McOmber 1

Ella McOmber
AP Language
Summer Assignment
10 August 2019

Part II: Article Analysis

Access to education for girls and women often allows them to be integrated into
economies which stimulates positive growth, the biggest economic payoff comes in the
developing world, where income and school levels are lower and girls and women potentially
reap greater benefits, said Quentin Wodon, a lead economist at the World Bank and the lead
author of the report detailing the economic effect of educating girls. However in low-income and
developing countries girls have limited educational opportunities and barriers to completing 12
years of education. The lack of education for girls and women halts their ability to contribute to
the economy costs these countries between $15 and $30 trillions in lost lifetime productivity and
earnings, according to the World Bank. In Half the Sky: Turning Oppression into Opportunity for
Women Worldwide authors Nicholas Kristof and Sherly WuDunn establish the consensus that
countries invested in educating young girls will reap the benefits economically. One of the
anecdotes included in the book is that of Dai Manju, a thirteen-year-old elementary school drop
out who lived with her family in central China. Dai’s parents were barely literate and unable to
pay the $13 a year to send her to school. An article written about her by WuDunn and Kritof in
1990 Dai’s school received a donation of $10,000. The money was used to construct a new
school and educate Dai and most of the children living in the area. Through this donation Dai
was able to complete elementary, junior high and high as well as going to accounting school. She
found work as an accountant for local factories and was able to send money to her family which
allowed them to move from their one room wooden shack to a six room concrete home with
electricity and other amenities, Dai then had plans to open her own company. Dai story and the
World Bank’s report shows that the case for investing in girl’s and women’s education is very
strong and that many women with education are able to attain jobs or start a business that benefit
the economy and lift their community out of poverty.

WuDunn and Kristof strongly suggest microfinance as a means of empowering women

in rural, poverty-stricken areas. The story of Pakistani Saima Muhammad details how
microcredit can drastically help change lives. Saima was poor and married to a man who
accumulated $3,000 in debt and abused her. Saima connected with the Kashf Foundation, a
women’s solidarity group that provided microloans to women in need. Saima took out a $65 loan
to buy beads and cloth, which she turned into embroidery for sale in Lahore. She was successful
and by reinvesting her profits, she not only paid off the loan but also repaid her husband’s debt
and earned esteem. She was able to educate her three children, renovate her home and employ
other women into her business. A similar anecdote exists in the article published by the
International Finance Corporation (IFC). When Irawati moved to Harhua, India she could not
afford to build walls so instead she wrapped fabric around bamboo sticks as makeshift walls.
With small loans averaging $290 at a time she gradually was able to replace her home’s
makeshift partitions with brick walls. She then bought the food carts, pots, and utensils to start
 McOmber 2

the business that now supports her family. Over the past decade, IFC has helped create a market
for microfinance in India and lending to microcredit borrowers, mostly women in rural areas, has
increased over the last six years. With these funds, families have started and expanded
businesses, purchased emergency essentials, supported their children’s education and lifted
themselves out of poverty.

Previously, much of the relief provided to alleviate issues such as poverty, economic
inequality and underdeveloped health services came through aid from more prosperous countries,
however recent alternatives, such as social entrepreneurship. The article published by The
Borgen Project, an organization that fights global poverty, state that a social entrepreneurship’s
goal is to achieve systemic and sustainable social change, often through innovation, such as the
invention of a new product or technology, the adaptation of existing methods, such as making
aspects of healthcare more affordable to those who require it. Half the Sky: Turning Oppression
into Opportunity for Women Worldwide advocates for more social entrepreneurs to support
women in the developing world. According to Half the Sky progress also depends on political
and cultural changes. Too often when government aid groups or large philanthropic organizations
want to make systematic interventions that are scalable however they often miss out on
opportunities to support individual leaders in the community. Typically, donors aren’t set up to
make small targeted grants at a community level but such grants are important to achieve change.
Although women worldwide have generally not held political leadership positions, they thrive in
social entrepreneurship roles, and many women have formed their own organizations and have
achieved considerable success in bringing about social and cultural change. One anecdote in the
book details the efforts of Sunitha Krishnan who is a fellow of Ashoka, an organization that
supports and trains social entrepreneurs around the world, who has become well known among
those fighting human trafficking. Her organization, Prajwala shelters rescued women and
children and she has set up one of the largest rehabilitation homes in India. Through stories like
Sunitha’s and other social entrepreneur’s it has become apparent that as social enterprises
continue to grow in developing nations focus should be placed on public services being used
alongside social entrepreneurs in order to create social and cultural systematic change.
 McOmber 3

