Education in Colombia

education in columbia
In the past decade, resource-rich Colombia has risen to become one of the second world’s emerging powers. Its resource production and role in global trade have increased rapidly, and in turn, education is in the process of reform. While education in Colombia has improved in recent years, the government is continuing to make reformative change.

Only 37.2 percent of young Colombians continued their education past high school in 2010. In response, the government made a goal for half of young Colombians to continue their education after high school by 2014. College degrees have been shown to make a significant difference in individual incomes: Colombians who get bachelor’s degrees generally earn about 3.5 times more than those who only graduated from high school.

The Colombian government formed the Everyone Learns program in 2012, which focuses on elementary students in public in schools in the country’s poorest areas. Everyone Learns is primarily geared toward mathematics and language and has reached approximately 2.4 million students. Education Minister Maria Fernanda Campo lead the program, which selected more than 3,000 of Colombia’s best teachers to bring in another 90,000 in the countrywide initiative.

Colombia is very focused on improving early childhood education. The country and its neighbor Ecuador have joined with Italy and the United Nations to support their desire for new childhood development goals to be included in the Millennium Development Goals. The countries are primarily interested in increased and accessible programs in early childhood education.

In a 2012 report titled Education for All, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) explained that the rapid growth of Colombia reveals existing inequalities in social class, gender and ethnicity, which is aggravated in large part due to a lack of access to education. The UNESCO examination reports that while Colombia has a good adult literacy rate, there is a low rate of education among children and an even lower index in post-secondary studies.

While many students in wealthier households might have access to education, those from families living in poverty often have less accessibility to schools. Forty-two percent of children from the poorest households start late, as opposed to the 11 percent who start late from more affluent families.

From when they begin school on into secondary school, the large majority of students from wealthier families have access to education, whereas about only half of youth from families in poverty attend school. “Colombia has been one of the fastest growing countries in Latin America, but growth is volatile, affected by conflict and discrimination,” the report said.

Colombia is in the process of evolving: the disparities revealing themselves as Colombia develops have left some of its poorer citizens with less access to education. However, the government is focusing on making change and is promoting initiatives to increase accessibility to schooling.

– Julia Thomas

Sources: OECD, World Bank, Colombia Reports
Photo: The Guardian

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A Look at Solar Cookers International

Solar Cookers International aims to provide thermal cooking technologies to those who most need them. Over three billion people eat food cooked over an open fire, and burning organic matter instead of returning it to the land causes soil erosion and a decline in crop production.

Solar Cookers International has already distributed 155,000 units worldwide.  They teach individuals how to cook during sunny weather, at night and during severe weather. They also educate the users on how to use a water pasteurization indicator so that they may produce safe water to drink.  Moreover, Solar Cookers International has recently made it their goal to provide 20 percent of families with access to solar cooking technology by 2030.

Projects to distribute the cookers in Chad, Haiti, Kenya and Madagascar have been successfully implemented.  Solar Cookers International provided cookers in four refugee camps in Chad where many of the women have been teaching each other how to use the technology. Cookers were distributed in Haiti after the 2010 earthquake in an attempt to help preserve more of the forests.

Cookers were also distributed to refugee camps in Kenya and now provide food for over 15,000 families.  Cookers were distributed in Madagascar, also to help preserve the forests, and as a region that averages 330 sunny days per year, the cookers have become an extremely common means of cooking. Over 50,000 cookers are in use; as a result, deforestation has been reduced by around 65  percent.

Solar Cookers International operates on four basic principles: visibility, technology, training and conferences.  The goals are to “increase awareness about the life and earth saving power of solar cooking, to improve solar cooking designs, to promote and provide training in how to use solar cookers, and to expand [their] role in regional and international conferences on solar cooking and other fuel efficient cooking methods.”

Solar Cookers International’s ultimate goal, however, is to “change and save lives with solar cooking thermal technology.”

– Jordyn Horowitz

Sources: Solar Cookers International, SCInet Wiki
Photo: EPA

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The Effects of Civil War on Education in Tajikistan

After the dissolution of the Soviet Union in 1991, Tajikistan, a small country between Uzbekistan, Afghanistan and China, erupted in a civil war between the Moscow-backed government and Islamists.

