Archive for category: Education

Information and stories on education.

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10 Facts About Girls’ Education in Palestine

10 Facts About Girls’ Education in Palestine
Despite Palestine’s constant immersion in conflict as a result of Israeli occupation, there are some positives in regards to girls’ education. Here are 10 facts about girls’ education in Palestine that showcase both the good and the bad of the country’s education system.

10 Facts About Girls’ Education in Palestine

  1. Literacy Rates: Palestine has one of the highest literacy rates in the world with 96.9 percent of its population being literate. In particular, there have been great strides in improving women’s literacy rates. The literacy rate went from 78.6 percent in 1995 to 97 percent in 2018. Female literacy rates are at their highest in the West Bank and their lowest in Salfit.
  2. School Infrastructure and Teachers: The education system is struggling due to insufficient school infrastructure and a lack of teachers with adequate training, as well as the existence of schools in marginalized areas. During the first 10 years of the Israeli occupation, the government built no new schools and classrooms of existing ones were overcrowded. The lack of schools led to an emergency-like situation in education, which resulted in some positive achievements, such as the regaining of the credibility of the Tawjihi, a secondary school matriculation exam. There has also been an improvement in extracurricular activities for students.
  3. The Effects of the Israeli Occupation: The Israeli occupation is mostly responsible for the struggles of the education system, given that it continually causes the exposure of schools to rockets and bombs. Building restrictions that Israeli rule implemented in places such as Area C and East Jerusalem are primarily responsible for the shortage of infrastructure. There are also movement restrictions, such as checkpoints and the Barrier, which can pose challenges to accessing services like education. The Barrier is an Israel-approved physical barrier in and around the West Bank in Palestine.
  4. Enrollment in Early, Primary, Secondary and Higher Education: There is a comparable amount of enrollment in primary education when it comes to boys and girls. Still, admissions are higher for female students to both secondary and higher education institutions. However, when it comes to Early Childhood programs, only 14.9 percent of girls are enrolled. Therefore, the U.N. has made it a priority to start investing in early childhood education, focusing on funding both teacher education and gender equality awareness.
  5. Raising Awareness About Female Education: Some of the U.N.’s planned interventions include raising awareness about the disadvantages of early marriage and the importance of female education. This effort is on-going, as women still struggle with early marriage, and gaining education and employment in Palestine. A female Palestinian student interviewed by the L.A. Review stated that “we have this thing in our society that is like, your house, your kids are [more] important than anything else. Your job is not so important because it’s like, your husband is working.”
  6. Education and Conflict: Education is critical in Palestine because it can be a non-violent form of protest against the on-going conflict. UNICEF enforces this ideology by using a behavioral change approach towards students. It encourages students, parents and teachers to challenge the acceptance of violence. It enforces this mindset by providing education and raising awareness.
  7. Women and Unemployment: Women in Palestine experience marginalization despite their education, suffering from a high rate of unemployment when compared to the rest of the world. The unemployment rate among women with 13 years of schooling or more was 50.6 percent in 2016, which was a significant increase from the 21.9 percent recorded in 2000.
  8. Women’s Participation in the Labor Market: Palestinian women have the lowest participation in the labor market within the MENA region. When it comes to labor force participation, women have a 19 percent participation rate compared to 71 percent of male participation. There is a joint effort to find and apply solutions to this problem. One solution is the U.N.’s policy to encourage girls to have Technical and Vocational Education Training, which the U.N. has partially implemented to date.
  9. Dangers on Route to School: Approximately half a million children in Palestine require humanitarian assistance to receive a quality education. The violence in the West Bank poses threats and challenges, which lead to children to experience distress and fear, even when going to and from school. This is because they might pass high-risk locations or checkpoints.
  10. Electricity Shortages: Electricity shortages that constant conflict causes are affecting access to education, both at school and at home, by striking study time and concentration. These shortages are a result of the sole electric company facing a lack of fuel, which is a consequence of the closure of the Rafah border crossing between Egypt and Gaza. To reduce the reliance on fuel, organizations such as the World Bank and the International Committee of the Red Cross have been working on providing alternative energy sources.

Foreign aid and raising awareness about the importance of girls’ education in Palestine have enabled some progress. However, as a conflict-ridden area, there is more that the country requires to ensure long-lasting development and enforce quality education. By looking at these 10 facts about girls’ education in Palestine, one can begin to see some of these efforts and realize how it should be a priority to find additional solutions.