Part III: Author’s Quotations

“Unfortunately, maternal health is persistently diminished as a “women’s issue.” Such concerns

never gain a place on the mainstream international agenda, and never gain sufficient resources.
“Maternal deaths in developing countries are often the ultimate tragic outcome of the cumulative
denial of women’s human rights,” noted the journal Clinical Obstetrics and Gynecology.
“Women are not dying because of untreatable diseases. They are dying because societies have
yet to make the decision that their lives are worth saving” (Kristof and WuDunn 116).

In Half the Sky: Turning Oppression into Opportunity for Women Worldwide authors
Nicholas Kristof and Sheryl WuDunn discuss maternal mortality in developing nations. Through
the chapter the authors share anecdotes of women who have lost their lives due to complications
during pregnancy or childbirth. When discussing the issue the authors use the logos effect by
using words from trained medical professionals to make the argument credible and give it
validity. The purpose of this passage is as an introduction into the issue and it’s many causes that
affect many women in developing countries and regions. Many of these deaths are preventable
and this passage outlines that maternal deaths are not caused by unfortunate circumstances but
rather by the belief that the value of women’s lives is debatable. The passage illustrates that the
unconscious bias of many government and community leaders labeling these issues as “women’s
issues” rather than as a human rights issue causes valuable resources and attention to be diverted,
and the issue to be pigeonholed into a smaller sector of activism and change. The authors argue
that this bias is partly due to men, and more specifically men in power, reluctance to address
issues that have anything to do with women's reproductive health. Getting adequate prenatal and
postnatal care in developing countries can mean the difference between life and death for a
woman. As can understanding and addressing some of the socioeconomic and cultural issues that
can undoubtable contribute to maternal deaths, such as lack of education and gender
discrimination.

“A man goes out on the beach and sees that it is covered with starfish that have washed up in the
tide. A little boy is walking along, picking them up and throwing them back into the water.
‘What are you doing, son?’ the man asks. ‘You see how many starfish there are? You’ll
never make a difference.’
The boy paused thoughtfully, and picked up another starfish and threw it on the ocean.
‘It sure made a difference to that one,’ he said” (Kristoff and WuDunn 45).

This Hawaiian parable introduced into the book by Naka Nathaniel, a videographer from
The New York Times who worked with Kritof and WuDunn when researching stories and
statistics for the book. This parable is a figure of speech, which presents a short story with a
moral lesson at the end. It is a succinct narrative that uses symbolism and metaphor to
demonstrate the moral lesson intended to be taught. This parable follows the anecdotal story of
Neth, a girl from a small village in Cambodia, who was human trafficked and after a period of
time was rescued. With the help of aids she was given the chance to study at a beauty salon and
learn hairdressing. Eventually with her new knowledge and training Neth was able to open a
beauty salon and although she faced setbacks with her health she was able to get married to a
 McOmber 4

considerably wealthy man and have a child. The parable is used to symbolize that although the
social problem of gender inequality seems so vast to be entirely solved it is still completely
possible to reduce the problem and offer solutions. Organizations and governments may not be
able to completely prevent maternal mortality, educate all girls or save all girls and women from
being trafficked, but institutions, funding and public programs can offer help to many individuals
affected by gender inequalities. The purpose of this parable is to show that small actions to
mitigating inequalities, like those towards Neth, are just as impactful and helpful as large ones.

“The result is that as many infant girls die unnecessarily every week in China as protesters died
in the one incident at Tiananmen. Those Chines girls never received a column inch of news
coverage, and we began to wonder if journalistic priorities were skewed” (Kristof and WuDunn
xiv).

