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Sergio Vitier Miami FL USA -Ocean Pollution 

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Sergio Vitier Miami FL USA -Ocean Pollution 

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Beach pollution is a significant issue in Miami. During high season the beach gets overcrowded. Restaurants increase their orders of disposable ítems, like to-go containers, straws, and cups. Even though the city workers clean the beach every morning, most of the trash goes to the ocean. The city is full of cups, bags, straws, plastic bags, and waste in the early morning hours. There should be a City ordinance that prohibits noncompostable Togo containers. A no plastic at the beach policy enforced by the police department with fines for loitering. Public schools should offer environmental programs that reward students who protect and clean the environment.

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Martin Sekyi Jonah, Ghana, Goal 14: Life below Water 

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Martin Sekyi Jonah, Ghana, Goal 14: Life below Water 

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Our waterbodies have been polluted due to several bad human practices such as Illegal mining, Bad practices of fishing in the oceans, disposal of wastes in the ocean. Statistics has proven that nearly 8 million tons of plastics ending up in our oceans each year and this is a great threat to our wildlife and ecosystem. In my short interview with stakeholders; Martha Jonah(Care- Love Charity Foundation Executive Director, Fiifi Abbey(Fisherman), Emmanuel Mensah(Fisherman), it was brought to notice that Human activities such as using harmful chemicals(Dichlorodiphenyltrichloroethane-DDT) for fishing destroys the livelihood below water. Moreover disposal of waste from factories into the ocean is really harming the livelihood below water and even affecting our health as we consume from the water bodies.
Sustaining our water bodies requires strict enforcement of the law to protect the livelihood under water by banned worldwide with effective sensitization.

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Faiza Mohamed, USA Goal 8:  Decent work and Economic Growth 

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Faiza Mohamed, USA Goal 8:  Decent work and Economic Growth 

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If you look online right now and look at the u.s unemployment rate you'll see that there is a boom in jobs despite being in a pandemic. This labor surplus has been hanging on many of our heads since the beginning of the pandemic Many americans are currently fighting to increase the U.S minimum wage from $7 to $15 to adjust the current rates. Many people are working more than 2 jobs just to survive. The past year alone increased the wealth gap between the rich and poor.1% of americans make up more than half of the worlds total wealth. 1We are also experiment with the idea of having a 4 day work week. The 8x8x8 model is not enough for anyone and doesn't allow people to rest. We are also looking to protect more worker rights while also promoting safety. Nobody should be risking their health to survive.

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Olyvia Lennox, USA, Goal 12: Responsible Consumption and Production

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Olyvia Lennox, USA, Goal 12: Responsible Consumption and Production

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My whole life, I have been hyper aware of the things I consume and my footprint on the earth. I try my best to minimize my impact, but it’s hard, as I am just one person. Because I have lived in many countries, I’ve been able to compare recycling habits, and I’ve found that Germany is very on top of this, and I admire their efforts. However, to make the earth livable for as long as possible, everyone needs to pitch in, and I think it’s our duty as citizens of this earth, to do that to the best of our abilities.

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A home which was destroyed by a tornado, about a 10 minute drive from my house (Darien, IL).

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Hunter Murphy - U.S.A. - Goal 13 - Climate Action

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Hunter Murphy - U.S.A. - Goal 13 - Climate Action

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Many people know that climate change is going to cause inevitable and irreversible damage to our ecosystems and planet, but where I live it seems like people tend to ignore the effects we can already see. For example, in Illinois climate scientists have said that massive rain fall, increased tornadoes  as well as  heat waves will be the most noticeable changes. When briefly talking to people about these issues, it seems they've chalked it up to unlucky or bad weather rather than actual effects of inaction against climate change. A tornado recently hit a town very close to me (Darien, IL, about 10 min away from my home), and destroyed a relative's house. However, the local governments of Darien, surrounding towns, as well as the state of Illinois itself have generally been underwhelming in trying to help these people who've lived through disaster. In the heart of Chicago, as the water lines of the lake right next door grow wider, people all across the city experience flooding, and the destruction of their homes. Heat waves have led to increased death from overheat, as well as water accessibility problems. Although we may be the richest country in the world, we are doing very little to take care of the citizens who are seemingly forgotten instead of helped. For my relative who had her house destroyed, the insurance companies helped cover some of it, and she hasn't received much help since. Instead of simply watching as these things occur and feeling empathy, we should put money, research and resources into not only the reduction of our carbon footprint and to prevent further climate change, but also to help victims of climate disasters to recover from their unfortunate situations.