– Johanna Leo
Photo: Flickr

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8 Facts About Education in Spain

Education in SpainThe Spanish education system does not match up to the standards of the rest of Europe or other developed nations. However, the government is doing its best to put measures in place aimed at improving these standards. Below are eight facts about education in Spain:

8 Facts About Education in Spain

  1. The current system of education in Spain, also known as the Ley Orgánica de Educación (LOE), or the Fundamental Law of Education, means that education is free and compulsory between the ages of 6 and 16. This system also typically requires parents to pay for books and other materials such as uniforms.
  2. It is estimated that as of 2016, 98.3 percent of the population in Spain is literate. This is largely attributable to the 10 years of compulsory education.
  3. The Ministry of Education, Culture and Sport generally oversees education in Spain. However, each of the 17 autonomous regions in the country can make most of the decisions regarding their systems.
  4. Schools are categorized in three ways, there are state schools that are fully funded by the state, privately-run schools which are funded partly by the state and partly by private investors and purely private schools. A majority of Spanish students, 68 percent to be exact, attend state schools. This compares to only 6 percent of students who attend purely private schools.
  5. There are four levels of education in Spain. The first is a nursery or preschool, which is optional. Next comes six years of primary, which is the first stage of compulsory education, followed by compulsory secondary education for four years. Finally, there is an optional level of upper secondary education. At the primary level, the average number of students per class is around 25. While in secondary, the average number of students per class is around 30.
  6. A 2019 study by the Organisation for Economic Co-operation and Development (OECD) shows that Spain experiences more class time than both the European Union and OECD averages. The difference is more pronounced in high school, where Spain’s class time per year is 1,045 hours. This compares to the EU average of 893 hours, while the OECD average consists of 910 hours. This doesn’t seem to have any positive outcome, considering Spanish students perform worse on average than other students regarding the Program for International Student Assessment (PISA) test. PISA experts believe the problem lies in the teaching methods, as Spanish students tend to memorize information instead of trying to find their own solution to problems.
  7. From pre-primary to secondary education, the enrollment rate was above 90 percent at each level in 2017. However, for tertiary education, the enrollment rate falls to 88.85 percent during the same period. Again, this is attributable to the fact that tertiary education is neither compulsory nor free. Interestingly, more girls than boys enrolled at each stage of education. This includes a marked difference at the tertiary level where the enrolment rate for females is 97 percent compared to 81 percent for males.  However, Spain also faces the greatest number of school dropouts in the EU.
  8. The government expenditure on education has steadily declined since 2009, including spending of 4.87 percent of the GDP on education, compared to 4.21 percent in 2016. This puts makes Spain on the tail-end of European countries when it comes to governmental education spending

While there are positives surrounding education in Spain, the situation requires additional efforts. With increased investment by the government and improved policies, schools will be able to afford more resources, hire more teachers and reduce the ratio of students to teachers. In doing so, students can receive more personalized attention and a better academic experience. Further, this will improve the quality of education and possibly reduce the time spent by students in the class. Finally, these enhancements will likely decrease the unemployment rate and greatly improve the quality of life in Spain.

– Sophia Wanyonyi
Photo: Wikimedia Commons

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Preserving China’s Indigenous Minority Languages

Indigenous Minority Languages 

Approximately half of the world’s 7,000 distinct spoken languages are at risk of extinction within this century as a result of market globalization. Generational language loss emerges from the prioritization of dominant languages over minority languages. Yet, online communications technology expands outlets for the promotion and preservation of endangered indigenous minority languages. 

The People’s Republic of China (PRC) recognizes 56 ethnic minority groups, of which 55 have indigenous languages, numbering approximately 130. Indigenous peoples consisting of 1,000 or fewer people speak at least 20 of those languages. Out of 11 million ethnic Manchus, fewer than 100 have conversational fluency, a symptom of Standard Mandarin supplanting the Manchu language. The Hezhen, Tatar and She languages face circumstances like Manchu, while the Jinuo, Nu, Pumi and Yilao languages risk losing their conversational status.  

Historic Policies for Preserving China’s Indigenous Minority Languages

The PRC Ministry of Education has implemented policies for the preservation of indigenous minority languages. These policies rest on the premise of the legal equality of all ethnicities and autonomous governments in the nation. Hence, minority ethnicities have considerable self-government in the form of five autonomous regions, 30 autonomous prefectures, 120 autonomous counties and 1,256 autonomous communities. Autonomous ethnic minority areas comprise 64 percent of China‘s total landmass, governing 75 percent of the ethnic minority population.

The law guarantees the provision of language interpreters for ethnic minority representatives in the PRC’s parliamentary assemblies. Likewise, official bodies translate all laws, regulations and major political documents into indigenous minority languages. Autonomous governments conduct their affairs in these languages. Standard Mandarin and minority languages coexist on autonomous government seals, identity cards and in the commercial sector.  

Plaintiffs may file lawsuits in indigenous minority languages, and defendants without fluency in Standard Mandarin may request translators. Courts may conduct trials in native languages for the sake of convenience and efficiency, while the translation of court documents into many languages occurs in multilingual regions.  

Autonomous regions receive latitude in structuring education in many languages. But such schools must also ensure skill in Standard Mandarin. As of 2012, bilingual education existed in 21 autonomous regions and 13 provinces, encompassing approximately 10,000 schools.

Policies incentivize minority authors and translators to write and publish in their native tongues. No cap exists on the quantity of minority language writings permitted, while the free provision of stripe codes further facilitates publication. State proposals to fund minority language magazines and journals raise questions of integrity and autonomous development.  