According to Kristof and WuDunn stories of human trafficking are far too common yet
little considered in the global agenda. The authors recount their own journey which led them to
their present mission, to make gender equity a global humanitarian priority. While living in
China, the authors covered the 1989 massacre at Tiananmen Square in which the Chinese
government killed 400 to 800 protestors. The massacre was the human right’s story of the year
and occupied much of the news coverage. The next year by chance they encountered a study that
revealed that 400 to 800 infant girls die each week in China from neglect, simply because they’re
were born girls. The report made the authors question their priorities as journalists and made
them realize that many journalists are more inclined to covering events that happen on a specific
day, and often fail to report on the tragic events that happen every day. In addition, they found
that little U.S. foreign aid is targeted to helping women and girls despite the fact that some
60-100 million girls and women are missing, most likely either having been trafficked or to have
died. By showing their own journey and their investment in gender equality, Kristof and
WuDunn illustrate that even meticulous investigative journalism like theirs can neglect to report
on large human rights abuses. As a result, these injustices go widely ignored by the public. The
authors’ journey also shows that they’re not faultless.This suggests that just as they became
enlightened to these injustices and have actively responded to them it is possible for the audience
to become active in the struggle too.
 McOmber 5

Article I: “Missed Opportunities: The High Cost of Not Educating Girls”

Globally 89% of girls complete primary education, but only 77% complete lower secondary education, which in
most countries is 9 years of schooling. In low income countries, the numbers drop to below 2/3 for primary
education, and only 1/3 for lower secondary school.

The report says that limited educational opportunities for girls and barriers to completing 12 years of education cost
countries between $15 trillion and $30 trillion dollars in lost lifetime productivity and earnings. The report finds out
that primary education is not enough. Across many indicators, benefits from primary education only are limited.

The report estimates the global impact of depriving girls of education. Its findings show the transformative power of
education for girls in six areas: (1) earnings and standards of living, (2) child marriage and early childbearing, (3)
fertility and population growth, (4) health, nutrition and well-being, (5) agency and decision-making, and (6) social
capital and institutions.

Earnings and standards of living: On average, women with secondary school education earn almost twice as much
as those with no education at all.

Child marriage and early childbearing: Universal secondary education for girls could virtually eliminate child
marriage (entering in a union before the age of 18) and as result substantially reduce the risk of early childbearing
for women (having a first child before the age of 18).

Fertility and population growth: Universal secondary education for girls could reduce total fertility rates and lead
to a reduction in global population.

Health, nutrition and well-being: In developing countries, universal secondary education for girls could increase
women’s knowledge of HIV/AIDS and their ability to make decisions for their own healthcare. It could also
improve their psychological well-being, reduce the risk of intimate partner violence, and reduce risks of under-five
mortality and malnutrition for children.

Agency and decision-making: Universal secondary education for girls could increase women’s overall
decision-making ability within their household. It could also increase their ability to assess quality of basic services
and increase in likelihood of birth registration.

Social capital and institutions: Universal secondary education for girls could increase the ability of women to
engage in altruistic behaviours, and their ability to rely on friends when in need. It could also increase their ability to
assess institutions and services.

Many of the potential impacts of education on development outcomes apply to both boys and girls. But not
educating girls is especially costly because of the relationships between education, child marriage, and early
childbearing, and the risks that they entail for young mothers and their children.

Article II: “For Women in India, Small Loans Have a big Impact”
 McOmber 6

HARHUA, India—In this sleepy village on the outskirts of the ancient city of Varanasi, Irawati Devi stands proudly under
the bael tree that shades her home. Goats scour the ground around her mint-green food carts, searching for traces of the
fried noodles and samosas she sells.

“When we first moved to Harhua,” Irawati, 58, recalls, “we wrapped saris around bamboo poles until we could afford to
build walls.” With one small loan after another, averaging $290 at a time, she gradually managed to replace her home’s
makeshift partitions with brick walls. She then bought the food carts, pots, and utensils to start the business that now
supports her family.

Irawati’s story of using small loans to lift herself and her seven children out of poverty is one that could be told by
millions of people across India. Lending to microfinance borrowers, mostly women in rural areas, has increased by 900
percent over the last six years—from $2 billion in 2012 to $20 billion 2018. With these funds, millions of marginalized
families have started and expanded businesses, purchased essentials during emergencies, and supported their children’s
education.

