Archive for category: Education

Information and stories on education.

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Informal Schools in African Slums

Informal Schools in African Slums
The United Nations Human Settlements Programme (UN-Habitat) estimates that, as of 2010, more than 200 million people in Africa reside in slums. This means more than 200 million people are living their lives in inhumane conditions and circumstances. The children living in these slums have a compromised opportunity at education. According to UNICEF, the youth residing in slums are some of the most disadvantaged and vulnerable youth in the world. Due to the burgeoning need for educational institutions in Africa, informal schools in African slums are gaining popularity.

What are Informal Schools?

Informal schools are unregistered educational institutions that are not recognized by the government. Traditional schooling comes in the form of either private or public schools, and informal schools are a sort of middle ground. They typically operate in impoverished areas and are mostly geared around offering the same education as a primary school. These institutions are funded by private parties and non-profit organizations.

Increasing Need

The main reason that the number of informal schools in African slums has been on the rise has to do with a surge of enrollment in public schools. This is, in part, due to the initiative of the U.N. Millennium Development Goals (MDGs), which pushed toward target goals that would reduce poverty, such as improved access to education. This enrollment surge is a positive factor in Africa’s education sector, but comes with a downside: there are not enough public schools to meet the rising need of educating African children, and the usual alternative, private schools, are not financially accessible to most African families. Overcrowding in African schools has been an increasing problem; the pupil to instructor ratio in African primary schools is 42:1.

In response to the need for more educational institutes, informal schools have been sprouting up all over Africa, especially in slums. Characterized by the same steel and dirt architecture in the surrounding slums, these schools offer an alternative option for education. There is a lack of government schools in slums, so private sectors and organizations provide funds for the informal schools.

The Benefits of Informal Schooling

Informal schools in African slums not only facilitate access to education but also offer a safe space for the youth. Many of these schools, such as the Destiny Junior Education Center, offer meals and restrooms, which are not commodities in slum-living. Informal schools keep African children off the streets and in the classrooms, which potentially helps them stay away from the vices that are rampant in slum environments like drugs and alcohol.

The Future of Informal Schools

The next step regarding informal schools is to put policies in place to protect them. There are members in the education committee of the National Assembly that are working toward informal schools being recognized by the government so as to strengthen the quality of education in them.

Overall, informal schools in African slums are an attempt to meet the increasing need for education in slums. By offering an alternative to the congested public schools, these informal education centers provide hope for African youth.

– Paula Bouza
Photo: Flickr

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Top 8 Facts About Education in South Africa

Education in South AfricaEducation in South Africa received more attention after 1994. This is after the fall of the segregationist apartheid regime. The South African government promised to improve its national education system (which has historically been disorganized and unequal). The link between poverty and education is well-recognized and cyclical. Here are eight facts about education in South Africa to provide background and context:

