Archive for category: Education

Information and stories on education.

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5 Foreign Aid Projects in Vietnam

Foreign Aid in Vietnam
Vietnam’s economy has grown remarkably over the last two decades. However, this growth would not have been possible without foreign aid to Vietnam. USAID’s work in supporting Vietnam’s economic growth and development is an excellent example of foreign aid at work. Here are five exceptional foreign aid projects in Vietnam that foster hope for positive results around the world.

5 Foreign Aid Projects in Vietnam

  1. Economy Foreign Aid Projects: USAID collaborates with Vietnam’s legal and regulatory affairs to expand foreign investment and economic growth. It works with the nation’s government and private sectors to move Vietnam into an internationally regulated and globalized market economy. For instance, USAID works to promote transparency in the governance of trade. The USAID Trade Facilitation Program intends to facilitate trade and communication between national and local customs officials. Lastly, USAID Linkages for Small and Medium Enterprises (LinkSME) facilitates relationships and streamline trading processes between buyers (SMEs) and suppliers. LinkSME ensures the presence of key policies and regulations in place to carry out business transactions and trade.
  2. Education Foreign Aid Projects: Through USAID, the Building University-Industry Learning and Development through Innovation and Technology (BUILD-IT) Alliance and the Improving Access, Curriculum and Teaching In Medical Education and Emerging Diseases (IMPACT-MED) Alliance gather up efforts and resources from Vietnam and partner governments as well as leaders and educators in the field to enhance education on medicine, technology and engineering. The ongoing reform efforts aim for better instructional and educational experiences with modern technology and maintaining accreditation standards. Additionally, they strive for more intense faculty training, contemporary curriculum designs and positive relationships with academic partners. The outcomes from such reform efforts produce graduates with the preparation to join the workforce and maintain the high standards of the fields.
  3. Environment Foreign Aid Projects: There are many foreign aid programs and activities that USAID coordinated that help address climate change in Vietnam such as the Vietnam Low Emission Energy Program (V-LEEP), the Vietnam Forests and Deltas Program (VFD), the USAID Green Annamites Project and the Climate Resilient and Sustainable Urban Development Program. V-LEEP works to promote and sustain efficiency in renewable energy generation and usage as well as monetary investment into the work. The VFD helps to minimize deforestation in a joint effort with the Ministry of Agriculture and Rural Development. The USAID Green Annamites Project supports land use in an eco-friendly fashion, conserves biodiversity and helps struggling communities bounce back from hardships in the Quang Tri and Thua Thien Hue provinces. The Climate Resilient and Sustainable Urban Development Program work with the Asian Development Bank to support Vietnam’s urban development by participating in policy making and setting operation guidelines.
  4. Global Health Foreign Aid Projects: Public health concerns such as HIV, tuberculosis and influenza can have negative impacts on Vietnam’s economy. Through USAID, the President’s Emergency Plan for AIDS Relief (PEPFAR) organizes events and treatment for patients. USAID also funds the Vietnamese government and provides technical support to health organizations across the country to address avian and other influenzas, as well as overlooked tropical diseases and pandemics. Vietnam has made accomplishments with a nationwide methadone distribution program that reached 50,000 patients, resulting in a reduction of avian-influenza cases from 2000 to less than 50 cases in just six years (2005-2011) while containing the potential pandemic.
  5. Disabled People Foreign Aid Projects: USAID has supported more than 30,000 persons with disabilities for more than 30 years with more than $125 million in U.S. government aid. USAID works to establish disability laws and regulations at the national level as well as the local level. The International Convention on the Rights of Persons with Disabilities is one example of USAID’s contributing efforts. USAID also supports eight disability projects that focus on rehabilitation and disability awareness as well as policies and regulations. Lastly, USAID also supports local disability awareness organizations.

USAID development projects foster hope around the globe. Like in Vietnam, these projects convey the message that foreign aids are constantly working toward positive change for many.

– Hung M Le
Photo: USAID

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State of Higher Education in Burkina Faso

Higher Education in Burkina Faso
Burkina Faso is a presidential republic in Western Africa. After the country’s independence from France in 1960, Burkina Faso went through a period of political turmoil between 1970 and 2015. Between 2016 and 2018, Burkina Faso also suffered three terrorist attacks in its capital. The growing insecurity, due to more terrorist threats in the country’s northern and eastern regions, resulted in multiple tragedies. In 2019, more than 1,800 people died, nearly 500,000 people experienced displacement and more than 2,000 schools closed. This article will examine the state of higher education in Burkina Faso.

The Importance of Higher Education

This displacement of school closures resulted in a low literacy rate in Burkina Faso, where only 41.2 percent of the population above the age of 15 is literate. However, these conditions have improved in recent years. While the participation rate in education from pre-primary to higher education is still low compared to most of the world, recent UNESCO statistics show an upward trend in people’s participation in education.

