Nicaragua

I recently returned from a 10 day visit to Granada, Nicaragua. Nicaragua, as of 2010, sits as the second poorest country in the Western Hemisphere and the poorest country in Central America. Nicaragua lost the majority of its infrastructure during the contra war in the 1980's, which was followed by rampant inflation (as much as 33,000%) and US economic blockades.

Although primary education is free and compulsory, this is rarely enforced as many families need children to work at home. In fact, only about 50% of children finish primary school. Needless to say, new-born Nicas are not primed for success.

Countries like Nicaragua always reinforce my desire to do what I do, to provide educational opportunities and resources for children. In countries like Nicaragua, where growth is just beginning to occur, the problems of the poor change. Utter lack of resources is replaced by simple scarcity.

Poverty becomes manageable, if you have the skills to manage it. However, how can we expect an entire generation that barely had the opportunity to acquire the most basic mathematical skills to show proficiency in finance management?

The ability to manage money in the long term requires some rather abstract mathematical thinking. Not only the simple notion that it will cost less if you save and buy it with cash instead of credit, but the notion that wealth can accumulate. Emergencies can be taken in stride if savings have been accrued, thereby lessening the loss of earning power.

Once a developing country’s government has stabilized and it’s major health concerns have been dealt with, the next vital step must be education. If consistent quality education does not follow at the heels of economic growth, how can the growth possibly be sustained?