Top 8 Facts About Education in South Africa

  1. Historical legacies of segregation have created a lasting “race gap” in South African education. This means that quality education in South Africa is disproportionately more accessible to its white citizens. As of 2018, just over three percent of black South Africans were able to attain a university degree, in comparison to 18 percent of white South Africans. The Bantu Education Act of 1953, prescribed inferior education for black South Africans, meant to prepare them for lives of menial labor in the service of whites. Although this system no longer exists, the physical segregation of black homes to townships and rural areas is still present. As a result, this segregation decreases the likelihood that black South African children will receive a quality education, due to the tier-system which allocates funding to schools based on the average income in a particular school zone. Lower-income areas receive more state funding but lack revenue from fees that those in wealthier areas charge.
  2. South Africa has committed to the UN Sustainable Development Goals along with all other African countries. This is a pledge to ensure universal access to free primary and secondary education for all children by 2030. The UN goals recommend re-entry policies for teen mothers and comprehensive sex-education to prevent drop-outs and gender inequality in education. Perhaps due partly to its commitment to these goals, enrollment in school and access to education in South Africa has been increasing over the last several decades. Unfortunately, the quality of education and student retention are still lacking. Less than half of South African students who enroll in grade one remain in school until grade twelve.
  3. In 2006, South Africa adopted a school feeding scheme called the National School Nutrition Programme to provide meals for needy learners nationwide. The country adopted this program after evidence was found linking well-rounded nutrition with improved school attendance and performance. Currently, the program provides daily meals to over nine million school children.
  4. The South African government spends a higher percentage of the country’s overall GDP on education than most countries in the EU (6.4 percent versus 4.8 percent, respectively). Yet, South African schools remain under-resourced and poorly staffed. Additionally, the illiteracy rate among sixth-year learners in the country is  27 percent. This is in comparison with other African nations like Zimbabwe and Tanzania, which sit at 19 and four percent. Furthermore, only 33 percent of South African schools have libraries.
  5. Rural schools are at higher risk of resource-deprivation, and instructors in these areas are notoriously under-trained and ill-equipped to handle large classes of students. Most children who attend school in rural areas leave school at age 16 with a reading age of only nine.
  6. In 2018, after two children drowned in school “pit latrines” (holes dug in the ground as toilets). As a result, the South African government vowed to tackle its school sanitation problems. President Cyril Ramaphosa created the Sanitation Appropriate for Education initiative and promised to replace pit toilets with safer facilities. The initiative has resulted in the installment of safer toilets in over 20,000 schools. However, a local data analytics organization estimates that it will take approximately 19 years to make all necessary replacements at the current rate of installment.
  7. Some organizations, like Rural Education SA and Rally to Read are working to alleviate obstacles to education in rural areas by partnering with sponsors to deliver supplies like books and stationary to rural schools. Donors’ investments also support teacher training. Overall, efforts by the organization have been fruitful with research showing that the program helps close the literacy gap at participating schools.
  8. A non-profit organization called Spark Schools is hoping to provide alternate paths to comprehensive quality education by opening low-cost private schools in the Eastern Cape. In sum, Spark schools follow a more organized curriculum and focus not only on academics but on emotional wellbeing. Currently, there are eight Spark Schools in South Africa, drawing math curriculum from China and phonics lessons from England. Additionally, Spark teachers attend 250 hours of professional development per year (far more than state school instructors). The organization hopes to open at least 10 more locations within the next 20 years.

Poor education, or lack of, deprives children of important skills necessary to become successful adults. In turn, those living in poverty often stop attending school in order to support themselves and their families. A well-funded, organized education system in South Africa is, therefore, necessary to eradicate the racial wealth disparities in the country.

– Nicollet Laframboise
Photo: Flickr

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Cyclone Effects on Mozambican Students

Cyclone Effects on Mozambican Students
Six weeks after Cyclone Idai ripped through central and southern Mozambique in March, Cyclone Kenneth added further destruction in the northern portion of the country. Having these consecutive disasters is highly abnormal in the region, and the impact of both storms has left over 650 people dead in Mozambique alone. Time Magazine reported that Mozambique would need $3.2 billion in order to recover after the damage caused by the storms.

The Cyclones

Mozambique is already a developmentally challenged country, suffering from high poverty rates due to high population growth, low agricultural productivity, illnesses and unequal distribution of wealth. These storms have left many citizens with nothing, further impoverishing the country. One of the most impactful yet overlooked aspects of the storms is the influence they have had and will continue to have over students. Cyclone effects on Mozambican students have made it difficult — and sometimes simply impossible — for the young population to continue their educations.

Impact on Students

More than 600 schools in Mozambique were damaged, impacting more than 300,000 students’ access to education. School records have been destroyed, roofs are missing from schools, and the water damage to classrooms is significant. School supplies have also been destroyed, meaning students have no access to notebooks, textbooks or writing utensils. Because of the damage to many classrooms, students are being forced to overcrowd classrooms, forcing multiple teachers to use the same room. This has proven to be highly distracting for students, and their focus is not fully on the content they are learning.

Along with schools being damaged and inadequate, other cyclone effects on Mozambican students come from the storms’ impact on their lives outside of school. With the devastation of the cyclones, many students come from families who have lost their homes, or even someone who had lived with them. As a result, children are unable to attend school, and both the ones who do and don’t attend school are suffering from lack of proper food and water — often going without either.

Additionally, the psychological toll that these storms have taken on kids has led to disruptions in their learning abilities. Many kids have seen the effects of the storms firsthand, having lost family members, neighbors and friends in the floods. School attendance rates are already low, with less than half of children under 15 fulfilling the country’s mandatory primary school program. That number decreases to less than 20 percent when it comes to high school attendance because many families cannot afford to pay school fees.