Kazakh, Korean, Mongolian, Tibetan, Uyghur, Zhuang and Yi are among the sixteen indigenous minority languages in which CCTV has broadcast since May 22, 1950. The national radio has broadcast in more than 20 minority languages, compared with local radio broadcasting encompassing 30-plus languages.

The Increased Role of Digital Technology in Present-Day Language Preservation Measures

As a supplement to these earlier measures, authorities now explore the opportunities afforded by technology for moving language preservation into a globalized digital world. In 2010, the PRC began developing a vocal database of the nation’s officially-recognized languages and dialects. Xinjiang-based ethnic Kazakh university professor Akbar Majit notes that as of 2010, online communication had already made inroads in minority communities. In 2010, the PRC began developing a vocal database of the nation’s officially-recognized languages and dialects. Majit notes that as of 2010, online communication had already made inroads in minority communities.

An event held in September 2018 in Hunan province showcased technological options, such as the comprehensive recording of endangered languages. Among the advanced technologies discussed as language preservation tools were AI speech recognition and synthesis.

Conclusion

Tibetan monk and software developer Lobsang Monlam notes that even small inroads of digital technology on Tibet make a considerable impact. Internet, word processing and other adaptations of the Tibetan language currently exist. From grammar, character and spell-check programs to optical character recognition, speech-to-text and translation software, digital technology may substantially assist minority language preservation and promotion throughout China. Building upon the policies of the past with the technology of the present and future, justification exists for optimism about the future of China’s minority languages. 

– Philip Daniel Glass
Photo: Everystockphoto

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8 Facts About Education in Timor-Leste

Education in Timor-Leste
Timor-Leste is a Southeastern Asian country occupying the east side of the island, Timor. The small country is home to a little more than 1 million people. Unfortunately, the literacy rate is only 67.5 percent. Improving the quality of education has been a struggle, but there has been significant progress in the past 18 years. Here are eight facts about education in Timor-Leste.

 8 Facts About Education in Timor-Leste

    1. By 2001, a year before gaining its independence, 90 percent of schools had been destroyed due to the violence and destruction that ensued from Indonesia’s rule over the country. These destroyed schools had once employed 6,000 teachers and educated 240,000 children. After Timor-Leste gained its independence, the country had to completely rebuild these institutions from the ground up.

    2. Because of the focus on rebuilding education, Timor-Leste was able to make quick progress. Between 2002 and 2014, enrollments went from 240,000 students enrolled to 364,000. The number of teachers doubled during this time, going from 6,000 to 12,000. Primary education enrollment increased from 68 percent in 2005 to 85 percent in 2008.

    3. Despite the increase in school enrollment, many young and adult Timorese lack the basic education needed to fully participate in society and contribute to the economy. Unfortunately, 27 percent of the adult population is semi-literate and 37 percent is completely illiterate.

    4. In 2010, the World Bank set up its Second Chance Education project to boost the number of out-of-school youth and adults who have access to an equivalency program to receive the education they missed. The Second Chance Education project ran from December 2010 to December 2015, supporting the Ministry of Education in Timor-Leste. Its major goals included training staff members, developing school curriculums and improving existing adult literacy programs. The same year, the government aimed to accelerate the completion of basic education for uneducated students due to lack of availability, while trying to build the education system back up. Government expenditure on education had increased from 13 percent in 2004 to 25 percent in 2010.

    5. The quality of education has room for improvement. About 70 percent of students in grade one could not read a single written word in Portuguese and the native Tetum language, the two most commonly spoken languages in the country. This, however, decreased to 40 percent by the end of grade two. Still, by the end of their second year of schooling, 40 percent of kids are still illiterate.

    6. Many teachers have only completed secondary school themselves. But with UNICEF supporting the Ministry of Education, teachers are trained in order to improve the quality of education. Teachers who have already gone through training have noticed that with their new direction toward teaching, students are more engaged and more conversation between instructor and student.

    7. There is a large gap between access to education between rural and urban areas. For urban residents, the enrollment rate for pre-secondary and secondary levels is 100 percent, while in rural areas, it is only 60 percent. Likewise, the literacy rate for youth ages 15-24 in urban sections of the country is 94.3 percent, but 78.5 in rural locations. The Education Management Information System works toward future teacher redistribution. This will place more teachers in rural areas in hopes of increasing the quality of education and bridging the gap between rural and urban.

    8. CARE’s Lafaek Education project provided “Lafaek Prima,” educational magazines written in Tetum, for 85,276 students in grades three and four. This builds off of what these students already learned in grades one and two; the content prepared in collaboration with teachers, educational staff and the government, ensures that the magazine is suitable for their students.

Despite working from the ground up, education in Timor-Leste has greatly improved since it gained its independence in 2002. The government has stepped in, as well as other organizations, to prioritize educational needs across the country. In the long term, this will assist the Timorese in climbing out of poverty.

