Archive for category: Education

Information and stories on education.

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How Eco-Schools Impact Uganda

Eco-Schools Impact Uganda
Eco-Schools around the world positively impact the environments and communities around them. Specifically, Eco-Schools impact Uganda through student, parental and community education and engagement.

The Eco-Schools program was developed within Agenda 21 at the United Nations Conference on Environment and Development in 1992. Agenda 21’s objective was to develop a plan of global action concerning every area that carries a human impact on the environment. The three goals of the objective were to reorient education towards sustainable development, increase public awareness and promote training.

Through the implementation of the Eco-Schools program, the United Nations believed that they could achieve these objectives by creating easy access to environmental and development education beginning with young students and continuing education into adulthood.

Eco-Schools Impact Uganda Through Three Programs

Eco-Schools are structured through three programs: the Seven Steps Framework, the Eco-Schools Themes and Assessment for the Green Flag.

The Seven Steps Framework sets guidelines to ensure success within Eco-Schools. However, the Eco-Schools program recognizes that each school is unique and the framework should be adjusted to fit their individual needs. Concluding with producing an Eco-Code, this framework encourages schools to pursue a reliable and realistic course of action.

To provide guidance and a grounded purpose, Eco-Schools choose a theme that aligns with their objective. There are 12 main themes, including global citizenship, climate change and water.

Once a school has successfully implemented the program for two years by completing the seven steps and working through their theme, they can apply to be awarded the Green Flag. An initial assessment takes place to determine if the school met qualifications to be awarded their first Green Flag, and then yearly assessments take place.

In Uganda, Eco-Schools were first implemented in 2006. In the Eco-Schools Best Practice Report, Uganda showed a wide range of improvement in environmental engagement and education within their students, parents and communities.

Effects on Student Learning

The report noted that dropout rates at Eco-Schools were lower than those at non-Eco-Schools. In addition, they learned that student learning and comprehension increased through the final examination. For example, in St. Kagwa Primary School, attendance increased from 902 to 969 students in 2016, accompanied by an increased student pass rate, from 93 student graduates to 129.

Eco-Schools impact Uganda by empowering their learners and building the qualities for successful future leaders by teaching responsibility and commitment.

Encouraging Parental Involvement

By training parents on the program as well as students, Eco-Schools empowered parents to involve themselves in their child’s learning environment. In general, the report found that parents showed more enthusiasm after they understood the Eco-Schools program, which led them to encourage their children to pursue a quality education.

Muguta Moses, head teacher at Rukondo Primary School, stated, “In my opinion, the most significant change is that it’s enhanced parental involvement in the school. Parents have come to realize their roles and responsibilities in the education of their children.”

Community Cooperation and Support

Eco-Schools impact Uganda through providing the opportunity for the community to engage with their work. Micro-projects are monitored not only through the schools, but also on a district level. Through these projects, water, sanitation, health and access to better nutrition have improved. Eco-Schools also implement projects that the community is involved with directly, such as planning community flower and vegetable gardens. By positively impacting citizens outside of the schools, students create a connection to the community.

The Eco-Schools program guides schools through structured plans while also holding them accountable for their projects and operations. Eco-Schools impact Uganda and other countries through educating, increasing environmental interest and growing the quality of life in their communities.

By 2019, Uganda aims to have 15 Eco-Schools implemented, resulting in 120,167 trees planted, 2,000 wood-saving stoves manufactured, 2,560 farm families reached and 200 Eco-Enterprises created.

– Anne-Marie Maher

Photo: Google

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Primary Education Development in Central-Southern Somalia


Qatar Charity, an NGO devoted to aiding in the development of struggling communities, recently opened up a model primary school in Somalia as part of its initiative to combat illiteracy in the region. It contains eight classrooms and is expected to take in approximately 350 students aged six to 11 from the surrounding area, a significant contribution to primary education development in Central-Southern Somalia.

The school is located in Hudur, a small town in the Bakool region located just before the Ethiopian border. This area needs as much support as it can get, as it is severely lacking in access to educational services. UNICEF reports that as of 2017, only 22.1 percent of children are enrolled in school in the Central-South region of Somalia, compared to a nationwide enrollment rate of 32 percent.

