Archive for category: Education

Information and stories on education.

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Girls’ Education in Russia and the Wage Gap

Girls' Education in Russia
At a glance, girls’ education in Russia seems to be fairly equal to boys’. For example, 37 percent of women have a higher education, while only 29 percent of Russian men do. However, gender biases and discrimination still exist within Russia. While more women have a higher education than men, their salaries are still 73 percent of men’s average salary.

What Hinders Girls’ Education in Russia

Girls’ education in Russia tends to be a competition. The payment for higher education is often too much for families, and while scholarships exist and can help the child through school, it is usually not enough.

The challenge of even attending school can come as early as kindergarten. The government’s policy tends to lead to a significant shortage of kindergarten classes. This leads to a difficult decision for families on whether to send their child to kindergarten and may even persuade them not to have children at all.

Room for Improvements

Women are more motivated to save money to attend higher education than men, with 20.7 percent of women saving money for school compared to only 14.6 percent of men. The men who save usually do so in order to escape military service.

Even though receiving education can be a hassle and can lead to a lower income job compared to men, girls’ education in Russia has improved slightly. Before 1764, girls’ education in Russia wasn’t even considered. It was not until Catherine II’s reforms that education rights were applied to both men and women.

Varying Job Paths

Education for girls, however, mostly happened in the home. They were taught about their duties as wives and mothers rather than learning about math and science. Russian Deputy Prime Minister Olga Golodets explained there might be a natural reason for this. “Women usually have to combine professional duties with household responsibilities and raising children,” Golodets said.

This mindset affects the kind of jobs women are expected to have. It is thought that education positions are for females because they are, or will become, mothers and teaching does not require much physical effort. Along with this, women are often found in lower positions, with men being in charge and holding manager positions.

While more women attend higher education than men in Russia, women’s salaries are still lower than a majority of men’s. Along with this, women are often pushed into only one area of employment and not into managerial positions. While girls’ education in Russia seems better than most countries, women still face issues and discrimination.

– Marissa Wandzel
Photo: Google

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Health and Recovery of a Nation: Girls’ Education in Haiti

girls' education in Haiti
On Jan. 12, 2010, a 7.0-magnitude earthquake shook the island nation of Haiti. In the aftermath, 200,000 people were left dead and 1.5 million homeless. Homes, hospitals and government buildings crumbled, leaving communities scrambling for essential resources and shelter.

Volunteers and relief organizations across the globe swarmed with aid. Most aid groups from the earthquake have since left and the rebuilding process now lies in the hands of Haitian community members and scholars. Eight years later, many still live without basic services (clean water, plumbing) or health resources.

Citizens agree that girls’ education in Haiti and community development need to improve before the country can truly recover. A recent study using World Bank data has listed Haiti as a nation significantly below global enrollment rates for girls in schools.

World Bank data from 2014 states 15 percent of girls 12 to 18 are no longer in school, compared to 11 percent for boys. Only 45 percent of Haitian women over 15 are literate, compared to 53 percent for men over 15 years old. For effective redevelopment, the trends for girls’ education in Haiti are something both locals and researchers agree need to change.

In response to lower female community involvement and enrollment in schools, many research and educational programs focused on girls’ education in Haiti have started gaining popularity throughout the island nation.

Jayne Engle, a doctor of participatory community development in post-earthquake Haiti, conducted a post-earthquake study focused on effective and sustainable community development in Bellevue-La-Montagne, a small community near Port-au-Prince. She prioritized the rebuilding process by the following “levers of transformation:”

  1. Education (for all)
  2. Place identity, networks and research
  3. Social entrepreneurship and social innovation
  4. State-society trust and accountability

Engle worked extensively with community leaders to develop educational programs concerning social entrepreneurship, healthcare, environmental stewardship, community agriculture, planning and construction. As a result, the community has made significant progress in its infrastructural recovery and social equity. Engle believes her framework could be effective on a nationwide scale.

The Days for Girls (DfG) International program teaches Haitian seamstresses to produce DfG hygiene kits for distribution to women across Haiti. Each kit contains valuable information concerning female hygiene as well as safe, clean female hygiene products. During the two-month trial program, 90 percent of participants agreed the kits were easy to use and clean.

The Haitian Health Foundation’s (HHF) GenNext program combines a youth soccer league with “female sexual reproduction health” classes taught by nurse educators. The league is for girls only, as well as the classes. A three-year study of league participants compared to peers not in the soccer league showed significantly fewer pregnancies for league participants.