Aid Organizations

Various organizations have stepped up to provide relief and spread awareness about the disastrous effects of the storms, both in general and specifically for students. The Red Cross was among the first groups to arrive in areas of Mozambique severely affected, providing immediate aid to people in need. World Vision is another organization that has been active in its media coverage of what’s going on within Mozambique, in addition to its relief efforts. In Mozambique specifically, its focus is on providing food, water, child protection services and further education. It has also established two Child-Friendly spaces where kids are sheltered and given activities to do.

Save the Children, an organization based in the U.K., has consulted children and their families on their experiences with the storms. Affected children have shown varying sign of psychological stress, ranging from general anxiety that another storm will come to bedwetting. The organization has been in Mozambique since before the first cyclone made contact, and it has been providing child protection, emergency shelter and healthcare.

Overall, there is much to be done in terms of relief when it comes to Mozambique’s recovery. Much of the aid will go toward providing people with the essentials: food, water and shelter. However, attention should be paid particularly to the cyclone effects on Mozambican students. Access to education should be afforded to all children, regardless of socioeconomic status. Thankfully, there are a number of organizations that recognize that education needs to be prioritized in the aid they give.

— Emi Cormier
Photo: Wikimedia Commons

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Improving Girls’ Education in Vietnam

Girls' education in Vietnam

“Girls’ education…is a primary issue in terms of breaking the cycle of poverty,” says Carolyn Miles, the president and CEO of the group Save the Children, and this is especially true of girls’ education in Vietnam. Save the Children works in more than 120 countries to improve the lives of children and young people.

In Lao Cai province, one of the poorest regions in Vietnam, a significant number of girls lack access to basic needs. These needs include clean drinking water, toilets and basic education. Moreover, many women in the province suffer heinous human rights violations and have the highest illiteracy rates in Vietnam. Data show at least half of children 10 years old and older in Vietnam are illiterate. In fact, the illiteracy rates for girls are higher when compared to boys.

In primary school, girls’ education in Vietnam sees a high enrollment rate. However, it also sees a low attendance rate. In addition, many girls ultimately drop out of school. In more rural areas of Vietnam, low attendance rates increase due to lack of transportation. Transportation faces challenges like distance and damaged roads from wars. Furthermore, costs prevent many girls from continuing education in Vietnam. These costs include tuition and fees, plus textbooks, which are not free at secondary and tertiary levels. Instead of sending girls to school, many families more them to work and help the family. As a result, the Vietnamese government has been prioritizing gender equality and strategizing to improve girls’ education in Vietnam.

Making Improvements

The government of Vietnam has shown commitment to prioritizing and promoting gender equality. Nevertheless, the improvement of girls’ education in Vietnam remains a work in progress. To improve this, the Vietnamese government partnered with UNESCO and other developmental organizations. In particular, the Vietnam Ministry of Education and Training worked with UNESCO to establish the Gender Equality and Girls’ Education Initiative in Vietnam under the UNESCO Malala Fund for Girls’ Right to Education.

The Gender Equality and Girls’ Education Initiative in Vietnam gives girls and women a platform in Vietnam to fight for their human rights. For instance, the initiative provides education, raises awareness and teaches leadership training.

As listed on the UNESCO page, the objectives of the initiative are:

  1. “Reinforce gender equality in the Education Sector planning and management to empower girls and women.”

  2. “Enhance the capacity of education officials, teachers and experts to mainstream gender equality in curriculum and teaching practices.”

  3. “Raise awareness of students, parents, community members and the media to support the enabling environment for girls’ and women’s education and gender mainstreaming.”

UNESCO and other development organizations contribute to fostering a supportive environment for girls and women in Vietnam, especially within the educational setting. In Vietnam, UNESCO aims to create a fair environment where males and females both have a future and benefit from an equal-gender system of education.

– Fifita Mesui
Photo: Flickr

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Top 10 Facts About Living Conditions in Gabon

ten facts about living conditions in Gabon

The West African country of Gabon is home to nearly 2 million people and shares a large part of its borders with The Republic of the Congo. While more politically stable than its neighbors, Gabon still struggles with extreme poverty and corruption. Keep reading to learn the top 10 facts about living conditions in Gabon.