One cannot underestimate the importance of higher education in a developing country such as Burkina Faso. While it is important to raise the literacy rate, many economic experts suggest that the governments of developing nations should invest in higher education. The World Bank, as early as 2000, recognized this importance. The report suggested that human capital, which is the knowledge, skill and resourcefulness of a country’s people, is increasingly becoming more important for a country’s future economic development. The World Bank’s 2020 education plan further reflects this.

There are three major public universities, three private universities and one technical university in Burkina Faso. The biggest public university, Universite de Ouagadougou (University of Ouagadougou), has 30,000 to 34,999 enrolled students. The University of Ouagadougou provides curriculums in humanities, arts, business and engineering. Meanwhile, the Universite Polytechnique de Bobo-Dioulasso (Polytechnic University of Bobo-Dioulasso) focuses its curriculum on science and technology. These universities bear the responsibility of improving and continuing higher education in Burkina Faso.

Challenges of Improving Education for Students

Higher education in Burkina Faso must overcome numerous challenges, but the state of education in the country has steadily improved over the past decade. There has also been a rise in the number of people who are eligible to participate in higher education. The gross enrolment ratio in higher education in the country rose from 3.58 percent in 2010 to 6.5 percent in 2018. However, there are concerns over the lack of infrastructure and teacher staffing levels in the nation’s higher education institutions.

While the Burkina Faso government’s expenditures in education have been steadily increasing since 2010, reports suggest that most of the investment went into building new universities instead of creating new fields of study. Gender disparity is another issue that higher education in Burkina Faso must overcome. According to the World Bank, the gender disparity in Burkina Faso’s education widens with each rung of the education ladder. UNESCO data shows that while female enrollment in tertiary education is steadily increasing, it is still significantly below male participation in higher education.

Improving Higher Education

There are efforts, both domestic and international, to improve higher education in Burkina Faso. The World Bank, for its part, invested in a $70 million project to improve the higher education in Burkina Faso.

In 2020, the Virtual University of Burkina Faso (UV-BF) is one of the projects with the aim of improving higher education in Burkina Faso. Professor Jean Marie Dipama, who set up UV-BF, said in an interview that she hopes that UV-BF will make higher education more available to Burkina Faso’s people. The Burkina Faso government also recently launched its new Education Sector Plan for 2017 through 2030, which aims to improve the quality and access to education across all academic levels

Higher education in Burkina Faso is striving to improve. As the world economy gets more complex, the need for better higher education in the country seems paramount. While the steadily rising literacy and education rate is a good sign, this is giving rise to concerns over Burkina Faso’s ability to provide quality higher education to all who desire it. However, the Burkina Faso government’s continuous effort to improve the country’s overall education aims to also improve the nation’s higher education. With the help of foreign investors and communities, such as the World Bank, many hope that Burkina Faso’s higher education will continue its improvement in the coming years.

– YongJin Yi
Photo: Flickr

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Inspirational Books with Advocate Authors

Inspirational Books with Advocate Authors
Book lovers or activists on the search for an inspirational read should find interest in this book list. From stories of equal access to education to serving the world’s poor, here is a list of five inspirational books with advocate authors.

5 Inspirational Books with Advocate Authors

  1. “I Am Malala: The Story of the Girl Who Stood Up for Education and Was Shot by the Taliban” by Malala Yousafzai and Christina Lamb: Growing up in Pakistan, Malala Yousafzai faced barriers as a woman. Malala loved school, but her life changed when the Taliban took over her town. It banned girls from attending school when she was 11 years old. After speaking out on behalf of girls’ right to an education, a masked gunman shot Malala while on her bus ride home from school. Miraculously, she survived and became an advocate for girls everywhere, sharing her story in her book “I am Malala.” She once said, “I tell my story not because it is unique, but because it is the story of many girls.”
  2. “Long Walk to Freedom” by Nelson Mandela: Regarded as an international hero for his fight against racial oppression in South Africa, Mandela went on to tell his story in this inspirational autobiography. Mandela was an anti-apartheid activist and was also the leader of the African National Congress’ armed wing, Umkhonto we Sizwe, before his presidency in South Africa from 1994-1999. Mandela received a conviction on charges of sabotage and other crimes as he led a movement against apartheid, serving 27 years in prison. Mandela received the Nobel Peace Prize in 1993 for his groundbreaking work that led to the beginning of the end to apartheid.
  3. “The Moment of Lift” by Melinda Gates: A New York Times instant best-seller, Melinda Gates’ “The Moment of Lift” tells the stories of the women she met during her years of humanitarian work and research around the world. Simultaneously, she also tells the story of her personal journey to achieving equality in her marriage to Microsoft founder Bill Gates. Gates makes this foundational claim in her evocative book: “When we lift up women, we lift up humanity.” President Barack Obama praised Gates’ first book for its power and importance: “In her book, Melinda tells the stories of the inspiring people she’s met through her work all over the world, digs into the data and powerfully illustrates issues that need our attention—from child marriage to gender inequity in the workplace.”
  4. “Becoming” by Michelle Obama: Michelle Obama, the first African American First Lady of the United States of America, tells her impressive story in this thought-provoking novel. From growing up on the south side of Chicago, balancing an executive position, motherhood and her time as First Lady, Obama demonstrates her dedication as an advocate for women and girls everywhere. In this number one U.S. bestselling memoir, Obama promotes inclusivity and displays important advancements toward healthy living for families everywhere, cementing her place in this list of inspirational books with advocate authors.
  5. “Mother Theresa: In My Own Words” by Mother Teresa: Mother Teresa was a Roman Catholic nun who worked for over 40 years in India. She ministered for the sick and poor as she founded and expanded the Missionaries of Charity. Mother Teresa became a famed humanitarian and advocate for the poor by 1970. She received the Nobel Peace Prize for her inspirational and selfless work in Calcutta, India. A collection of quotes, stories and prayers, “Mother Teresa: In My Own Words” is a testament to the power of her words, not only for the poor but for everyone around the globe.
Poverty links inextricably to so many other issues that are plaguing the world today. Between equal access to education, food security and racial segregation, it is impossible to ignore the connection between all of these issues. These inspirational books with advocate authors serve as informative and motivational pieces of writing that remind everyone to be global citizens and actively fight for one another.

