Information and stories on education.

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Success in Educating Girls: 4 Organizations to Know

Success in Educating Girls
Currently, there are 31 million young girls, starting at age five that are not in a school setting. In fact, there is a whole host of startling statistics about the condition of girls across the globe:

  • One in 9 girls are married before the age of 15
  • Internationally, 65 million girls are not attending school
  • 774 million people are illiterate across the globe, with two-thirds of that number being females

These numbers are not pleasant to acknowledge but their content is a reality. Thankfully, there are many movements and organizations today who are trying to empower woman and having success in educating girls.

Developments in Literacy

Developments in Literacy (DIL) is an organization managing 124 child-friendly schools across three Pakistani provinces. Currently, 24 percent of Pakistan’s population lives below the poverty line. With that sobering state of being in mind, DIL’s goal is simple: the organization strives to offer safe spaces for students to learn and teachers to train. DIL is providing education for students from nursery age all the way until grade 10.

Developments in Literacy is also steadfast in providing girl-friendly education. In DIL schools, the enrollment rate of girl students is at 67 percent and almost 90 percent of the staff is female. These centers offer a “child-centered approach with an emphasis on gender sensitivity and inclusiveness for all.” The main goal of this organization is to ensure that no child, male or female, be left behind or uneducated due to life circumstances in Pakistan.

Girl Effect

Girl Effect works in Asia and Africa and mostly focuses on a girl’s holistic journey into adulthood. Originally founded by the Nike Foundation in 2004, Girl Effect is now its own non-profit organization consisting of media, mobile and brand experts as well as developers. Girl Effect aims to create brands that can chart a course for a young girl from day one.

The organization also gives girls outlets to express themselves openly and research anything they may question. One of Girl Effect’s brands is Ni Nyampinga, the name meaning ‘beautiful girl inside and out who makes wise decisions’ in Rwanda’s native language. It is a multi-platform consisting of a magazine, radio show and a talk show all made by girls, for girls. Ni Nyampinga is a country-wide movement making an impact — 8 in 10 of the citizens of Rwanda have heard of it and half of the citizens over age 10 have listened to the program.

Wiser

Wiser imagines a world where young women and girls are healthy, educated and in control of their own decisions. In Kenya today, there are 3,000 secondary schools educating 620,000 students but only 40 percent of these students are girls. The basis of the Wiser organization is to work with girls who may be poverty-stricken, affected by HIV/AIDS or impacted by gender-based violence.

The Wiser Girls Secondary School in Kenya provides clothing, learning materials, housing and essential medicine to their borders. Kenya has a population of 43.5 million and 1.6 million are living with HIV. All the Wiser girls receive extensive sexual reproductive education, sanitary napkins and cleanliness training. The school has done so well that it has been ranked in the top 1 percent of secondary schools in Migori County.

Commit 2 Change

In India, Commit 2 Change (C2C) works with orphan girls who are 13-18 years old. The girls in these homes are more often than not abounded by their families. The reasons for desertion can range from having HIV, the family being too poor or simply being born a girl. Due to these reasons, many girls in India are now at risk for sex trafficking and early marriage. Commit 2 Change has seen that the best way to make an impact is by focusing on girls in secondary education.

Secondary education starts at the age of 14 and is where the highest drop-out rates occur; by catching the girls at this crucial point of development, C2C believes that they can help teach girls ways to tackle problems in the outside world. Commit 2 Change helps with tuition fees, school supplies and even training programs. Just by studying an extra year in secondary school, C2C has found that it boosts wages by 15 percent and 95 percent of the girls helped by Commit 2 Change believe their education is the pathway to success.

Success in Educating Girls

Successfully educating girls can increase their economic standing, decrease HIV risk and encourage later-in-life marriages. While there is still room for global improvement, these four organizations are going above and beyond in advocating for girls and serve as role models for organizations across the world.

– Jennifer O’Brien
Photo: Flickr

Top 10 Facts About Living Conditions in Norway

Top 10 facts about living conditions in Norway
The Northern European country of Norway is well-known for having high standards of living in terms of health care, education and in several other categories. These top 10 facts about living conditions in Norway presented in the text below highlight just how much the country has achieved to date.