These programs and others continue to educate a generation of Haitian women eager to propel their
nation from poverty and hardship. As these efforts and more continue, girls’ education in Haiti is sure to only improve over the coming years.

– Charles Metz
Photo: Flickr

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Five Important Facts to Know about Girls’ Education in Nigeria

Girls’ Education in Nigeria
Like in many developing nations, the fight for girls’ education in Nigeria has been an ongoing battle against poverty, the costs of schooling and long-held notions of the unimportance of educating girls. To understand the progress that has been made and the struggles that persist in Nigeria, here’s what you need to know:

Five Facts About Girls’ Education in Nigeria

  1. Enrollment and Completion of Primary School Improving. Although Nigeria continues to face struggles getting its young females to enter and remain in school, the nation has made considerable progress in recent years. According to the World Bank’s Education Data, the number of girls enrolled in primary school increased from 79 percent to 92.3 percent between 2008 and 2013. Enrollment of boys likewise rose, from 89 to 95.2 percent, continuing to remain slightly higher than that of girls. In addition, rates of primary school completion are also on the rise. In 2008, 64.1 percent of girls (while, by comparison, 75.3 percent of boys) completed primary school; in 2010, those numbers had risen to 68.9 and 78.4 percent, respectively. Despite progress, there is still considerable room for improving girls’ education in Nigeria — especially regarding school retention. In fact, a significant portion of girls enrolled in primary school are not completing it.
  2. Financing Education. Officially, education is free and mandatory for all children in Nigeria, both boys and girls, between the ages of six and 15. That being said, Adamu Hussaini, Nigeria’s Secretary of Education, said in 2017 that an estimated 10.5 million kids were either not enrolled in or not regularly attending school. Many schools, especially rural ones, continue to charge unofficial school fees. The reasons for not attending school for girls range from ideological beliefs about the unimportance of education for females to being unable to afford the unofficial school fees. Beliefs persist that girls’ education in Nigeria is unimportant. Many who are willing to pay school fees for their sons would rather keep their daughters at home and working. However, eliminating these unofficial fees can be one of the easiest ways to increase female enrollment and attendance. Groups like the Global Partnership for Education and the Peace Corps offer scholarships, paying the school fees for a girl whose parents promise to let her complete her mandated 10 years of education.
  3. The Role of Mentorship. The importance of mentorship and having female role models should not be underestimated. As more women pursue higher education and enter careers, younger girls will have role models to show them that higher education is attainable for females. Also, these role models will demonstrate that pursuing education opens doors to opportunities otherwise forever unavailable to girls. Many schools in Nigeria hoping to increase female attendance have begun peer mentorship programs in which older girls connect with younger ones, giving the former an immediate sense of meaning for their education (helping younger kids) and the latter both academic and social role models to hopefully encourage them to keep coming to school.
  4. Women at Nigeria’s Universities. Increased participation of women in the education sector is also visible at the university level — when Nigeria gained independence in 1960, only 7.7 percent of Nigeria’s college students were female. By 2001, that number had skyrocketed to 41.7 percent and it continues to rise. In 2009, 45 percent of all university students in Nigeria were female.
  5. Societal Benefits of Educating Women. Levels of female education correlate directly with improved health and an overall increased quality of life. Educated women are more likely to seek proper medical care both for themselves — especially maternal care — and their children. Likewise, higher rates of female education correspond with lower HIV and STD rates. Women also are less likely to get married or give birth as teenagers if pursuing an education. The benefits of extending education to women reach not only those specific women, but society as a whole. Many experts agree that focusing on women’s education is one of the best investments a developing nation can make, for female education rates are directly correlated with national economic growth. Educated women are more likely to hold stable jobs, less likely to be in poverty, and more likely to contribute to the overall economy.

Strides Since Independence

Girls’ education in Nigeria has made tremendous strides during the 60 years since Nigeria gained independence. More girls than ever are attending and completing primary school as well as pursuing higher education. But the fight for education equity in Nigeria is not over.

By continuing to advocate for the importance of girls’ education, encourage older educated women to act as role models for younger generations and help finance girls’ education, Nigeria can and will reap the benefits associated with girls’ education.