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This photo shows that what is waitting for us in the future.It's Sirwan river in Iraqi Kurdistan.

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Sidad Muhsin-Iraq-Goal 6:Clean water and sanitation.

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Sidad Muhsin-Iraq-Goal 6:Clean water and sanitation.

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In this year we faced this disaster, and it'll be worse if we don't find a solution about this catastrophe.And as I interviewed with a few families in Shorsh neighborhood in Erbil city they have been suffering about this problem for months"A month ago we didn't have a single drop of water and we couldn't take shower,despite that we had to even buy drinkable water".Mr Taib said that who has suffured because of this problem.In Iraq we have so many problems that we should find a solution for each of them,but water problem is a real disaster because it has negative effects such as:Destroying farms and farmers loose their farm land ,not enough water for people's needs,and environment like global warming..ect .So in the end,we must take responsibility and find a solution before it gets worse.

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Julissa Alvarado, USA,-GOAL#5-Gender equality and women’s empowerment

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Julissa Alvarado, USA,-GOAL#5-Gender equality and women’s empowerment

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Women for generations have been dealing with and fighting for their rights. Every woman in the world is facing gender discrimination. Some women in third world countries in this day cannot still have the freedom to drive or go to school to make a better future for their selves. For example, some girls in third world countries are expected to marry at such young age and are not able to do what they actually want to do for their futures. The UN has decided to take a stand in this social issue and defend and fight for the women and girls who are still facing these issues based on their gender. The major issues that women are facing in these issues are the gender pay gap, education equality, STEM equality, workforce. The UN has been working with women around the world who face discrimination against them such as in human rights and having the right humanitarian action to fight for the rights for women around the world. There is a lack of empathy for this kind of issue where women and girls cannot have the same rights as men. These women not only fear for their lives but have no knowledge about their own rights.

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The problem of administration and employment in kurdistan

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Dana Nasih - The problem of administration and employment in kurdistan

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Dana Nasih - The problem of administration and employment in kurdistan

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Generally kurdistan have the problem of administrating especially nowadays which is under many issues that can be solved then opening toward the administrating but first of all we have to go to the reasons  I have asked my college teacher to answer my questions about how it can be solved  ,and he answered me it can not be done in a very easy way ,it needs plan ,it needs money ,when he talked about money It reminds me that kurdistan is under the bug problem which is giving the salary of the administrating people in the right time...

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In Kurdistan There are many problems related to education, but i chose the problems in class that impact students the most.
So I interviewed one of my classmates,
Some of the problems that can be found in class are:
The number one problem is the building itself, the walls are so poorly built that if it weren’t for air conditioning the classrooms would be freezing in winter and very hot in summer, and there are a-lot of noises coming through the walls and windows that distract students from their work.
Another problem is the cleanliness of the classes, they are so poorly maintained it could cause health problems, and the visual of the class subtracts from the professional mindset of the teacher and the students.
Yet another problem is the situation with the electronics and the electricity, the lights and the projector often go out in the middle of a lecture, and this disrupts the flow and the thought process which has a very negative effect on education.
Also some students have a problem with understanding the teachers, this lead them to get poor grades and sometimes fail in the subject’s, and they complain that this goes back to the teachers teaching method.

