Archive for category: Education

Information and stories on education.

,

How Poverty Affects the Ethiopian Education System

The Ethiopian Education SystemTo the west of Somalia and the north of Kenya lies a heavily populated East African country called Ethiopia. Known as one of the least developed countries in the world, Ethiopia has been suffering. The Ethiopian education system has a correlation with the high poverty rates, which are some of the highest in the world. As the second-largest country in Africa, with a population of 105 million, extreme poverty is impacting an abundant amount of people.

Economic Conditions

Although the country had previous successes during its Civil War, it has a very politically unstable economy. This is largely due to Ethiopia’s location. The country is between some of the most politically unsound countries in the world including Djibouti, Eritrea, Kenya, Somalia, South Sudan and Sudan. The citizens of Ethiopia are almost always in conflict with governmental leaders. Despite this, the Ethiopian economy is the fastest-growing in the world; considering the state of the economy two decades ago and the current state, it is truly inspiring growth. In the past decade alone, the economy averaged a 10.9 percent growth annually.

Poverty in Ethiopia

Although the economy is developing rapidly, poverty rates are very high, with an income per capita of $790. Ethiopia’s poverty line sits at 24 percent. With the growing economy and developing infrastructure, that poverty rate has actually improved from 30 percent in 2011. This national development is likely to further decrease poverty rates.

According to the World Bank Ethiopian Poverty Assessment, the reductions in poverty were largely due to agricultural growth, which supports economic growth. The Assessment explains other ways that the citizens are working to improve the state of the nation and the Ethiopian education system.

The Ethiopian Education System

The Ethiopian education system still has substantial work to catch up to the nation’s economic growth rates. These high poverty rates induce greater struggles in building the Ethiopian education system. Similar to many countries that suffer from extreme poverty, poverty is severely impacting the education system in Ethiopia. According to the World Bank, Ethiopia is one of the most educationally disadvantaged countries in the world.

Although rates of educational enrollment have grown exponentially in elementary, secondary and higher education, elementary education enrollment increased from 29 percent in 1989 to 86 percent in 2015 and secondary education enrollment increased from 16 percent in 1999 to 26 percent in 2015. Further, higher education has grown from 16 universities and less than 18,000 enrolled students in 1986 to 30 universities and 352,144 enrolled in 2015. This growth outlines the growth of the Ethiopian education system.

Due to the nation’s economic growth and decreased poverty rates, more schools are likely to open, causing enrollment rates to rise. The British Council projects the number of tertiary students in the Ethiopian education system will increase by an additional 1.7 million students by 2025. Further, the World Bank stated that Ethiopia should reach lower-middle-income status by 2025. These growth rates are profoundly promising to the development of the nation.

– Sarah Mobarak
Photo: Pixabay

, , ,

Bicycle Libraries Raise Literacy Rates in Afghanistan

Literacy Rates in Afghanistan
Afghanistan, a landlocked country in south-central Asia, houses many different ethnic groups and extremely important trade routes. The country also has a longstanding history in literature, with poets such as Reza Mohammadi and Khaled Hosseini. Unfortunately, due to the spread of the Taliban regime and devastating wars, literacy rates in Afghanistan are among the lowest in the world at about 45 percent for men and 17 percent for women. In 2018, Idress Siyawash had the vision to raise literacy rates in Afghanistan with the implementation of his mobile bicycle libraries.

Mobile Bicycle Libraries

Read Books, or Ketab Lwast, is a program that Idress Siyawash started to provide books and learning experiences for children in Afghanistan, especially in rural areas. Siyawash is a student at Jahan University in Kabul, Afghanistan. Each week, he and his team travel to rural areas in Afghanistan to deliver books to children. They ride around town on bright blue bicycles with baskets full of books in order to excite the children and motivate them to learn. Then, they gather all the kids and teach them to read, write, speak and understand the importance of learning. Female volunteers travel from home to home working to encourage mothers and fathers to send their daughters to school. The female volunteers serve as models for parents who want a better, more equal life for their daughters.