– Hannah White
Photo: Flickr

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The Evolution of Brain Drain in Developing Countries  

The Evolution of Brain Drain in Developing Countries  The impact of establishing systems of education on the economies of developing countries and the well-being of its citizens are without question; education allows for higher-paying, skilled jobs to enter the market, it promotes gender equality among children and it has positive effects on the health of those children who go to school. A phenomenon that has stemmed from an increasingly globalized world is brain drain, which is the migration of educated and qualified people to countries with job opportunities better suited to their skill level, higher standards of living and higher rates of technological progress. Here is some information about brain drain in developing countries.

Brain Drain in Developing Countries

Brain drain in developing countries is a proven difficult hurdle for governments to overcome, and the effects of globalization have redefined what brain drain entails for countries such as India and Pakistan. The issue with this movement of intellect and skills lies in the fact that oftentimes, foreign-born workers and students in developed countries rarely return to their countries of origin, and they do not put the knowledge they obtain back into developing economies and development programs.

Why Does Brain Drain Happen?

One of the major causes of the phenomenon is the greater rates of technological advancement in developed countries compared to those in the developing world. Many developing countries have established education programs and continue to do so, but funding for research opportunities and investments in the scientific sector is lacking. For example, in 2000 there were 836,780 immigrants from India to the United States, with 668,055 of them having received tertiary education. These people tend to stay and work in the countries they migrated to. Brain drain does not only affect jobs in technical fields. Ten percent of teachers and people in academia are foreign-born, with 6 percent of them from developing countries.

Brain drain in developing countries produces more immigrants to countries such as the United States, and the theory suggests that the knowledge they obtain in a foreign country remains there and fails to make its way back to their country of origin.

As economies and education become more dependent on technological advancement, the circulation of foreign-born workers becomes increasingly important to globalization. An inverse effect of globalization as the world becomes increasingly aware of other countries’ international influence is the expansion of technological and scientific programs at a much faster rate in developed countries. One can see this in those nations with existing programs, funding and infrastructure to support technological advancements as opposed to those that do not.

The Future of Brain Drain

At the heart of the discussion of brain drain lies a necessity for a better understanding of how globalization affects perceptions of brain drain and its implications for education and employment in developing countries. Despite the negative effects of brain drain in developing countries, good things come from it too. An increase in attention from governments to education, incentives for developing countries to invest in the development of skilled jobs and globalization brings greater mobility and intellectual circulation that enhances the knowledge of the general population. The circulation of knowledge allows for an exchange of intellect between countries, improving relations and promoting understanding of different cultures. Brain linkage creates an opportunity for increased technological advancement when foreign-born workers interact with their home countries, furthering transnational connections. The understanding of brain drain in developing countries has shifted to allow for more positive mindsets surrounding brain circulation to allow for poor countries to experience the benefits of globalization.

– Jessica Ball
Photo: Wikimedia Commons

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Nobel Laureates Use Randomized Control Testing

Randomized Control Testing
“It can often seem like the problems of global poverty are intractable, but over the course of my lifetime and career, the fraction of the world’s people living in poverty has dropped dramatically.” – Dr. Michael Kremer

In October 2019, Michael Kremer of Harvard and Esther Duflo and Abhijit Banerjee of MIT won the Nobel Prize in Economics for their extensive, randomized control testing-based research in tackling global poverty. At 46 years old, Duflo is the youngest economics laureate ever and only the second woman to receive the prize over its 50-year history.