The war lasted for five years, greatly hurting the nation’s economy. Around 50,000 people were killed and more than 10 percent of the population fled the country. The war only came to an end in 1997 when the United Nations facilitated a peace agreement.

Since the civil war, the economy of Tajikistan has not recovered and the country is currently Central Asia’s poorest nation. Almost half of the country’s Gross Domestic Product (GDP) is earned by its citizens working out of the country. Meanwhile the nation itself relies on the economies of Russia and China, as well as oil and gas imports.

During the war one in every five schools were destroyed. Since the war, Tajikstan has worked to improve the country’s education.

Tajikistan currently has an enrollment of 97 percent for primary school, 80 percent for secondary school, and 17 percent for tertiary school. Late entry, combined with the early dropout of school aged children, especially girls, lower Tajikistan’s attendance for later schooling.

Although there is a very high rate of literacy, other issues affect its educational system.

Salaries paid to teachers are very low, which leads to low staffing and poorly qualified teachers in schools. This is in part due to the lack of government spending on education. In 1991, 8.9 percent of the GDP was spent on education. In 2005, this figure was down to 3.2 percent.

Due to the negative effects of the civil war on the Tajikstan economy and the immense loss of life, the school systems have been suffering ever since. Although the government has been working to improve access to education, there is still a lot of work that needs to be done.

– Lily Tyson

Sources: BBC, UNICEF, Eurasia
Photo: Asianews

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Global March Against Child Labor: Continued Progress

Global March Against Child Labor
In 1998, a group of forward-thinking activists organized the Global March Against Child Labor. It took groups from over 100 countries to lead a march that crossed 103 countries and ended at the International Labour Organization (ILO) in June 1998, where activists from all over the world rallied to end child labor.

In response, the ILO began the World Day Against Child Labor in 2002. Every year on June 12, governments, citizens and civil societies gather to focus the world’s attention on child laborers and create campaigns to help them.

The movement has lofty ambitions but is still doing a great job of fulfilling them. Before the turn of the millennium, there were nearly 250 million children who were child slaves. The figure has now dropped almost 100 million and is estimated to be around 168 million.

Girls in particular have benefited from this as their numbers have dropped nearly 40 percent since then, while boys have dropped 25 percent. Despite this, some 88 million children still work in potentially fatal jobs.

Like many problems that need to be solved, one method employed in the reduction of child labor is simply raising awareness. The Global March Against Child Labor has proven to governments and civil societies around the world that this is something that needs to be stopped.

The U.S. Department of Labor has played a critical role in producing promotional documents and reports that have been quite successful in raising awareness of this terrible issue. Additionally, USAID acknowledged the power of video and strung together compelling footage in what eventually came to be a feature film about child labor, titled “Stolen Childhoods.”

USAID has played a big role as well in raising awareness. Through the Global Labor Program, USAID has helped workers in Liberia mobilize against employers and has ensured that any exploitative wage practices were discontinued. As children were typically employed in rubber plants in Liberia, USAID managed to ensure that children would not be separated from their parents if they worked, and also oversaw the building of a school on the plant. The employers agreed to pay the adults a living wage.

Another entity that is vital to ending child labor is business. Thanks to the Global March Against Child Labor and USAID’s awareness campaigns, a spotlight has been placed on businesses and their obligation to ensuring that children are not working.

The most prominent advocate of this is the program GoodWeave. This is a system by which companies in India can be certified to ensure that children are not used in the creation of rugs or carpets. Since its inception in 1995, GoodWeave has approved of over 11 million carpets. In that time, the number of children who work in carpet factories has dropped from 1 million to 250,000.

The Global March Against Child Labor was the beginning of a bold social movement, but now we must celebrate and continue its ongoing achievements.

– Andrew Rywak

Sources: USAID Blog, International Labour Organization, U.S. Department of Labor, Global March
Photo: List Top Tens

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Poor Quality of Education in South Asia

According to a report released by the World Bank on June 30, 2014, the poor quality of education in South Asia is holding the region back. Weak education systems act as a snare, keeping many young people in poverty and preventing economic growth.

The World Bank performed its first comprehensive study to assess the effectiveness of the education in South Asia. It found low levels of student learning in the region despite the increase in enrollment.