Top 10 Facts About Living Conditions in Gabon

  1. Poverty: Even though Gabon boasts a per capita income four times the sub-Saharan average, as of 2015, 34 percent of the country still lived below the poverty line. Some estimates place unemployment at more than 40 percent. Of those who are employed, 64 percent are primarily employed in subsistence agriculture. By 2025, President Ali Bongo hopes to move Gabon into a “higher-tech, skilled economy,” which will potentially yield quality jobs beyond subsistence farming.
  2. Oil: Until oil was discovered offshore in the 1970s, Gabon primarily exported timber and manganese. As of 2012, Gabon had 2 billion barrels of accepted oil reserves, making it the fifth largest producer in sub-Saharan Africa. In fact, oil makes up 80 percent of exports and 45 percent of the GDP. Despite the money generated from oil, the hydrocarbon sector, unfortunately, doesn’t generate sufficient jobs.
  3. Clean Water: More than 97 percent of urban populations have access to clean drinking water while only two-thirds of rural populations do. Relatedly, only 43 percent of urban dwellers and just below one-third of rural inhabitants have access to quality sanitation. In 2018, the African Development Bank granted Gabon a fund of $96.95 million to improve the water deficit in its capital Grand Libreville by expanding the drinking water infrastructure into Greater Libreville and other municipalities. The goal is to have sustainable universal access to drinking water and sanitation by 2025.
  4. HIV/AIDS: As of 2017, 56,000 people in Gabon were living with HIV/AIDS. That same year, 1,300 people died from causes related to HIV/AIDS. This, however, is a decline from 2003 when 3,000 people had died of HIV/AIDS-related causes. Since 2010, new incidences of HIV have dropped by 50 percent while the number of AIDS-related deaths has fallen by one-third.
  5. Leading Causes of Death: In 2007, HIV/AIDS was the leading cause of death in Gabon. However, as of 2017, that number had fallen to fifth place, being overtaken by ischemic heart disease and lower respiratory tract infections as the top two causes of death. Although from 2007 to 2017, Malaria had risen to third place in deadliness. In 2017, there were more than 35,000 confirmed cases of malaria and 218 deaths.
  6. Corruption: Gabon has been relatively stable politically since gaining independence from France in 1960 and electing El Hadj Omar Bongo Ondimba in 1968. President Omar Bongo ruled for 41 years until 2009 when his son, Ali Bongo Ondimba, won the presidential elections. But, within this relative stability, dissent and distrust had begun to surface. The elder Bongo’s re-election in 2002 was riddled with allegations of electoral fraud. In 2016, when the younger Bongo was reelected, the country erupted into riots which resulted in the burning of the parliament building. The opposition, as well as international election observers, flagged the election results as suspicious, but Gabon’s Constitutional Court ruled in favor of Ali Bongo Ondimba extending his mandate to rule until 2023. In January of 2019, while President Bongo was in Morocco on an extended stay, several soldiers attempted a coup. They were unsuccessful and ultimately arrested.
  7. Education: According to the Education Policy and Data Center’s 2018 National Education Profile, 90 percent of primary school-age children were attending school. Literacy rates for young adults ages 15-24 were at 89 percent for females and 87 for males. This shows impressive improvement from 1985 when literacy rates were much lower, 53 percent for women and 70 percent for men.
  8. Maternal Mortality: The average woman in Gabon has about 4 children. In 2015, 291 women died out of 100,000 live births. As of 2018, there was still only one physician for every 3,000 people; therefore, complications from pregnancy and delivery can often go undetected and untreated. While still distressing, this maternal mortality rate represents a marked improvement from 1996 when it was 403.
  9. Infrastructure: In the 2013 World Economic Forum Competitiveness Report, Gabon ranked 112 out of 148 countries for quality of infrastructure. While roads are often impassable in the rainy season, railroad infrastructure had performed substantially better, coming in at 72 out of 148. Gabon has “one of the highest urbanization rates in Africa. More than four in five people live in cities.” In fact, 59 percent of the population lives in the country’s two dominant hubs: Libreville, the political capital and Port Gentil, the heart of its oil industry.
  10. Life Expectancy: In the 1980s, women were only expected to live into their early 50s and men only into their late 40s. Improvements in healthcare among other factors have extended life expectancy for women into their 70s and for men into their mid-60s. Furthermore, the mortality rate for children under the age of five was cut in half since 1990 when 80 out of 1000 children died. In 2017, that rate was approximately 40.

It is evident through these top 10 facts about living conditions in Gabon that there have been dramatic changes in the quality of life. Hopefully, Gabon will reach its drinking water and sanitation infrastructure goals for greater Libreville by 2025. It is through initiatives like this that Gabon will continue to improve the standard of living for those in the country.

