school in the developing world; three-fifths of them are girls.

2) When a girl in the developing world receives seven or more years of education, she marries four years later and has 2.2 fewer children.

3) A woman with six or more years of education is more likely to seek prenatal care, assisted childbirth, and postnatal care, reducing the risk of maternal and child mortality and illness.

4) When women and girls earn income, they reinvest 90 percent of it into their families, as compared to only 30 to 40 percent for a man.

5) Today, the U.S. invests in its future by spending about $6,800 a year per primary student on public education. In Iran the figure is $156 per student per year, in India $64, in Laos $30, and in Rwanda, $30.

6) An extra year of primary school boosts girls’ eventual wages by 10 to 20 percent. An extra year of secondary school: 15 to 25 percent.

Young girls in developing nations have not been given the attention they highly deserve in education. Yet they have the undeniable power to help uplift their communities out of poverty through education and the earning power it will generate. 

Through fashion, art, and socially responsible actions, we’ve designed a way to get involved. Le Dessein is a fashion line aimed at funding the education of underprivileged girls around the world by featuring their designs on our fashion. We then contribute 25% of our proceeds to the girls’ yearly school tuition.

The nature of our effort is not just monetary – our ultimate vision is to create independence and freedom through the empowerment of our girls. A critical component of this whole vision being self esteem – we were adamant on making sure that our girls would be intimately tied to the creation of the designs which would end up on garments. The success of their artistic journey through their participation and engagement would create a profound sense of OWNERSHIP, which is essential in affecting one’s self-esteem. Indeed, we wanted to demark ourselves from the traditional form of aid towards developing countries, which has consisted mainly of charity, and instead have “ownership” be the driving factor in maintaining this self-sustaining endeavor.

Creating an impact in these young girls’ lives will take collective effort from various committed parties. Inculcating the notion of “Ownership” though noble, can be an arduous task and required collaboration. And we’ve had the fortune and pleasure of being aligned with the More Than Me Foundation – “The More Than Me Foundation is on a mission to make sure education and opportunity, not exploitation and poverty, define the lives of the most vulnerable girls from the West Point Slum of Liberia.” Its motto is: “When she graduates, she will decide what comes next for her life.”

Indeed, for our girls, this is about reclaiming and redefining their own sense of self. For far too long, girls and women from the developing world have been subjected to a strongly patriarchal society – a society where their “value” was unilaterally decided by men – So “Ownership” to us is simply the final destination defined by an effort that consists of arming our girls and presenting them with opportunities susceptible to make this journey a worthy one.

Our fashion linehiis elegant and sophisticated and aims at serving a market that for too long has had to sacrifice quality and design for purpose and mission.

Learn more about Le Dessein. 

ERIC COLY

@Le_Dessein

Eric is the founder and CEO of Le Dessien. Eric grew up in Dakar, Senegal, where he was influenced by his mother's passion, drive, and fashion sense at a young age. His mother would eventually inspire him to start Le Dessein. He attended UCLA Business School and began his career in investment banking.

The Peace Corps in Rwanda, Part 2

A Peace Corps Christmas in Rwanda

In my last update, I talked a bit about the path that led me to the Peace Corps and the basics of the three-month training program that was my day-to-day life. For a while, most of that remained unchanged. After returning from visiting my final site outside Nyungwe National Park, I was back to the grind of daily Kinyarwanda lessons; classroom management sessions, and any other miscellaneous bit of training that the Peace Corps deemed necessary for its education volunteers.

I mentioned in my first post how the community-based training program, while undeniably effective when it comes to integration and language acquisition, can quickly leave you desperate for just a small taste of the familiar. As soon as we had the chance, we all embraced that ideal wholeheartedly with the help of surprise birthday parties, pumpkin carving for Halloween, a massive collaborative Thanksgiving dinner, and most recently coming back together for Christmas and New Year’s celebrations.

Admittedly, some of the days have felt long and drawn out, but it’s amazing how fast the weeks have flown by. As I write this, my training has finished and I have been officially sworn in as an official Peace Corps Volunteer. After three months of training as a group, we are now scattered around the country in the communities that we will be working in for the next two years. The whole transition is a somewhat bittersweet. While I’m experiencing a freedom that I haven’t had for what seems like an eternity, it also means separating myself from the people, both in my host family and training group, that I’ve grown close to over the past months. In addition, as an education volunteer, I was installed on site during the holiday break. This meant that for a while there was little for me to do but hang out in the school offices or walk around and introduce myself (a bit of a challenge since most of the people in the community assume, at first glance, that I’m the same volunteer that has been working here the past two years).

On top of the conflicts that come from simultaneous feelings of freedom, boredom, and missing friends, I’ve been finding that my site is in an unusual limbo of classic Peace Corps life and unexpected luxury. I can start my day with a bucket bath and hand washing a load of laundry, followed by browsing the web in my school’s modern offices. I can then head up a partially eroded hillside staircase past a couple troops of baboons and struggle to light a charcoal stove in order to cook dinner. I can lounge in my tile-floored house and watch a movie, only to be woken up in the middle of night to chase mice out of the room.

To be clear, none of these are meant as complaints; just the opposite. I was all set to be handling all these things and more, but my assignment here is most definitely not what I was expecting from the Peace Corps (in the best possible way). Just walking around the campus is an experience in itself, with forested hills stretching into the distance as far as the eye can see. 

I cannot wait to get started with my work here, although that still seems to be a long way off. While the semester for the rest of my colleagues started last week, I’m here to teach at a school for conservation and environmental management that has the students completing internships around the country for their first month. As a result, I’ve got a nice, long, and quite possibly cabin fever-inducing chunk of time off before I can begin teaching in February.

Thankfully, I’ve been able to stave off boredom by traveling for the holidays, visiting friends and getting to see a bit more of Rwanda in the process. The festivities made it a little more like home with the help of cheap Christmas decorations bought in the capital, a tiny plastic tree, and a can or two of white foam marketed as ‘fake snow’ (a surprisingly good substitute for a white Christmas, once you get past the lingering soap smell in the air). But now the holidays have come and gone and everyone is getting to work for the New Year, so it’s back to site for me. With any luck I’ll be able to find some projects to pass the time and supply me with some good stories moving forward.

READ SCOTT'S FIRST UPDATE ON THE PEACE CORPS IN RWANDA.

 

SCOTT JENKINS

Scott Jenkins grew up in Ridgewood, NJ and graduated from NYU in 2012 with a degree in Anthropology and Linguistics. His passion for travel, adventure, and helping others led him to apply to the Peace Corps in September of 2012. He was invited to teach in Rwanda, where he is currently serving for the next two years.