– Abigail Dunn
Photo: Flickr

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How Improving Governance Helps Growth in Developing Countries

How Improving Governance Helps Growth in Developing Countries
It’s all too true that in most developing or vulnerable countries, local or national governments are tyrannical and corrupt. These governments have a propensity to abuse power, favor the rich and ignore the oppressed. However, by improving governance in the developing world, there is hope that unethical practices will be removed and replaced with unprejudiced laws that will fairly benefit everyone.

Problems Surrounding Corrupt Government

Numerous problems surrounding nefarious practices in underdeveloped countries stem from a lack of morality, discriminatory systems and misuse of power. The World Bank reports that in vulnerable countries, a disparate sharing of authority is a common problem that causes countries to stay in a state of impoverishment rather than move toward more progressive procedures that would allow for quicker growth and sustainability.

Unfortunately, it’s easier for the already-powerful leaders to resist change rather than consider the development of new policies for improving governance to benefit the whole society, regardless of economic class.

Additionally, there are many other factors that contribute to shady practices in the governments of developing countries. One of these practices is patrimonialism, which is defined in the Encyclopedia Britannica as a “political organization in which authority is based primarily on the personal power exercised by a ruler, either directly or indirectly.” This means that too much power can easily be granted to one person or group of persons (oligarchy), rather than having different governmental branches to limit what can and cannot be done.

What Steps Can be Taken Towards Improving Governance?

In a patrimonialistic society, the land or state is “owned” by a leader, granting that person the freedom to do as he, she, or they please. This power structure contributes to the cycle of poverty — wealthy land is distributed to the other wealthy people, allowing those choice few to access the best schools, homes and healthcare; on the other hand, the slums are given to the lower class, eliminating chances to thrive in a fair economy. Ultimately, this system halts economic growth for all the citizens.

The OECD Observer gives two good examples of a patrimonialistic society; the first being Morocco, where admittance to bureaucracy protects access to economic benefits, and the next being in the Philippines, where political sovereignty can be bought and sold.

Citizen-Based Elections

A great way to combat corruption, poverty and improve economic growth is by initializing citizen-based elections. According to USAID, more than half of the world’s populace live under only partly free governments, which limits their civil liberties, causing the inability to freely engage in politics. In democratic elections, the people are granted a voice in choosing who they wish to run their government.

USAID easily lays out the course for democratic elections. The steps include freedom of speech, association and assembly; elections as an essential tool to bolster political openings and cooperation; assembling advocates and describing different political platforms to the public and encouraging political debate.

Education

Another step toward improving governance is creating equal educational opportunities for all people. A large problem in the political sphere of third-world countries is the lack of education that causes many citizens who live in poverty to not fully understand politics; in turn they lack the skills to actively participate in events such as elections or assemblies.

Not only will education improve political understandings, but it will create jobs and give students the skills needed to be seen as valuable by future employers, improving economic growth and sustainability. With higher education comes higher knowledge and realization, skills that permit citizens to see and understand what areas in their countries need change.

Public Policy and Building Democracy

One of the best ways to promote better government is through improving public policy and actively working on building a democracy. In the developing world, the people and citizens are often ignored, and their opinions are thought to be arbitrary and unimportant to those high on the political spectrum.

However, in a democratic society, the people get to vote in elections for issues such as industrial projects and new laws. To help aid in understanding public policy and democracy, The World Bank created the Governance Global Practice, which aims to initiate trust between the government and the people.

Despite all of the concerns facing governments in third-world countries, these nation-states are not hopeless. Many countries work towards improving governance and government practices. In fact, organizations such as The World Bank, USAID and the United Nations provide hope for those searching for a better quality of life, and thereby foster countries to work towards a brighter future.  

– Rebecca Lee
Photo: Flickr

The Varied Impacts of Violence on Girls’ Education in Syria

Impact of Violence Girls Education Syria
Prior to the civil war that has plagued Syria for six years, the Syrian government created a movement to end illiteracy by 1991. These efforts were fruitful, with enrollments stretching towards 100 percent.

At the onset of the conflict, however, education took a huge hit, with enrollments dropping drastically — 92 percent in 2004 to 61 percent by 2013 (for primary education). Just as one can see in non-government controlled eastern areas like Aleppo where as little as 6 percent of kids attend school, girls’ education in Syria has been affected most drastically.

Girls’ Education in Syria

This drop in schooling has created a consolidation of hardships. Not only are children subjected to violence and loss, but their acquisition of skills and knowledge falls behind the norm. In many areas, middle-school-aged kids are unable to complete first-grade math problems. This drag in skill alters the students’ self- esteem and perception, and leaves long-term effects.