Motives and Inspiration

Education rates in Afghanistan are significantly lower than those of other countries. For example, Afghanistan has an average literacy rate of 38 percent, while the international average is 84 percent. Education in rural areas is especially low. Gender inequality also affects education in Afghanistan, as many women do not have permission to attend schools, and in most provinces, the amount of female teachers is below 10 percent.

Siyawash had the determination to raise literacy rates in Afghanistan and also change Afghani attitudes regarding gender equality in terms of education. In an interview, Siyawash said, “Our idea is to show that reading is fun and explain why education is so important. If we give the children books, it might help end the way of thinking that is holding this country back.”

Obstacles and Solutions

One of the main obstacles to education in Afghanistan is distance. Some children, especially in rural areas, must walk for hours to reach their schools. For example, children in the Badakhshan province walk four hours each day to go and come back from the closest government-supported school. Siyawash’s bicycle idea tackles this obstacle effectively, bringing education straight to the children.

Another obstacle is the fear of the Taliban regime in Afghanistan, especially among females. Unfortunately, Taliban members have confronted and threatened Siyawash and his team twice, but they continue to travel and provide services to children because they believe in a “different future for Afghanistan.”

Read Books has had success in its goal to raise literacy rates in Afghanistan. Over the span of just a few years, the literacy rate in Afghanistan grew from 38 percent in 2015 to 43 percent in 2018. Overall, the future of education in Afghanistan is looking brighter.

– Shveta Shah
Photo: Flickr

, , , ,

7 Facts about Illiteracy in Nepal

Illiteracy in Nepal
Nepal is a country of Asia that lies along the southern side of the Himalayas. It is a landlocked nation with a territory of just 500 miles east to west. Nepal has long experienced isolation under a series of rulers who favored isolationist policies and remained closed off to the rest of the world up until the year 1905. Today, Nepal is a country between two superpowers, India and China. As a result of this extreme isolation, it has become one of the least developed nations in the world. This underdevelopment has also led to a heavily illiterate population. Here are seven interesting facts about illiteracy in Nepal.

7 Facts About Illiteracy in Nepal

  1. Illiteracy in Nepal: As recently as 2015, Nepal had an illiterate population of 6,784,566 people. Luckily this statistic has been on a steady decline of about 2 percent every year since 1991.
  2. Literacy in Nepal: Nepal’s literate population in 2015 was at 55 percent. Although this means that just under half the population is illiterate, it is still an extremely large increase from the 1950s, during which only 5 percent of the population was literate.
  3. Women: Only 49 percent of women in Nepal are literate. The average literacy rate for women in Nepal is 20 percent lower than men. This may be a result of fewer women completing a full education than men, a statistic that is slowly becoming more equal and challenging illiteracy in Nepal.
  4. World Vision: Thankfully, literacy rates in Nepal are rising. An organization called World Vision has been working to eliminate illiteracy in Nepal. World Vision has been training teachers in Nepal to use more engaging methods to get their students more interested in reading.
  5. Reading Camps: World Vision has also created reading camps outside of school, in addition to encouraging parents to nurture a reading friendly environment in their homes so students are more willing to read. In just two years, the children involved in the program were one and a half times better at reading than children who did not attend the program.
  6. Room to Read: Another organization, Room to Read, has created a Girls’ Education Program that has helped nearly 5,000 girls in Nepal since 2001 to read and write. Children in Nepali schools with Room to Read libraries have checked out, on average, more than 16 books per student. Room to Read has been a catalyst in helping many children to appreciate reading.
  7. Five-Year Initiative: In 2016, Room to Read launched a five year initiative with the government of Nepal, USAID and the research group RTI International to improve the country’s primary grade literacy programs greatly. This initiative has the goal of changing the lives of 1 million students in grades one to three in order to combat illiteracy in Nepal.

Illiteracy in Nepal is an issue that has significantly decreased due to the actions of these, and many other programs and initiatives, all with the goal of improving literacy rates in Nepal. If it were not for groups like Room to Read and World Vision, the people, and especially the children, would still be stuck in the darkness of illiteracy.