One factor behind the deficiency of primary education development in Central-Southern Somalia is the persistence of drought in the region. When the land dries up, crops are incredibly difficult to grow and most livestock does not survive. When no one in the community can farm, food becomes scarce and avoiding starvation takes priority over all else. As a result, many families pull their children out of school to search for water and food or try and maintain whatever crops or livestock they have left.

Another contributor to this issue is the violence that has been ravaging Somalia for decades. Since the outbreak of civil war in the late 1980s, 75 percent of the public schools in the Central-South region have been destroyed or shut down. In recent years the rise of the terrorist organization Al Shabaab has perpetuated this problem. When fighting erupts, it becomes unsafe for children to go to school every day. In October of 2017 alone, more than 3,800 children were affected by the closure of schools in the Central-South region due to armed conflict.

Providing humanitarian assistance to alleviate these crises and get more children into school is a crucial step in eradicating global poverty. Studies show that higher literacy rates almost always lead to an increased standard of living. When people have more money, they are more likely to spend that money in their local economies, which results in even less poverty.

With this in mind, devoting more attention and resources to primary education development in Central-Southern Somalia seems like a no-brainer. Educating citizens decreases Somalia’s reliance on U.S. foreign aid, providing incentive for the U.S. to help Somalians. Hopefully, the U.S. will follow in the footsteps of Qatar Charity and help give Somali children a chance to learn.

– Maddi Roy

Photo: Flickr

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Strengthening Women’s Education in Ghana

Strengthening Women’s Education in Ghana
Several steps are being taken to strengthen women’s education in Ghana and to also narrow the gender gap in schools throughout the country. The country is very close to achieving gender equality in primary school enrollment, which is a significant milestone. Women’s access to education in Ghana past primary school, however, still has room for improvement.

Different approaches are being enacted to promote empowerment and women’s education in Ghana. While some approaches are traditional and in correlation with poverty reduction and Millenium Development Goals, others are led by individuals and women trying to make a difference in their own communities.

One such individual is Adeline Nyabu. Nyabu created the Girls Empowerment League, aiming to increase attendance and boost the academic performance of young girls. This league connects girls to female role models and teaches leadership, passion for education and achievement, and shows the realistic and positive outcomes for a woman who completes continuing education. In addition, the program is designed to boost the self-esteem, confidence, aspirations, determination and self-worth of girls in an unequal society.

Another program in place is the Campaign for Female Education. This program partners with MasterCard to provide scholarships to pay for examination registration fees, uniform costs, educational materials and financial packages for girls in rural communities in Ghana. Since 2012, more than 4,000 girls have been awarded the scholarship to continue their education and are equipped to become influential leaders and scholars, in hopes that they will pave the way and be role models for other girls in situations that seem impossible to get out of.

A traditional approach to improving women’s education in Ghana and narrowing the educational gender gap throughout the country is through the Girls Education Unit (GEU), part of the Ghana Education Service under the Ministry of Education. Since its establishment in 1997, GEU has made it possible to have a Girls Education Officer in every district and region of the country.

The Ministry of Education also provides training for female teachers in male-dominated rural areas and promotes girls’ clubs and camps teaching empowerment, self-worth, leadership and teamwork in a female-dominated environment.

These initiatives and programs have resulted in progress towards the goal to increase women’s education in Ghana, created greater access for girls and narrowed the gender gap within schools. Enrollment in both primary and secondary education has increased by around 10 percent, with a significantly greater increase in enrollment for girls. As a result, Ghana’s gender parity index has improved from 0.93 to 0.95. The country can continue to build on this success to achieve complete gender parity and empower its women and girls to reach their full potential.

– Lydia Lamm

Photo: Flickr

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The Church Works to Improve Education in Belize

education in belizeIn developing countries, education is the most important sector for governments to direct resources to. In Belize, a Central American country south of Mexico, the education system has major ties to the British system. Belizeans lived under British rule until 1981, and as a result, the country often uses Britain as a model. Quality education in Belize is particularly important considering that almost two-thirds of Belizeans are under the age of 20, so the future of Belize rests on the shoulders of the young.