The decline in scholastic enrollments can be directly and indirectly attributed to the Syrian conflict. School bombings and shootings have left facilities destitute, while simultaneously created an environment of fear surrounding schooling. In eastern provinces, 40 percent of schools have been shot at or bombed; as a result, more parents are inclined to keep their children out of school from fear of an attack.

Impact of Destruction

Buildings have been destroyed while others have been converted to emergency shelters, which are structural decisions that create a lack of space for education. In addition to an absence of physical space, the war has created a shortage of teachers — school staffing has fallen 22 percent due to death, emigration and fear of returning to work.

Many schools have suspended activity indefinitely to keep students out of harm’s way; others have been forced to move classrooms to secret locations, often underground, or have opted to replace glass windows with bulletproof plastic.

The violence has led to nearly 3 million of the 4.8 Syrian school-aged children to leave schools — about 2.2 million children within Syria and another half of a million Syrian child refugees.

Displaced and Uneducated

Syria has the most displaced persons out of any country in the world. Among refugee children, only 17 percent are in school. Language barriers coupled with political prejudice and financial inadequacy have made enrollment extremely difficult. While aid agencies have attempted to help refugee children, the well of information necessary for refugees to navigate a new and unfamiliar system remains largely untapped.

The war has been even more detrimental to girls’ education in Syria. In many cases, rape has been used as a weapon against young girls, inciting parental prejudice against female educational opportunities. Education is directly linked to opportunities and empowerment, particularly for young girls; interestingly, in areas of extreme conflict, girls are almost two and a half times more likely to be out of school, thus causing them to fall behind their male counterparts.

Save the Children

While many organizations — such as Save the Children and UNICEF — have intervened to help protect the children, in order to foster an environment conducive to learning, schools must be safeguarded against violence. Save the Children currently supports 53 schools in the northern regions of the nation through security, funding and promoting more sensitive teaching approaches. UNICEF advocates a similar approach by encouraging innovation for classrooms and supporting international responses to refugee children’s educational opportunities.

The protection of education and particularly girls’ education in Syria is necessary for economic recovery and social stabilization. Failure to address issues surrounding schools will only perpetuate the conflict and the issues left in its wake.

– Jessie Serody
Photo: Flickr

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Malala Visited Pakistan for the First Time Since 2012

Malala Visited Pakistan

The story of Malala Yousafzai’s survival is widely known around the globe. Recently, Malala visited Pakistan for the first time since 2012 when she was shot in the head by the Taliban.

Returning to Pakistan

In 2018, Malala returned to Pakistan and, under security protection, visited her home in the northwest town of Mingora. Back in 2012, Mingora was controlled by the Taliban under the rule of Mullah Fazlullah. At the age of 15, Malala was already vocal about female education, something that wasn’t supported under Taliban rule.

The Attack and Recovery

One day, Malala was traveling on a school bus with other students when it was stopped by men who were part of the Taliban. They boarded the bus, asking for Malala by name. When her friends turned to look at her, the trigger was pulled and she was shot in the head. 

Malala was rushed to the hospital, where her recovery was difficult. Within the first 72 hours of being shot, her brain swelled and she got an infection. She was transported to England to receive rehabilitative care at the Queen Elizabeth Medical Center, which specialized in emergency and rehabilitative care. Malala survived her attack after various surgeries but was left with some facial paralysis and deafness in her left ear.  

Continuing the Fight for Education

After recuperating, Malala continued her fight for the education of girls. She became the youngest Nobel laureate in 2014 when she received the Nobel Peace Prize for her “struggle against the suppression of children and young people and for the right of all children to education.” 

Malala has a foundation in her name, which is set up to support groups in Pakistan, Nigeria, Jordan, Syria and Kenya that support education. Apple has also partnered with Malala and the Malala Fund to help girls get an education.

According to 9 to 5 Mac, Apple will help the Malala Fund reach its goal of providing secondary education to more than 100,000 girls who would otherwise be unable to attend school.

Since the murder attempt in 2012, Malala has become the biggest advocate for girls education in Pakistan. She has become a beacon of hope. After Malala’s last visit to Pakistan, she hopes to return to live there after she finishes her studies in England.