Incorporating Scientific Studies

The trio set out to establish a more scientific approach to studying the effects of investment projects in the developing world. One of the ways they discovered that they could accomplish this is through randomized control testing. Commonly used in the medical field and made legitimate in the social sciences by the trio, this type of testing involves randomly selecting communities as beneficiaries of experimental projects. Randomly selecting the beneficiaries removes selection bias, providing more accurate and legitimate results.

Randomized Control Testing in India and Kenya

Duflo and Banerjee used randomized control testing experiments in schools in India in an effort to improve the quality of education. The authors discovered that simply getting students to school was not sufficient in improving test scores. Previous research also noted that additional resources, even additional teachers, had minimal impact on students’ performance.

The laureates discovered instead that providing support for an interventionist to work with students behind on their educational skills and making computer-assisted learning available so that all students could have additional math practice improved their scores. In the first year, the average test scores increased by 0.14 standard deviations and in the second year, they increased by 0.28 standard deviations. In the second year, the children initially in the bottom third improved by over 0.4 standard deviations. Those sent for remedial education with the interventionist saw 0.6 standard deviations increase and the computer-assisted learning improved math scores by 0.35 standard deviations in the first year and 0.47 in the second year for all students equally. These results provide clear and definite numbers on the success of the program and show that those who experienced the most benefits were the students in the greatest need of assistance.

Kremer completed a similar study in Kenya. Again, the research found that additional resources did little to improve the learning abilities of the weaker students and that much of the school policies and practices were helpful to the advancement of the already high achieving students. Another of Kremer’s studies in Kenya further showed the impact small interventions can have on student retention. His research found that by bringing deworming medication directly into the classroom, school absenteeism rates decreased by 25 percent, leading to higher secondary school attendance, higher wages and a higher standard of living.

Impact vs. Performance Evaluations

The key to Kremer, Duflo and Banerjee’s success was not the result of pumping out positive statistics. Their success, and reason for winning the Nobel Prize, came from the rigorous scientific approach they took with their studies by using randomized control testing that led to not only positive results but also to meaningful impact where they were working and beyond. For instance, after the success in Kenya with the deworming, the U.S. Agency for International Development (USAID) agreed to finance Kenyan scientists to travel to India to help expand the program. Soon, 150 million children were receiving treatments of deworming medication each year.

This example shows the lasting impact of the work of the laureates. When the fields of economics and politics use more rigorous and randomized studies, it becomes clearer what programs work and which do not, creating greater efficiency and enabling successful projects to expand. The work of the three professors has already led to the leaders of USAID to question the utility of performance evaluations over impact evaluations. In other words, the agency has started to see a shift from success defined as the generated output of the programs to success as the net gain or impact as a direct result of the programs.

Altogether, the work of Kremer, Duflo and Banerjee has raised the bar for economic and social research in the future. Their work has set new expectations that will force researchers to create more detailed and accurate studies that will continue to guide policy.

– Scott Boyce
Photo: Flickr

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State of Income Inequality in South Korea

Income Inequality in South Korea
As South Korean film “Parasite” celebrates an Oscar win, the conversation about income inequality in the nation is appearing in public discourse again. The film’s portrayal of the income gap between South Korea’s poor and rich portrayed a bleak picture. Income inequality in South Korea is most apparent in the nation’s education system and affordable housing. South Korea recently elected President Moon Jae-in in 2017, whose platform promised to reduce the income gap in South Korea. As a result, citizens are more conscious about income inequality than they have ever been. What is the reality of income inequality in South Korea? What are some of the solutions experts suggest will alleviate this issue?

The Economy

The society and economy in South Korea function on a winner-takes-all mentality. Some studies indicate that South Korea has one of the fastest-growing income gaps. The nation’s P90/P10 ratio, which compares the income of those in the top 10 percent to the income of the remaining 90 percent, indicates an interesting trend. While the overall P90/P10 ratio shows that income inequality in South Korea has improved since 2011, the curve rose between 2015 and 2017. Further, in 2017 the Organisation for Economic Co-operation and Development (OECD) ranked South Korea 32nd based on the P90/P10 ratio.

The Education System

One can see an aspect of income inequality in South Korea in its education system. According to the OECD, nearly 70 percent of South Koreans, aged 25 to 34, completed some form of tertiary education. Comparatively, the United States’ tertiary education attainment rate of 49.4 percent makes it clear that South Korean culture puts a tremendous emphasis on college education. Ironically, this demand for higher education has significantly lessened the value of the degree. This decline of value in college degrees has resulted in students competing aggressively to gain acceptance to the three most prestigious universities in Seoul.

Subsequently, to assure children’s competence in the ever more competitive academic scene, many parents send students to “Hagwon,” or private after-school education institutions. In 2017, for example, reports suggested that 83 percent of 5-year-olds in South Korea were studying in these private institutions.

In addition, estimates determine that South Korean parents spend over $15 billion on private education annually. In only a single year, from 2016 to 2017, South Korean spending on private education rose 5.9 percent. Education in South Korea is becoming more burdensome for Korean parents who are not as financially well-off because, in the case of illegal private tutoring, one institution charged up to $8,000.