The education system in Belize can be divided into three parts: primary education, secondary education and tertiary education. Primary education is mandatory for children until they turn 14, and is free if the school is public. Parents face the possibility of fines if they do not send their child to primary school, but these fines are comparable to the fees associated with the “free” education. Some public schools are in bad neighborhoods and many parents cannot afford to buy their children uniforms or books, so a number of children still leave school to work before the age of 14. Secondary school takes about four years to complete on average and is similar to an American high school education. Universities comprise tertiary school.

While most young children are enrolled in primary school, many question the quality of education in Belize. Teachers are paid very little, and many of them are inadequately trained. In Belize, there is no official separation of church and state, so Christian churches have the largest influence on education in Belize. This results in uneven quality among educational facilities, as more money is poured into schools run by the Roman Catholic Church.

While the lack of a divide between church and state widens the gap between good schools and poor schools, the church has contributed a lot to improve education in Belize. A prime example of this trend can be observed at Unity Presbyterian School in Belize City.

This author had the opportunity to visit Belize City and converse with Pastor Ernest Betson, an ordained Creole minister. Betson founded a church in one of the poorest areas in Belize City in 2006, along with his wife Carolyn. They saw the lack of educational opportunities for children in the area and decided to build a school alongside the church in 2007.  At first, the school only offered preschool programs, but today it accommodates children through grade six.

With the help of the organizations Help Another National Develop Schools and Mission to the World, the school has improved immensely, and each year it educates hundreds of children who would otherwise not be in school. Unity Presbyterian School has a large playground, a computer lab and music programs, as well as classes for basic subjects. In an area affected by human trafficking and gang violence, the school has brought a lot of hope to the young people in the area. Unity Presbyterian School is particularly inspiring in that it serves as an excellent example of Belizeans helping improve the lives of other Belizeans with the help of foreign aid but not dependent on foreign intervention.

While there are still many obstacles for impoverished children seeking education in Belize, there are many organizations, religious and non-religious, seeking to bridge the gap. With people like Pastor Betson spearheading the campaign for better education in Belize, the country can expect to see more improvements in future years.

– Julia McCartney

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Using AI to Fight Poverty Worldwide

Using AI to Fight Against PovertyDiscussions about artificial intelligence (AI) often center around one of two ideas: the first looks at the exciting prospect of driverless cars and other advanced technology. The second investigates the irreversible rise of AI and how it could leave an entire socioeconomic class jobless. But it is time to initiate a third discussion around AI: specifically, using AI to fight poverty and helping 3 billion people around the world.

AI is on the Rise

Deputy Secretary-General of the U.N. Amina Mohammed said the greatest global challenge today is eradicating poverty. The elimination of poverty worldwide is the main U.N. Sustainable Development goal, and AI is making this problem easier to solve. So pressing is this issue that the XPRIZE Foundation announced a $5 million prize for projects that are using AI to fight poverty and tackle socio-economic challenges.

Stanford Poverty & Technology Lab is a prime example of the recent proliferation of companies and incubators dedicated to finding technology-based solutions to poverty and gross inequality. “Poverty and economic immobility is clearly a huge problem in the U.S.,” said Elisabeth Mason, founding director of the Stanford Poverty & Technology Lab. “It’s time that we get serious about designing 21st-century solutions.”

AI is Adaptable

While the expansion of AI may threaten blue-collar jobs, the data-mining abilities of AI could also be used to speed up job searches and predict which skills and training will be needed for them. Using AI to fight poverty extends beyond curbing unemployment levels.

AI could also provide the poor with a quality education that responds and adapts to the users’ specific needs. “Access to information has always been a big differentiator with poverty,” Mason said. “If we can use the right tools and develop the right programs, we’re looking at a different world.”

AI could help address or predict some of the primary causes of poverty, including food shortages, epidemics, illiteracy and natural disasters. In times of natural disaster, AI is widely used to determine the location of casualties by analyzing social-media communication and parsing satellite and drone imagery. Scientists at Stanford are using AI and satellite remote-sensing data to anticipate food shortages by accurately predicting crop yields months in advance.