– Valeria Flores

Photo: Flickr

Girls’ Education in Guatemala Becoming More Accessible in Rural Areas

Girls' Education in Guatemala
Attending school in Guatemala presents many challenges. In a country where poverty and inequality are prevalent, indigenous females are the most disadvantaged and vulnerable group. With little protection of the rights of adolescent girls, many girls and women do not attend school and are forced into child labor. More than two million children in Guatemala are not attending school; the majority of these are indigenous girls living in rural areas.

Barriers to Education in Guatemala Affect Girls Most

The prevalence of child labor is higher in Guatemala than anywhere else in Latin America. With more than half the population living below the poverty line, many children can not afford the cost of school. Dropout rates for girls are high. According to the Cooperative for Education, a nonprofit organization providing educational resources and opportunities to indigenous Mayan schoolchildren, an indigenous Guatemalan woman stays in school for an average of 1.8 years. They often leave school early to help support their family, take care of siblings or get married.

Furthermore, more than half of the Guatemalan population is indigenous and less than 30 percent of poor, rural indigenous girls are enrolled in secondary education. By age 17, only 26 percent of indigenous girls are still enrolled in school.

Even for those who are able to attend school, particularly in rural schools and in indigenous communities, they find that they are poorly funded and do not have adequate books, curriculum guides, literacy materials and exam prep guides. Nine out of 10 schools in rural Guatemala lack books. Another problem, especially in rural areas, is a lack of proper training for teachers. This stems from the challenges of recruiting and retaining quality teachers in rural schools.

USAID Partners with Guatemalan Ministry of Education

Despite these challenges, there are actions being taken by organizations to improve the quality of education. USAID works in partnership with the government of Guatemala to improve primary level reading skills and provide educational opportunities for out-of-school youth. These efforts have resulted in improvements to the education system in many ways, as the Ministry of Education has now developed strong K-9 national education standards.

USAID has also implemented an innovative assessment system for entry-level teachers using standardized testing in Spanish and nine Mayan languages to hire and place teachers. It was also through USAID support that the ministry improved its transparency and efficiency of its processes, which led to it receiving an international certification of its management system. The ministry is the first public institution to meet this standard.

Girl Up Gives Special Focus to Girls’ Education in Guatemala

The need for investment in girls’ education in Guatemala is crucial. Education can help fight the disadvantages indigenous girls in Guatemala face, such as limited schooling, early marriage, frequent childbearing and chronic poverty. Work supporting girls’ education in Guatemala is progressing. Girl Up supports adolescent girls in Guatemala by funding a United Nations joint program which delivers an integrated and comprehensive package of services in partnership with national partners and local implementing organizations. The programs address complex challenges which limit indigenous girls’ opportunities for success.

Girl Up has four strategic goals, including:

  • Providing an increase in social investments for adolescent girls
  • Increasing the legal age of marriage to 18
  • Reducing teenage pregnancy, sexual violence and trafficking
  • Supporting civil efforts that demand comprehensive sex education

It also works to strengthen government support and capacity with a specific focus on indigenous girls in rural areas with Guatemala’s Ministry of Education, Ministry of Health and the National Institute of Statistics to support adolescent girls from around the country.

Building partnerships with local organizations is also a focus of Girl Up. Through this, it has implemented activities that have strengthened the social skills of hundreds of adolescent girls from rural communities. Girl Up supports U.N. programs in two of the most excluded and vulnerable regions of Guatemala, Totonicapán and Huehuetenango. This support has included providing educational materials in indigenous languages to make learning easier and giving girls forced to drop out of school a second chance.

Through these investments in girls’ education in Guatemala, lives will be changed. Girls will have the ability to achieve their goals, improve their futures and change their communities.

– Ashley Quigley
Photo: Flickr

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Reforms Focus on Girls’ Education in Egypt

Girls' Education in Egypt
Education is key to the empowerment of women, and everyone should be able to access it. Egypt is one country that shows that it believes in that statement. There has been excellent progress towards closing the gender gap when it comes to boys’ and girls’ education in Egypt.

Egypt has the largest education system in Africa and it has grown exponentially since the 1990s. In 2012, about 95 percent of children between the ages of six and 18 were enrolled in school. This is a significant difference from another African country, South Africa. In the same year, South Africa had an enrollment rate of around 65 percent for boys and girls of the same age group.

Increased Spending Results in Increased Equality

The government of Egypt has shown more interest in the education system in the past few years and has worked to improve the system, especially for women and girls. Significantly more government funding has been used over the past decades to increase the accessibility of girls’ education in Egypt. A total of 11.1 percent was spent on education in the 2016/17 fiscal year and was projected to rise by nearly 5 percent the following year.

