Getting to Know Your International Contacts - Part 1

How incredibly exciting! This week, I received an email from Cyle Nielsen! Not only did she agree to share her expertise in the field of early childhood but also forwarded my message to 2 other professionals. Below is her response:

From Cyle Nielsen de Aquino

Hola, Marie,
I forwarded your request to Claudia and Hrna. Mercedes, the 2 coordinators for Pastoral del Nino. Claudia represents Pastoral de la Crianca, which is out of Brazil, but is working with Pastoral del Nino and has an office in Asuncion. They are very busy. Mercedes does not speak English. Claudia does. I am currently in the states, but if it would help, I would be more than willing to talk with you. Na Elizabeth is in Asuncion, is still in touch with Pastoral del Nino and currently works with a small program for children who have parents working in the streets in Asuncion. There are a lot of programs, as you can imagine, but I'm not sure which other ones are functioning. There has been a lot of turmoil within various organizations and the government itself in Paraguay. Let me know if you need other contacts. I may be able to connect you with someone else, if necessary (though Pastoral is wonderful!)
I'm glad you are in ECE. It's super important! We will eventually be back in Paraguay if you are ever interested in a first-hand experience.
Blessings in your studies.
Cyle

To fulfill this week’s requirement, I asked Cyle if she would be willing to share her insights on poverty and emailed her the following questions compiled from the “Children’s Defense Funds” (http://www.childrensdefense.org) and the National Center for Children in Poverty (http://www.nccp.org/faq.html):

1. Main causes of childhood poverty and poverty cycles
2. Knowledge of effective strategies to tackle cycles in different contexts: economic and social factors at different levels – international, national and local (contributing to poverty in childhood)
3. Anti-poverty policy and action – communicating with policy makers, practitioners and advocates
4. What kinds of education best help children escape poverty?
5. What sorts of economic and social policies are most helpful for preventing poverty being passed between generations?
6. What kind of political environments tend to reduce poverty among families and children?
7. What kinds of relationships between aid-giving and receiving countries promote child wellbeing?

Since I have not yet received a response from Cyle about children in poverty, I inquired the Child Poverty Research and Policy Centre CHIP, opened the page “Chip International Activities”, and was shocked by the photo of a young child wearing military apparel physically a child but with the gaze of disillusioned old man. Below this disturbing picture, a caption reads “A 1% reduction in world military spending could provide primary schooling to all the world’s children. A 10% reduction could eliminate illiteracy completely for a decade. If 0,5 % of world military spending were diverted to immunization, all children could be vaccinated against preventable diseases for the next 10 years (UNICEF, 2004). Those numbers are both encouraging and perplexing because one wonders why it has not yet been done. Every one of us would benefit from thinking in terms of income percentage. What is 1% of my monthly income? When I know that education is the best solution to end poverty, would I prefer that 1% go to support wars or be put in a program that “provides primary schooling to all the world’s children”.
As I opened the page “Country Reviews”, I was intrigued by Mongolia because our friends adopted two brothers from Russia. According to CHIP, poverty in Mongolia exploded in 1990 when Mongolia became a democracy and a full-fledged capitalist country. Mongolia opted for a quick transition where no programs helped people transition from government supported health, education, and food programs to privately operated organizations compensated by individuals paying for their health plans, education, food, and lodging without any financial aid from the central government. This transition to a capitalist economy has created significant decline in:
• Education – Budget cuts have kept herders’ children out of school and it is difficult for poor children to attend school and many drop out of school. Pre-school education’s quality once well funded now suffers from low budget and the expected consequences.
• Health – Fees and proof of residence are required preventing poor children from benefitting from health care.
Consequently, migration that once was due to the demands of a herding economy has spread over the country where people migrate to urban areas where people are faced with the hardships of moving from their supportive cultural background to a very different environment. Migrant children may have to work to bring home money, drop out school, and many end up on the streets. This scenario sounds very familiar.

Child Poverty Research and Policy Centre
http://www.childhoodpoverty.org/index.php?action=policy

UNICEF
http://www.unicef.org/