AI is Helpful in Agriculture

Predicting crop yields is not enough, though. Data provided by the World Bank shows that 65 percent of poor working adults make a living through agriculture.

Technology companies such as FarmView are working to solve the global food crisis by improving the agricultural yield of various stable crops. Sorghum is a valuable cereal crop in developing countries, India, Nigeria and Ethiopia in particular, that could be cultivated more efficiently with the help of AI. The highly sophisticated and selective crop breeding that exists in the U.S., with valuable foods like corn, does not exist in developing countries.

FarmView utilizes AI and four-wheeled robots to drive through fields to measure everything from potential signs of disease to plant color, shape and size in order to give poor farmers the “information they need to cultivate the most nutritionally-packed crop of sorghum possible for their environment —at the highest possible yield.”

These are some examples of the ways AI is making the world a better place not just for the affluent but for those in need, too. While advancements in AI technology will no doubt present us with moral, ethical and socio-economic challenges, it is also one of the most promising tools to end extreme poverty and stimulate economic growth. Using AI to fight poverty can once and for all help bring an end to what is widely considered the greatest challenge facing mankind.

– Johnny Harounoff

Photo: Pixabay

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Numerous Benefits of Student Model Organizations

model organizations
College and high school are formative years in the lives of many people. The subjects students choose to study and organizations they chose to participate in can change their outlook on the world for years to come. Many in college will choose to join clubs attached to their majors, such as psychology majors in psych clubs or biology majors in bio clubs. However, the world of international politics often crosses the borders of all subjects.

International laws and treaties base objectives on studies carried out by various experts. So, oftentimes, students with an interest in their own corner of the world find themselves drawn into the world of international relations. With little time to cover two majors, or their high school not offering classes on the subject, students are introduced to the benefits of model organizations.

What Are Model Organizations?

For those unfamiliar with this term, model organizations are clubs dedicated to the study of international organizations. The two most popular are Model United Nations (MUN) and the Model Arab League (MAL). Both the MUN and MAL are usually clubs on college campuses and high schools that have branches around the world.

The goal of these organizations is to educate participants about the workings of large-scale international organizations. This endeavor is accomplished largely through online resources, but the best tool is the participation in simulations at conferences around the United States and the world. Students participate in weekend-long formal conferences, where they have the opportunity to take on the role of a representative of an assigned nation.

The participant must study his or her assigned country and represent its views accurately during the conference, an activity that serves as one the the greatest benefits of the model organizations.

New Perspectives

Students are often times unfamiliar with world governments; stances compared to those of their home country. For example, a student in the United States who is studying chemistry in college can be assigned as a representative of Tunisia for a Model Arab League conference — a nation most likely unfamiliar to both the student and the U.S.

In another scenario, a student may be interested in science, and so he or she may elect to participate in the Council of Arab Environmental Affairs Ministry.

One topic on the simulated ministry’s agenda is the “Evaluat[ion] and mitigat[ion of] the negative environmental impacts of water-related infrastructure and resource use, e.g., the construction of dams and canals, the overuse of aquifers, as well as the desalination industry.”

After studying Tunisia’s stance on the use of water, the student may find that that he or she supports a resolution mitigating the overuse of aquifers, but does not have strong feelings about dams. The student will then discuss this topic with other nation representatives, and may quickly learn the representatives of Iraq, Syria and Kuwait, for instance, have strong feelings about the construction and use of dams.

Even without participating in the simulation, students can benefit from the model organization because they most likely would have never learned about the depths of complexity behind water rights between two nations, and so now have an expanded knowledge and perspective on the world.

As a student of the sciences, he or she could now more effectively understand how to find a solution that benefits both the environment and the nations which share the water.

Model U.N.

Based in the United States, the National Model United Nations (MUN) organization is the largest host of conferences around the world. This year the National Models Organization will be hosting five major conferences, two of which will take place in the United States — one in Washington D.C. and another in New  York City.

The other three will be hosted in China, Germany and Ecuador. Students will be able to participate in the simulation of the United Nations General Assembly, Security Council, World Health Organization, UNESCO, FAO and others. Topics are planned to range from preventing terrorism and extremism in the Horn of Africa via the Security Council simulation, to improving response and coordination in addressing mental health in the WHO simulation.