– Jordan Miller
Photo: Flickr

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Malala Yousafzai Scholarship Act

Malala Yousafzai Scholarship Act
Malala Yousafzai is a Noble Peace Prize laureate. After surviving a Taliban encounter, she wrote the memoir, “I Am Malala.” She advocates for education and against discrimination.

On September 26, 2019, Hakeem Jeffries introduced the Malala Yousafzai Scholarship Act. Communities of Pakistan and the United States have aligned with Malala’s text, principles and initiatives while many support her opinions on terrorism and poverty. The Malala Yousafzai Scholarship Act intends to ensure that young adults and Pakistani students live without fear of discrimination, and can successfully garner an education.

The Malala Yousafzai Act

There are government programs that guide access to education throughout the diaspora communities of Pakistan. The Malala Yousafzai Scholarship Act is pushing for the United States Agency for International Development (USAID) to support education initiatives for all in Pakistan, but in particular, for women and children. In Pakistan, approximately 22.8 million children under 16 are not enrolled in school. There is a significant gender disparity too as boys tend to outnumber girls.

This is the main reason for the Malala Yousafzai Act and Congress intends to uphold the very nature of equality. The purpose of the bill is to enhance opportunities for women to obtain a scholarship. If the bill passes, USAID will leverage the number of scholarships available to women in Pakistan.

Rurally, Pakistani women face many obstacles. The development of health, nutrition and the overall labor force is a determinant in the education of women. Issues such as early marriage, transportation and societal pressures as housewives prevent women from enrolling in higher education. The World Bank states, “The benefits of education go beyond higher productivity for 50 percent of the population. More educated women also tend to be healthier, participate more in the formal labor market, earn more income, have fewer children, and provide better health care and education to their children, all of which eventually improve the well-being of all individuals and lift households out of poverty.”

The Malala Yousafzai Act continues to mitigate discrimination and gender inequality. Malala Yousafzai frequently discusses the war on terrorism and how violence is a harsh reality for the vast majority of Pakistani women. These women continue to face seclusion and exclusion on the basis of patriarchy. Terrorists actively threaten girls and women to remove them from advancement opportunities in higher education and the public sphere.

Conclusion

For her 16th birthday, at the United General Assembly, Malala said, “So let us wage a glorious struggle against illiteracy, poverty, and terrorism. Let us pick up our books and our pens. They are the most powerful weapons. One child, one teacher, one book, and one pen can change the world. Education is the only solution.”

Currently, Malala is a student at the University of Oxford. She is studying politics, economics and philosophy. She continues to engage with women from across the globe, inspiring emerging adults to voice opinions. Anyone can make a direct impact by sending an email to Congress via The Borgen Project. For more information on how to advocate for the bill, visit here.

– Zach Erlanger
Photo: Flickr

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5 Authors Who Dealt With Poverty

authors who dealt with poverty
Throughout history, humans have mastered the art of storytelling. Through images, oration and literature, authors have told unique stories that reflect their culture and experiences. Books endow readers with the gift of understanding another perspective. While some authors have enjoyed lavish lifestyles, others traveled down a rugged road with only a dream. These are five authors who dealt with poverty.