The Housing Market

Individuals who live in semi-basement homes also reflect income inequality in South Korea. As of 2015, over 360,000 households have a semi-basement floor-plan. The conditions in these semi-basement homes include lack of sunlight, the prevalence of critters and moldy smell due to homes’ high humidity. As a result, these residences became the stock image of housing for the poor. In Seoul, the country’s capital, the rising housing costs in South Korea are impacting these semi-basement homes.

According to the Korea Appraisal Board, the average apartment price in Seoul surpassed 500 million won (about $413,541), meaning that buyers need at least 300 million won (about $248,125) in order to even consider a purchase. This seemingly continuing rise in housing prices is making it harder for the average person to maintain responsibility for an apartment.

The Government’s Reaction

The government’s response to income inequality in South Korea takes the form of restructured tax policies. Since the 2017 election of President Moon Jae-in, the Korean government is working to expand the country’s elderly welfare and unemployment benefits. In this pursuit, the current administration imposed stiff tax hikes in 2017 which targeted leading corporate conglomerates, investors and high-income individuals. Estimates determine that this newly imposed tax plan will raise approximately $3.14 billion to support welfare programs. Many Koreans hope that this newly gained revenue will improve the circumstances for the ever-aging population of South Korea. In addition to increasing taxes for high-income South Koreans, the current administration has also increased the minimum wage.

However, there are concerns over how effective these new policies might be. For example, some reports suggest that the administration’s increase in minimum wage throughout the country might backfire. In response to the rising minimum wage, many small and medium-sized businesses simply cut back the hours that workers can to work.

Income inequality in South Korea is a complicated issue. The portrayal of families living in semi-basement homes paints a dismal picture of the middle to lower class. The ever-rising housing and education costs limit the accessibility of these resources for many South Koreans. The government’s effort to close the income gap in South Korea does not seem to be entirely effective either. However, it is significant that the South Korean government is taking active measures against income inequality. While there are plenty of issues to tackle, many South Korean citizens hope that the current administration’s efforts will result in a future with more equal opportunities and financial success.

– YongJin Yi
Photo: Flickr

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Top 10 Facts About Living Conditions in Comoros

Sitting on the eastern African coast, Comoros is an island nation in the Indian Ocean. Though Comoros is experiencing steady economic growth, government debt could cause a decline in the growth rate as time goes on. Here are the top 10 facts about living conditions in Comoros.

Top 10 Facts About Living Conditions in Comoros

  1. Poverty: One household-conducted survey from 2014 found that approximately 18 percent of Comoros’ population lives below the international poverty line. The government is continuously funding infrastructure projects with non-concessional loans aimed to improve the island’s living conditions.
  2. Unemployment: Rates of unemployment in Comoros currently rest at 14.3 percent. With about 38.4 percent of people working in agricultural zones, employment is one of the country’s top priorities. 
  3. Education System: One aspect of living conditions in Comoros is that students are required to attend Quranic schools for two to three years from the age of 5. Then, students will advance to primary and secondary school, which is modeled on the French system. Subsequently, students receive six years of primary education and seven years of secondary education. Comoros does not have any post-secondary education in place, like universities, therefore students will either pursue higher education abroad or partake in business, teaching, or agricultural training.
  4. Political Unrest: Much of the living conditions in Comoros, specifically the education system, are negatively affected by political unrest and instability. This often results in teacher and student strikes across the island, which has affected student performance and completion rates. In 2004, education indicators showed that while 85 percent of children were enrolled in primary education and only 35 percent continued to enroll through secondary school.
  5. Life Expectancy: Comoros has a life expectancy of nearly 64 years, a significant improvement from 41 years in 1960. The country currently spends approximately $57 per capita on health care which falls below the average of sub-Saharan Africa ($98) but is significantly higher than that for lower-income countries overall ($37). According to the World Bank, public financing for health makes up 8.7 percent of total government spending.
  6. Clean Water Access: Over 90 percent of Comoros’ population has readily accessible potable drinking water. Clean water supply and access have been improving tremendously because of programs like UNICEF, which has received funding of almost $1.3 million from the European Commission Humanitarian Aid’s office. This funding supports endeavors such as cleaning and protecting roughly 1,500 reservoirs across the nation.
  7. Human Development: In 2016, Comoros ranked 158 out of 188 on the United Nations’ Human Development Index. This low number indicates a dire need for focusing on initiatives that combat hunger and malnutrition. Further, a report by the World Bank found that nearly 30 percent of children face chronic malnutrition and stunted growth.
  8. Malaria: The government has developed a goal to fight malaria, where the aim is to reach zero cases on the island. A surge of malaria cases has hit Comoros over the past two years, primarily due to the weak health system. In 2018, nearly 16,000 indigenous malaria cases were reported.
  9. Child Labor: In an effort to improve living conditions in Comoros, the government has recently launched an initiative to reduce child labor rates. Children often perform domestic and agricultural work in order to provide support to the family. Often, these children are sent to wealthier families if the parent is unable to properly care for the child. It has been found that 20.8 percent of children between the ages of seven and fourteen work while in school.
  10. Working Women: Over a third of women in Comoros are in the labor force, providing financial support for a majority of the home bills and school fees for the family. There are strong matrilineal traditions present across the island. Women represent approximately 20 percent of key positions in the government, like the minister of telecommunications and labor minister.