Students benefit from the model organizations by learning to cooperate with people from other countries as they try to pass joint resolutions to fix major local and international issues.

Model Arab League

Although the Arab League is often considered ineffective and mostly a formality, the model organization is actually much more. As a college participant myself, my MAL club was invited to both the Turkish Embassy and the Palestinianian Mission in the United States, where we were given a formal but friendly lecture on the stances of Turkey and Palestine on a variety of important topics.

The National Council on U.S.-Arab Relations is the largest host of conferences in the United States; its discussions are located in major cities across the country. In this case, a major benefit of the model organizations is educating participants about the various cultures and political ideologies of the Arab World, which oftentimes are clumped into one. Now, more than ever, it is important to treat the Arab World as separate nations rather than just the “Middle East.”

Global Citizens

At the end of the conferences, students come away more educated and mindful of international dynamics and complexities. One person may now know why it is not so easy to stop pollution in the developing world. Another might understand the complexities of switching solely to renewable energy.

The world benefits from the model organizations due to where these bright students will go after becoming a globally-minded citizen. Even if these students do not go directly into international politics, they will help shape their world in a better direction.

– Nick DeMarco

Photo: Flickr

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Top Nine Nelson Mandela Quotes About Education

Top Nine Nelson Mandela Quotes About Education

Nelson Mandela was a man who carried varied and numerous titles throughout his life. He was, among other things, a revolutionary, nonviolence anti-apartheid activist, philanthropist, human rights activist, the first black president of South Africa and a Nobel Peace Prize winner. He even went through 27 years in prison for his efforts to bring harmony and equality to South Africa. One of his great legacies was his contributions to education.

Nelson Mandela Quotes about Education

Mandela recognized education as a great vehicle to bring equality of opportunity to the world. Here are nine Nelson Mandela quotes about education:

  • “I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities.”
  • “Education is the most powerful weapon which you can use to change the world.”
  • “The power of education extends beyond the development of skills we need for economic success. It can contribute to nation-building and reconciliation.”
  • “A good head and good heart are always a formidable combination. But when you add to that a literate tongue or pen, then you have something very special.”
  • “Young people must take it upon themselves to ensure that they receive the highest education possible so that they can represent us well in future as future leaders.”
  • “Without language, one cannot talk to people and understand them; one cannot share their hopes and aspirations, grasp their history, appreciate their poetry, or savour their songs.”
  • “No country can really develop unless its citizens are educated.”
  • “Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the head of the mine, that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another.”
  • “It is not beyond our power to create a world in which all children have access to a good education. Those who do not believe this have small imaginations.”

The man’s inspiring life story has touched even more people’s lives than his quotes about education. The many funds and foundations he established during his lifetime continue to help and advocate for the causes he cared about; such causes include the Nelson Mandela Children’s Fund, The Nelson Mandela Foundation and The Mandela Rhodes Foundation.

Institute for Education and Rural Development

As for the education sector, in particular, The Nelson Mandela Institute for Education and Rural Development provides education for rural children in South Africa that encounter educational barriers such as collapsing classrooms, leaking roofs, shortages of desks and shortages of teachers.

The institute creates tools and methods to develop teacher training systems, works with the community, refurbishes classrooms and helps students develop their language skills as well as their confidence.

The Gift of Education

The gift of education is indeed something to be celebrated. To work towards Mandela’s honorable vision of a free and equal society, the world will require the knowledge, resources and insight that education brings. The Nelson Mandela quotes about education featured above express why education is so important.

Education is an investment essential to empowering individuals to reach their full potential and to make their own positive impact on the world.

– Connie Loo

Photo: Flickr

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Addressing Work That Supports Education in the Philippines

work that supports education in the PhilippinesThough the Philippines’ schooling system has significantly evolved in past years, many Filipinos still find challenges in receiving a quality education. The World Bank believes that increasing education opportunities could economically benefit the Philippines as well. Here is a list of work that supports education in the Philippines.