In South Asia, a region which includes Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sir Lanka, countries have committed significant resources to increasing access to education. The recent push to raise enrollment comes in an effort to achieve the Millennium Development Goal of universal education for primary education by 2015.

The effort has been largely successful, as the enrollment rate in the region has grown from 75 percent in 2000 to 89 percent in 2010. The percentages, however, are just an average, and education access varies greatly from country to country. For example, Sri Lanka achieved almost complete universal education over 10 years ago while Afghanistan and Pakistan are considerably behind.

Despite the increased enrollment, the systems of education in South Asia prove to be achieving below the standards. The World Bank concluded this after measuring the student learning in each country. Part of the problem is that many children who attend primary school do not complete the final grade. For example, in Bangladesh only 55 out of 100 students complete the last grade of primary education. Gender inequality is also a contributing factor as evidenced by the fact that over half of world’s illiterate women reside in South Asia.

The poor quality of education is, according to the organization, also due in part to the large increase of first-generation students in the classroom. The curriculums lack important lessons on measurement, problem-solving and writing. More than one quarter of students who complete primary school do not have fundamental number and literacy skills. This deficit severely impairs their ability to complete secondary school and to secure higher paying jobs.

The World Bank surveyed employers in the region and the results supported the findings that students lack many skills essential for the work place. As a result of the poor education systems, there is a lack of a skilled and qualified labor force.

To help address the issue, the World Bank presented a multi-faceted strategy in order to improve the quality of education. One factor calls for the countries to ensure that children receive proper nutrition. South Asia has one of the highest rates of malnutrition, which inhibits children’s ability to learn. Another aspect includes improving the quality of teachers by establishing and upholding academic standards that every educator must achieve. Additionally, more investments should be focused on improving the learning goals for students and not simply expanding facilities and raising teacher salaries.

Part of the World Bank’s strategy also includes bringing in the private sector to help. The governments of South Asia have very little money, and companies could provide a source of capital to improve education. In addition, the strategy calls for and improvement in the measurement of student progress by bettering the quality of student assessments.

The hope is that with the World Bank’s model for improvement, children will be able to receive better education. Literacy and mathematical skills are key for accessing skilled labors jobs. With more young people getting these jobs, individuals will be able to escape poverty. And an increase in the skilled labor force will also help the individual countries prosper as the country will be able to produce more and have more potential consumers. In starting with education, the World Bank hopes to help the entire region grow.

– Kathleen Egan

Sources: World Bank, UNICEF, UNESCO
Photo: World Bank

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Trickle Up Program Empowers People in Poverty

The Trickle Up Program empowers people living on less than $1.25 a day to take the first steps out of poverty.

Trickle Up does this by providing those less fortunate with the resources to build sustainable livelihoods for a better quality of life. They use their partnerships with local agencies in order to provide training and use capital grants to launch or expand microenterprises to support and build assets.

There are an estimated 1.4 billion people living in extreme poverty, which means there is an immense need for economic development programs that can produce sustainable change in the lives of the poorest people.

The Trickle Up Program was founded in 1979 to ensure that the poorest people in any nation could have a chance to build a better life for themselves. In three decades, the program has successfully increased income levels of extremely poor households around the world.

Three years ago, Trickle Up served nearly 8,000 participants with an average of five people benefiting from each Trickle Up-supported enterprise.  This means over 41,000 people will improve their quality of life as a result of the program’s work this year alone.

Trickle Up aims to serve people at the very bottom of the socioeconomic scale. The program’s unique approach is designed for households whose per capita income is less than $1.25 a day.  Households living at this level of poverty lack the security to qualify for formal credit services and are not in a position to benefit from any strategy that carries a risk to plunge them further into debt.

This is where the Trickle Up Program comes into play.  Their poverty reduction strategy includes a one-time capital grant, called a Trickle Up Spark Grant.  This provides the participants with the necessary startup capital to launch or expand microenterprises.

This, in conjunction with highly structured business and livelihood training can facilitate the formation of community-based savings and effectively boost household incomes to make continued progress out of poverty.

Their end goal is to empower the world’s poorest people so that they can develop their potential and strengthen their communities from within. Trickle Up pursues this goal in a way that encourages innovation and leadership while promoting communication and cooperation among all their communities.

