Archive for category: Education

Information and stories on education.

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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

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The EU’s Progress in Chad

EUs Progress in Chad

The European Union (EU) is one of the major donors to Chad, a country where 46 percent of residents live below the poverty line. The reasons for the high amount of people living in poverty include the fact that the country finds it difficult to accommodate the more than 300,000 refugees it houses, occasional droughts destroy food security and there is poor healthcare and inefficient farming techniques. In 2018, the EU’s progress in Chad stems from providing more than $74 million in humanitarian aid to Chad.

Influx of Refugees

With more than 46 percent of Chad’s population living in poverty, it’s difficult for the government to even provide aid to the native population. The EU is helping Chad by providing basic needs, such as healthcare, food, shelter, water and sanitation. It also provides care for refugees, host communities and internally displaced people. The refugees arrive from neighboring countries Sudan and the Central African Republic, amounting to more than 300,000 refugees fleeing to seek protection and job opportunities in Chad. Though Chad doesn’t have the capacity to take care of these refugees, outsiders like the EU, are providing aid to those in poverty.

Agricultural Practices

Another way to show the EU’s progress in Chad through its focus on agricultural self-sufficiency and self-reliance. More than 80 percent of Chad’s labor force involves agriculture. Agriculture also accounts for half of Chad’s GDP. One major way EU is helping Chad prosper is by providing efficient and sustainable farming techniques. A lack of capital has created a major strain on the government helping its citizens, so the EU is also helping by providing financial assistance.

The country of Chad is divided in half by the Sahara Desert in the north, the Savanna in the south and the Sahelian belt in the center where the transition from desert to Savanna takes place. The environment makes it difficult to farm, and poor farming practices contribute to poverty conditions. The government of Chad believes the future lies in the mobilization of the private sector, including improving the business environment concerning agriculture and mining. The EU’s involvement is helping to improve the lives of millions of people in Chad who struggle to find clean water and produce an adequate amount of crops.

Seeds for Solutions is a project aimed at helping host camps and villages. This project is located in the eastern portion of Chad where Sudanese refugees and Chadians work together to cultivate crops. The region is arid, but the fields are provided daily water thanks to an irrigation system maintained through solar energy. The advanced farming technique helps yield a greater output of crops. About 70 percent of harvested crops are sold, and the farmer’s family then consumes the rest.

Training Programs

In partnership with the U.N. Refugee Agency (UNHCR) and the Lutheran World Federation, the EU’s Civil Protection and Humanitarian Aid Operations helped to create a vocational training center where people are taught masonry, carpentry, mechanics and sewing. Estelle, a young Chadian woman, is one of the hundreds of Chadians taking part in the program. “In our country, women are in the field or in the kitchen; I want to participate in the construction of my village and my country,” stated Estelle during her nine-month training at one of the four vocational training centers in the country.

The UNHCR and its partners are involved in hosting income-generation activities for refugees and citizens. The IT centers are involved in teaching sewing, masonry and carpentry, and have more than 300 students. The income and products from these activities enable the people to accomplish the EU’s goal of improving self-sufficiency and self-reliance.

The EU’s progress in Chad is visible through the many programs implemented to help alleviate poverty. Although conditions in Chad are still far from perfect, the EU is providing some important resources to help improve the lives of the people in the country.

– Lucas Schmidt
Photo: Flickr
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15 Shocking Child Labor Facts Everyone Needs to Know

Child laborChild labor affects 150 million children worldwide. Child labor can take many forms, but the most common is defined as strenuous and dangerous work that is carried out by a child and does not abide by national and international child labor legislation. Many of these children are deprived of education, proper nutrition and a childhood without sports or playtime. Keep reading to learn more about the top 15 child labor facts everyone needs to know.