  1. PETC Workers Help Repair a Philippine School
    On July 1, 2016, the Lear Philippine Engineering and Technology Center (PETC) reported its work to support the Philippines’ “Brigade Eskwela” (Brigade for Education). Seventy engineers and associates painted a wall and classroom at Maguikay Elementary school. The volunteers also repaired some of the classroom’s amenities. The PETC put up a donation box at the school and received books, four sets of wall fans and $150 in contributions for incoming students’ school supplies.
  2. The Philippines’ Successful K-12 Reform
    In August 2016, the Philippines’ long-running K-12 education reform efforts helped 1.5 million students attend eleventh grade for the first time. The Philippines’ new K-12 law adds two years of senior high school, eleventh and twelfth grade, to the country’s required education system.
    Contrary to the number of students who completed the tenth grade in 2015, almost 50,000 more enrolled in the new eleventh grade for 2016. The change was especially significant since the Philippines was originally one of a few countries with a 10-year basic education system.
  3. UNESCO Helps the Philippines’ Department of Education
    In September 2016, UNESCO met with the Philippines’ Department of Education and thanked it for its continued cooperation in various activities. Dr. Leonor Magtolis, the department’s secretary, thanked UNESCO for its work that supports education in the Philippines. Magtolis also thanked UNESCO for its initiative to start an alternative learning system (ALS) for the Philippines. Magtolis believed that an ALS would be especially helpful for Filipino school children in rehabilitation centers.
  4. The Philippines’ Zero Dropout Education Scheme
    In December 2016, the Ernst and Young (EY) firm revealed its support for the Philippines’ Zero Dropout Education Scheme (ZeDrES). From 2011 to 2016, ZeDrES ensured that 250,000 Filipino children from low-income families could enroll in and complete primary education, providing them with microloans to afford their expenses. EY’s team audits ZeDrES’s financial statements and assesses its delivery and impact.
  5. The Success of USAID’s STRIDE Program
    In September 2013, USAID awarded RTI International a cooperative agreement called Science, Technology, Research and Innovation for Development (STRIDE) that would enhance the Philippines’ economic and educational sector. In April 2017, STRIDE awarded $5 million in technology, collaborative science and research grants to more than 20 million Philippine universities. In addition to awarding 46 scholarships to help Filipinos study in U.S. universities, STRIDE is creating technology offices in 36 Philippine universities.
  6. Free Tuition for 100 Philippine Colleges
    In August 2017, President Rodrigo Duerte signed a bill that grants free tuition for 100 colleges and state universities in the Philippines. Though President Duerte knew that the new law would have heavy short-term costs, he was more focused on its long-term benefits to Philippine students. A senior official said that the new law will benefit the Philippines’ local tertiary schools as well. “Now I can finish my college education. It means hard work,” said Angela Rebato, a student from Quezon City.

Volunteer work, funding and free tuition can continue to help Philippine students break educational barriers. PETC, UNESCO, USAID and other entities continue to inspire more work that supports education in the Philippines as well.

– Rhondjé Singh Tanwar

Photo: Flickr

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Higher Education in Vietnam Shows Steady Improvement

Improving Higher Education in Vietnam

While Vietnam has seen a gradual boost in young Vietnamese citizens attending college, the numbers for higher education in Vietnam have been irregular from year to year. In 2017, Vietnam partnered with the World Bank in order to create plans to improve its educational status for students wishing to attend college and vocational training establishments.

College enrollment in Vietnam has amplified significantly since the late 1990s and early 2000s. Vietnam’s higher education enrollment went from just 10 percent in 2000 to 16 percent in 2005, rising even higher to 25 percent in 2013. Vietnam saw its highest college enrollment status for both sexes in 2014, at a whopping 30 percent. However, in 2015, the rate for tertiary school attendance fell to 28 percent.

Vietnam has produced durable objectives for a college education by creating the Education Development Strategic Plan for the years 2008 to 2020, as well as the Higher Education Reform Agenda. USAID has partnered with Vietnamese universities and private divisions to invigorate higher education in Vietnam.

USAID collaborates with Harvard Medical School, Harvard Ash Center and Arizona State University, along with three universities in each region of Vietnam to restore the health personnel, STEM curriculums and any ongoing or subsequent demands that the higher educational system faces. Through these plans, Vietnam has seen quality advances in educational performance, literacy and opportunities for educational growth.