– William Mendez
Photo: Flickr

, , ,

Worldreader Empowers Communities

Worldreader Empowers Communities to Create Lifelong Readers
Illiteracy is not much of a problem in developed countries, but for developing countries, rates of illiteracy are high. Around 617 million children are not meeting the minimum reading level because the regions they live in do not always stress education as much or it simply is not available. Illiteracy is a huge problem, especially in this day and age. It can cause an average decrease of 35 percent in income, and a lack of reading can lead to a lack of cognitive development. Worldreader empowers communities to create lifelong readers.

Worldreader Empowers Readers

When people have an education, they tend to give posterity a better chance. Children born to literate mothers are 50 percent more likely to live past 5 years old. Worldreader is an application with a library of 35,000 books in 52 different languages. It is available on advanced but affordable e-readers and other devices. The content of these books depends on the reader but all titles aim to be culturally relevant.

There are four categories of reading on the application. Worldreader has tailored the programs to each of its audiences to best address the main problems for each crowd. These programs include pre-reading, library reading, lifelong reading and school reading.

Pre-reading is for younger people up to age 19 but can also help illiterate adults. This program promotes positive interaction, cognitive development and school preparedness. Library reading focuses on promoting reading culture through libraries no matter the age. The goal of this program is to get more people to visit libraries and more librarians to emerge in their areas.

Lifelong reading is for people from 16 and up to read digital books on the Worldreader Open Library application. This program seeks to build a reading habit in people and promote an overall joy of reading. It also wishes to gain more regular readers by transitioning users to readers. That may sound similar, but really it is for a noncommittal user to develop a reading habit and become a lifelong reader.

Lastly, school reading is just how it sounds. School programs have e-readers with books for any age or grade level, language or even cultural context. It has a teaching program for educators to help cultivate learning and reading cultures. Worldreader also works to train families, schools and libraries so they can reap the most benefit from its programs.

Worldreader’s partners help to make this happen. Worldreader’s partners provide the resources that it needs to reach people in need. Its main partners are Binu, the Stavros Niarchos Foundation and Opera Mini. Binu helps to promote Worldreader on its Moya app. The Stavros Niarchos Foundation helps to launch e-readers in all national Kenyan libraries. Opera Mini promotes Worldreader to its users from 34 sub-Saharan African countries. Other prominent partners include USAID, The U.N. Refugee Agency, UNHCR, Bill & Melinda Gates Foundation, LinkedIn, Pearson and Amazon. Penguin Random House, Sub-Saharan Publishers, Longhorn Publishers, Modjaji Books and Rosetta Books are the partners that help to publish and translate books for Worldreader.

Worldreader’s Accomplishments

The year 2018 saw an increase of 3 million readers with over 10 million readers overall. Worldreader has gained 100 million hours of reading since 2014 and has received $12.1 million total in donations. These donations have made it much easier for Worldreader to reach more potential readers from around the world. These funds mostly went toward program services, but other notable areas are management and fundraising. Worldreader empowers communities through this funding. As of 2018, Worldreader is already in 49 countries including Mexico, Ghana, India, Kenya and Jordan.

The Future for Worldreader

Worldreader empowers communities to improve literacy rates. Worldreader’s plans for the future consist of continuing to provide cheap but good technology for under-resourced people, which should in turn help schools to save on book money. The application also plans to expand on its pre-existing book collection. While 35,000 titles is a lot, it aims to add much more. It will also collect the data from its readers to provide future insights into technology improvements. Through this data collection, Worldreader will be able to improve its technology and books. Worldreader encourages sharing costs and responsibilities for sustainable impact. Its donors and supporters help to do so. Worldreader is always searching for more supporters to bring reading to the under-resourced. The Worldreader website has options to sponsor schools, volunteer or join its Reading for Opportunity campaign.

– Nyssa Jordan
Photo: Wikimedia Commons

,

Examining Girls’ Education in Suriname

Girls’ Education in Suriname
Suriname, located on the Northern Atlantic coast of South America, originated as a Dutch colony and faced many of the difficulties that other formerly colonized nations face today. Since the introduction of Suriname’s democratic government in the 1990s, the economy, culture and tourism have been thriving. However, despite this economic growth, there is a lack of emphasis on education in Suriname. Surprisingly, most of the adolescents enrolled in school are actually girls. Despite this, girls’ education in Suriname requires improvement.

