Archive for category: Education

Information and stories on education.

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The Global Learning Crisis and How It Can Be Addressed

The Global Learning Crisis and How the Social Gap Continues to WidenAccording to a World Bank report, there is a global learning crisis that is continuing to threaten millions of young students, and as the social gaps widen, the learning crisis increasingly becomes a moral and economic crisis as well.

This current report states that without learning, education fails to deliver on its main goal of eliminating extreme poverty and creating important life opportunities for all. Even after spending several years in school, millions still cannot read, write or do basic mathematics.

Globally, approximately 264 million lives are shy of achieving the fourth Sustainable Development Goal (SDG4), quality education for all. Some of the hardest hit by this global learning crisis are youths in countries such as Syria, Yemen and Sudan, as well as thousands of Rohingya children that were driven from their homes by the Myanmar government.

The report also notes that when leaders of countries make “learning for all” a national priority for its citizens, education standards can improve dramatically. South Korea is an excellent example of this. What was once a war-torn country with very low literacy rates achieved universal enrollment by 1995, and its youth performed at some of the highest levels when it came to international learning assessments.

Not all hope is lost, however. Some countries have decided to take action when it comes to combating the global learning crisis, and in particular, there is one region that happens to be facing the most severe cases of these challenges. Ghana’s government has been actively investing in its future and is completely on board with SDG4 by pursuing innovative strategies that will ensure girls, in particular, can continue their education.

In all, World Bank Chief Economist Paul Romer states that “The only way to make profess is to ‘find the truth from facts.’ If we let them, the facts about education reveal a painful truth. For too many children, schooling does not mean learning.” Three factors that will work towards combating the global learning crisis include assessing learning, making schools work for all children and mobilizing anyone and everyone who has a stake in learning.

– Sara Venusti
Photo: Flickr

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Education Programs Help Young South Sudanese Refugees

The civil war in South Sudan has forced nearly two million people to flee the country. They have traveled mostly to Ethiopia, Uganda and Sudan. But the youngest nation in the world also has a young population. The median age is 17, an issue that has affected refugee camps across northeastern Africa, since 62% of South Sudanese refugees are under 18 years old.

These numbers have highlighted the concern of the diverse foundations that are trying to ensure young South Sudanese refugees have basic rights, such as healthcare and employment aid. However, education has become a severe problem in several African camps because they lack classrooms, teachers and resources.

The current refugee situation started in 2011, after a referendum was held to define the future of South Sudan. Around 98% of people voted for separation from the northern part of the country. In the following years, violent conflicts between Sudan and South Sudan broke out over oil-producing areas. In 2013, the two governments signed an agreement in order to end the confrontations.

However, after a short period of peace, a domestic political problem divided the country when President Salva Kiir Mayardit dismissed his cabinet and a civil war began. Many South Sudanese have left the country, going mainly to Uganda. One million refugees, 85% of whom are women and children, now reside there. The following organizations are helping young South Sudanese refugees continue their studies.

Education Aid is a Global Effort

The overpopulation in the settlements makes it harder to provide facilities for children, especially in regards to education, where a classroom can have 200 students. The United Nations High Commissioner for Refugees declared the South Sudan refugee crisis as an emergency operation in 2013. Thanks to donations and agreements, the organization has enrolled 41,000 refugee children in primary school and 31,000 more received livelihood kits.

Save the Children is developing a project for relief education principally in Uganda, which hosts the largest number of young South Sudanese refugees. Along with the Ugandan government, NGOs and donations, the organization is planning to construct more than 400 schools and hire 5,307 primary and secondary teachers. In addition, Save the Children provides early schooling for young children and classes for those who have fallen behind.

Technology could be another solution for young South Sudanese refugees that are looking for a better education. Columbia University has developed a program called Teachers for Teachers that provides training, coaching and mobile mentoring to educators in refugee camps. The goal of this program is to generate highly qualified teachers that can provide quality education to refugee students. The system works through mobile technology, resource sessions, discussion, participation and photo and video content.