Over the past 20 years, girls’ enrollment in school has risen greatly. According to Egypt Demographic and Health Surveys, as of 2014, 92 percent of girls living in urban areas were attending primary school and 71 percent of girls were attending secondary school. These rates are very similar to the percentage of boys enrolled in the same age groups. This is a significant change because in the past, girls were not given nearly the same opportunity to achieve an education as boys.

While access has generally improved for girls’ education in Egypt, inequalities remain widespread. Girls’ school enrollment has risen significantly over the past few decades, but the problem that remains is the dropout rate. About 71 percent of men completed schooling up to the secondary level, while only 68 percent of girls completed the same grades. This is in part due to the rates of poverty in many areas of Egypt. Another issue with girls’ education is that families with multiple children often send only the boys to school because that is all the family can afford. Girls who stay at home have lower literacy and completion rates.

Local and International Groups Target Girls’ Education in Egypt

In 2001, the National Council on Childhood and Motherhood began a program called the Girls’ Education Initiative. The program was created to address the need for girls’ education in Egypt, especially in its poorest areas. The project urges communities to come together and buy into the project by donating land and volunteering to work in schools. This is a way to bring communities together for a cause they can all support and relate to.

The United States Agency for International Development, along with the government of Egypt, encourage access to education for girls starting at the primary level. In secondary education, USAID very much supports girls’ participation in STEM education. In addition, the government of Egypt, along with other programs and agencies, is working tirelessly to ensure that someday every child, boy or girl, will have access to the same education and the same opportunities.

Together, these groups have shown over the past several decades that they have been able to improve the quality of education for girls and will not stop until every girl can hold up her diploma with pride. There are many other countries struggling to close the education inequality gap and Egypt is a prime example that has shown that it can be done.

– Allisa Rumreich
Photo: Flickr

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Girls’ Education in El Salvador Becomes a National Priority

Girls' Education in El Salvador
Despite past cultural demands, girls’ education in El Salvador now equals that of their male counterparts with the support of hard-working mothers and USAID’s commitments under the Alliance for Prosperity Plan.

Cultural Shifts Improving Girls’ Education in El Salvador

For many years, women in El Salvador have been relegated to domestic roles. Young girls were often pulled out of school to assist with household tasks while boys continued on, pursuing an education that was more culturally valued. However, women are becoming increasingly more educated. Each generation of girls stays in school longer than their mothers, often because of their mother’s commitment to providing them with an education. Overwhelmingly, women express a desire for their daughters to have as much schooling as possible. This shift is evidence of changing cultural values, moving away from traditional gender roles to a climate that allows women to pursue things outside of domestic life.

According to an October 2015 study conducted by UNICEF, girls are actually more likely to finish primary school, with 86 percent of girls finishing as compared to 81 percent of boys. Additionally, 31,000 boys of primary school age do not attend school in contrast with 27,000 girls, a clear flip from the typical gender norms that once opposed girls’ education in El Salvador. Furthermore, the gross enrollment rate for secondary schools is 71 percent for girls and 70 percent for boys. Girls’ education in El Salvador is rising to a level that usurps their male equivalents.

This upswing is partially due to the Law of Equality, Fairness and the Elimination of Discrimination Against Women passed in March 2011 at the urging of many women’s rights groups. The bill addressed El Salvador’s need to provide equitable education for girls, as well as the gender wage gap.

Challenges Remain for All El Salvadorian Children

Fabiola Rivas, an El Salvadorian native currently attending university in the United States, told The Borgen Project that the major challenges to improving education in El Salvador are not related to gender. “Good opportunities for education in El Salvador really depend on the family’s income. The problem with El Salvador’s education is that public schools do not provide good quality education. Regardless if you are a boy or a girl, the amount of information you are being taught and the quality of it is not good enough to go to college.”

Rivas acknowledges that her educational path is an uncommon one, having been able to attend a private school in El Salvador before obtaining a full scholarship in the United States. In fact, the majority of youth in El Salvador, male and female alike, do not attend school past sixth grade. At the transition to middle school, half of students drop out, and then another half of the remaining students drop out at the start of high school. Unlike the American education system, which is organized, typically good quality, and free, good schools in El Salvador are too expensive for the average citizen to afford.

