Why are the children of migrant workers so poorly educated?

Children in the agricultural workforce are increasingly being left behind by the globalisation of work, with many living in extreme poverty, and with fewer opportunities for upward mobility.

This year, an international report commissioned by the UN’s Economic and Social Commission for Western Asia (ESCWA) revealed that more than half of migrant children in India and Pakistan have not reached their potential.

In Bangladesh, nearly one in three children in primary school have no qualifications.

In the Philippines, one in four children are below the poverty line.

In Myanmar, a quarter of children have no formal qualifications at all.

In countries where the labour market is more competitive, children are often left out in the cold.

In India, nearly three in five children in secondary school do not even have access to an education.

India’s education system is one of the most underdeveloped in the world.

It is one among a growing number of countries where poverty, social marginalisation and inequality continue to be entrenched.

In 2017, the World Bank reported that India’s school enrolment rate was below 50%, and a significant proportion of students did not finish primary school.

And despite the government’s ambitious targets to make it more affordable for more people to attend school, India still lags far behind most other countries when it comes to education attainment.

In addition to these obstacles, the country has also had to grapple with the fallout of the country’s controversial caste system, which places a heavy emphasis on the caste system of Brahminism.

Many of the children who fall prey to this system do not have access or access to proper education.

According to the International Organisation for Migration (IOM), more than 1.5 million children are currently living in precarious situations.

While India has made significant strides towards addressing the issue of gender-based violence in the country, it has not been able to bring about the gender equality that has been a core plank of its development agenda.

According the UN, India has one of Asia’s highest rates of infant mortality and one of its highest rates in child poverty.

In contrast, Bangladesh, which has one the lowest infant mortality rates among countries, has one and a half times the rate of child poverty in 2017.

The fact that the country does not have a gender equality strategy to address these issues is why the country is currently ranked 130th out of 180 countries in the UN Human Development Index (HDI).

According to a study commissioned by ESCWA, women’s empowerment is the biggest obstacle to gender equality in India.

As such, it is also a key reason why India has so many gaps in its education and training systems.

The country also has a history of discriminatory policies towards women, including the “Hindu marriage law”, which discriminates against Hindu women, by imposing strict limits on their access to education and health services.

The lack of gender equity is reflected in the fact that more women than men in India are employed in agriculture and manufacturing.

The average Indian woman earns only 60% of the median Indian man’s salary, according to ESCWA.

This gap is particularly prevalent in rural areas, where men are often paid less than women.

This is also one of India’s key challenges in addressing inequality.

In many rural areas in India, there are few women in jobs where men do not regularly do the same job.

For example, according the 2017 report by ESCAW, only 9.7% of farmers in India work in agriculture.

The report also found that women in rural India have been excluded from political and administrative positions in rural and semi-urban areas.

In rural areas like Nagarbaran in Odisha state, the gender ratio is 1.4:1, compared to the 2:1 ratio in urban areas.

And in rural Gujarat, the ratio is 2.2:1.

As a result, a vast majority of rural women live in poverty.

The Indian government has been trying to redress the gender gap in the education sector by implementing several policies.

The Education Ministry has introduced a new system called the “Make in India” programme, which aims to increase the number of women in education by providing free and compulsory education to all women by 2022.

In 2018, the Education Ministry introduced a “Girls First” programme that aims to boost the numbers of girls in science, technology, engineering and maths (STEM) subjects.

This will enable women to take part in these fields and become a key cog in India’s industrial revolution.

However, despite the Government’s efforts to increase women’s participation in STEM fields, India continues to struggle with gender inequality.

According one recent study by the Indian Centre for Science Education (ICSE), only 18% of Indian children aged five and above have access for basic education to primary school, compared with 90% in Pakistan, and 73% in Bangladesh.

Furthermore, women are underrepresented in some STEM fields such as biotechnology, nanotechnology, nano-materials, nanomedicine, nanotechnologies and nano-electronics.

In short, India’s educational system is not inclusive of