Top 10 Facts About Living Conditions in Norway

  1. For 15 years in a row, the United Nations Human Development Report has ranked Norway as the best country in the world to live in. One of the reasons why Norway is ranked so high is due to the country’s investment in its citizens living long and healthy lives. This investment results in a high life expectancy, which is 82.3 years. This is especially impressive when comparing this statistic to the worldwide average life expectancy of 71.5 years.
  2. Norway is one of the leading countries in the world as it relates to clean air and water. About 96 percent of Norwegians stated they are satisfied with their water quality and the country has the largest sales of electric vehicles in the world. Many citizens in Norway (about 25 percent), were encouraged to purchase electric vehicles due to high taxes on gasoline.
  3. One downside to living in Norway is that the cost of living is relatively high compared to other countries. Having the highest gas prices in the world, coupled with heavy taxation on alcohol, food, clothing and many other items leads to Norway being an expensive country to reside in.
  4. Although the cost of living in Norway tends to be high, this is often balanced out by the average annual income of Norwegians. The Gross National Income (GNI) in Norway in 2018 ranked in first place worldwide at $68,012. Another factor worth mentioning is that minimum wages for entry-level positions range from $16 to $21 per hour, which is also quite high compared to other countries across the world.
  5. The main reason for the high taxation on items in Norway is to fund the universal and single-payer health care system. Regardless of income, every citizen and resident is covered under the plan. Norwegians also have the choice to pay out of pocket and travel to a foreign country for medical procedures, which is a common practice due to the fact that wait times for procedures can be several months.
  6. Norway once again has the percentage of adults with a four-year degree or better at 35 percent. One leading cause for this statistic could be due to the fact that public universities in Norway are tuition-free, even for international students.
  7. From 2011 to 2015, poverty rates in Norway increased from 7.2 percent to 9.3 percent. Citizens in the 18-34 age group and individuals with an immigrant background are impacted the most. Young children are also disproportionately affected by the increase in poverty rates as about 17.5 percent of children live in low-income households. Some have blamed this negative trend on tax regulations that negatively impact the poorest in Norway.
  8. One hardship in many countries is the debate on maternity and paternity leave. Some parents are forced to return to work shortly after their child is born for financial reasons. However, in Norway, mothers have the choice of either taking 35 weeks of maternity leave at full pay or 45 weeks with 80 percent pay. Fathers also have the choice to take up to 10 weeks of paternity leave.
  9. Norway is ranked among the top countries around the world with the highest employment rates. Norway’s employment rate averages out to 74.4 percent, in the same category with other European countries such as Denmark, Finland and Switzerland.
  10. The country is also hailed as one of the safest. In some countries, feeling safe and comfortable in one’s home can be a luxury. However, in Norway, about 88 percent of citizens in Norway stated they felt safe walking alone at night and the homicide rate is at a low 0.5 percent.

The top 10 facts about living conditions in Norway prove to be positive in most aspects. Although taxes are high, tuition-free public universities, lower cost of universal health care and a higher average annual salary balances this issue out. The higher than average life expectancy rate results from universal health care being easily accessible for all citizens, and how clean the water and air is in the country. Although one negative factor to point out is the increase of poverty rates, the Norwegian government strives to increase spending from its sovereign wealth fund to continue economic growth for the country.

– Maddison Hines
Photo: Pixabay

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Education in Syria Has Continued Despite Civil War

Education in Syria
Just seven years ago, Syria was a regional leader in basic education. Unfortunately, education is one of the many social structures that has suffered amidst the uprising of civil conflict. In 2011, antigovernment protests broke out in Syria in response to the authoritarian rhetoric of President Bashar al-Assad. The Syrian government used violence to suppress demonstrations, and over time, the conflict turned into a civil war. Hundreds of thousands of Syrians have fled the country, but those who remain are struggling to obtain an education in Syria.

The State of Education in Syria

Many civilians were left in the middle of war-torn chaos where day-to-day activities, like going to school, have become life-threatening and sometimes impossible. Attendance rates have taken a dive since 2011. Today, nearly a decade worth of progress in education in Syria has been reversed due to the conflict. Before the outbreak of war and violence, an estimated 97 percent of primary school-aged children were attending school daily. In 2018, that rate had fallen to 30 percent in the areas hit hardest by the conflict like Aleppo and Idlib.

Many schools have been destroyed by airstrikes and, in regions dominated by ISIS, teachers are often victims of violent attacks if they don’t conform to the curriculum the terrorists want to be taught. And yet, some have managed their way around the destructive turmoil. To continue education in Syria, teachers have set up makeshift classrooms in caves and abandoned poultry farms. Despite the limited space and decreased lighting, caves have proven to be one of the best places for classrooms since underground spaces are safer from airstrikes.

