Extreme poverty is the most severe type of poverty, defined by the United Nations (UN) as "a condition characterized by severe deprivation of basic human needs, including food, safe drinking water, sanitation facilities, health, shelter, education and information. It depends not only on income but also on access to services". Historically, other definitions have been proposed within the United Nations.
This is a demography of the population of East Timor including population density, ethnicity, education level, health of the populace, economic status, religious affiliations and other aspects of the population.
International development or global development is a broad concept denoting the idea that societies and countries have differing levels of economic or human development on an international scale. It is the basis for international classifications such as developed country, developing country and least developed country, and for a field of practice and research that in various ways engages with international development processes. There are, however, many schools of thought and conventions regarding which are the exact features constituting the "development" of a country.
The Millennium Development Goals (MDGs) were eight international development goals for the year 2015 that had been established following the Millennium Summit of the United Nations in 2000, following the adoption of the United Nations Millennium Declaration. These were based on the OECD DAC International Development Goals agreed by Development Ministers in the "Shaping the 21st Century Strategy". The Sustainable Development Goals (SDGs) succeeded the MDGs in 2016.
Poverty reduction, poverty relief, or poverty alleviation is a set of measures, both economic and humanitarian, that are intended to permanently lift people out of poverty.
Education in Mozambique is organized by three main stages: primary education, secondary education and higher education. Although having a national public education system, several educational programmes and initiatives in Mozambique are mainly funded and supported by the international community.
The second goal in the United Nations Millennium Development Goal is to achieve Universal Primary Education, more specifically, to "ensure that by 2015, children everywhere, boys and girls alike will be required to complete a full course of primary schooling." Education is vital to meeting all other Millennium Development Goals: "Educating children gives the next generation the tools to fight poverty and prevent disease, including malaria and AIDS." Despite the significance of investing in education, the recent report, Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children—produced by UNESCO Institute for Statistics and UNICEF found that the world has missed this 2015 target of universal primary education, and there are currently 58 million children, of primary school age, out of school worldwide.
Practically all children attend Quranic school for two or three years, starting around age five; there they learn the rudiments of the Islamic faith and some classical Arabic. When rural children attend these schools, they sometimes move away from home and help the teacher work his land.
Education in Tajikistan consists of four years of primary school followed by two stages of secondary school. Attendance at school is mandatory from age seven to seventeen. In accordance with the Law on Higher Education and Professional Postgraduate Education the country provides for the following levels of higher education:
Education in Dominica is compulsory from ages 5 to 16. The gross primary enrollment rate was 100.4 percent in 1991 and 98.2 percent in 1998, and the net primary enrollment rate was 88.7 percent in 1991 and 88.8 percent in 1998. Primary school attendance rates were unavailable for Dominica as of 2001. Poor physical conditions in many primary schools affect the quality of education, while some schools are overcrowded, limiting access to primary education, particularly for children living in urban areas around the capital. Poverty and work on family banana farms during the harvest season can affect school attendance, but other employment does not pull minors out of school. There is a significant Carib Indian population in Dominica, and schools on the Carib Territory are reported to have fewer resources.
Education in Guatemala is free and compulsory for six years. Guatemala has a five-tier system of education starting with primary school, followed by secondary school and tertiary education, depending on the level of technical training. 83.3% of the population age 15 and over is literate. The official language of instruction is Spanish as mandated by the Education Law in 1965 when Spanish became the official language of Guatemala.
Education in Honduras is essential to the country of Honduras, for the maintenance, cultivation, and spread of culture and its benefits in Honduran society without discriminating against any particular group. The national education is secular and founded on the essential principles of democracy, inculcating and fomenting strong nationalist sentiments in the students and tying them directly to the economic and social development of the nation. Honduras's 1982 Constitution guarantees the right to education, a right also conveyed through the National Constituent Assembly's Decree 131 and in the official daily publication La Gaceta.
Public education in the Central African Republic is free, and education is compulsory from ages 6 to 14. AIDS-related deaths have taken a heavy toll on teachers, contributing to the closure of more than 100 primary schools between 1996 and 1998.
The education system of Djibouti is strongly influenced by France.
Education in Niger, as in other nations in the Sahelian region of Africa, faces challenges due to poverty and poor access to schools. Although education is compulsory between the ages of seven and fifteen, with primary and secondary school leading into optional higher education, Niger has one of the lowest literacy rates in the world. With assistance from external organizations, Niger has been pursuing educational improvement, reforming how schools utilize languages of instruction, and exploring how the system can close gender gaps in retention and learning.
Education in Togo is compulsory for six years. In 1996, the gross primary enrollment rate was 119.6 percent, and the net primary enrollment rate was 81.3 percent. Primary school attendance rates were unavailable for Togo as of 2001.
Rural poverty refers to situations where people living in non-urban regions are in a state or condition of lacking the financial resources and essentials for living. It takes account of factors of rural society, rural economy, and political systems that give rise to the marginalization and economic disadvantage found there. Rural areas, because of their small, spread-out populations, typically have less well maintained infrastructure and a harder time accessing markets, which tend to be concentrated in population centers.
The quality of health in Rwanda has historically been very low, both before and immediately after the 1994 genocide. In 1998, more than one in five children died before their fifth birthday, often from malaria. But in recent years Rwanda has seen improvement on a number of key health indicators. Between 2005 and 2013, life expectancy increased from 55.2 to 64.0, under-5 mortality decreased from 106.4 to 52.0 per 1,000 live births, and incidence of tuberculosis has dropped from 101 to 69 per 100,000 people. The country's progress in healthcare has been cited by the international media and charities. The Atlantic devoted an article to "Rwanda's Historic Health Recovery". Partners In Health described the health gains "among the most dramatic the world has seen in the last 50 years".
The fertility rate was approximately 3.7 per woman in Honduras in 2009. The under-five mortality rate is at 40 per 1,000 live births. The health expenditure was US$197 per person in 2004. There are about 57 physicians per 100,000 people.
Sustainable Development Goal 1, one of the 17 Sustainable Development Goals established by the United Nations in 2015, calls for the end of poverty in all forms. The official wording is: "No Poverty". Member countries have pledged to "Leave No One Behind": underlying the goal is a "powerful commitment to leave no one behind and to reach those farthest behind first". SDG 1 aims to eradicate every form of extreme poverty including the lack of food, clean drinking water, and sanitation. Achieving this goal includes finding solutions to new threats caused by climate change and conflict. SDG 1 focuses not just on people living in poverty, but also on the services people rely on and social policy that either promotes or prevents poverty.