– Sarah Boyer
Photo: Flickr

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An Update on Girls’ Education in Zambia

Girls' Education in ZambiaDue to extreme poverty, girls’ education in Zambia suffers. Many Zambian girls and young women miss out on the opportunity to receive an education. With 64 percent of the population living on less than $1.25 a day, Zambia is one of the poorest countries in the world. Unfortunately, this leads to serious repercussions for the Zambian youth.

Background

In fact, the Southern African Consortium for Measuring Education Quality found Zambia comes in at No. 13 out of 15 countries for literacy and numeracy. In rural areas, 27 percent of females receive no education. This is primarily due to poverty, pregnancy and early marriages.

The United Nations’ Girls’ Education Initiative found female literacy measures at 67 percent while male literacy is measured as 82 percent. This disparity holds females back in terms of economic advancement and independence from their male counterparts. The legal age for marriage in Zambia is 16. Subsequently, 46.3 percent of girls get married before the age of 18. Early marriages contribute to female dropout rates. Therefore, initiatives encouraging women to delay marriage or continue education while married can decrease dropout rates.

Calling for Change

In October 2018, Permanent Representative of Zambia Christine Kalamwina recognized girls’ education in Zambia is imperative in ensuring gender equality and economic advancement of females. In response to this, the Zambian government enacted a law mandating an equal male-female enrollment rate. This law aims to close the education gender gap. Additionally, many girls drop out of school due to menstruation. As a result, the Zambian government began distributing free sanitary towels in rural areas.

Fortunately, there are many organizations working to improve the girls’ education in Zambia. The Campaign for Female Education works with the local government to promote gender equality and child protection. They have already provided secondary scholarships for 38,168 girls in Zambia alone.

The World Bank’s International Development Association also does important work to improve girls’ education in Zambia. The Girl’s Education and Women’s Empowerment and Livelihood Project (GEWEL) helps the Zambian government decrease the rate of child marriage. To do so, they increase access to secondary school for young girls from poor families. One method include the Keep Girls in School bursary. Financial issues often force girls to drop out of school. Therefore, the KGS bursary provides the funds necessary to continue girls’ education. Similarly, the Support Women’s Livelihood program supports working-age women. It offers training, startup funds, additional savings and mentorship programs. Ultimately, GEWEL helped 20,000 in 2017 and projected they would help over 50,000 women in 2018.

– Jessica Haidet
Photo: Flickr

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Top 10 Facts About Teachers in Brazil

Teachers in Brazil
In recent years, the challenges of teachers in Brazil have become a focus of the Brazilian government. With the introduction of a new Plan for Education, issues such as a shortage of teachers, inadequate pay and teacher training and unequal access to education in the country are now receiving greater attention.

Yet, a recent outbreak of violence in the form of a school shooting, controversy on the teaching of particular subjects, and widespread teacher dissatisfaction continue to make the profession an unappealing one. The following are the top 10 facts about teachers in Brazil.