Teachers Making a Difference

Other teachers like Abudlkafi Alhamdo, an English literature professor in Syria, set up classrooms in vacated apartment buildings. Alhamdo remained in the battle-torn country despite his own thoughts of leaving to protect his wife and children. Amidst the ongoing violence between Assad’s regime and the protestors, students would come to their English teacher without food, shelter, water or their families and seek refuge.

Alhamdo recalled the first pupil who came to him after the attacks on his city, Aleppo. He asked the tardy student what kept him, and the boy responded by informing him that his father and sister had been killed the previous day. Alhamdo offered comfort and care to the student, and after that others came along, affected by the war-caused impoverished conditions.

Education is the Key to Ending Conflict

Alhamdo did more than provide his students with food and water. He continued to teach his pupils regardless of what the conditions were outside the classroom because he believes that, without education, the children may be subjected to the violence of Assad’s regime. The English literature teacher believes that education, in any country, can pull the people out of violence and instead create innovators, leaders and critical thinkers who can combat world issues with peaceful strategies.

UNICEF shares Alhamdo’s belief in the importance of education in Syria. The organization has responded to the education crisis throughout the region placing 120 prefabricated classrooms in cities like Homs and Aleppo. UNICEF has also sent 765,000 book bags containing school supplies across the country, hoping to bring back a glimpse of normalcy for Syrian children.

Efforts made by the teachers who have stayed behind to care for their students and groups like UNICEF are one way that education in Syria has survived. But, the country will not be able to achieve its previous educational status until the conflict is finally resolved and the war is over.

– Haley Newlin
Photo: Flickr

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Decreasing Poverty in the Dominican Republic

Using Technology for Decreasing Poverty in the Dominican Republic Via Technology
A promising program that is aiming to help to bring people in the Dominican Republic out of poverty is the Community Technology Center Program (CTC). This initiative is one key sign of the progress the country is making in improving health, promoting gender equality and decreasing poverty in the Dominican Republic. With more innovative programs like CTC, the country could continue to see significant progress in many areas of poverty reduction through education and access to technological resources.

What Does CTC Offer?

Since its inception in 1998, the primary purpose of CTC is to offer technology resources for people to help in areas such as employment and education, thereby increasing financial stability. CTC is also working to achieve its mission connected to health by helping to prevent the spread of disease by offering people access to information about health. Currently, there are 87 centers, but there are plans to build more.

The CTC initiative works towards helping families living on a dollar per day to possess the tools to help themselves increase their financial stability. One of the reasons for the success of the CTC program is that it utilizes technology to help people at no cost, thereby bestowing people with the tools to have a say in their lives. In fact, the centers offer technology training for those who do not know how to use the resources.

Empowering Women and Minorities

Assistance for women, the disabled, immigrants and others who have not had access to online information and technology is a top priority. One of the issues the CTC program has been trying to address is women’s access and use of the internet. At least “three-fourths of the female population don’t use the internet.” The CTC initiative is also working to expand women’s participation in technology and internet access.

The part of the program, women on the net, also demonstrates the progress that CTC is making. Some of the areas of education the centers provide are programming, multimedia and telecommunications. By providing education in these areas, the goal is for participants to find jobs in technology. Meanwhile, by 2013, 700 female participants had finished programs at various centers, learning computer literacy and technology.

By providing assistance to people with disabilities, immigrants and non-legal residents, community technology centers are helping to reduce poverty in often marginalized communities. One of the people the program has aided in employment, Julien Joseph-Josue, said the CTC program made him feel like “part of a family.” Joseph-Josue is a Haitian immigrant who received training to help his career as an interpreter.

The Success of the Program

The centers provide opportunities for learning and sharing in a community space as well as providing training in obtaining a job. Currently, the centers have achieved substantial progress in alleviating poverty in the Dominican Republic and have made significant strides in working to promote gender equality. The number of people CTCs has helped demonstrates this development. CTCs have helped develop the skills of around 40,000 people, 60% of these people being women, creating a more positive outlook.

Demonstrating a continual sign of progress the CTC program has made is the Bill and Melinda Gates recognition for the initiative for its innovation. The organization awarded the initiative The 2012 Access to Learning Award (ATLA), an award for organizations across the globe that offer access to technology. The CTC program obtained $1 million from this award. Furthermore, Microsoft will give $18 million worth of software to the initiative in accordance with its global citizenship effort to offer help in the positive developments of technology.