5 Authors Who Dealt With Poverty

  1. John Steinbeck: Born in 1902 in the rural Salinas Valley in California, Steinbeck was neither rich nor poor. At a young age, Steinbeck became fond of writing. After a brief tenure at Stanford, Steinbeck went to New York. An inability to secure employment paired with abysmal living conditions compelled him to return to California. In Lake Tahoe, he worked as a caretaker for an estate and as an employee at a fish hatchery. He bore extensive hours of work with unbearable temperatures. After multiple unsuccessful attempts as a writer, Steinbeck wrote his first successful novel, “Tortilla Flat,” in 1935. He went on to author “Of Mice and Men” and “The Grapes of Wrath” which both highlight the difficulties of migrant workers during the Great Depression. “The Grapes of Wrath” went on to win the National Book Award and the Pulitzer Prize in 1940. In 1962, John Steinbeck won the Nobel Prize in literature.
  2. J.K. Rowling: The acclaimed author of the Harry Potter series, Rowling did not come from humble beginnings. After a brutal divorce in 1994, Rowling became a single parent to her daughter. She had no money or job, forcing her to rely on British welfare. In 1997, Rowling’s life changed with the publishing of her book, “Harry Potter and the Philosopher’s Stone.” She went on to write six more books in the series that sold upwards of 400 million copies. Her net worth today sits at around $1 billion. The Harry Potter series manifests some of the struggles in Rowling’s life, most profoundly, death. Her struggles in early adulthood stemmed from her mother’s death after a long battle with multiple sclerosis. After this trauma, Rowling was indecisive about the path she should take, similar to Harry Potter throughout the series.
  3. Stephen King: Regarded as one of the greatest horror writers of all time, Stephen King is another author that did not have an easy upbringing. At the age of 2, King’s father abandoned his family, leaving them in utter poverty. King’s mother took multiple low paying jobs in an effort to make ends meet. When he reached adulthood, King became employed at a textile mill in Maine. He worked outrageous 20-hour shifts with minimal pay. This work inspired him to write his first piece, “Graveyard Shifts.” After graduating from college, King took a low paying job at a laundromat and later secured a demanding teaching position hoping to provide for his family. During this time, King began writing “Carrie.” Upon finishing “Carrie,” publishers rejected it 30 times before publishing it. The novel helped King earn over $200,000 and jumpstart his writing career. He went on to write bestsellers such as “The Shining” and “It.” King was always interested in the horror genre because he had experienced a great deal of trauma during his life. King’s novels such as “The Mangler,” “Salem’s Lot” and “Duma’s Key” all include elements of his struggles throughout life
  4. Charles Dickens: One of the most influential writers of the Victorian Era, Dickens has constructed a plethora of acclaimed novels. Born in 1812, Dickens was the second oldest of eight children. While his parents worked to provide the best life possible, the family remained poor. In 1822, the family moved to the poor neighborhood of Camden Town in London. Dickens’ father went to prison for being in debt shortly after in 1824. As a result, Dickens had to leave school and work at a run-down shoe polishing factory. He worked strenuous hours to only earn six shillings per week. Dickens was able to return to school when his father paid his debts and left prison but he ended up working again at the age of 15 to help his family. In 1836, Dickens published his first book, “Sketches by Boz.” He married soon thereafter and went on to publish stellar novels such as “Oliver Twist,” “A Christmas Carol” and “Great Expectations.” Dickens’ early life played an integral role in shaping his works. His feelings of being usurped of his childhood and education are evident in books such as “Hard Times” and “Oliver Twist.”
  5. George Orwell: Born in 1903 in Bengal, India, people have lauded George Orwell for his creative works based on his societal observations. Orwell characterizes his parents as those with wealthy attitudes without substance. In 1911, Orwell returned to England with his parents and began attending boarding school. Despite being brilliant, people ostracized Orwell due to his poverty. In 1928, he went to live among the poor for over a year in London and, later, Paris. In Paris, he worked as a dishwasher and attempted to understand the lives and values of the poor. Orwell’s disdain for imperialism prompted him to write “Down and Out in Paris and London,” a fictional recount of his time in Paris and London. In 1946, Orwell began writing “1984,” which describes a future dystopia where the entire world succumbs to poverty due to governmental repression. Other famous works include “The Road to Wigan Pier,” which highlights the life of impoverished mine workers in England, and “Animal Farm,” an allegorical satire of communism and the Soviet Union.

These five authors who dealt with poverty are examples of people who did not give in to the demeaning nature of poverty. They used literature as an outlet to convey their deepest emotions. Books entail more than fictional elements. They are a reflection of the events and hardships in the author’s life with perennial lessons, and these authors are an exemplification of this.

– Jai Shah
Photo: Flickr

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8 Facts About Education in Uganda

Eight Facts About Education in Uganda

Uganda has seen significant improvements in enrollment of children in primary school over the years. As one of the youngest countries in the world with one of the fastest-growing populations, the country must work even harder to continuously improve education as a means to ensure the productivity of its increasing youth population and help reduce poverty levels. Below are eight facts about education in Uganda that show where the country stands and what more it can do to improve.

8 Facts About Education in Uganda

  1. Uganda’s Education System: The first of the eight facts about education in Uganda is that the country organizes its education into three different school levels, totaling seven years. These include primary school followed by secondary school, which is sectioned into two levels – the first lasting four years, followed by another two years. Finally, people attend post-secondary education, which lasts from three to five years.
  2. Universal Primary Education (UPE): In 1997, the Ugandan government introduced Universal Primary Education (UPE). This means that the government pays the tuition fees of all orphans in the country as well as the fees of up to four children per family. After the introduction of UPE, the number of students tripled between 1997 and 2014, from 2.63 million children to more than 7.6 million children. In 2007, the government rolled out a Universal Secondary Education (USE) program to help children continue their education.
  3. Uganda’s Literacy Rate: Estimates determined that the literacy rate in Uganda was 78.4 percent in 2015 with 85.3 percent of males being literate and 71.5 percent of females being literate. One can explain the lower rate of female literacy by the fact that about 52 percent of girls drop out at the primary school level either because of pregnancy or marriage. Local organizations, including GirlUp Initiative Uganda, are playing an important role in ensuring that girls get a chance to receive an education.
  4. School Completion Rates: While the enrollment rates of students shot up after the introduction of UPE, the number of students completing school is not as high. Only one in four students who start primary school make it to secondary school. Some factors that explain these high dropout rates include lack of school fees and money to buy important materials like uniforms, stationery and textbooks, violence in the form of caning and other corporal punishments and sexual abuse, with almost 24 percent of students experiencing sexual abuse in school.
  5. Disabled Children: Children with disabilities often receive neglect when it comes to education in Uganda. According to UNICEF, only 9 percent of children with disabilities enrolled in school from the pre-primary to secondary level. The exclusion of these children from formal schools could be because of the lack of accessible facilities as well as a shortage of special needs teachers. Organizations such as Cheshire Services Uganda are working at bridging the learning gap for students with disabilities.
  6. Teacher Absenteeism: Teacher absenteeism is high. About 60 percent of teachers in nearly half of Uganda’s public schools are not in class when they need to be. This is because of poor, inadequate facilities and overworked and demotivated teachers. Classrooms in Uganda often have up to 100 students.
  7. Uganda’s Education Investments: Education expenditure as a share of the national budget in Uganda is around 10 percent. This is significantly lower than the average for Sub-Saharan Africa, which is 16 percent. By increasing its investment in education, the government can improve the productivity of its citizens and help lower the poverty levels in the country.
  8. Improving Ugandan Education: Several organizations are working with the government to improve education in Uganda. Examples include USAID, UNICEF and the Global Partnership for Education (GPE). Organizations like these are working to enforce gender equity in schools, improve access and completion rates at the various levels of learning, increase literacy and improve early childhood development and adolescent development. The government also builds 15,000 primary school classrooms each year to accommodate any additional students.