Top 10 Facts About Teachers in Brazil

  1. Many Brazilian teachers report feeling undervalued. A recent study has shown that nearly half of the teachers in Brazil would not recommend the teaching profession to students.
  2. Educational reforms have targeted teacher quality. The district of São Paulo has introduced systems to improve its teacher’s skills. For instance, teaching coaches are provided in every school. This initiative awards teachers and schools meeting annual targets. Additionally, ongoing training place greater value on education and provide teachers with positive motivation.
  3. Class sizes in Brazil have dropped by eight percent between 2005 and 2016. Additionally, many teachers in Brazil are working at two schools daily. This is due to a shortage of teachers in many communities. As a result, they teach in four-hour shifts with little time for lesson planning and study.
  4. Teacher education has only recently been standardized. Before 1996, teachers were not required to have a post-secondary degree and many had not attended college. Now, there is a requirement for teachers to obtain a degree and pass a national examination. As of 2010, 40 percent of all working teachers in the São Paulo district remain unaccredited. As a result, free courses are now available to teachers to improve practical classroom skills.
  5. Salaries for teachers in Brazil are below average. According to the OECD, in 2018, the maximum average salary for teachers in Brazil was $24,100 USD. This is in comparison to the average of $45,900 per year in surrounding countries. This places many teachers in a lower socioeconomic status. Additionally, in recent years, low pay has also contributed to several teacher strikes in Brazil, some that have turned violent.
  6. Teachers provide support for students living in poverty. In 2013, 2.7 percent of students in Brazil between 5 and 14 years old were working, rather than attending school. Of those, many also make up the 7.2 percent of Brazilians reportedly illiterate as of 2015. Historically, many Brazilian parents doubt the value of education for their children. That being said, teachers are urged to monitor student attendance and encourage parents to keep their children in school with government ‘Bolsa Familia’ incentives.
  7. The number of indigenous teachers in Brazil has grown. Brazil is home to about 900,000 indigenous peoples. Children in mostly rural indigenous communities are four times more likely to work rather than attend school. Over the last two decades, the Brazilian government has adopted a commitment to provide education to indigenous children in their traditional languages and using traditional methods. Indigenous schools are autonomous, but legally overseen by the Brazilian government and staffed by specially trained teachers from within the community.
  8. Following the election of Jair Bolsonaro as president in 2018, a right-wing movement called Escola Sem Partido or School without Party (ESP) gained ground. Responding to allegations that teachers have spread left-leaning propaganda in classrooms, advocates have called for a ban on the promotion of controversial political and social views in education. Critics argue that the ban violates constitutional freedom to teach and learn. Conservative legislator Ana Caroline Campagnolo has suggested that students report teachers in violation, resulting in a rash of police encounters in classes.
  9. Recent violence has led to the death of two teachers. In March of 2019, two teachers and five students were killed in a school shooting in a public school in Suzano. The incident was one of a handful of school shootings since 2000, which remain rare in Brazil but are causing concern about the security of classrooms and the safety of teachers and students.
  10. The use of technology as an educational resource is growing. Half of all Brazilian teachers reported using technology, particularly mobile phones, in lesson planning and gathering resources for the classroom. The number of educational resources available, including apps, pre-prepared lesson plans, and online videos, has significantly increased. The district of Sao Paulo issued a $5.5 billion BRL contract in 2013 for technology and educational content. Samsung, Unicef, and the Brazilian organization, Nova Escola, are among the companies gathering original content, providing online lessons and teacher training materials and targeting plans to improve student engagement.

The top 10 facts about teachers in Brazil indicate obstacles to improvement, but a growing effort. Reforms are being put in place to fund schools and increase the number and quality of teachers. These improvements show promise to both Brazilian educators and students.

– Marissa Field

Photo: Agustin Diaz

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Erna Solberg and Her Fight for Female Education

Erna Solberg
Erna Solberg is a Norwegian politician who was born and raised in Bergen, Norway and has held many different positions of power during her career. Since 2004, she has been the leader of the Conservative Party of Norway (EPP, IDU) and has been Prime Minister of Norway since the General Election in 2013. Norway re-elected her as Prime Minister in September 2017 and she has leveraged her position as the leader of a wealthy and influential country to fight for female education and children’s rights in developing countries. The Prime Minister has a long track record of international educational aid especially for women and children, and these are just three examples of the important strides Ms. Solberg has taken.

Three Initiatives in the Fight for Female Education

1. Starting in 2016, the Prime Minister co-chaired the U.N. Secretary General’s Advocacy group for the Sustainable Development Goals. During her residency as co-chair, she committed herself to increasing equitable access to education for girls and children in conflict areas. In fact, in 2018, Norway promised to increase its contribution to The Global Partnership for Education (an organization that works to improve education in developing countries) to $255 million.

2. In 2015, under the direction of Ms. Solberg, Norway committed to providing at least $6 million to improve sanitation for the estimated two billion people lacking it. This commitment may seem unrelated to education but many developing nations lack adequate sanitation, which often keeps girls from attending school regularly. Cultural stereotypes and taboos around female hygiene, especially in regards to menstruation, often keep girls out of class. The $6 million Norway pledged can make a huge difference in closing the gender gap in classrooms. For example, a UNICEF study showed that girl’s attendance improved by 12 percent in Tanzania when the girls had access to clean water. Norway’s support for proper sanitation, in tandem with education, will give girls a better opportunity to obtain a quality education.

3. In 2014, Erna Solberg launched a $12.3 million initiative in Malawi to improve the access and quality of girl’s education. On a trip to Malawi in July 2014, Ms. Solberg announced the initiative and stated that it would strengthen the education system, particularly for girls, and improve aid effectiveness. With Norway’s money and cooperation, Malawi has launched a number of programs including promoting secondary school for girls, further integrating minorities and children with disabilities into the education system and providing new technologies to enhance learning. The program has been successful so far and under Ms. Solberg’s guidance, the initiative will continue until 2020.