15 Child Labor Facts Everyone Needs to Know

  1. The agricultural industry makes up 71 percent of child labor in the world. Agricultural labor can include but is not limited to forestry, subsistence and commercial farming, fishing and livestock herding. Children may have to work on farms in long, unbearable heat.
  2. According to the International Labor Organization (ILO), 73 million of the 152 million children being forced into child labor are experiencing hazardous labor. Ages between 15 and 17 years old make up 24 percent of child labor and experience more hazardous forms of labor than other age groups.
  3. More than half of child labor around the world is found in Africa. One in five African children is subject to child labor. Between 2012 and 2016, there was no reduction in child labor in Africa although there was some improvement in other areas of the world. Areas with more conflicts and disaster are more likely to experience child labor.
  4. In Africa, 85 percent of child labor is in the agricultural sector. The service sector is responsible for eight million children working, and about two million are working in the industry sectors.
  5. The ages of child laborers range from five to 17 years old. However, the majority of child labor comes from the ages of five to 11 years old. Children ages 12 to 14 years old make up about 28 percent.
  6. There is a large gender gap between girls and boys regarding child labor. Eighty-eight million boys are affected by child labor worldwide, but about 20 million fewer girls are affected by child labor.
  7. Two-thirds of all children in child labor go unpaid.
  8. Research has found that housework and chores are often neglected when children are involved in child labor. However, girls between the ages of five and 14 years old account for more than 21 hours of chore labor every week.
  9. Alliance 8.7 and UNICEF are backing the goal of Target 8.7 in regards to 2030 Sustainable Development Goals. Target 8.7 concentrates on measures to reduce all child labor, child slavery and human trafficking worldwide. The organization hopes to end child labor by 2025.
  10. Child labor greatly affects education and children staying in school. Thirty-six million children are not getting an education because of child labor. For those children who do go to school and work, their work still affects their performance and ability to succeed in school.
  11. Although African countries lead with the highest rates of child labor, Asia and the Pacific have 62 million child laborers. The ILO reported that other countries, such as the Americas, have about 10 million child laborers, and the Arab states have the lowest with 1.2 million children.
  12. Two-thirds of children are employed by their families and their companies. But, only 4 percent of those children are paid. The remaining one-third of children working is left to work for third parties.
  13. Children in the age range between 15 and 17 years-old are above the minimum age to work. Even though these children are not young children, they are often actively engaging with work that can affect their health.
  14. Child labor has many circumstances surrounding and affecting it, such as poverty, migration, emergencies and social norms.
  15. Since 2000, child labor for girls has dropped 40 percent and for boys has dropped 25 percent. In addition, there are 136 million children fewer children being affected by child labor around the world.

The 15 child labor facts presented show that children are still being affected by child labor around the world. While organizations such as UNICEF, International Labor Organization, the Human Rights Watch and Alliance 8.7 are working towards eradicating child labor, it still is an issue that is affecting our world.

– Logan Derbes

Photo: Pixabay

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The Importance of Floating Schools

Floating SchoolsFloating schools are exactly what their name suggests, they are schools floating on water, typically on a boat. They are essential to providing year-round education in regions where rainy seasons and flooding often disrupt the school year for the most vulnerable children. Floating schools have proved to be incredibly effective in providing an uninterrupted education in places like Bangladesh, Nigeria and Colombia where extreme weather often makes getting an education more difficult.

Bangladesh

Bangladesh is located in the massive delta created by the Ganges, the Meghna and the Brahmaputra Rivers meaning that the majority of the country is below sea level. The monsoon season, from June to October, can leave up to two-thirds of the country under water. Naturally, this extreme flooding makes it impossible for children to get to school for a significant part of the year which can be very harmful to a developing mind.

Enter the nonprofit Shidhulai Swanirvar Sangstha and its 23 floating schools. The floating schools usually take the form of large boats and use solar panels to provide electricity and power computers. These schools bring the classroom to Bangladeshi children when they cannot get to it themselves. In addition to the school boats, Shidhulai Swanirvar Sangstha operates a flotilla of boats acting as libraries, adult education centers and solar workshops. In 2012, the organization won the U.N. Prize for Inspiring Environmental Action.

Nigeria

The neighborhood of Makoko in Lagos, Nigeria spans across the Lagos lagoon making the region at perpetual risk of flooding and waterlogging. Around 250,000 people live in Makoko in crude housing that often deteriorates because of heavy rains. These conditions make it especially difficult to give children in this community a consistent education. The Nigerian architect, Kunlé Adeyemi, in collaboration with the Heinrich Böll Foundation and the United Nations, designed and built Makoko’s prototype floating school. The school was three stories, used plastic drums to stay afloat and housed around 100 students.