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“We must work together to ensure the equitable distribution of wealth, opportunity, and power in our society.” –NELSON MANDELA

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Niki Spencer - US - Goal 10, Reduce inequality within and among countries

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Niki Spencer - US - Goal 10, Reduce inequality within and among countries

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Income inequality in Organization for Economic Co-operation and Development (OECD) countries is at its highest level in the last 50 years. The top 10% of the population controls almost half of the total wealth, while the bottom 40% earns only 3%, representing a 700% disparity in the past 25 years alone. A large, prosperous middle class is vital to a strong society and economy. The middle class drives consumption, most of the investment into education, and through its tax dollars, supports social safety programs. Societies with a thriving middle class enjoy higher levels of life satisfaction, health, lower crime rates, as well political stability and elected officials who care about their needs. Economic insecurity concerns much of the population: more than one in three people lack the money needed to maintain a poverty level standard of living for at least three months. The economic crisis has increased the urgency to address inequality. Fears of social and economic decline, uncertainty, and exclusion have reached the middle classes in many societies. The benefits of growth are not evenly distributed, with high levels of income inequality rising faster and faster.

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-The awarenesses of using drugs should published everywhere and not taking it randomly ,especially without the permission of doctor then pharmacist .
-Reading leaflet before using every drug is very important .
-through the interviewing of Dr.Marwan we learned too much about importance of reading leaflet in kurdistan and Iraq also because Iraqi members do not have this much knowledge about drugs plus the dosage of the drug which used to be given ,if it is more than the needs or if it is less than the needs both can make problem for the society .

Interviewing Dr.Marwan-pharmacist

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“It is time that we all should see gender as a spectrum instead of two sets of opposing ideals” 

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Zina Azad - Iraq - Goal 5, Gender Equality 

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Zina Azad - Iraq - Goal 5, Gender Equality 

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As a Kurdish citizen in Kurdistan - Iraq, there are many inequalities between both genders in many fields, not just in our community but around the world. I wanted to focus on one of the most important field that we all need in our lives which is the differences in requirements between male and female when it comes to hiring for a job. Besides the lack of jobs and job opportunities that we have in our community, when it comes to hiring or announcing a job offer, the requirements for hiring both genders differs a lot.
I interviewed one of my classmates at college whom is a mother and wants to work but the requirements for the job that she searched for is a woman should be single (not married) and should have no kids, but it differs for the man which he can be married and have kids, this does not matter at all.
Also about clothes, a female/woman should wear what the boss tells her, a man can wear whatever he wants.

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According to the interview that I did with a girl that was forced to drop out of school and following her marriage when she was 16 years old.And I´ve come to the coclusion that child marriage is a complex issue.It is rooted in gender inquality and lack of education.Like there is undoubtly a link between education and ending chlid marriage.But it is complex.Education is not only a human right,but also a powerful for women´s empowerment.Because education is pathway to getting all over rights[as women].And by keeping girl in school,girls would have a better chance for safety, security,health,education and to make thier own life choices and decisions.

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Andi Hubbard, USA, SDG 3 Good Health & Well-being

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Andi Hubbard, USA, SDG 3 Good Health & Well-being

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1 out of every 4 people experience a mental health episode in their life.  Bullying is very common in our schools that does unfortunately lead to suicidal thoughts and self harm. Suicide is the second cause of death among young adults.

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Victoria Nguyen - U.S. - Goal 4: Quality Education

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Victoria Nguyen - U.S. - Goal 4: Quality Education

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Chicago Public Schools, or shortly known as CPS, is the 3rd largest public school district in the United States. While the top public highschools in Illinois are under the CPS system, so are the worst public schools in the state. “Half of the more than 5,000 students attending [the city’s lowest-performing high schools] scored in the lowest category on the state exam in math, meaning they can only do basic addition, subtraction, multiplication and division problems.” Students at Chicago’s lowest-performing high schools drop out at nearly 12 times the rate of average Illinois students. There is a huge disparity in the CPS system, where one school in the district is significantly in a better shape than another. Schools in lower income neighborhoods usually with POC--or people of color--are more likely to be short on teachers, compared to white schools. In one situation, a special education teacher had to fill in for another general teacher’s absence and the special education teacher had to leave his or her students behind. In some cases, students are left with no teacher. There are not enough resources. These school and community problems are just left neglected.

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As a Chicago Public Schools social worker, Emily Penn's job is to travel between two schools, making sure her special education students get the services they need. But at one of those schools, she was furious her students couldn't even get the basics: a teacher.