The technology that the program provides allows for access to information aiding in financial stability, health and decreasing poverty in the Dominican Republic. In addition, the CTCs have shown to be capable of moving the Dominican Republic further along on the path to achieving gender equality. With the continual effort of the initiative, hopefully, there will be more positive results in the effort to alleviate poverty in the Dominican Republic.

– Daniel McAndrew-Greiner
Photo: Flickr

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Ending World Poverty One School at a Time

education Uganda
Education is crucial in the fight to eventually end world poverty. Around the world, there is a correlation between areas of high poverty rates and the low education rates in those areas. In Uganda specifically, more than 80 percent of children attend primary school. However, these numbers plummet to less than 20 percent when it is time for secondary schooling. It has been proven that when children continue on to secondary school, their earning potential as adults dramatically increases, which holistically affects their community as well as lifts them from poverty. But, it is even simpler than that; 171 million people could escape the grasp of poverty by simply providing basic reading skills to children in low-income countries. Such is the power of education in ending world poverty.

One School at a Time

At an organization based in Colorado, Bay Roberts and Patty Gilbert have been working tirelessly to improve education in Uganda, a country where poverty strikes hardest and education rates appear high, but the quality is severely lacking. The organization is called “One School at a Time,” and its goal is to provide better educational opportunities for impoverished areas in Uganda. They currently partner with five different schools in Uganda, working with more than 2,250 students using their unique model to invite entire communities to come together.

The main areas of focus include: teaching the existing schools to identify their own needs and develop and implement a five-year plan; securing water, sanitation and menstrual pads for older girls; starting community gardens; providing school lunch programs; training teachers in nonviolent communication and helping first-generation girls avoid early marriage and pregnancy. They have been working to end education poverty in Uganda for 13 years.

Bay Roberts of One School at a Time

The Borgen Project interviewed Bay Roberts about the current situation of “One School.” When asked about the importance of education in the fight against world poverty, Roberts said, “Educated students learn to read and write and do basic math, they learn why it’s so important to wash your hands, they learn how to prevent disease and take care of their bodies, they learn how to plan for their futures and hopefully how to problem solve and how to think […] Current data indicates that in Sub-Saharan Africa, every extra year of schooling can equate to a 10 percent increase in wages throughout life.” Education is not just about reading, writing and math. For these children, it is about teaching them the basics of taking care of themselves as human beings. These skills stay with them throughout their whole lives.

Roberts then spoke specifically about the education of young girls, “Girls who do not have the chance to go to school are the ones that are hurt the most. They are sold early into marriage as parents often do not see the value in educating their daughters. These young women never have the chance to meet their potential, work a paying job, have access to their own money, etc.” Not only are young girls less likely to receive an education, but the impact that they have when they do is larger.

Roberts continued, “Girls who go to school are more likely to enter the workforce, earn higher incomes, delay marriage, plan their families and seek an education for their own children […] Women put 90 percent of their earnings into their families, compared to men’s 40 percent […] The World Bank has found that when a country improves education for girls, its overall per-capita income increases. Improvements in girls’ education lead to higher crop yields, lower HIV infection rates and reduced infant mortality.” In fact, a woman’s income has the potential to increase by 20 percent for every year of school she completes.

Building on Uganda’s Existing Education System

With that being said, the main goal of “One School” is not to provide access to education for children in Uganda. In 1997, Uganda implemented Universal Primary Education, presumably providing access for all children to receive primary education. However, due to woeful underfunding, the schools had almost no resources, direction or ability to educate properly. Therefore, the goal of “One School” is to partner with these underfunded schools and help provide them with tools, resources, and techniques to properly educate their students.  

When speaking about this process, Roberts said, “One School at a Time addresses this situation by working with stakeholders of a selected Ugandan government school to create a 5-year strategic plan to improve their school and then providing support to that school to implement their plan. Typically, in the early stages of the partnership, schools focus on infrastructure improvements: clean on-site water at school, latrines, health and sanitation, new classrooms and teachers quarters. Towards the end of the partnership, schools focus on programs to support older girls to stay in school, teacher training, small income-generating projects and farm and school lunch projects. The overall results are that these schools are markedly improved, stakeholders are energized and happy and students are having a vastly improved educational experience.”

As for the future, “One School at a Time” has plans to expand their programs further throughout Uganda, providing even more students with education and the opportunity for a better life. “Our plan is to expand this network to 10 schools and then replicate this process in another Ugandan district.” It is the hope of the organization that this program, with its capacity for growth, can be used throughout the world, giving every child a chance for success and ending world poverty through education.