As one of the world’s poorest countries, these top 10 facts about living conditions in Comoros are essential in understanding the importance of economic growth and reduction of poverty on the island.

– Brittany Adames
Photo: Flickr

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10 Facts About Girls’ Education in Albania

Girls’ Education in Albania
Albania is a small country located in southeastern Europe neighboring Montenegro, Serbia, Macedonia and Greece. The country has endured many socioeconomic hardships since the fall of communism in 1991 but is now on the rise from one of the poorest countries in Europe to a middle-income country. As in most countries, education is an integral part of social, cultural and economic development. Here are 10 facts about girls’ education in Albania.

10 Facts About Girls’ Education in Albania

  1. Most girls attend primary and secondary schools. Albania considers the first nine years of school mandatory, which it calls primary education, although most students complete three additional years of school which are part of secondary education. According to the World Bank, the female net enrollment ratio for girls of primary school age (ages 6-15) was 94 percent in 2013. Meanwhile, 89 percent of females ages 15-18 enrolled in secondary schooling in 2018. However, these percentages of girls in the Albanian school system are still very good, as nearly the entire population of eligible girls attended some type of schooling.
  2. A little over half of the population of young adult women attend tertiary schools. Tertiary schooling is typically at universities and students aged 18 and older can study to obtain a bachelor’s, master’s or a Ph.D. The gross enrollment rate in 2018 was 68 percent for women in tertiary education, up from 39 percent in 2009. Even though the gross enrollment rate in 2018 for tertiary schooling is not as high as the net enrollment rates for additional schooling, these numbers show that girls’ education in Albania is rising.
  3. There are more girls receiving an education than boys. In the same study that the World Bank conducted, only 90 percent of boys of primary school age enrolled in school, compared to 94 percent of females in 2013. As for secondary schools, the male net enrollment rate stood at 84 percent compared to 89 percent for females in 2018. Thankfully, boys’ education and girls’ education in Albania have a very small gap between them. However, since 2009, there has been a significant gap between the gross enrollment rates in tertiary schools by gender. The most recent data has the male enrollment rate in tertiary education at 43 percent, a 25 percent difference between genders.
  4. Unemployment for women could impact tertiary education enrollment. Women’s participation in the labor force has dropped drastically from 78 percent in 1989 to 46 percent in 2005, likely due to the collapse of communism and social upheaval in 1991. This number did not reach 50 percent until 2013 and has been gradually rising since then. For decades, Albania has held onto strong patriarchal values that place women outside of the labor market. Because of these values, “women of reproductive age are discriminated against in the market because they may start a family, and thus have fewer opportunities for retraining and qualification.” If women experience exclusion from employment and have to operate in the domestic sphere, they may not see the value of an education, thereby contributing to lower rates of enrollment beyond compulsory schooling.
  5. Women earn less than men on average. In addition to hiring difficulties, women also earn 10.5 percent less than their male counterparts. The good news is that Albania has a lower gender wage gap than most of the European Union. The E.U.’s gender wage gap average was 16.2 percent in 2016. However, the gender wage gap could exist due to women’s lack of participation in the labor market, or vice versa. This could also be related to the rising net enrollment rate for girls’ education in Albania, specifically in tertiary schooling.
  6. Similarly, there is a low representation of Albanian women in decision making. In 2007, women occupied only 7 percent of seats in Albania’s parliament, with only nine women total in senior-level positions and 2 percent of local government leaders women. In 2017, the number of seats that women occupied in parliament rose to 21.4 percent. Having years of low representation of women in the Albanian government has allowed for the gender-based discrimination in education and employment to run rampant throughout the country. With fewer women involved in decision making, girls have fewer protections, making something as necessary as education difficult to obtain.
  7. There are low government expenditures on education. Unfortunately, Albania spent only 3.95 percent of its gross domestic product (GDP) on education in 2016, according to UNESCO. A government undermines the value of an education when it invests so little in it.
  8. However, the Albanian government is helping girls in other ways. The Albanian government has spent this past decade focusing on undoing the decades of gender inequality through the law, specifically the Law on Reproductive Health, Measures on Domestic Violence and laws on Prevention and Elimination of Organized Crime and Trafficking Through Preemptive Measures on Personal Assets. In 2015, the Prime Minister of Albania publicly announced to the United Nations the national government’s commitment to gender equality. Following this, the national government adopted the Gender Equality and Action Plan 2016–2020 with the aim to consolidate efforts by all institutions to advance gender equality. The government used funds to benefit women’s enterprises and support services for survivors of domestic violence.
  9. Other organizations have dedicated themselves to improving the lives of women in Albania. The Mary Ward Loreto Foundation is an organization creating programs to empower adolescent girls and protect them from domestic violence and trafficking on the ground in rural communities in Albania. The United Nations Development Programme (UNDP) has partnered with the Albanian national government and civil society to create programs to end gender-based discrimination, like the Gender Equality and Gender-Based Violence Programme in 2015. UNICEF has partnered with Albania’s Ministry of Education to implement new systems to improve access to education for children throughout the country. In November 2019, the World Bank loaned Albania $10 million to improve women’s access to economic opportunity.
  10. Female education is on the rise in Albania. Female enrollment has been rising since 2009 by roughly 1 to 2 percent every year. The total net enrollment rate is at 96 percent, so, fortunately, the majority of Albania’s children have access to public education. Despite having a lower percentage of girls attending primary and secondary school, over half of the women aged 18-22 enrolled in tertiary education at 67.58 percent in 2018. The girls who enrolled in education continue on to undergraduate and graduate studies.