– Cara Morgan

Sources: Ford Foundation, Trickle Up
Photo: Trickle Up

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How Mobile Banking is Changing Africa

More often than not, adopting a pre-existing idea is easier than creating a brand new one. The mobile phone is an example of this. In recent years, there has been an explosion in the adoption of mobile phones among people living throughout Africa. The impact of mobile phones includes paving a more secure form of mobile banking, and ultimately creating a shift in African culture.

Over the past decade, the use of mobile phones has increased in both developed and developing countries. According to the World Bank, mobile subscriptions have been increasing around the world every year – and African countries have made the biggest gains. In 2009, the US had 89 cellphones per 100 people, and 96 in 2013. Nigeria had 48 per 100 people in 2009, with 73 in 2013. South Africa had 91 cellphones per 100 people in 2009, and 147 in 2013. The greatest strides were made by African states.

According to The Economist, three phones exist for every four people, which describes the accessibility of these products. While mobile devices were initially created to function as telephones, Africans do not use them solely for communication. Just like people with iPhone’s in developed nation, Africans have access to a whole range of activities via their phones, including secure banking and e-payments.

According to Paul Edwards, the CEO of Emerging Markets Payments (EMP), only 15 to 20 percent of Africans have bank accounts. This number contrasts sharply with developed countries, where almost everyone has or is expected to manage a bank account as an adult.

Mobile banking has created a shift. Africa has a different banking culture than that of developed nations.

Furthermore, making e-payments and using mobile banking allows for less corruption. As all money transfers are electrically handled, transactions are instant and, therefore, significantly reduce the number of delays in payments.

Many Africans have used cash to fuel their informal sector jobs, but using less cash and more e-payments allows governments to track tax-able profits. Ultimately this creates a more regulated, tax-paying economy that will generate revenues for the state and further establish self-sufficiency.

The growing popularity of mobile phones displays a tangible shift in Africa’s culture. A public relations company named Portland conducted a survey of Twitter in Africa. They used devices that allowed for geo-location; by examining the hashtags in Tweets, they were able to look into the interests of Africans. Subjects ranged from Nelson Mandela’s death to football to public dissatisfaction with the government.

As Africans continue to use mobile phones for various purposes, the rest of the world will watch to see what this will mean for the development of Africa.

– Christina Cho

Sources: Foreign Policy, The Economist 1, The Economist 2, World Bank, Foreign Policy 2
Photo: CNN

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Harmful Impact: Children Living in Poverty

Children living in poverty often have negative long-term emotional, educational, health and mental issues.

There are billions of children living in poverty throughout the world. Living in poverty directly impacts a child’s education. A child living in poverty is most likely to perform poorly in school and drop out of school at an early age.

Living in poverty also has a social and emotional impact on children. Children develop behavioral and emotional problems often acting on impulse. They are more prone to disobey rules and their elders and may develop problems getting along with their peers. Living in poverty also makes it hard for children to develop normal emotions and creates low self-esteem, making them feel powerless and voiceless. Living in poverty often creates stressful situations for children, which children often do not know how to deal with. Since they do not know how to deal with these situations, children often are led to be more physically violent in stressful situations.

Children living in poverty often carry an antisocial character that is psychologically described as a protection mechanism against their hostile environment.

Children living in poverty are also more likely to have health issues. Newborns are more likely to be underweight which most of the time leads to them be malnourished. They often suffer from poor nutrition because their families and communities do not have the proper resources to get nutritional foods. A lot of times children in developing countries also do not have correct medical care. Children with poor health often end up missing school or drop out of school because they are too sick. There are higher death rates in children living in poverty because of health issues that are curable, which is not okay. One of the most common curable diseases that children die from each year is diarrhea.

It is important to address child poverty at its early stages to stop the poverty cycle and the negative impacts it has on children.

— Priscilla Rodarte

Sources: Poverties.org, CPAG, U.S. News, Livestrong
Photo: Pixabay

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5 Myths about Global Poverty

1. Poor Countries Will Always Stay Poor
Once a country is deemed “poor,” it’s almost impossible for it to turn around, right? Wrong! Take Mexico City, for example. In 1987, when Bill Gates first visited, the conditions “reminded him of rural Africa,” proliferated with incredible smog and a lack of running water. Yet, 27 years later, the city gleams with high-rise buildings, cleaner air and new roads and bridges. Today the mostly middle class Mexico City is a prime example of a country’s ability to turn around from even the most drastic conditions.