It is clear that since her appointment as Prime Minister of Norway in 2013, Erna Solberg has focused the plentiful resources of her nation to uplift girls in the most underprivileged countries. In an op-ed she co-wrote in 2014, she said, “if you invest in a girl, she feeds herself, educates future children, lifts up her community and propels her nation forward – charting a path that offers dignity for all in the process.” The Prime Minister openly continues to hold this belief and has launched and supported many initiatives that prove it.

– Isabel Fernandez
Photo: Flickr

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3 NGOs Improving Child Literacy Across the Globe

Improving Child LiteracyChild literacy is often taken for granted, but around the world, millions are growing up without the ability to read or write. What many do not realize is that literacy has a direct effect on poverty. According to a study conducted by the United Nations Scientific and Cultural Organization, there are links between illiteracy and higher unemployment. The study also found that illiterate adults are more susceptible to illnesses, exploitation, lower pay, and human rights abuses.

The inability to read or write is a self-perpetuating cycle because it traps illiterate communities in poverty without the tools to help themselves out. These conditions make illiterate communities more at risk of violence and conflict. In fact, 40 percent of illiterate children live in countries with active conflicts. The issue prompted the United Nations to launch the International Literacy Decade in 2003, which has taught around 90 million people to read and write. Despite this effort, there are still millions of vulnerable children around the world that need assistance to escape illiteracy and its negative consequences. There are many organizations dedicated to improving child literacy rates and these are just three NGOs working hard to bring education to the world.

3 NGOs Improving Child Literacy Across the Globe

  • Room to Read: Room to Read is an NGO founded in 1998 that began its work in Nepal. Room to Read’s vision is to improve literacy and access to literature in low-income communities, with a special focus on gender equality in education. The NGO has now spread all over Southeast Asia and Africa and has benefited around 16.6 million children worldwide. The NGO has distributed 24.1 million books, trained 15,285 librarians and teachers, and has partnered with 30,337 schools to implement its literacy program. In addition to the literacy program, Room to Read also has a specific program for girl’s education which aims to close the gender gap in classrooms of developing countries. Room to Read has received many commendations, most recently receiving a perfect “four stars” rating from Charity Navigator for the thirteenth year in a row.
  • World Literacy Foundation: The World Literacy Foundation was founded in 2003 with the guiding mission to provide books, tutoring and literacy tools to children in communities that otherwise would not have access to these resources. WLF began transporting books to Africa in 2005 and shortly after developed low-cost eBooks that could be distributed in local languages. In 2016 WLF designed and implemented “Sun Books”, which are solar powered tablets that bring educational books to classrooms in Uganda without electricity or the internet. In 2014, WLF ran the first World Literary Summit to increase cooperation with other literacy organizations. Since then, the summit has been held in 2016, 2018 and is scheduled again for 2020. So far, WLF has been active in more than 93 countries, has provided access to literacy resources to 250,101 children, and last year alone reached more than 350,000 children and adolescents.
  • Pratham: Pratham was founded in 1995 in Mumbai, India with the goal of having “every child in school and learning well.” Pratham is one of the largest NGOs in India, operating in 21 out of 29 Indian states and with volunteers in 300,000 Indian villages. Its mission is to improve literacy and the quality of education in India by supplementing government efforts and supporting teachers and parents. Pratham’s lead program, Read India, was launched in 2007 and has reached more than 30 million children. The program also provided training for around 61,000 teachers to improve literacy all across the country. Pratham has been a strong advocate for education reform to improve basic competencies like reading, writing, and arithmetic in Indian school children. Several state governments use Pratham’s Annual Status of Education Reports to plan yearly education programs. In 2013 Pratham was named one of the top 100 NGOs in The Global Journal for their pioneering work in primary and literacy education in India.

There are still 124 million children and adolescents that are not enrolled in school and one in four children in developing countries is illiterate. Tackling child and adult illiteracy is no easy task but it is NGOs like Room to Read, WLF and Pratham that are making big strides in closing the literacy gap. By providing training and resources to the neediest communities, these three NGOs provide disadvantaged children the fundamental tools needed to escape poverty.

– Isabel Fernandez
Photo: Flickr