Unfortunately in 2016, after the school had been decommissioned, the structure collapsed during heavy rains after what Adeyemi described as “three years of intensive use and exceptional service to the community.” The Makoko community and the international community alike welcomed the school. In 2014, the floating school was shortlisted for the design of the year award and an improved version of the school is already in the design process to replace the collapsed one.

Colombia

In northern Colombia, in the town of Sempegua, the rainy season invariably brings flooding and disruption. Andres Uribe and Lina Catano, in partnership with the United Nations Development Fund and Colombia’s National Disaster Risk Management, constructed and inaugurated the first floating school in Latin America in 2014. The architects behind the project designed the school so that it could float during the rainy season and function on ground during the dry season, making it operative year-round. The schoolhouse can fit 60 children and around 400 underprivileged families will benefit from the floating structure. The school is also part of a loftier project that Uribe outlined, “and when we talk about floatable housing solutions, we are not just imagining schools, but houses, health centers, sports centers, or commercial zones, so the town can continue to be productive.”

These floating schools provide consistent access to education to children who otherwise would not be able to get to school on a regular basis, but also provide viable infrastructure solutions to places where persistent flooding has been disruptive for decades. Floating schools are just the beginning; the future leaders educated inside these schools are sure to continue developing the full potential of floating infrastructures for their communities.

– Isabel Fernandez

Photo: Wikimedia Commons

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Top 10 Facts About Girls’ Education in North Korea

Girls' Education in North Korea

Article 43 of the constitution accentuates the importance of socialist pedagogy as a means of raising younger generations. These are generations who will contribute to society in the future. Conversely, the attitude towards girls’ education in North Korea is rather different from the perceived authoritarian nature of the regime.

The state of girls’ education in North Korea is a great insight into the country’s public education system. It also unveils North Korean society as a whole. Additionally, it sheds light on its government policies. Like any another child, all young girls in North Korean children have personal goals and ambitions.

10 Facts About Girls’ Education in North Korea

  1. North Korea also has one of the highest literacy rates in the world at 99 percent. This is particularly due to the fact that girls’ education in North Korea is mandatory as the state stresses the compulsory secondary education for both genders.
  2. The official North Korean newspaper, Pyongyang Times, encourages the participation of women and encourages education opportunities. A 1991 article showcased Kim Hwa Suk, a woman who completed compulsory education and worked as a farmer. Soon after, she attended university and chaired her cooperative’s management board. She eventually attained a position as a deputy to the Supreme People’s assembly.
  3. Apart from a core curriculum, most children receive their education from the Kim Il, Sung Socialist Alliance. Idolization education begins from the early stages of education for both boys and girls.
  4. The high school curriculum includes classes like “Kim Jong Un’s Revolutionary History”. The middle school curriculum teaches subjects such as “Kim Jung Un’s Revolutionary Acts.”
  5. The government has established over 11 schools for disabled children in the country for both girls and boys. This provides access to equal opportunities in life by providing a strong educational foundation.
  6. There seems to be a certain parity in girls’ education in North Korea. Both genders are to take ideology classes at the university level like “Juche Political Economy”, “History of the Revolution” and the “Philosophy of the Juche Ideology,” along with their declared majors.
  7. Girls’ education in North Korea has helped change gender roles over the years. Many women are now getting opportunities to major in fields like medicine, biology, literature and foreign languages
  8. However, ‘Confucian Patriarchy’, is unfortunately a part of society and is an impediment to girls’ education in North Korea. These tend to adversely impact women particularly during admissions into higher education institutions.
  9. Even though women are allowed to train for military service, sexual violence remains rampant among women who join the army. Furthermore, many women continue to be denied access to education according to Human Rights Watch and don’t receive the social credit or papers for household registration.
  10. Moreover, most women are expected to actively take part in the labor force and the government endorses this commitment equally between both men and women which is also attributed, in part, to the country’s dire labour shortages.

To conclude, contrary to popular opinion, societal attitudes toward women and girls continue to advance. Further progress for girls’ education in North Korea is of great historical and social significance. This is especially significant given the repressive nature of the government. It will remain an important foundation toward making further strides in the realm of gender equality and tackling other related issues.

-Shivani Ekkanath
Photo: Flickr