2. The Eastern World is Mostly Impoverished
Per-person income in Turkey and Chile are where the US was in 1960. Malaysia and Gabon are almost there. China’s per-person income has gone up eightfold since 1960. India’s has quadrupled, Brazil’s has quintupled. Even tiny Botswana has seen a 30-fold increase due to its shrewd management of mineral resources.

3. All of Africa is Poor
While there are pockets of poverty in all areas of the world, our vision of Africa is incredibly tainted. Today, per-person income in Africa has climbed by two-thirds, and seven of the 10 fastest-growing economies in the past five years are in Africa.

4. If it weren’t for all the foreign aid we give, developing countries wouldn’t have access to AIDS treatments.
Foreign aid, while incredibly important, only funds less than half of global AIDS programs. In 2012, for the second year, low and middle income countries were responsible for funding more than half of these programs. South Africa, home to more HIV-positive people than anywhere else in the world, funds 80 percent of its AIDS treatments and is on track to take over full funding and management of the problem by 2017.

5. We Already Spend Way Too Much on Foreign Aid
On average, Americans believe we spend 20 percent of our federal budget on foreign aid. In reality, only .2 percent of the U.S. Gross National Income goes toward improving living conditions for the world’s poor. Compared to other wealthy countries, the United States ranks one of the lowest in foreign aid spending. Spending money on foreign aid is an investment. Alleviating poverty doesn’t just save lives, it lays the groundwork for long-term economic progress.

– Nick Magnanti

Sources: Real Clear World, Huffington Post, 
Photo: Big Think

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New Direction for Global Partnership for Education

Global partnership for education
The Global Partnership for Education met recently in Brussels hoping to not only raise $3.5 billion for education, but implement a new strategy in order to attract funding where it is needed most.

Funding raised at the meeting benefits the world’s children who are the least able to access a proper education.

The Global Partnership for Education’s mission is to “galvanize and coordinate a global effort to deliver a good, quality education to all girls and boys, prioritizing the poorest and most vulnerable.” Established in 2002, the Global Partnership for Education is comprised of close to 60 developing countries, donor governments, international organizations, the private sector, teachers and NGO groups.

Countries furthest from the Education for All and Millennium Development Goals are also places with fragile political stability. This is a problem, as Overseas Development Assistance is channeled primarily toward “good performers” who have records of effective governance. This logic comes in the assumption that investment in education is only wise once good governance has been established.

The Global Partnership for Education has adjusted its philosophy, however, emphasizing that investing in education now can strengthen governance in a country in the future.

This relationship is more than a theory. Brookings Institute has found evidence of the connection between universal education and good governance, finding an unmistakable relationship between the two. Brookings has gathered that education allows for improvement in three elements of governing: voice and accountability, control of corruption and political instability and violence.

Education promotes the development of an increasingly informed population, promoting citizens to hold their governments accountable. Education is necessary for citizens to both access and act on information. These skills come through not only literacy, but math and reasoning skills—all necessary ingredients to influence policy and reform.

Apart from raw skills, education socializes people, opening more opportunities for community conversation. Increasing levels of socialization may lead to a greater attachment between the culture and its nation state. With greater attachment to the homeland comes a greater expectation from citizens for honest governance. Strong government institutions are less likely to experience corruption and will hopefully give back to the education system with increasing levels of stability.

Education is also positive for levels of individual productivity, which in turn can create conditions for economic equality. Economic equality is associated with political stability and low levels of violence.

Because “education” is a broad term, it is imperative that the education provided to these marginalized children is the right kind of education, the kind that will have a positive effect on governance. In this way, the content must be quality rather than propaganda.

The Global Partnership for Education’s new strategy will ensure that children are getting the resources they need to be educated, without waiting on their governments to get their act together first. After all, children have the potential to grow up into positive influences with the potential to change the world.

– Caroline Logan

Sources: Brookings, Global Partnership
Sources: UNESCO