Improvements to Girls’ Education

Schools in Suriname have been making vast improvements since the 1990s. Following the economic crisis, many schools fell into a state of disrepair and lacked running water, electricity and materials necessary for lessons. This created a sense of apathy and caused school attendance rates among children and teens to plummet. Although the rates of attendance and student retention in secondary school are not currently stellar, they do show signs of improvement. For instance, there were 6,000 adolescents out of school in 2015, half the amount from 2009. This is likely due to the rising GDP and economic status of the country that favors an emphasis on education.

Barriers

Despite these improvements to girls’ education in Suriname, the changes have not occurred throughout the entire nation. In particular, rural areas have fewer resources for education and more barriers for girls to attain one. One of the main obstacles of academic success that girls face is teenage pregnancy; the adolescent birth rate is 62 in 1,000 for girls in the area. Additionally, one in every 10 girls marries before age 15. Poor sexual health education combined with poverty suggests that girls often abandon education in Suriname out of necessity to find work and raise a family.

One could assume that because of the barriers to education that girls face, far more boys would enroll in secondary school than girls, but the opposite is true. In primary education, the distribution is about even; however, once children reach secondary school, many boys drop out while the girls remain. In 2015, 88 percent of girls enrolled in secondary school while only 67 percent of boys attended. This is in high contrast to other nations that people commonly perceive as “developing” because it is usually the women who do not receive as much education as men, and therefore, people do not advocate on their behalf because they are not attending school.

Solutions

Despite many women completing their education, the fact remains that more women experience unemployment than men in Suriname. There is only so much an education can do if gender bias and inequality prevents women from earning a living. In 2016, the percentage of unemployed women was at 21 percent, which was twice as high as their male counterparts.

The dichotomy of girls’ education in Suriname indicates that despite the high percentage of girls enrolled in school, the fight for gender equality in the country is not over. Teen pregnancy remains at a high, which disproportionately (and almost only) affects girls. Many groups such as the Love Foundation give teens resources to educate themselves and their peers on sexual health, which could lead to more adolescents of either gender remaining in school. As girls’ education in Suriname advances, the labor industry must follow so women can fully enter the workforce as well.

– Anna Sarah Langlois
Photo: Flickr

, ,

10 Facts about Education in North Korea

Education in North Korea
North Korea is a prime example of a hermit kingdom and one of the last remaining communist states. The centralized ideology and oppressive domestic policy closed the society off from the rest of the world, shrouding itself with mystery. How is it possible for the Kim dynasty to maintain its ruling power for so long despite international skepticism? The answer may lie in the careful censorship and indoctrination of the education that shapes the minds of its citizens. Here are the top 10 facts about education in North Korea.