Over the past decade, IFC has helped create a market for microfinance in India by investing $564 million in equity and
debt—including $5 million in Utkarsh, which now has 400 micro-banking offices that serve 1.7 million borrowers,
including Irawati. Today, IFC has investments in more than a dozen financial institutions that together represent nearly
half of all micro-lending in the country—reaching up to 70 million people, directly and indirectly.

The numbers are impressive, the stories inspiring. That was why, on a recent day, Utkarsh’s Chief Executive Officer
Govind Singh appeared on Irawati’s doorstep. He spent part of Utkarsh’s ninth anniversary in Harhua, the village where
he and 11 employees began issuing the company’s first loans. In 2010, when Utkarsh consisted of little more than three
chairs in a dusty room, Irawati was one of its first customers.

“Thank you for your money,” Irawati says, standing beside her youngest son.

"It’s not my money. It’s yours,” Singh replies, thanking her for using the loans to support her family.

Article III: “How Socialentrepenueship Can Benefit the Developing World”

Across the developing world, a great number of social challenges are evident. Poverty, economic inequality and
underdeveloped health services present a real threat to those who call these nations home. Previously, much of the
relief provided to alleviate these issues has come through aid from more prosperous countries, however growing
levels of alternatives, such as social entrepreneurship, are now being actively pursued.
 McOmber 7

Social entrepreneurs are those whose goal is the achievement of systemic and sustainable social change. Often this is
through innovation, perhaps through the invention of a new product or technology, or through adaptation of existing
methods, such as making aspects of healthcare more affordable to those who require it.

For social entrepreneurs, the end goal is poverty alleviation or societal development, whether in a non-profit or
business setting.

The notion that social entrepreneurship could provide aspects of aid not covered through traditional means has
become more popular in recent years. In 2011, the Global Entrepreneurs Council, a U.N initiative focused on the
promotion of entrepreneurship around the world, was formed.

In 2013, USAID and DfID created the Global Development Innovation Ventures fund, targeting the alleviation of
poverty by means of innovation. Resources such as these have enabled entrepreneurial minds across the developing
world to begin affecting change in their towns and cities. Not only this, but it appears to endorse the belief that
social entrepreneurship can benefit the developing world.

Geographical challenges to people in Southern Africa is a cause targeted by the Buffalo Bicycle Company, who
build their bicycles specifically for the terrain and its difficulties. In Myanmar, the work of the Phandeeyar tech hub
civil society groups connects those seeking to develop products in line with the country’s economic growth with
technology professionals.

Education, not just in the traditional sense, but also in terms of leadership, social abilities and entrepreneurship, is
the focus of Afroes, who provide their services to young people in South Africa through games and tools. The list of
social enterprises successfully overcoming social issues in the developing world grows by the day.

The progress made by these types of enterprises has increased acceptance that social entrepreneurship can benefit
the developing world. As social enterprises continue to multiply throughout developing nations, it has become
increasingly apparent that, in order to create systemic change, focus should be placed on public services being used
in tandem with social entrepreneurs.

As such, acknowledgment and understanding of the benefits provided through such partnerships should be
prioritized by public leaders across the developing world so as to continue affecting the change that is so often
drastically required.

– Gavin Callander
 McOmber 8

Bibliography

“For Women in India, Small Loans Have a Big Impact.” Ifc.org, Oct. 2018,
https://www.ifc.org/wps/wcm/connect/news_ext_content/ifc_external_corporate_site/new
s and events/news/india-microfinance-loans-rural-women.

“Missed Opportunities: The High Cost of Not Educating Girls.” World Bank, 18 July 2018,
https://www.worldbank.org/en/topic/education/publication/missed-opportunities-the-high
-cost-of-not-educating-girls.

Yamaguchi, Alisa. “How Social Entrepreneurship Can Benefit the Developing World.” The
Borgen Project, Alisa Yamaguchi
Https://Borgenproject.org/Wp-Content/Uploads/The_Borgen_Project_Logo_small.Jpg, 8
Sept. 2017,
https://borgenproject.org/social-entrepreneurship-can-benefit-developing-world/.