There are several education options that refugee camps can adopt in order to improve the education of young South Sudanese refugees. The success of these programs can translate into better education for refugees all across Africa.

– Dario Ledesma

Photo: Flickr

The Successes and Blind Spots of Company-Run Schools

The Successes and Blind Spots of Company-Run Schools

In recent years, the challenge of educating young people in economically destitute areas has become more pronounced and vital to global security. Where traditional public and private schools have failed to provide economically feasible solutions to the education problem, company-run schools are stepping in to fill the gap — but they present their own set of challenges.

One such example is the Affordable Private Education Center. Also called APEC Schools, it is a joint venture between the Philippines-based Ayala Corporation and the United Kingdom’s Pearson PLC. The latter is well known in the U.S. for its role in the education publishing industry and for being at the center of debates over standardized tests and curriculum. For around ₱101 or $2 per day — about the cost of a monthly cell phone bill in cities like Manila, where these schools are thriving  APEC Schools provide children from humble means with a safe environment for learning.

APEC Schools’ Head of Teaching, Monette Sabio, has explained the schools’ philosophy: “As the collaborative element of learning becomes more important in today’s highly connected world, these kids are taught not just to leverage their own capacities, but to harness the strengths of the group or community to which they belong.” The CEO, Beth Lui, has emphasized the schools’ abilities to grant access to “modern and tech-enabled learning systems” as one of their core strengths.

On the other hand, research by Curtis Riep has found that APEC Schools, like similar for-profit chains in Kenya, Uganda and elsewhere, use scripted, pre-planned lessons, that teachers — often uncertified — only have to deliver to students. In other words, the programs lack the personalization that would come from teachers having the autonomy to design curriculum and plan and structure lessons themselves.

According to their research, for-profit chains tend to neglect creative depth in favor of data-driven results. With that approach, however, subjective and aesthetic qualities of learning get left behind.

Nevertheless, the fact remains that schools like APEC provide low-cost education to children with few viable alternatives. For parents who cannot afford expensive traditional private schools and find that their child is neglected in overcrowded and sometimes dangerous public schools, company-run schools can be a cost-effective way to ensure that their kids acquire the basic, objective knowledge they will need to succeed.

– Chuck Hasenauer

Photo: Flickr

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ASEAN My World Survey Shows Shift in Global Governance

Indonesia

September 23 marked the 50 year anniversary of the formation of ASEAN, the Association of Southeast Asian Nations. ASEAN was created in 1967 by the leaders of Indonesia, Thailand, Malaysia, Singapore and the Philippines in order to promote cooperation in economic, social, technical and educational growth. While ASEAN has expanded to include more than just these five Southeast Asian states, the coalition has been very successful in its efforts to reduce poverty.

According to Adam Steiner, the United Nations Development Programme administrator, the combined poverty rate of ASEAN countries dropped from 47% in 1970 to 14% in 2015. This was well beyond the ASEAN Millennium Development Goals for 2015, and the 2030 goal is now to completely eradicate poverty from ASEAN nations.

One thing that is noteworthy about the way ASEAN countries are working to reach the Sustainable Development Goals is the unprecedented participation from the citizens of these nations. The governments of these countries are working very hard to involve the people in the processes of poverty reduction, mainly with the launch of the ASEAN My World survey by the U.N. Member States. The My World Survey asked for the opinions of over 10 million individuals worldwide regarding their hopes for the future. There were a quarter of a million participants from the ASEAN region, and the survey results were used to shape the 2030 Sustainable Development Goals.

The My World survey asked subjects to choose which goals were most important to them, with the options ranging from “freedom from discrimination and persecution” to “a good education.” The data was also split up by demographics such as gender, age, level of education and HDI. The data is quite comprehensive and will allow for more impactful policymaking.

The development of ASEAN countries is already becoming much more inclusive of citizens, and this is a great step towards more sustainable governance and development in any nation. The survey was launched in 2015, and the results have already been used to create the ASEAN Community Vision 2025 and the Agenda for 2030, which shows the dedication of ASEAN nations to a more people-centered future. Additionally, the My World survey is the largest survey the United Nations has attempted in over 70 years, showing a potentially significant shift in the future of global governance.