Albania is a country rich in history. Unfortunately, much of that history has allowed gender-based discrimination to take root, even affecting girls’ education in Albania. Because of its changing political and social climate, patriarchal beliefs and a lack of protection for women have allowed the country to leave them behind. The good news is that women are catching up. Albania has worked tirelessly this past decade to undo gender inequality through laws, civil society and partnerships with global organizations to provide women the resources they need to succeed, starting with a promise of an education.

– Emily Young
Photo: Unsplash

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10 Facts about Girls’ Education in Yemen

10 Facts about Girls’ Education in YemenYemen is currently undergoing one of the worst humanitarian crises in history. In recent years, the nation’s warring conflicts have badly affected girls’ education. The year 2020, however, is looking more optimistic for the nation’s future. Change is on the horizon with peace talks in session and a vote passing in congress to end military involvement in the war. Here are 10 facts about girls’ education in Yemen.

10 Facts About Girls’ Education in Yemen

  1. Girls’ education in Yemen is in dire need of support. Seventy-six percent of internally displaced persons in Yemen are women and children, many of whom lack basic medical care, economic opportunity and access to education. Yemen’s ongoing civil war has worsened pre-existing living conditions for girls and women in the country. Educational opportunities for girls are also at risk of disappearing from the continued conflict in the region.
  2. Conditional cash transfer programs have enabled poorer families to send their daughters to school. From 2004 to 2012, the Yemeni government collaborated with other organizations to give stipends to girl students in grades four to nine, under the conditions that they maintain a school attendance of 80 percent and receive passing grades. The result of the monetary aid showed a shift in the cultural norms of the recipient communities. Adults began to change their perspectives on girls’ education and allowed more girls and women to attend school. The program has helped enroll over 39,000 girl students into primary education.
  3. In 2007, The World Bank organization implemented a rural female teacher contracting program effectively training 550 new teachers, with 525 going on to receive certification. Providing girls with access to trained female teachers greatly increases the chances of classroom retention and enrollment in the rural regions of the state, according to World Bank education specialist Tomoni Miyajima.
  4. More than two-thirds of girls marry before they turn 18. Families cope with economic hardships by selling their daughters into marriage. Early marriage has crippled girls’ education in Yemen. Instead of pursuing studies, girls take on household roles and often become victims of abuse by their husbands.
  5. In 2018, a Yemeni teacher opened his private home to over 700 students as a primary school. In the war-torn city of Taiz, both boys and girls can attend classes that Adel al-Shorbagy teaches free of charge. Most schools in the city are private and cost up to 100,000 Yemeni riyals a year to attend.
  6. Many private elementary and secondary schools teach the Chinese language to Yemeni girl students. Private school teachers believe Chinese is the language of the future, with increasing technological, scientific and industrial development taking place in China. Yemeni teachers and students aspire to become part of China’s growing economy.
  7. In 2019, UNICEF started to pay more than 136,000 teachers who had not received salaries in over two years. The program offered the equivalent payment of $50 a month to school teachers and staff to help address the low attendance rates of students in the country.
  8. The United Nations International Children’s Emergency Fund has set target goals to improve conditions for girls’ education in Yemen in 2020. UNICEF plans to provide individual learning materials to one million children, create education access to 820,000 students and ensure 134,000 teachers receive incentives to continue to teach.
  9. Yemeni authorities are taking action to ensure that children have safe access to education by agreeing to the Safe Schools Declaration. The declaration is an international commitment that 84 countries adopted to protect students, teachers and universities from armed conflicts. Yemen’s endorsement of the declaration’s guidelines commits to a future where “every boy and girl has the right to an education without fear of violence or attack.”
  10. The Too Young To Wed organization helps to provide daily breakfasts to 525 girl students to keep them enrolled in school in Sana’a, Yemen. The meals help students remain in classrooms and avoid early child marriages. Providing nutrition to students keeps them from falling further into poverty, and prevents them from becoming at risk of their families selling them into marriage. The price of one breakfast per student is $0.48.