For two long years, her students, most of whom have learning disabilities, had no special education teacher to teach them directly or work in the regular classroom to adjust lessons and make sure they understood.

"I feel helpless," said Penn, who has been working in Chicago Public Schools since 2006. The North Lawndale school serves an all-black, high-poverty student population. Penn withheld the name of the school because she doesn't want to bring it negative attention.

On top of that, Penn said no substitute came through. So the already-stressed general education teacher tried her best, and the assistant principal, who has a background in special education, monitored their progress between other duties.

But she said it was nowhere near what these students deserved. Penn said watching these little boys and girls suffer was demoralizing. "I think about the statistics and the school-to-prison pipeline."

By contrast, Penn's other school, with mostly white and middle class students, got two additional special education teacher positions midyear and was able to fill them within a few months, she said.

This is the stark reality in Chicago Public Schools. Last school year, almost a third of 520 district-run schools - 152 - had at least one regular education or special education teacher position open all year long, a WBEZ analysis shows.

The problem is most acute at schools serving low-income and black students. They are twice as likely as all other schools to have a yearlong teacher vacancy. Chicago's 28 schools with majority white student populations had no yearlong vacancies.

And making matters worse CPS also has a severe substitute teacher shortage, a WBEZ analysis shows. At 62 schools, half the time a teacher was absent no substitute showed up.

Here, again, there is a racial disparity. When majority black and Latino Chicago public schools request a substitute to cover a class, subs didn't show up 35% of the time, data from September 2018 through March 2019 shows. That's compared to 20% at majority-white or racially-mixed schools. Substitute teachers can turn down any school assignment.

One South Side mother told WBEZ her daughter never gets a sub when her special education teacher is absent. "She does nothing ... nothing of any education value that day," said the mother, who didn't want to be identified because she fears retribution from the principal.
How often is a teacher or substitute missing at your school? Search here.
Chicago Public School officials acknowledge the problems filling substitute requests and teacher vacancies. They also note that just because there's a vacancy doesn't mean students miss instruction. Principals will usually make sure students get some work and they will do their best to work with the teachers they have, officials say.

But students, parents, teachers and community organizers tell stories of students not having math, English, gym, Spanish or special education support for months at a time, if not an entire year.

One parent, who wanted to remain anonymous, said when her child's school couldn't fill one of two sixth-grade teacher positions, the one teacher took on all 57 students in that grade.

Often, when there is a long-term vacancy, students get a parade of substitutes who might give them worksheets or worse - spend time sitting in an auditorium without any school work to do.

"It was really like a jigsaw puzzle," 18-year-old Cris Hernandez said of her sophomore English class experience at Gage Park High School, an all low-income school serving kids of color on the Southwest Side. For most of the year, the class had no teacher. Students didn't know where to hand in papers or who was grading them.

A lot of her classmates failed the class, she said.

Asked why she thinks this happened, Cris had a simple answer: "We are a high-crime, low-priority school," she said.

Systemic roots

School district leaders constantly say they want to make the school district more equitable. And nothing gets to the heart of the district's inequities more than the reality that some schools struggle securing teachers while others are fully staffed, said Matt Lyons, CPS' chief talent officer.

But he said this is an outgrowth of systemic and societal issues that can't be fixed quickly. Over the past few years, the school district has started one program that helps 60 struggling schools hire teachers and another that pays extra money to subs willing to work in 75 hard-to-staff schools. It also plans to expand a program that offers alternative teaching degrees in areas like special education.

Lyons said these programs are starting to work, but acknowledges there is a long way to go.

Rachel Metz of The Education Trust, a Washington D.C.-based organization that works to close the "opportunity gap" affecting low-income students of color, said this is a problem across the country.

"We know that high poverty schools with vacancies were one and a half more times as likely to not be able to fill that vacancy in at least one field compared to low poverty schools," Metz said.

Chicago is confronting these issues against the backdrop of a well-known teacher shortage across the country. Locally, almost 3,000 positions in schools went unfilled across the state, according to the Illinois State Board of Education.