– Zachary Farrin
Photo: Flickr

Top 10 Facts About Girls’ Education in Guinea

Top 10 Facts About Girls’ Education in Guinea
Education is the key to a healthier, more economically developed society, especially when every child has a chance to benefit from it. Guinea, a small country in West Africa, is no exception. Although girls’ education in Guinea is often impeded by gender bias and traditional views of women’s roles in society, the country has made great strides to create a more equal education system. Keep reading to learn the top 10 facts about girls’ education in Guinea.

Top 10 Facts About Girls’ Education in Guinea

  1. There is a steep drop in girls’ enrollment between primary and secondary school. While close to 77 percent of girls attend primary school, only 25 percent of girls of secondary school age are attending. This dramatic difference is largely due to teen girls dropping out to help at home or as a result of child marriage.
  2. Gender bias hinders girls’ education in Guinea. Families with multiple children, especially those in rural areas, tend to choose to educate boys instead of girls. Guinean girls face the issue of being taken out of school to help with younger siblings and assist with cooking or other housework. This significantly affects their ability to keep up with schoolwork, which furthers the likelihood of dropping out altogether.
  3. Child marriage is a major barrier to girls’ education. In 2017, Guinea adopted the African Union campaign to end child marriage. Since the campaign’s launch, while 51 percent of Guinean girls are married before the age of 18, only 21 percent are married before 15. This number shows a slow but marked progress in keeping teen girls in school.
  4. A lack of proper toilet facilities keeps many girls out of school. For girls of menstruating age, the ability to dispose of sanitary pads and wash their hands in a single-sex bathroom is essential. UNICEF estimates that 10 percent of female students in Africa will skip school during their periods due to improper facilities, resulting in missed lessons and raising the likelihood of abandoning school altogether.
  5. Gender-based violence also poses a problem to girls’ education in Guinea. Sexual harassment—even assault—is not an uncommon occurrence for female students. Additionally, some male teachers may demand sexual favors for a passing grade, even if the student has earned a high mark on her own. While there is a lack of statistical data in regards to these assaults as they are often unreported, they are a common enough occurrence for families to worry about their daughters’ safety at school.
  6. There is a major disparity in literacy rates between urban and rural areas. While 53 percent of women ages 15 to 24 in urban areas are literate, only 15 percent of those in rural areas can say the same. As families in isolated areas are more likely to keep girls home to help with chores, especially if school is farther away, getting an education is much more of a challenge for rural Guinean girls.
  7. Girls’ enrollment in secondary school is still low, but primary school enrollment has seen a significant increase. Between 1990 and 2014, the number of Guinean girls enrolled in primary school quadrupled, largely due to millions of dollars of donations from the World Bank Group and the International Monetary Fund. This money was used to build more schools in rural areas and hire thousands of teachers, leading to a significant increase in enrollment.
  8. The Ebola epidemic of 2014 severely impacted girls’ education in Guinea. Students missed at least 33 weeks of school during the Ebola outbreak, which put girls more at risk for dropping out altogether to support their families through marriage or work.
  9. In 2004, Guinea launched the National Plan of Action for Girls’ Education. This program was designed to build interest in girls’ education, especially at the primary school level. The initiative partners with organizations such as the European Union and UNICEF to provide income and resources for schools and actively steers the “offer of education” in favor of Guinean girls, who are more likely to drop out of school. While the program has been active for several years, Guinea still faces obstacles in bringing educational opportunities to girls in rural areas.
  10. UNICEF has implemented several local associations, known as COMEFs, to support girls’ education in Guinea. These associations work to empower Guinean mothers, who often lack education themselves, to become vigorous supporters of their daughters’ schooling. UNICEF’s main objectives are ensuring safe classrooms, helping families purchase school supplies and demonstrating how education leads to a financially healthy future.

Education is a powerful tool, especially for girls who so often find themselves fighting to stay in school. The top 10 facts on girls’ education in Guinea prove that while progress may be slow, it is still happening. Implementing programs to bring educational opportunities to girls in rural areas, discouraging child marriage and eradicating harassment in the classroom is essential to create a more equal platform for education in Guinea.

– Holli Flanagan
Photo: Flickr

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Top 10 Facts About Girls’ Education in Indonesia

top 10 facts about girls’ education in Indonesia
Education in Indonesia has reached gender parity, with no significant gender gap in enrollment percentages. However, the schools there continue to reinforce gender stereotypes through their teachings. The top 10 facts about girls’ education in Indonesia explore issues within the gender-biased curriculum as well as the changes being made to combat them.