10 Facts About Education in North Korea

  1. Education in North Korea is free and mandatory until the secondary level. North Korea requires students to attend one year of preschool before enrolling in four years of primary school, known as “people’s school.” Depending on their specialties, the students will proceed to either a regular secondary school or a special secondary school from the ages of 10 to 16.
  2. The North Korean education curricula consist of subjects in both academic and political matters. Subjects such as the Korean language, physical education, mathematics and arts make up the majority of instruction in people’s school. North Korea devotes over 8 percent of instruction to the teaching of the “Great Kim Il Sung” and “Communist Morality.” The teaching of these political subjects comprises 5.8 percent of instruction when students get to senior middle schools.
  3. Education in North Korea has claimed the highest literacy rates in the world. There are statistics that claim that all North Koreans over 15 years of age have a 100 percent literacy rate. However, actual statistics might be lower.
  4. Children learn to love and believe in the godlike virtues of the ruling Kim family as early as kindergarten. By the age of 5, North Korean children devote two hours each week to learning about their leaders. By the time they get to secondary school, students spend six classes per week on the subject. The schools and textbooks often tell outlandish stories about the Kim family to deify them. For example, one story tells of how Kim Il-Sung made grenades with pinecones, bullets and sand. Another story tells of how Kim Il-Sung used teleportation when he annihilated the Japanese.
  5. A lot of education in North Korea is propaganda. The system indoctrinates citizens into the system and teaches them to idolize the Kim family as revolutionaries. Distortion of history is another means that the government uses to legitimize the dictatorial regime and accentuate the claims of North Korean greatness. With the careful censorship of outside information, it is not difficult for the regime to change contemporary Korean history or to glorify the Kim family.
  6. Admission to universities is selective and competitive in North Korea. Only students who receive recommendations from their instructors are able to continue their studies at the university level. To receive recommendations, the students must have good senior middle school grades, be from a desirable social class and show high loyalty to the party. Those without recommendations instead go to work in the farms or mines or join the military.
  7. Students start learning foreign languages in secondary school. The most common language is English and then Russian. As the government deems the textbooks from the United Kingdom and Russia as containing too much “dangerous” information, North Korea uses its own textbooks. However, the quality of education is poor as the textbooks have poor writing and include mistakes. Students learn phrases such as “Long live Great Leader Generalissimo Kim Il-sung” before “Hello, how are you?”
  8. Education in North Korea continues even for adults. In rural areas, North Korea organizes people into five-family teams. Schoolteachers or other intellectuals supervise the people for surveillance and educational purposes. Office and factory workers also have to attend study sessions after work each day for two hours. They have to study both technical and political subjects.
  9. North Korea has a special purpose school for children from the elite class and gifted children. Depending on their specialties, children enter one of the four types of schools for special purposes. These include the revolutionary school (also known as the elite school), schools for arts and sports, schools for foreign language and schools for science.
  10. Private tutors or other forms of paying for education in North Korea is technically illegal. The state only trusts itself to properly indoctrinate the young minds into the communist regime. However, since the famine in the 1990s, families have had to provide some type of payment for teachers in order for them to show up to work. This can involve paying money, providing firewood or helping teachers harvest crops. Tutoring has evolved within the grey economy of North Korea as a means for state-school teachers to make ends meet. The regime is willing to turn a blind eye as long as the teachers are not too ostentatious about it.

These top 10 facts about education in North Korea shows the important role of education in indoctrinating citizens and instilling in them unconditional loyalty to the regime. As long as education in North Korea continues to be this way, it is likely that the nation will continue to suffer from the tyranny and suppression from its great leaders.

– Minh-Ha La
Photo: Flickr

, , , ,

Socio-economic Equity in Brazil and Chile

Socio-economic Equity in Brazil and Chile
Latin America has the worst socio-economic equity gap in the world. The average Gini Index (percentile measurement of income distribution) is 41, which is a 10 point difference in comparison to the Organization for Economic Cooperation and Development (OECD) average. The Gini Index is like golf in a sense—the lower the score, the better the distribution. Although this region has a high Gini rate, Brazil and Chile have shown real promise in leading the rest of the region in socio-economic equity.

Chile: Counter-cyclical Spending and Education Investments

The Bachelet Administration effectively implemented a counter-cyclical spending policy that helped safeguard against a total economic collapse during the 2008 global crisis. Essentially, social spending reduced and taxes increased during a boom period, allowing Chile to save approximately $18.1 billion with the Economic and Social Stability Fund. During the global recession, Chile increased its social spending and lowered taxes creating demands for goods. When properly executed, counter-cyclical spending more evenly distributes resources without causing stagnation or inflation.

Education is essential to decreasing inequality between low-skilled workers and high-skilled workers; it provides an endowment of marketable skills. Generally speaking, better skills receive better pay. Chile spends 1.2 percent of its total GDP on Early Childhood Education and Care programs.

 In 2017, nearly 33 percent of 19 to 20-year-old Chileans enrolled in tertiary education and 25 percent finished with a four-year degree. Systemic education reform made tertiary education 100 percent free for low-income households. As a result, students receiving government loans and scholarships increased from 17 percent in 2007 to 58 percent just 10 years later.

Chileans have benefited from a reformed education system in a tangible way. Individuals with vocational degrees earn 40 percent more than secondary educated workers. Those with a bachelor’s degree earn upwards of 100 percent, and doctoral graduates earn 4.7 times the average of upper secondary educated workers.