Experts say the shortage is the result of a confluence of factors.

"Stagnant salaries that have not kept pace with other professions, under-resourced schools that contribute to stressful working conditions and the climate of teacher bashing," said Sandra Beyda-Lorie, dean of the College of Education at Northeastern Illinois University.

An annual survey of Illinois superintendents found that in 2018 upwards of 85% said they had a problem finding teachers and substitutes. Superintendents in central and southern Illinois reported the most trouble getting qualified candidates.

But Chicago is unique, Lyons said. While those superintendents might need to fill one or two vacancies a year, he is charged with getting good, qualified people into hundreds of jobs each year. He said vacancies have grown in recent years as Chicago's finances have stabilized and principals have opened more positions.

"That is a great thing, but it also puts more pressure on us to solve some of these shortages because an open position doesn't mean anything if it is not a filled position," Lyons said.

The special education puzzle

Special education teacher positions are the hardest to fill. About half of all Chicago public schools had at least one empty special teacher position in each quarter of last year, CPS' employee roster shows. That record excludes charter schools.

One hundred special education positions stayed open for at least three months. Another 100 stayed open the entire school year.

On top of that, it's hard to get a special education teacher substitute. More than 130 schools got a sub less than half the time they requested one.

And teachers and parents say principals often don't even request them. Special education and general education teachers say they are sometimes hesitant to ask for a sub to cover their class so they can coach other teachers or plan with a colleague. They fear no sub will show up, and they don't want their students to miss out on learning.

And then there's the money angle. Substitutes are paid by schools out of money used for teacher positions. But school district officials say it is so little each day - less than $200 - that they don't think it is a disincentive to request them.

Making matters worse for special education students, their teachers sometimes are pulled away from their students to cover for an absent classroom teacher. That deeply frustrates the Englewood mother of the special education student who said her daughter learns nothing when her teacher is absent. She said it makes her feel as if her school doesn't value the education of students with disabilities.

But the practice is common, according to the Chicago Teachers Union and a state official who monitors the school district's special education department. In its current contract fight, the union is demanding it stop.

The teachers union also would like to see substitutes receive benefits and full-time positions in schools paid for by the school district. Currently, some schools pay for a full-time teacher who works as a substitute floater. But because the money for this position comes out of the school's budget, it means they have less for other positions, like an art teacher or a reading specialist.

When special education students are deprived of instruction, it is not only against the law, but it also is one reason they are falling behind, said Heather Calomese, the executive director of special education services for the Illinois State Board of Education.

"It has to be a priority because we see it play out on the back end," said Calomese, noting that a limited number of disabled students from Chicago Public Schools go to college.

Harmful perceptions

Principal Jasmine Thurmond said the teacher and substitute shortage hits a school like hers extra hard. She works in Englewood on the South Side.

"The perception is that Englewood is a dangerous place to live and it is a dangerous place to work," she said. "And because the media does such a great job at perpetuating that, it ends up becoming an internal bias for some folks so much so sometimes they don't apply for schools that are in areas like Englewood or Austin or Roseland. If folks aren't applying, then we can't bring them on."

Two years ago, King Elementary went without a gym teacher and a math/science teacher for several months. Sometimes a substitute stepped in, but other times Thurmond or her assistant principal had to cover.

Overall, they only got sub coverage only 44% of the times they requested one, according to CPS data.

When it comes to teaching positions, she said the problem is often the quality of the candidates.

"As a principal, it is important to me that I never lead from the space of, 'I just need to get a body in here who has the endorsement,' because then you are leading from a compliance lense, as opposed to doing what is in the best interest of children," she said.

The task of finding teachers has gotten somewhat easier for her. Now, going into her fourth year, she's built relationships with universities and others that help her fill positions.

Also, her school is part of one of the school district's programs to tackle the issue of teacher vacancies. King Elementary is one of 60 so-called Opportunity Schools. The school district recruits teachers, vets them, hires them and then plays matchmaker between schools and candidates. It also supports the new teachers once they are in the schools.

Lyons said a key is that teacher candidates are brought in to tour Opportunity Schools.