Yemeni girls have many obstacles to attaining quality education. However, the ending of a drawn-out war and continued aid and support from organizations across the world is bettering the situation. These are small and steady steps, helping to ensure that the nation’s girls will lead lives full of learning and progression. These 10 facts about girls’ education in Yemen shed light on the issue of Yemen’s education system.

– Henry Schrandt
Photo: Flickr

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Theater of the Oppressed and Social Change

Theater of the Oppressed
Amidst all the papers, meetings and phone calls that make up nonprofit work, one can forget that drama and emotion are at the center of social justice work. Is tending to drama and emotion really necessary to push the social justice needle further towards progress, though? The Theater of the Oppressed argues that it is and it can be the fuel vital to creating change.

What is the Theater of the Oppressed?

The Theater of the Oppressed is equal parts performance, activism practice and educational forum. It is a rising form of activism that refugees, homeless, minority groups and other populations are using to fight issues of oppression that can cause poverty. The Theater of the Oppressed is definitely not like a typical play or musical where the cast rehearses for weeks on end to create a perfect show. It is very improvisational and involves audience participation, thus transforming a passive audience into an active one.

The Theater of the Oppressed is an umbrella term for many different techniques such as forum theater, image theater and legislative theater. Brazilian visionary, Augusto Boyal, invented these techniques during the late 1950s. The application of these techniques initially happened with workers and peasant worker populations in Latin America. Forum theater is the most popular theater of the oppressed technique around the world. In the forum theater technique, a story plays out in front of an audience that discusses one of the issues of poverty and human rights at hand. After actors perform the story, they perform the story again. When the actors perform the story again, individual audience members can then say, “stop!” to interrupt the scene. Once someone has interrupted a scene, they can then replace an actor in the scene and improvise how they could change the situation in the story for the better.

Fighting for Human Rights

Combatants for Peace is an egalitarian, bi-national, grassroots organization in Israel and Palestine. It is also just one of the many nonprofits using the forum theater technique to fight for human rights. When it started in 2005, this theater group helped mitigate violence between Israeli and Palestinian civilians and it has performed in cities such as Tel Aviv. Israeli fighters and Palestinian freedom fighters decided that there was a better way to resolve the Palestinian-Israeli conflict than violence, causing the organization’s start.

The forum theater includes stories such as those about mothers dealing with the despair of their sons living in war zones. Other stories include one from the Palestinian side about a 12-year-old little boy who formerly took part in the theater group. He and his friends were playing on the playground one day when some rock-throwing began suddenly in the background. Someone fired a shot and it accidentally hit the friend, causing his death. Through forum theater, audience members had a chance to interrupt these scenes after the actors performed them and were able to fill in for the actors to try and solve the issues in a more peaceful way.

The Jana Sanskriti Centre for Theatre of the Oppressed

The Jana Sanskriti Centre for Theater of the Oppressed is the longest-running forum theater company in world history. This group started in 1985 in the small village in Sunderbans, India. Now, the theater company has grown greatly and there are 36 satellite theater groups in districts such as West Bengal and New Delhi. Its theater teams reach many spectators every year and it has a bi-annual forum theater festival called Muktadhara, which has been going on since 2004, and noted Indian theater personalities visit.

Alongside forum theater, it uses image theater, where actors recreate images of their own reality through consensus. It views the reality objectively and analyzes it through “real image.” Actors proceed to make the image of a situation they desire (the ideal image) that does not include oppression. Participants then turn back to the “real image” and come up with different scenes to represent transitions from the “real image” to the “ideal image.” The image technique, like the forum technique, allows participants to introspect on how social change can happen.

In an interview with The Borgen Project on Jan 15, 2020, Theater of the Oppressed organizers like Ann Admon from Combatants for Peace discussed how these programs truly give people hope, something that can be hard to come by in war-torn zones. As she says, this form of activism “opens the door to have a glimpse into seeing that everybody’s a human being and everybody has a story and everybody is suffering,” amidst all the continual separation and stereotyping.

The Cardboard Citizen’s Theater Group

The Cardboard Citizen’s theater group, a London-based theater group working with homeless populations that is one of the leading practitioners of forum theater in the world, has helped empower the homeless through forum theater as well. Donovan, a participant of the group, stated that they “turned his life around” after he received a release from jail and lived in a hostel. The group helped him stay out of trouble by keeping him busy with going to drama practices and he has since become a member of the board of directors for the group.

Practices of Theater of the Oppressed show no signs of stopping any time soon. Continuing practices of this form of activism are sure to further strengthen communities at the grassroots level. Theater of the Oppressed brings to light how people are not alone in their oppression and can work as an empowered collective to spark the fire of change in a form like no other.

– Emily Joy Oomen
Photo: Pixabay