Top 10 Facts About Girls’ Education in Indonesia

  1. In Indonesia, students’ enrollment in school seems no longer influenced by gender. According to UNICEF, 92.8 percent of girls and 92.7 percent of boys are enrolled in primary school. Also, 62.4 percent of girls and 60.9 percent of boys are enrolled in secondary school. Therefore, gender parity is a notable accomplishment among the top 10 facts about girls’ education in Indonesia.
  2. However, schools in Indonesia tend to have gender-biased textbooks. In these textbooks, men are cited more often than women and there are more illustrations of boys than girls. Within the illustrations, boys are shown in more diverse roles while girls are shown in more stereotypically feminine roles.
  3. Gender stereotyping is also projected in the way students are conditioned to choose their subjects of interest. Women in Indonesia prefer subjects like Social Sciences while men prefer subjects like Technical Sciences. While women are discouraged to choose subjects such as Math or Biology, men are discouraged to choose subjects such as Humanities as they are considered feminine in nature.
  4. In Indonesia, girls are more likely than boys to drop out of school. According to UNICEF, for every 10 children that drop out of school at the secondary level, seven are girls. One of the primary reasons for this is early marriage and the stereotypical mindset of society.
  5. Close to 84 percent of men in Indonesia are in the labor force, while only around 51 percent of women occupy the same position. Also, most of the top government and private positions are held by men. As a result, there is a huge difference in pay between men and women in Indonesia. While the gross national per capita income for men stands at 13.391, for women it is as low as 6.668.
  6. On the brighter side, the PAUD KM 0 ‘Mekar Asih’ is an early education model that seeks to educate students equally without any gender discrimination. They provide a gender-neutral curriculum where children can see themselves in any role irrespective of their sex.
  7. Centers like PAUD ensure that both mother and father be equally involved in their child’s academic development. It is one of the ways in which they try to convey the idea of equality between the sexes to the children. For instance, the centers invite fathers to come in for storytelling in order to shatter the stereotypical image of women as caregivers.
  8. The PAUD KM 0 early education model has been adopted in over 300 districts and 34 provinces. The program also engages women and mothers by forming groups at various locations. They provide them with training by organizing workshops and through campaigning.
  9. According to Kurniati Restuningsih, Head of the Sub-Directorate of Curriculum, “The Ministry of Education and Culture promotes gender mainstreaming at an early age as a way to improve equality and diversity and eliminate gender discrimination which unfortunately still occurs in many communities.” The program seeks to empower girls at a young age to stay in education and pursue careers they would otherwise be stopped from pursuing.
  10. The Ministry of Education and Culture also conducts a Mothers of Early Childhood Education program called ‘Bunda PAUD’. The specialty of this program is that it is fully run by women, from First Lady, Irina Jokowi, to wives of governors, mayors, and regents. This is to provide girls with a strong female role model in a significant leadership position.

These top 10 facts about girls’ education in Indonesia highlight the issues with the gender-biased curriculum in Indonesia and also emphasizes the various efforts put forth by the Ministry of Education and Culture in order to close the gender gap.

– Anna Power
Photo: Flickr

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Education in Israel: The Arab-Jewish Divide

Education in Israel
Although Israel as a whole is a highly educated country, its Arab minority does not fare as well in attaining higher education. Arabs and Jews typically attend separate schools, and the state education budget is unevenly skewed towards funding Jewish schools. Unequal access to education has long term consequences and in most cases result in poverty and unemployment of Arab minorities.

An Educated Nation

Education in Israel is treated with importance. Consequently, the nation is a leader among OECD members for the percentage of citizens completing tertiary education. According to the 2013 OECD publication, 46 percent of Israelis aged from 25 to 64 hold a post-secondary degree, well above the group’s average of 32 percent. Additionally, Israel’s population is younger than the average. Over 42 percent of the population is younger than 25, providing a continuous stream of students and young professionals that are entering the workforce.

A precursor and important supplement to tertiary education in Israel is mandatory military service. Conscription begins at the age of 18, lasting three years for men and two years for women. The Israel Defense Forces (IDF) is structured into different units, with conscripts sorted among them based on military and technical aptitude. The most prestigious IDF unit is the Talpiot, noted for its scientific innovation. It combines military service with rigorous science, technology, engineering, and mathematics (STEM) education, giving its participants transferrable skills for university education and preparing them for the job market.