"Despite what someone might read, assume or hear from a friend, you walk into these schools and they are safe, they are welcoming, students are smiling and happy to be there and happy to learn," he said.

King Elementary also will be the site of a teacher residency program that the district is expanding this year. The residency programs allows people with bachelor's degrees to be apprentice teachers at schools while they pursue an alternative, quicker path to a teaching degree.

Stressed out schools

Metz, of The Education Trust, applauds programs like CPS' Opportunity Schools and says similar efforts have reduced vacancies in high poverty schools.

But they don't get to the core of underlying problems: working conditions and the candidates the school district is attracting.

Teachers might shy away from schools where the students are dealing with the effects of poverty. This is especially true, Metz said, if the teacher has a different background than the students.

"To be frank, it is sometimes easier, particularly if you are a white teacher, to teach students who have a similar background to you," Metz said.

Chicago Public Schools officials have said they are actively trying to recruit 3,000 teachers of color to the school district over the next five years. But black teachers make up only 21% of all Chicago Public School teachers, down from more than 40% in 2000. Black students make up 37%of the student population.

Making matters worse, CPS schools serving poor students are the most under-resourced as a result of CPS' per-pupil budgeting system. They struggle to hold on to students and are therefore penalized financially for each student they lose. Chicago Mayor Lori Lightfoot last week said the school district is going to spend a year examining whether the way money is doled out to schools creates inequities - and whether there's a better way.

Jessica Cañas, who works as for the Little Village Education Collaborative, said parents and students often tell her their schools are missing a teacher in one subject or another. She said she sees it as part of a pattern.

"Our schools in Little Village have historically been disinvested in, like every year when the budget comes out, we are waiting to see how much is going to be cut," she said of the schools in the low-income, mostly Latino area on the Southwest Side.

Downward spiral

Chicago Public Schools also faces criticism for failing to do enough to hold principals accountable for high teacher turnover, lingering vacancies or for making sure students without teachers get a quality education.

Just two years ago, the state found Chicago Public Schools had violated the law when, in part to save money, it implemented an overhaul that led to the delay and denial of services to special education students. It appointed a monitor to oversee the department.

That monitor, Laura Boedeker, said the school district needs to mandate that principals prove special education students are getting instruction, whether they have a teacher or not.

"It is time to intensify that accountability," she said. "Principals have so much to do already, and I recognize that. But special education, you have vacancies, so you are going to have to show us what you are doing."

She said some principals do a "beautiful" job of changing teacher schedules to cover for a missing teacher. But she said over the past year she has encountered situations where principals cannot prove students are getting any of the instruction they are entitled to.

Boedeker is also frustrated at the lack of substitutes for special education students and the practice of forcing special education teachers to cover classes for absent regular education teachers. She said the school district and the Chicago Teachers Union, which represents substitutes, need to look for solutions.

The union said the school district needs to take principals to task when schools become toxic work environments that drive teachers away.

Sara Echevarria, the head of the CTU's grievance department, said Smyth Elementary in the West Loop is an example of how a school can unravel and students be hurt. She said for the last year, teachers have filed grievances and complained about what they call a bully principal. She said sometimes the school district does take action, but it takes a long time. By then, the damage is done.

"CPS may be looking into this, but if it does anything, it is delayed," she argued.

CPS data shows Smyth is among the worst schools when it comes to vacancies. In addition to one year-long vacancy, it had several shorter-term vacancies as teachers left before new ones could be hired. At any given time last school year it had at least four vacancies.

Chicago Public School officials emphasize that schools like Smyth are an exception. They say there are plenty of schools that are in poor neighborhoods, but whose principals cultivate such great environments that they have few openings.

It is unclear how aware Smyth parents are of the situation. For example, a Smyth parent who was asked about her daughter's missing math and science teacher, insisted everything was OK because almost all students passed the U.S. Constitution test.

Also, community organizations say parents don't want to complain because they worry it will make their schools look bad.

In Chicago Public Schools, where parents and students choose schools, looking bad can often spell doom. If school can't attract teachers, that could make it hard to attract students, then the school loses money and staff and it becomes even less attractive.