While the eradication of poverty, among the other 2030 goals, is very ambitious to attempt in 15 years, ASEAN, as well as the U.N. Member States, has shown a commitment to achieving the goals that citizens consider important. The ASEAN My World survey has presented a new attitude towards access and participation in government and policy in the Southeast Asian region.

– Liyanga De Silva

Photo: Flickr

Concentration on Tertiary Education Reduces Poverty

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Education, in general, diminishes poverty, encourages economic growth and increases income. It improves the prospects of having a healthy life, reduces maternal mortality and battles epidemics including HIV/AIDS. Education fosters gender equality, reduces child marriage and promotes peace.

In the late 20th century, the world shifted from being a skills-based society to a global, primarily knowledge-based system. Therefore, the focus of global education needs to expand from its previous focus on predominantly primary and secondary education. Enhanced concentration on tertiary education reduces poverty in this new world environment.

A knowledge-based civilization depends on well-educated societies that rely on the specialized education of citizens to stimulate innovation, entrepreneurship and the dynamism of that country’s economy. Education, science, culture and communication have replaced skills learned in apprenticeship and hands-on training geared toward manual trades.

Today’s economy requires STEM education. STEM is the acronym for science, technology, engineering and mathematics. Defined as “an interdisciplinary approach to learning,” STEM education instructs students in technological concepts. Advanced lessons allow students to employ science, technology, engineering and mathematics. Cooperation grows between school, community, work and the global enterprise. STEM literacy permits impoverished nations to compete in a modern economy.

Tertiary education reduces poverty by facilitating STEM learning. Post-secondary education challenges poverty. It empowers students from countries with a high poverty rate to acquire the skills needed to compete in a modern marketplace. Additionally, STEM education furnishes an opportunity for students to return to their homelands (and may yet have family members) to share educational gains with the governments and communities of their youth.

Once completing post-secondary degrees, students who travel from their country of origin for tertiary education acquire higher-paying jobs abroad. Subsequently, they send money back home to their families, a practice called “remittance.” For example, Mexico garners approximately $24.4 billion in remittances each year from immigrants in the U.S. This amount accounts for roughly two percent of the Mexican GDP, according to the World Bank. Across the globe, immigrants sent $583 billion to their home countries in 2014, $440 billion of which went to developing countries.

Although these funds may form just a small fraction of a country’s national GDP, they still account for almost four times the $135 billion in global foreign aid disbursed in 2014. India receives about $12 billion in remittances from the United Arab Emirates, and money sent home from the broader Gulf region plays a significant part in the economy of South Indian states like Kerala.

Completed tertiary education reduces poverty more effectively than secondary education. Those who complete tertiary education are six times less likely to fall below the poverty line. Tertiary instruction reduces poverty through the creation of social equality and empowerment. It creates personal and social opportunities through the development of social capital and assists in the allocation of funds by extending possibilities for employability, income and movement between social strata.

– Heather Hopkins
Photo: Flickr

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Efforts to Reduce the Syrian Education Crisis

Efforts to Reduce the Syrian Education Crisis

The Syrian education crisis is a direct result of the displacement of people during the Syrian Civil War, which began in 2011 with protesting and civil unrest that turned increasingly violent. The conflict continues today, after four years of fighting, and while there are innumerable effects of the war, among the worst and long-lasting effects is an uneducated generation of Syrians.

Before the beginning of the conflict in 2011, Syria reported that 97% of primary-school-aged children were enrolled, with high literacy rates for both men and women — higher than the regional average with neighboring countries like Lebanon, Turkey, Egypt and Jordan. Now, the United Nations estimates that over 500,000 Syrian refugee children are not receiving any education, which does not account for children who are still in Syria and are not being taught.