These eight facts about education in Uganda highlight the urgent need to ensure that education in Uganda continues to improve in terms of both quality and access. The government’s and other humanitarian organizations’ efforts will help Uganda reduce poverty as well as significantly improve the lives of its citizens.

– Sophia Wanyonyi
Photo: Wikimedia Commons

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10 Facts About Girls’ Education in Malaysia 

10 Facts About Girls' Education in Malaysia 
There is a jarring gender gap within Malaysia’s workplace despite the fact that there are more women than men in higher education institutions in the country. Girls are also more successful in primary school than secondary school because of teaching tactics and gender stereotyping they encounter in schools. Below are 10 facts about girls’ education in Malaysia.

10 Facts About Girls Education in Malaysia

  1. Literacy Rate: The literacy rate between boys and girls is unequal. Malaysia measures its literacy rate by how many people over the age of 15 can read and write. The population’s literacy rate is 94 percent. Meanwhile, it is 96.2 percent among boys and 93.2 percent among girls.

  2. The Women’s Aid Organization (WAO): The Women’s Aid Organisation in Malaysia advocates for gender equality and provides refuge for domestic abuse victims. It emerged in 1982 and works to raise awareness in order to increase Malaysia’s understanding and respect for women. The WAO has reached over 3,000 women and has provided 154 women and children refuge in 2018. It understands that education is important and at its shelters, it provides educational programs for children as well as lessons about domestic abuse.

  3. Gender Stereotyping: Malaysia is reviewing its current textbooks from gender equality yielding perspective. A social media post in 2018 triggered this by bringing attention to gender stereotyping within Malaysian textbooks in elementary schools. The textbooks taught girls how to be wives, weave and sow. Malaysia is now trying to ensure boys and girls do not have stereotyped life roles.

  4. Gender Parity in Secondary Education: Based on data from the EFA Global Monitoring Report in 2008, Malaysia will likely not achieve total gender parity for enrollment in secondary education in Malaysia by 2015 or 2025 based on past trends. This report also determined that there are more boys enrolled in secondary education than girls, however, the drop out rate is higher for boys. This information stands true today.

  5. Girls Education Improvements: Still, there have been improvements. In 1957, only 33 percent of girls enrolled in secondary school, but in 2018, girls’ enrollment rose to 75 percent. Both society and education institutions changed their attitudes about whether girls should receive education or not, which influenced this increase. It is no longer as unusual for girls to seek an education to gain a career, so schools started changing the curriculum to include girls.

  6. Likelihood of Dropping Out: According to an Organisation for Economic Cooperation and Development report in 2015, boys are three times more likely to drop out after secondary school than girls. Many dropouts come from impoverished families because boys receive encouragement to do manual labor jobs so they can make money at a young age. Meanwhile, girls are more likely to go to higher education institutions than boys.

  7. Gender Disparity at University: The only Malaysian public university with extreme gender disparity against women is the National Defense University of Malaysia. Thirty percent of those attending the university are female because Malaysians do not typically see jobs within the uniformed forces as suitable for women. The uniformed forces, which include the military, police and fire and rescue forces, reported that 10 percent of the military are women. Additionally, the percentage of female cops in high ranking officer positions rose from 59 percent (2012) to 74 percent (2016) because the country is gradually finding it more acceptable for women to work these jobs.

  8. Merit Rather than Discrimination: In Malaysia, colleges choose applicants based on merit and women do not receive any discrimination. The gender gap within STEM fields seems to be based on gender stereotyping within society. Malaysian society has often thought that girls should be mothers and wives, and until recent years, that was what many expected. This, in turn, caused a lack of interest among women and girls to seek out education.

  9. Absence of Women in Leadership Positions: Women make up 62 percent of the total enrollment in higher education institutions. However, women are still absent from many leadership, business labor market or decision-making positions. MiWEPs, a nonprofit that works with Malaysian Indian women from three categories including employed women of blue or white-collar professions, self-employed or entrepreneurs, advocates for and helps women to be in manager, Board of Director and C-suite positions.