Challenges in Education in Israel

Primary education in Israel tends to be highly segregated. This segregation is representative of Israel as a whole as, according to Foreign Policy Magazine, 90 percent of Arab-Israelis live in all Arab communities. Separating children by ethnicity and religion limits their ability to learn about one another’s culture firsthand.

In addition to learning in isolation from their Jewish counterparts, Arab-Israeli schools receive less funding and do not meet the same educational benchmarks. Whether measured in standardized test scores, high school graduation rates or university matriculation, Arab-Israelis consistently lag behind. One of the more startling statistics regarding education in Israel is the per-pupil funding figure that can be almost 88 percent lower than that of a Jewish student. Furthermore, Arab-Israelis are not required to serve in the IDF, depriving them of the vocational training Jewish soldiers receive.

Consequences on the Country

Poverty in Israel is high compared to other Western industrialized nations and especially pronounced among Arabs. While poverty rates are decreasing, nearly half (49.4 percent) of Israel’s Arab population lives below the poverty line. Lack of education and underemployment plays a key role in Israel’s poverty rate, as over half of the poor families are working families.

Poverty creates a bad environment and makes people prone to crime, and the poverty present in Arab communities contributes to higher crime rates than Israel’s average. Most alarming is the increase in violent crime, including weapons violations and assaults. According to a 2018 article published in the Israeli newspaper Haaretz, Arab citizens were involved in 40 percent of violent offenses and in 60 percent of the murder cases in the country, despite only comprising 20 percent of Israel’s population. As many Arab-Israelis feel marginalized socio-economically, some resort to violence as a means to make ends meet.

Solutions to the Problem

Both the Israeli government and nongovernmental organizations are working to ameliorate the educational gap between Arabs and Jews. One nongovernmental organization called Hand in Hand that serves as a center for Jewish-Arab education in Israel strives to bring Arabs and Jews together in the classroom. According to the organization’s mission statement, it currently operates in six schools, with the goal of expanding in at least 10 schools and 20,000 pupils in the next decade.

In terms of governmental reforms, Minister of Education Naftali Bennett pushes for both increased spending and a curriculum overhaul. The Jerusalem Post reports that Israel’s 2019 education budget of around $140 billion will surpass its defense budget. This is an astonishing development for a country that faces a vast array of security threats in its immediate vicinity.

Addressing the academic gap between Jewish and Arabic students, Bennett urges Arab schools to emphasize Hebrew and English instruction claiming that its absence is a barrier to future employment. The future of education in Israel depends both on integrating Arab students with their Jewish counterparts and addressing the structural problems present in underperforming schools.

– Joseph Banish

Photo: Flickr

Summer Work and Travel Program

How the U.S. Benefits from the Summer Work and Travel Program
When universities go on break for the summer, college students from the United States usually go on vacations, travel or rest. Many students from the rest of the world travel as well, but they have other various options. For example, the students can come to the United States on visas that allow them to work in the country for three to four months during their break from university.

Summer Work and Travel Program

The program that allows students to come and work in the U.S is called the Summer Work and Travel Program. This program is under the broader J-1 visa category. Initially introduced as a cultural exchange program, it started in 1961 with the Mutual Educational and Cultural Exchange Act. The J-1 type visa exchange is meant to encourage the “the interchange of persons, knowledge, and skills, in the fields of education, arts and science.” Over the last 10 years, over 310,000 individuals from 200 countries have visited the U.S. through the program.

What the Program Means for Participants

The students who choose to participate in the program are really serious about it. It requires a good deal of dedication to the process, some serious preparation and a considerable investment of funds to be able to apply for a visa. The requirements that participants need to meet include English language proficiency, full-time enrollment in a post-secondary educational institution and a secured job offer prior to traveling.

Toni Kovachev is a student from Bulgaria who has been to the United States three times as a J-1 participant. “Working in the states can be described as exhausting but having a lot of fun at the same time,” Kovachev shares with The Borgen Project. The decision to participate in the program came with his choice of a higher education institution.

Kovachev needed to find the means to be able to attend the American University in Bulgaria, a private liberal arts college, and the Summer Work and Travel Program made that possible. During his time in the U.S., he has been able to earn enough money for his tuition and improve his English language skills. Kovachev says, “It was a choice that changed my life and I am so glad that it happened that I went three summers already.”

The Summer Work and Travel program is an opportunity for international students to share their culture with different people and experience U.S. society and culture. These exchange of ideas, stories and ways of life are enriching for both sides. Being exposed to people from different backgrounds generates respect, understanding and tolerance towards others.

