Archive for category: Education

Information and stories on education.

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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

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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

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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

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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

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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

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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

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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