Principals, teachers, parents and students worry constantly about falling into this destructive downward spiral.
Sarah Karp covers education for WBEZ. Follow her on Twitter at @WBEZeducation and @sskedreporter.

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1 In 3 Chicago Public Schools Went Without A Teacher For a Year

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As a Chicago Public Schools social worker, Emily Penn's job is to travel between two schools, making sure her special education students get the services they need. But at one of those schools, she was furious her students couldn't even get the basics: a teacher.

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Asmaa Sardar- Iraq -Goal 4 -Quality Education 

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Asmaa Sardar- Iraq -Goal 4 -Quality Education 

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Your mother language important

Today when I'm going to college, there are too many students in my college, but I decided to interview myself because sometimes we have to ask ourselves “what’s our problem?”

I took some pictures of my department I mean the “Kurdish language department”, pictures are show my problems,  in the first picture you can see a broken wall, I think it's terrible and as bad as you can't imagine, about the second picture that I took we call it hall 44 you can see broken windows and the broken walls we study in there imagine you studying in this hall, about the third one this is our college department, teacher rooms are in there, it's so bad as you can see in my third picture, the last picture our studying halls, we study in the cabin and sometimes we don't study because we don't have enough rooms, so this is my problem I wanna studying in a beautiful place like any other students in other college in my country not in the cabin, whenever we ask our department to solve our problem they say you can study in anywhere cause you study mothers language and it’s easy , if they wanna solve problems they choose other departments problem they don’t choose us to solve ,
this our right as a Kurdish language students, we studying mothers language they have to take care of us , I think the solving of my problem is spending our parallel student’s money, repair our studying halls, walls, and everything. And i wanna say if you studying mother’s language you have right to studying in a beautiful place , remember the places are matter mothers language is matter.

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Diana Mahmood - Iraq - Goal 4, Quality Education

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Diana Mahmood - Iraq - Goal 4, Quality Education

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Upon interviewing a couple of students from our college, specifically those who came from other cities/towns and villages to study, and are staying in dormitory, I’ve learned about some factors that negatively affect the quality of the education they receive. First, it’s the lack of adequate supply of public utilities like electricity, internet connection, hot water in winter or water in general and sanitation in the dormitory. Also, the absence of study rooms as it is very hard to concentrate on doing assignments in a noisy environment, and the shortage of tables and chairs on top of it all lowers the students’ motivation in studying. It is hard to get used to such conditions and it negatively influences students’ mental state putting them in more depression especially at the beginning of the new academic year.  Finally, some of the students cannot afford a sufficient amount of food throughout the day and let alone buying school supplies or study materials like books as they are coming from low-income families.

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Samarah Ahmed- US- Reduce inequality within and among countries

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Samarah Ahmed- US- Reduce inequality within and among countries

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More and more low income children and adults die from preventable causes each year. Unfortunately, children experiencing poverty are also susceptible to less education, resulting in low academic achievements. This goes on to affect their futures in terms of employment opportunities due to limited qualifications. This would result in their own children being born into poverty, and so the cycle continues. This is a worldwide issue and people all over the globe need to work together to find a solution to this harmful cycle. Poverty affects so many people in so many ways; and people should not be tackling illnesses and dying all because their government has failed to provide the resources needed for them to succeed and survive.

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Mariyam Syed - U.S. - Goal 4: Ensure quality education 

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Mariyam Syed - U.S. - Goal 4: Ensure quality education 

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Chicago Public Schools, specifically those in the South Side are lacking in funds and other necessary resources. The buildings are not up-to-standard, they lack educational materials, the teacher's are underpaid. On top of the low-quality education, many of those students are victimized, known as the "school-to-jail pipeline". Children with behavioral or mental health problems don't get proper care/treatment, due to lack of social workers or councilors. This leads to problems which impact poor and minority race students the worse. All this shows there's a lack of funding in these necessary things to help Chicago's schoolchildren succeed in their education.
I learned about this information from my history professor, Prof. Mitrani, who gave exam prep to students at Bronzeville, the first school for Black students in Chicago.