How the U.S. Benefits From Summer Work an Travel Program

Over the last two years, the program has been under scrutiny and criticism. The disapproval comes from the fear that visitors take job opportunities away from American youth. But these criticisms are misguided. J-1 students supplement the local economy during seasonal peak times or when American workers are not available. They help businesses to be more productive by being able to offer more and better services.

The students who obtain their visas to work in the U.S. for the summer usually occupy seasonal jobs in the hospitality sector. The majority of them are concentrated in the Southeast of the U.S. with Massachusetts and New York hosting the most J-1 students. Martha’s Vineyard, Provincetown and Nantucket experience an influx of visitors and tourists over the summer. Without international students cleaning hotel rooms, busing tables in restaurants and restocking supermarkets, businesses in those places would not be able to keep it up.

The program is beneficial for both the countries of origin of the J-1 students as well as the United States. A report commissioned by the Alliance for International Exchange shows that the majority of participants come to the U.S. to experience and learn about the way of life that then results in their positive opinion regarding the United States.

Almost all students reported that they believe they have obtained skills that would help them in the future. To add to that, 92.1 percent of employers agreed that the Summer Work and Travel Program participants improved the workplace. The estimated contribution of J-1 students to the economy in 2016 was around $509 million.

– Aleksandra Sirakova
Photo: Flickr

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Education in the Nunavik

Education in the NunavikEducation in the NunavikEducation in the Nunavik
The Nunavik is a region located at the north of the Quebec region in Canada. With an area of 507,000 km2, it is home primarily to Aboriginal population, especially the Inuit. With struggles for land rights still occurring in this area, problems of large inequalities in health care and, in particular, education, persist. Inequity in education in the Nunavik is an important issue impacting many young lives and future livelihoods.

Country Overview

According to the OECD, Canada is the most educated country in the world with 56.2 percent of adults completing two-year, four-year or vocational program. In 2010, Canada had a graduation rate of 78.3 percent, making many think that almost everyone can get a diploma. While this national graduation rate may be high, the graduation rate for the Aboriginal youth population in 2011 was only about 24 percent. In comparison, the graduation rate for non-Aboriginal youths in the country was almost 87 percent. There is a huge disparity it the educational attainment in indigenous population, in this case, the Inuit, and in non-indigenous population.

Problems at Different Levels

The question, of course, is why this difference exists? Many failures can be linked to the ineffectiveness of policy initiatives created by officials at the local (Nunavik), regional (Quebec) and national (Canada) level. One example of the inefficiencies happened in 2015 when former Nunavik students learned that their high school diplomas were not in fact real diplomas, but certificates that indicate the “attestation of equivalence of secondary studies.”

While the school board apologized, nothing could be done for the students who worked hard with the resources that they had for their achievements. While this is a problem that came about at a local level, the provincial and national governments did not aide the local government either. The school board that oversees Nunavik education has also placed responsibility on the provincial Minister of Education for not providing more funds and help to the schools.

Alleviating the Problem of Education in the Nunavik

Improving education in the Nunavik is a key component to alleviating poverty and improving livelihoods of the citizens of the region. The first step to solving this education crisis is by recognizing the problem, and this is being done both by the Canadian government and by various nongovernmental organizations. The 2018 Canadian budget dedicated almost $12 billion for investment in indigenous populations through various education endeavors, housing programs and health initiatives.

One nongovernmental organization that is doing incredible work for the Inuit population in Canada is Pauktuutit Inuit Women of Canada. This a national organization that has a goal to represent all Inuit women in Canada, giving them a voice and better access to educational opportunities. This group works with policymakers, other organizations and community leaders to develop ideas and solutions that are most beneficial to the Inuit population.

Another incredibly important nongovernmental organization is Indspire, a cross-national Indigenous-led charity that invests in Indigenous education all across Canada. Indspire has a virtual learning center called the K-12 Institute that helps policymakers, educators and community members best educate the Indigenous population. It also has awarded over $14 million for 2018 school year through about 4,900 scholarships to Indigenous students to advance their studies. This is an incredible organization because it is run by people who understand the struggles of educational attainment in Indigenous communities.

Disparities between indigenous and non-indigenous population have a long history in Canada, but these disparities will decrease with the work of nongovernmental organization such as Indspire and Paktuutit Inuit Women of Canada, along with the country’s government actions. By educating as many people as possible about the inequality, individuals and the government can continue to work hard to close the gap of education in the Nunavik and in whole Canada as well.

– Isabella Niemeyer
Photo: Flickr