USAID Programs Focus on Most Vulnerable Populations

In advocating for the goals of the Alliance for Prosperity Plan and the U.S. Strategy of Engagement in Central America, USAID has implemented programs in El Salvador to combat these startling dropout numbers. USAID programs concentrate on developing high-quality education and trade skills programs in areas of low economic efficiency with the hope of creating a more competitive workforce to spur on fiscal growth. This, coupled with USAID’s efforts to offer advanced certification courses for teachers, continues to increase the quality of education in El Salvador.

These programs also focus on keeping children in school and out of gangs, which typically recruit students that are vulnerable to dropping out. Currently, El Salvador has astonishingly high rates of crime and gang violence. The longer kids can be motivated to stay in school, the more likely it is that these rates can and will be diminished.

Salvador Sanchez Ceren, a former school teacher and the current president of El Salvador, promised in his inaugural address in 2014 that education would be one of the top priorities of his administration. Although girls’ education in El Salvador encountered many gender-biased problems in the past, today all the children of El Salvador, regardless of gender, must face the same issues.

– Sarah Dean

Photo: Flickr

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A $500 Million Project Aims to Bring Learning Back to Egypt

Egypt’s public education system
Egypt, a North African country with more than 99 million people and a steadily increasing poverty rate, is currently suffering from an overpopulated and severely underfunded education system. However, recent news suggests that the country will be implementing new reform efforts for a better education system. On April 21, 2018, it was announced that a $500 million project aims to bring learning back to Egypt. The Supporting Egypt Education Reform Project, signed by The World Bank and Egypt, aims to bring learning back to the public school classroom and improve teaching conditions in Egypt’s public education system. The project’s intent is to improve teaching and learning conditions in Egypt’s currently poor public education infrastructure.

Egypt’s Educational Decline

Egypt has not always faced an urgency to improve the country’s quality of education. In the 1950s, Egypt was considered a popular country for young people in search of an education, and during this time President Gamal Abdel Nasser established free, national schools with instruction in Arabic. Students traveled from dozens of nearby countries to obtain a quality education at Cairo University or at al-Azhar University, the world’s second oldest surviving degree-granting institute.

However, in the 1980s, Egypt’s public education system took a turn for the worse due to a growing population and little reform, leading to extreme overcrowding and underfunding of the country’s schools and universities. In 2011, following the overthrow of Egypt’s long-time dictator Hosni Mubarak, hundreds of thousands of Egyptian youths took to the streets demanding public school and university change. However, seven years later, educational reform has been slow-moving, resulting in a still struggling education system, despite the few improvements made.

Currently, some of the main problems students in Egypt’s public schools face include:

  • Overcrowded classrooms, to the extent that students cannot find desks
  • Inability of teachers to supervise students
  • Extreme underfunding
  • Poor school maintenance (including broken windows, doors and desks)
  • Unrepaired water and sanitation systems
  • Inadequate science labs
  • A lack of technological resources for students
  • Poor understanding of the courses by teachers
  • Obsolete teaching practices, including politically-centered lessons that ignore essential school subjects

Additionally, most students in Egypt’s public schools have to take private tutoring classes after school because the education available in their school is so poor that sufficient knowledge and success are not assured.

The Need to Bring Learning Back to Egypt

In 2016, 14.3 million people, or 20.1 percent of Egypt’s population, were illiterate. Females made up 9.1 million of that number, amounting to 26 percent of Egypt’s female population, compared to only 14.4 percent of men. Illiteracy makes it harder to rise out of poverty, as a lack of education can pass down through families, reducing the chance that anyone in the family will be able to pull themselves out of poverty.

However, Egypt’s education system is planned to receive an upgrade that can help decrease the country’s illiteracy rate. In support of improving Egypt’s education system, The World Bank and Egypt’s five-year, $500 million project aims to bring learning back to Egypt and intends to widen access to quality kindergarten for around 500,000 children and train 500,000 teachers and education officials, all while equipping 1.5 million students and teachers with modern technology. Also, a new student assessment and examinations system will be utilized for more than two million Egyptian students.

This $500 million project aims to bring learning back to Egypt in several ways, including improvements in access to and the quality of early childhood education, implementation of a credible student assessment and examination system, enhancements to the size of teaching staffs and the application of digital learning resources.

The World Bank is a global partnership that helps developing countries find solutions to the toughest global and local development challenges.

– Natalie Shaw

Photo: Flickr