The country has also seen an immense request for more vocational and job training options. ICEF Monitor reports that in order for Vietnam to see economic growth, it needs to boost its employment ability rates by at least 50 percent. Industrial employment opportunities are growing in Vietnam as the country continues to build its technical job options in infrastructure. The Asian Development Bank is acknowledging Vietnam’s struggles in job training and is providing reform projects and contributing building resources.

In May 2017, the World Bank approved $155 million in financing to bolster research, teaching and the institutional quantity of three sovereign collegiate academies. The funding will help to improve Vietnam’s higher learning institutes. According to the World Bank’s website, the plan will have a positive impact on over 150,000 students and 3,900 faculty representatives.

The schools receiving the funding are Vietnam’s National University of Agriculture, the University of Science & Technology and the Industry University of Ho Chi Minh City. Aside from these three prominent institutions, around 600,000 students and 27,000 administrators and professors from other colleges will have the chance to expand their learning assets by being granted access to digital learning environments and libraries through the National Economics University.

Higher education in Vietnam is on the right track to continue providing opportunities and job training for its citizens that wish to create a better country through optimistic and thriving learning environments. Vietnam still has a long road ahead of it to provide higher educational access to everyone, but the current programs and resources provided to college students show a positive change for Vietnam’s future college scholars.

– Rebecca Lee

Photo: Flickr

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How Foreign Aid Has Advanced Education in India

How Foreign Aid Has Advanced Education in IndiaIndia, located in South Asia, has a population of 1.2 billion people and is on its way to becoming the world’s most populous nation by 2030. However, the country still struggles with providing its growing population with access to quality healthcare, potable water, education and clean energy. The education sector in India, in particular, requires special attention, since so much of the nation’s personal and national development is based upon it.

India, being a developing nation, has struggled in this area for a very long time. For instance, even in the late 1980s, between 30 and 40 million children of primary school age were out of school. Foreign aid to India, as a result, proves to be an effective investment in this arena, and there are many ways foreign aid has advanced education in India.

One of the ways foreign aid has advanced education in India is by initiating projects that focus on improving the sector from its core. For instance, one of the three major goals of USAID’s Global Education Strategy is “improved reading skills for 100 million children in primary grades.” Focus on the children in primary grades is essential, as so much of a country’s future depends on it. For instance, according to the World Bank, “an increase of one standard deviation in student reading and math scores is associated with an increase of two percentage points in annual gross domestic product (GDP) per capita growth.”

In order to advance this target, USAID supports 10 initiatives in the country and partners with the government of India to “identify, support and scale early grade reading innovations developed in India.” Additionally, USAID focuses on improving the capacity of educators to improve pedagogy and teaching.

For instance, the Teacher Innovation in Practice program works to positively impact the teaching practices of 14,657 teachers to improve early grade reading outcomes of more than 564,000 primary school children in the states of Delhi and Uttar Pradesh in India. By developing teachers’ mindsets, building an enabling environment and improving pedagogical skills and knowledge, the main goal of this program is to reignite teacher motivation to drive better student learning outcomes.

Other initiatives focus on improving the literacy rate in the country, which was as low as 19.3 percent shortly after independence in 1951. USAID, in partnership with Tata Trusts and the Center for microFinance, is leading an initiative called the Nurturing Early Literacy Project that aims to “shift the prevalent rote-based pedagogy in India to one that views the child as an active learner.”

The project incorporates different approaches, including in-class sessions for teachers and equitable access to libraries for children, both in schools and communities. The aim of this project is to improve the reading skills of more than 90,000 primary school children in the states of Rajasthan, Maharashtra and Karnataka.

India reportedly spends a mere 3 percent of its GDP on education, making foreign aid geared towards development in the educational sector crucial. Foreign aid has advanced education in India significantly over the years. For instance, the literacy rate increased to 65.4 percent in 2001, and currently sits at 74.04 percent.

Hopefully, with continued support from foreign investments, India will be able to develop its education sector, thereby potentially boosting its economy and reducing poverty.

– Mehruba Chowdhury

Photo: Flickr