More than 4,200 schools, about 20% of schools in Syria, have been damaged, destroyed, or are currently shelters for displaced people. The U.N. believes that more than five million young lives are at risk of becoming a “lost generation.” Schools can provide shelter, structure and stability for students coping with trauma. The implications of an entire generation of youths not having access to a stable and fully developed educational system can be extensive, but include an increased risk of abuse, exploitation and recruitment into armed groups, as well as a lack of knowledge and skills needed to rebuild a community post-conflict.

Groups Advocating for Syrian Students

There are some notable organizations working to improve these conditions that have set goals and aspirations for the future of Syrian education.

UNICEF is one organization seeking to alleviate the Syrian education crisis with its No Lost Generation initiative. The strategy, as described by UNICEF, proposes “…$1 billion focused on expanding access to learning and psychosocial support, strengthening social cohesion and peacebuilding efforts, and restoring hope for the future to millions of children.” This initiative comes from leading international humanitarian organizations and key advocates and donors. The action that comes from the incentive expands vocational and remedial secondary education and alternative ways of delivering education, as well as “building life-skills for children and adolescents; vocational training; mobilizing communities to support peacebuilding (e.g. peace forums and…integrating peacebuilding into education, programs that directly confront conflict and its causes, sports and arts…).”

Save the Children is making ongoing efforts to aid Syrian children. They accept donations from as many people as possible and of any size. They describe their efforts as ensuring children are nourished, educated and warm through the winter while also giving families food and a means by which to earn income.

There are also smaller efforts being made across the globe, like that of Dubai Cares, who worked with Save the Children to give 50,000 refugees school kits in five provinces in Jordan. Small and large efforts combined are what can truly reduce and potentially eliminate the Syrian education crisis altogether, and guarantee a generation is not lost due to conflict they cannot control.

– Gabriella Paez
Photo: Flickr

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What Is the United Nations Girls’ Education Initiative?

What Is the United Nations Girls' Education Initiative?

Thirty-one million school-aged girls are not in school, and 17 million of them are likely never going to be. Almost 60% of those who do not complete primary school are girls, and two-thirds of the world’s illiterate are female.

The United Nations Girls’ Education Initiative (UNGEI) is an organization formed 17 years ago out of Dakar, Senegal. Then-U.N. Secretary-General Kofi Annan founded the initiative to improve the educational opportunities for girls and gender equality across the globe.

The UNGEI is in partnership with 24 other organizations including Campaign for Female Education (Campfed), The Commonwealth Secretariat and the Global Partnership for Education (GPE). The value in these partnerships contributes to the efficiency and functionality of the legal movement of these organizations’ collective goals via resident policymakers. By expanding its network through partnership, the presence of the organization is strengthened and enables the project to improve conditions globally by working locally.

All stakeholders in the UNGEI promote change through policy advocacy. According to their website, UNGEI cites these four crucial focuses as targets:

  1. The enhancement of marginalized groups.
  2. The prevention of gender-motivated violence in schools.
  3. A brighter future through education for girls.
  4. Continuation of school for girls.

These goals are accomplished through policy solutions that involve gender issues in education. UNGEI actively advocates to chief platforms that influence education policy and funding allocation.

In 2003, Annan stated that, “if we are to succeed in our efforts to build a more healthy, peaceful and equitable world, the classrooms of the world have to be full of girls as well as boys.” A growing economy and the formal education of girls are positively correlated. The prevention of HIV/AIDS and a decreased occurrence of infant and maternal mortality are guaranteed when more girls are educated, Annan argues.

A 2012 Education for All Global Monitoring Report found that if all mothers completed primary school education, maternal deaths would decrease by two-thirds. Furthermore, there would be a 15% reduction in child deaths, and malnutrition would affect 1.7 million fewer children.

On March 8, 2017, UNGEI and Global Partnership for Education launched the Guidance for Developing Gender-Responsive Education Sector Plans. This outline helps guide developing nations toward a gender-sensitive educational environment. UNGEI has greatly contributed to the increase in children attending school.

Today, the United Nations Girls’ Education Initiative continues to strive toward its mission’s core values. Data suggests that by 2050, only five countries will have a rate of above 20% of the population receiving no education, and with continued work by the UNGEI, perhaps these countries can someday reach a 100% education rate.