  10. Policies to Increase Girls Participation in STEM Education: The Malaysian government has placed STEM education as a focus in the process of becoming a developed nation. It acknowledges the role of women and has formulated policies such as the Malaysia Woman Policy in 2009 and the National Policy on Science, Technology, & Innovation in 2013-2020. These policies have increased women researchers form 35.8 percent in 2004 to 49.9 percent in 2012.

These 10 facts about girls’ education in Malaysia show that women are taking over universities and higher education institutions, but secondary school girls are still struggling with gender bias. Government policies veered towards economic education, women’s welfare and STEM fields are leading Malaysia to have more gender equality and women in leadership positions.

– Taylor Pittman
Photo: Flickr

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8 Facts About Education in Venezuela

Eight Facts About Education in Venezuela
The Bolivarian Republic of Venezuela, located on the northern coast of South America, is well-known for its education system. For many years, Venezuela was the pinnacle of education in the region for decades, but following recent political and economic crises, the education system has suffered greatly. Here are eight facts about education in Venezuela.

8 Facts About Education in Venezuela

  1. The School System: School for all children between ages 6 and 15 is mandatory and free. Under the country’s 1999 constitution, higher education is still free throughout the country, although not many pursue it. The education system shows astonishingly low levels of discrimination on social grounds as well, boasting nearly equal enrollment rates of male and female students.
  2. Higher Education: There are 90 institutions of higher education in Venezuela. Most students come from the wealthiest 20 percent of the population since less-wealthy students may have to get jobs immediately. Universities feature a universal entrance exam that they use to boost enrollments in the millions nationwide. In 2017, only 44,000 enrolled at the University of Carabobo, compared to 56,000 10 years before.
  3. School Attendance: In addition to a drop in college enrollments, many children have dropped out of regular school as well. In 2013, there were only around 254,709 school-age children and adolescents who did not attend the free schools. According to a 2019 UNESCO study, the numbers reached 557,327, which is more than doubled compared to just six years ago. Children and adolescents have poor attendance because there is a lack of water and food at school and at home, and are all side effects of the current economic issues in the country.
  4. Colombia’s Education System: Many of the primary-school-age children not attending Venezuelan schools are instead trekking across the Colombian border to attend classes there. The mass influx of students is placing a strain on Colombia’s education system.
  5. Absence of Teachers: Many teachers are also quitting. As of 2018, the average teacher in Venezuela currently makes the equivalent of $10-30 USD a month, which is below the poverty level. This makes teaching a much less desirable profession, forcing teaching positions to fall to new graduates and other professionals that do not have the qualifications to teach.
  6.  Studying Abroad: The U.S.-Venezualan relations have harmed study abroad prospectives for Venezuelan students. Following the U.S. travel ban that has impacted countries such as Venezuela and Yemen, many students have been unable to obtain student visas to study in the United States. While the ban does not prevent students from applying to institutions in the U.S., it puts their applications under scrutiny, leading many to pursue an education in other countries.
  7. Literacy Rate: On the bright side of these eight facts about education in Venezuela, 97.13 percent of Venezuelans over the age of 15 can read and write. This is the highest literacy rate in the entire region.
  8. Foreign Aid and Nonprofits: As of 2019, Venezuelan President Maduro conceded to requesting foreign aid, which gives countries in the United Nations the ability to help with the economic crisis at large, despite the fact that most of the money will not go to education specifically. Within the country, organizations, such as Cuatro Por Venezuela, provide the aid they can. Cuatro Por Venezuela provided over 480,000 individual meals from 2017 to 2019, and are still doing more.

To conclude these eight facts about education in Venezuela, one should note that the main reason Venezuela’s education system was so successful in the past is because of the amount of resources it dedicated to it. The country has not changed this and combined with the worldwide collective desire to ensure the protection of education as a right, it should have a hopeful future.

– Anna Langlois
Photo: Flickr

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Top 10 Facts About Living Conditions in Guyana

10 Facts About Living Conditions in Guyana
Guyana is located in the northeastern corner of South America. After gaining independence from the British in 1966, it has struggled economically and politically, but the recent find of over five billion barrels worth of oil should bring in vast amounts of money. These 10 facts about living conditions in Guyana go to show the great potential the country has to improve its population’s quality of life.