Universal education invests in resource mobility; however, this is only possible if leaders prioritize the fundamental needs of those living in extreme poverty. Brazil, through conditional cash transfer programs, directly addresses the imbalance of socio-economic equity by providing those needs.

Brazil: Conditional Cash Transfers

Non-contributory social protection or social assistance works specifically for those in vulnerable living situations. These programs, funded through a general budget and taxation of public companies, provide monetary assistance to low-income households with children.

Of more than 30 active conditional cash transfer (CCT) programs in Latin America, Bolsa Familia (PBF) is the most prevalent. PBF reduced poverty in Brazil by 28 percent during its first 13 years and assisted over 11 million families a year.

The goal of PBF (and CCTs) is to end cyclical systemic poverty by investing in human development. Families receive assistance after they agree to social responsibilities like taking their children to health care providers and attending school.

Since its inception in 2003, Bolsa Familia integrated four other CCT programs. Today it reaches 46 million people, 54 percent of whom are women. The Economic Commission for Latin America and the Caribbean estimates that out of 133.5 million people living, 30.2 million households receive a conditional cash transfer.

There is no denying the obvious progression in addressing the imbalance in socio-economic equity in Brazil and Chile; however, much of Latin America still lives in poverty. The long term solution for socio-economic equity is to integrate non-discriminatory policies into law.

Universal Social Protection

The idea of a basic level of income is not new; the concept received debate during the early 19th century in the U.K. Meanwhile, some proposed it in the U.S. in the 70s and then again in 2019 with Andrew Yang’s promise to give $1,000 to every U.S. citizen every month.

Creating a “care pillar” would not only meet the urgent needs of those who need it most but would also promote human development for all. A stronger care system by function distributes necessary provisions of public goods and services, creating socio-economic equity. Unconditional, universal payment to the state inhabitants allows them to meet their basic needs.

The Universal Social Protection in Latin America and the Caribbean states that “by freeing people of the more serious consequences of material dependency, a basic income could lead to a rearrangement of social hierarchies, increase bargaining power of women…and [others facing] discrimination…and open up spaces for greater autonomy…for all people.”

In other words, bettering the linkage between the components of social protection and coverage, while eliminating discriminatory mechanisms, guarantees access to a decent life.

Brazil and Chile have made exemplary progress in the battle for socio-economic equity, but like the rest of Latin America, they have a long way to go before income distribution is fair and balanced. Breaking the cycle of poverty begins with policy. It is up to the countries that have disposable funds to implement policy change and reform. Once those countries reach socio-economic equity, they will have the resources to help neighboring countries reach the same goal.

– Marissa Taylor
Photo: Flickr

, ,

5 Benefits of E-Learning in Developing Countries

E-Learning in Developing Countries
Education is being immensely influenced by the digital world. In the last 15 years, the global internet usage has surged from 5.6 percent to 56.8 percent. Despite the remaining gap in internet usage, there are still a multitude of digital opportunities for people using a variety of information and communication technologies (ICTs). The possibility of using e-Learning in developing countries is not limited by the internet or email, as it can also be disseminated by other ICTs, such as CDs, DVDs, audio and videotapes, satellite broadcasts and television. E-Learning in developing countries has the potential to fill gaps in education access and quality, including a lack of teachers, textbooks and classrooms.

