Millennium Development Goals In Nectar In A Sieve

1315 Words 6 Pages
India, a country with a population of more than 1 billion people, is home to many small, rural communities that have never encouraged education among their citizens (CIA, 2016). In one of these communities, a family of eight struggles to get by with the little money the family makes as tenant farmers. Overtime, situations such as these have been bettered thanks to the Millennium Development Goals, but there is room for further achievement. Since the implementation of the Millennium Development Goals for year 2000, India and other similarly populated countries, has improved their standard of living drastically from the time period that the novel is set, 1954.
Rukmani and her family live in a rural village in India. She grew up the daughter
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These needs include; reducing hunger, achieving universal primary education, empowering women, reducing childhood mortality, decreasing the spread of diseases, reducing maternal mortality, increasing environmental stability, and creating global partnerships (Millennium Development Goals, 2015). Throughout the novel, Nectar in A Sieve, the family struggles to achieve an acceptable standard of living. Since then, the Millennium Development Goals were to be completely adopted for an achievement date of 2015, after many previous implementation dates failed. Unfortunately, Rukmani and her family were not able to reap the benefits of these goals and even though the goals have been set, many of them have not been reached(Millennium Development Goals, …show more content…
Even though she is an educated woman and uses her education for betterment, her husband, Nathan, never truly understands the importance of it. There are many times in her life when her education and the education she bestowed on her family fails her. Rukmani’s eldest sons used it when they worked at the tannery in hopes of receiving better wages. In the end, they lost their job because they tried to outsmart people who had more power and more money than them. After moving to the city to find her son and his wife, with no luck, she was able to support her and her husband with a job thanks in part to her education. Much like their mother, Rukmani’s children received no formal, westernized education (Markandaya, 1954). Currently, ninety-one percent of primary school aged children are attending school. The same percentage of children is also literate. This places them in a position to improve not only their lives, but the overall well-being of their community (Millennium Development Goals,

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