Top 10 Facts About Living Conditions in Guyana

  1. Poverty: Unfortunately, Guyana is very poor as over a third of its population lives in poverty. Along with this, Guyana ranks 164 out of 228 nations in human development.
  2. Political Parties are Ethnically Based: There are multiple ethnic groups in Guyana. Forty percent of Guyana’s population is South Asian and are descendants of those brought over for indentured servitude. Meanwhile, about 30 percent are Afro-Guyanese (Guyanese of African descent) are the descendants of ancestors who went to Guyana to work the plantations. Additionally, 20 percent have mixed heritage and 10 percent are indigenous. These differing ethnicities have led to the formation of a number of political parties. There are three main political parties including the People’s National Congress, the People’s Progressive Party, the Alliance for Change and several smaller political parties. These parties include the different ethnicities present in the country, which has led to issues. Some people feel that President David Granger favors his own ethnicity.
  3. Political Tensions: An example of Granger favoring his own ethnicity over others is when he cut subsidies for the sugar industry while making no cuts against the government bureaucracy. This is problematic because a majority of the government is Afro-Guyanese, Granger’s ethnicity, whereas most people who work on sugar plantations are Indo-Guyanese. Although there have been some ethnic-related tensions, Granger has made improvements. An effort to lower the rate of AIDs, which has become an issue for all in recent years, shows this. Since 2010, the rate of AIDS and HIV has increased by over 10 percent.
  4. Emigration: An important point among these 10 facts about living conditions in Guyana is the fact that there is a significant amount of emigration that takes place each year. In 2013, over 7,000 people emigrated. A study also determined that 40 percent of people in Guyana would emigrate if they could. Motivators to leave the country might be a lack of political support and job opportunities. In order to combat this President Granger has raised funds to improve the national public university and increased teachers’ salaries.
  5. Human Resource Drain: Many people leave Guyana because of a lack of jobs. The current unemployment rate in the world is around 5 percent, whereas, in 2017, Guyana’s unemployment rate was 12 percent. Many young Guyanese people are moving to large cities such as New York to secure work. Even though the jobs they get might be low paying, stressful and below their educational levels, having a job that pays is better than not having employment. People who come to work in big cities often send money back to their families in Guyana. All of this emigration leads to the country having a reduced number of human resources. Many of the people who leave have skills and are professional. In fact, 80 percent of students from the University of Guyana leave the country statistically.
  6. Improving Education: Many qualified individuals are leaving the country. A focus on improving youth education has occurred to combat the loss of educated people. An example of this is a partnership between the NGO Family Awareness Consciousness & Togetherness with the U.S. Government that aims to support youth education. The NGO has received a grant of $64,800, which will provide after-school activities, lessons and homework based around arts, sports and life skills. This program is for 80 children between the ages of 10 and 18 in the town of Corriverton, Guyana. Eventually, the NGO hopes to spread these after-school activities to the surrounding communities.
  7. Newfound Money and Potential Issues: The mass amounts of money from oil could present some issues because of the current political tensions. Troy Thomas, the head of global anti-corruption NGO Transparency International, stated that “corruption is rampant.” An example of the corruption that Thomas speaks of was in December 2018 when the governing coalition lost a no-confidence vote, yet disregarded the results. It responded by challenging the vote in courts, which resulted in the occurrence of protests. On September 20, 2019, hundreds of People’s Progressive Party Civic supporters and members protested outside of a hotel where President Garner was to deliver a speech to the business community, who were mainly his ethnicity, Afro-Guyanese. Members and supporters of the People’s Progressive Party Civic feel Granger will use the newfound money from oil to only help the Afro-Guyanese.
  8. Oil to Help the Economy: Among the 10 facts about living conditions in Guyana is the fact that the country’s newfound oil should greatly improve the economy. Predictions determine that the overall economy should grow by 86 percent by 2020. This is 14 times more than China’s predicted rate. Along with this, according to the International Monetary Fund, the oil revenues should reach $631 million by the year 2024.
  9. Guyana and Greener Practices: Guyana has made a commitment to the Green State Development Strategy. This is a long-term plan that will use the money from oil to improve the lives of all ethnicities within Guyana. To achieve this goal, Guyana hopes to create quality education, social protection and low carbon development that is resilient. These things will lead to new economic possibilities. This strategy calls for using the country’s investments to implement more environmentally friendly practices. Guyana will focus on how this change affects agriculture, forestry, energy and road transport infrastructure. By 2040, Guyana wants to transition to nearly 100 percent renewable and clean energy sources for generating electricity. Another main aim of this strategy is to provide all people with necessities, including safe and affordable housing, water, sanitation facilities and electricity.
  10. The Green State Development Strategy to Create Jobs Through Tourism: A focus of the Green State Development Strategy is to lessen poverty through things such as creating more jobs. A way that this strategy hopes to create jobs is through tourism. In 2018 alone, tourism led to the creation of 22,000 jobs. The Guyana Tourism Authority stated that tourism is the country’s second-largest export sector, bringing in nearly $30 million to the economy in 2018. The Ministry of Business in Guyana predicts that tourism and travel will make up nearly 8 percent of the country’s GDP in 2019.

When it comes to these 10 facts about living conditions in Guyana, the country has faced political and economic issues, but this has the potential to change soon. After finding over five billion barrels worth of oil off the coast, Guyana’s potential for economic growth skyrocketed. Predications state that Guyana’s GDP should triple within the next five years.

This new influx of money will allow Guyana to improve the lives of all ethnicities within the country. Guyana should be able to achieve this by investing money into education, job creation, natural resources and tourism while using greener practices.

– James Turner
Photo: Flickr