– Sloan Bousselaire

Photo: Flickr

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Six Facts About Education in Djibouti

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Education in Armenia

Education in Armenia
In Armenia, the law requires schooling from the ages of six to 16. Education plays a central role in the lives of Armenian families, with students receiving abundant amounts of homework and classes lasting between four and six hours. Teachers are said to become a type of extended family, as parents give them a lot of respect for working with their children. Despite being a fairly small country, there are 25 higher education institutions with a variety of undergraduate and graduate programs. While education is an important facet of childhood in Armenia, it is becoming increasingly unaffordable for many families.

Education in Armenia is officially guaranteed for all citizens, but the education system is becoming more and more privatized. Some parents have trouble affording textbooks and other supplies for their children, and the system is also very corrupt, creating additional unnecessary expenses. There have been cases where parents are forced to provide supplemental income for teachers or large sums of money to ensure that their children will pass examinations. This corruption has lead to a significant decrease in the number of students enrolling in Armenian higher education institutions.

Another issue facing Armenian education is the disparity between male and female secondary school enrollment rates. Unlike many other parts of the world, there are many more females than males enrolled in secondary education. In 2014, about 112 percent of females were enrolled in upper secondary education, while only 89 percent of males were enrolled.

While Armenia does need to reduce the corruption in its education system and should increase funding to make education more accessible to low-income families, the quality of the education provided here is very high. Of Armenians who are age 15 and over, 100 percent are literate, placing Armenia near the 99th percentile for access and literacy across the world.

Armenia has clearly done something right by providing good quality education to all, but it needs to work on making that education equally affordable with less corruption. Despite their favorable statistics, there is much work to be done, but with the implementation of better standards and increased funding, the education system in Armenia can surely become one of the best in the world.

– Liyanga De Silva

Photo: Flickr

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How to Help People in Montenegro

How to Help People in Montenegro

Montenegro is one of the world’s newer nations, having become independent from Serbia in 2006. As such, development in the country is a work in progress, with several vulnerable groups still existing. There are a few different ways that people around the globe are figuring out how to help people in Montenegro. There are multiple foundations whose mission is to combat poverty within Montenegro as well as instances where individuals within the United States are helping out.

“Help – Hilfe zur Selbsthilfe” is a foundation that has been committed to providing people in need globally with prompt, sustainable, long-term aid and support since 1981. Their mission is in line with its principle of assisting people with working towards self-reliance. It works together with people that are in need regardless of their age, gender, political views or religious beliefs by providing aid in the aftermath of catastrophes.

Help has been working in Montenegro specifically since 1999, and the main focus of their work there is supporting the Roma people who had fled to Montenegro during the Kosovo war. Help focuses on clarifying residence issues such as access to health care, education and income opportunities by pursuing uniform approaches to solutions to reduce economic hardships while taking their culture and customs into consideration. Help is particularly focusing on Roma women, who tend to be the most disadvantaged in social and economic terms.

U.S. emergency planners and their counterparts in Montenegro came together in Podgorica to help the country better prepare the young democracy to effectively respond to potential catastrophic disasters in a four-day working session that is part of the Department of Defense Civil-Military Emergency Preparedness Program. This program is a global initiative to help countries be better able to address security concerns and be prepared to manage all varieties of hazards.

BalkanInsight has an interesting take on when people want to learn how to help people in Montenegro. The article talks about how poverty is not simple, and those who believe that it is do not necessarily understand it. Not all children in the country suffer from hunger; on the contrary, almost one in four children under five are overweight, with just 7 percent of Roma children being underweight compared to 1 percent of the general population.

Sometimes where hunger does occur in Montenegro it is because of family problems, such as mental health, addiction or domestic violence. Situations such as these require more complex interventions, not necessarily the food parcels that are shown time and again on social or broadcast media. It is wise in a situation like this to realize that it is always good to help when one needs help, but to be careful as to how you are helping and make sure that you are truly helping rather than hurting.

– Sara Venusti

Photo: Flickr