5 Benefits of E-Learning in Developing Countries

  1. E-Learning can help reach people where there is a lack of infrastructure, such as roads or adequate transportation. In Nepal, a barrier to obtaining education and job training has been navigating dangerous terrain in the Himalayas. E-Learning has been a useful tool to combat this challenge. In 2015, USAID and the Nepalese Ministry of Education (MOE) launched a radio teacher training project. The following year, MOE also established a Distance Education Center.
  2. E-Learning compensates for reduced access to teaching information. The majority of people who do not have access to a consistent internet connection are in Sub-Saharan Africa. Learn Appeal, an organization based out of the U.K., found a solution for this challenge through the development of a tool they call “the capsule.” The Learn Appeal Capsule has a Raspberry Pi 3 battery in it, which lasts for at least 24 hours of constant use and is rechargeable with a USB cable. The Capsule also includes a WiFi router and can manage up to 150 to 200 users. The capsule can contain up to 1,000 hours of interactive educational material. It is also useful in areas where they use alternative energy sources, such as wind or solar power. The Learn Appeal capsule makes it possible to disseminate necessary information to remote areas in Kenya, Malawi and Northern Nigeria. Learn Appeal works with non-governmental organizations (NGOs) and schools from each country to implement the use of the capsules.
  3. E-Learning has the potential to reach more people in rural areas. In 2016, Hewlett Packard (HP) implemented a $20 million program called World on Wheels, which aims to install 48 digital labs to bridge the gap in internet access in rural India. The program aims to reach 6,400 villages and over 15 million people by 2022. The program will support digital literacy, entrepreneurship and will connect community members to government aid. A branch of the program called HP LIFE is a free global e-Learning program that helps people start a business.
  4. E-Learning opens up possibilities for access to specialized training. Malawi has one of the lowest doctor to patient ratios in the world, at 1 doctor to every 50,000 people. To change this ratio, the Ministry of Health recognized that alternative solutions were needed to meet the country’s healthcare needs. In 2007, the University of Edinburgh launched a three year MSC program that uses virtual case scenarios to help trainees through the technical aspect of their training. Each Malawi-based enrollee to the program also obtains an e-tutor to guide them throughout the academic year. Outside of Malawi, more than 1,000 students worldwide in 60 different countries have adopted this program.
  5. E-Learning in developing countries can bridge the global gap in educational resources for primary school-aged children. According to the UNESCO Institute for Statistics, the world will need 3.3 million teachers to achieve universal primary education by 2030. UNESCO also reports that 250 million of the 650 million children who are primary school age in the world haven’t learned to read or count. E-Learning can bridge the gap and counter the teacher shortage. One of the largest regions in Brazil is the Amazonas, which is about 4.5 times the size of Germany. Although the area does fairly well in comparison with Brazilian education standards, it is also known to have low completion rates for primary school students (50 percent at age 16 versus the country average of 69 percent). To counteract this, in 2002 the Inter-American Development Bank (IDB) developed a television-based education system using $150 million. The Amazonas Media Center or Centro de Mídias do Amazonas beams remote classes taught by teachers in Manaus through satellite to remote areas. This curriculum, which consists of 10,000 video hours of classes, is accompanied by an in-person tutor who provides further support.

E-Learning solutions in developing countries are rapidly evolving to solve global challenges that widen gaps in access to education. Each country has its own unique challenge, but the benefits of e-Learning can already be seen around the world.

– Danielle Barnes
Photo: Flickr

, ,

Understanding the Total Literacy in Kerala

Total Literacy in KeralaLiteracy has always been an important measure of development and a huge means to further progress through an educated population. People usually define literacy as the ability to read, write and comprehend information. This is important in even basic infrastructure improvements for a community, such as implementing road signs in order to lower road injuries and deaths. Literacy in India is improving rapidly. The most recent measure of literacy in India took place during the 2011 census. India’s 2011 literacy rate was 74.04 percent, an immense increase from the previous census, where the literacy rate was only 12 percent. But even more impressive, Kerala has the highest literacy rate of all the states and even has the label of a total literacy state. In fact, the total literacy in Kerala is 93.91 percent.

History of Kerala

Kerala is a fairly small state and largely rural, rather than being a center of commerce. Additionally, it does not have a high level of industrial development. However, Kerala rises above other states regarding development indicators like literacy, health outcomes and life expectancy. It is crucial to analyze and understand Kerala’s success so that the literacy rates can improve in other regions.

Kerala’s history as a region plays a role in its literacy success. Starting in the 19th century, royalty called for the state to cover education costs. While still a colony, Kerala implemented social reform in the early 20th century that allowed access to education for lower castes and women. Post-independence, socialist or left of center governments overarchingly controlled the state government and they made equity and social goals a huge priority.

