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Even in a country where 60 percent of the population lives in deep poverty, the boy's self-immolation raised alarm. Kamran, who died Saturday from his burns, has become a symbol of the hopelessness of families crushed by high unemployment, rising prices for staples such as wheat and skyrocketing fuel costs.

Diverse Charter Schools: Can Racial and Socioeconomic Integration Promote Better Outcomes for Students? Poverty & Race Research Action Council; Century Foundation Kahlenberg, Richard D.; Halley Potter Published: May 2012 Examines how current policies and philanthropic priorities create high-poverty, racially isolated charter schools, benefits of socioeconomically diverse charter schools, and approaches taken in successful examples. Proposes policy and funding reforms.

The author has spend the last six years identifying and visiting high performing schools with significant populations of children living in poverty and children of color. What she has found is that although teachers in these schools work hard, they find their work invigorating because they are successful. And they are successful because their schools are organized with care to ensure that they do everything right, from discipline to curriculum.

Lightening the Load: A Look at Four Ways That Community Schools Can Support Effective Teaching Center for American Progress Chang, Theodora; Calyssa Lawyer Published: January 2012 Describes how healthcare, family involvement, and expanded food assistance programs at high-poverty community schools enhance teacher effectiveness by enabling them to focus on instruction in stable environments. Recommends policies to maximize benefits.

This briefing focuses on MDG2 - to achieve universal primary education - and its target: to ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. Developing young minds can help lift countries out of poverty and contribute to a better future for all.

The thesis of this essay is that the institution of war could be abolished through a combination of Constructive Programs and Obstructive Programs. Good works alone won't end war. To transform dominator, warring cultures into egalitarian and nonwarring ones, Constructive Programs are needed to prepare the way, to establish the groundwork for a new lifestyle. But alone they will not result in a paradigm shift to a Gene Roddenberry-style Star Trek future on earth in which there is gender and racial equality, poverty has been eliminated, and conflicts are resolved by the rule of law instead of through military force. Paradoxically, Constructive Programs unless paired with the force of Obstructive Programs can enable dominator cultures to remain firmly in place. Moreover, to bring about a major social transformation we will need leaders to unite men and women as full partners in shaping a massive cultural shift to a more egalitarian, just, and nonwarring future.

Jofranka is one of thousands of Roma children in the Czech Republic who have been systematically denied one of the most basic rights: access to a decent education. When she was six years old, though she had never been properly tested, she was sent off to a segregated school for children with learning disabilities. Now, at age 19, she faces a bleak future, with few job opportunities and little chance of rising out of poverty.

Eight teachers tell us about the progress of education in their country, what they see as the biggest challenges for African teachers and students - and their hopes for the future