Literacy Programs in Kerala

However, aside from these factors, one of the biggest contributors to Kerala’s total literacy is its literacy program, Kerala State Literacy Mission Authority. This is an institution that works under the state government and received funding from it, but operates autonomously. The values of this organization are clearly framed in its slogan, “Education for all and education forever.”

The program works on many levels, including basic literacy programs and equivalency programs. The basic literacy programs include a push to take Kerala to a full 100 percent literacy rate. These programs focus on regions and peoples who tend to have lower literacy rates, including urban slum, coastal and tribal populations. District-specific programs target localized issues, needs and a total literacy program for jail inmates. The equivalency program provides the opportunity for adults who did not go through all levels of primary and secondary school to take classes and tests which will bring them up to fourth, seventh, 10th, 11th, or 12th-grade literacy standards. The program also offers certifications and is constantly adding smaller, new programs in social literacy as different areas require attention.

The Goal

The goals of this program center around developing literacy skills through continuing education and offering opportunities for all who have an interest in learning. This ensures secondary education, providing the skills necessary for those learning to read and write to apply these new abilities in their daily lives and to conduct research on non-formal education. The organization and practices of the Keralite government in terms of improving literacy in their state are undoubtedly successful.

In the development field, it is easy for one to become bogged down in the failures. The total literacy in Kerala is a success story that should receive attention. This is the value of investing in development projects. There are concrete gains when development receives careful formulation and funding with the population in mind. There is much that one can learn from the Kerala State Literacy Mission Authority and apply to achieve total literacy around the world.

– Treya Parikh
Photo: Flickr

, ,

Improving Education in Rural Uzbekistan

Childhood Education in Rural UzbekistanAfter gaining independence from the Soviet Union in the 1990s, Uzbekistan gradually lifted itself off the ground, despite malnutrition problems, a lack of government transparency and high unemployment rates. Since then, advancements have been made to improve opportunities for education in rural Uzbekistan.

Education in Rural Uzbekistan

Children living in rural areas are at a geographic disadvantage compared to those who live in cities. Issues affecting children living in impoverished, rural areas include a lack of access to basic education and healthcare services.

Approximately 46 percent of children living in urban areas are enrolled in school, but in rural areas, this number drops to 23 percent. The population of children aged 0-3 living in rural Kashkadarya, for example, grew by 12 percent from 2013 to 2016, yet rates of enrollment have not kept up with a growing rural population.

Making a Difference

Ameliorating the effects of child labor and the lack of access to primary education coupled with the establishment of protections over children’s rights have set the foundation upon which Uzbekistan has begun to build its nation. Programs such as the Rural Basic Education Project have been allocating funding to improve learning conditions in the rural areas of Tashkent, Surkhandarya and Kashkadarya. The goal is to increase opportunities for higher education for children living in rural Uzbekistan.

Child Labor Issues

A major, longstanding issue Uzbekistan faces is the state-controlled labor system that supports massive amounts of cotton exports. This hinders education in rural Uzbekistan from making lasting and important impacts on children.

Government-mandated labor quotas that previously included children forced out of school are becoming lenient and age-restricted. As a result, there has been a substantial decrease in the number of children working in fields. This has led to an increase in funding and the number of schools, increasing education access for rural children. In rural areas, more children are continuing their education, rather than being forced into state-mandated labor. As a result, more adults, specifically women, have greater job opportunities than they otherwise would.

Increased educational opportunities lead to greater attention to human rights laws and how they impact children living in poverty. The availability of a more open education system has also improved gender equality.

For the first time, 56,000 children are enrolled in partial-day preschool programs because of the Improving Pre-Primary and General Secondary Education Project administered by the Ministry of Public Education of Uzbekistan and regulated by the World Bank. Developing the education system, specifically in rural areas, has led to greater economic success and improved livelihoods.

The Future for Uzbekistan

Uzbekistan still faces pressing issues, including forced labor and violations of human rights. However, by investing in its children, the country has become characterized by progress and improved quality of life. The children living in poverty are the future of Uzbekistan. Through a focus on providing education for children in rural Uzbekistan, the nation is helping them grow and flourish.

– Jessica Ball
Photo: Wikimedia Commons