Archive for category: Education

Information and stories on education.

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Librarians Without Borders in Guatemala

Librarians Without BordersFounded in February 2005, Librarians Without Borders (LWB) addresses the vast information resource inequity existing between different regions of the world. The group’s vision is to build sustainable libraries and support the librarians who keep these institutions running.

LWB is a nonprofit organization that endeavors to improve access to information resources notwithstanding language, geopolitics or religion by forming connections with area industries in developing regions.

Information Freedom and Literacy
Information literacy connects a library and its users. To that end, the Academy be designed to help users navigate the resources, services, and space, Librarians Without Boundaries it is incumbent upon the LWB to enhance information literacy skills in the region by devising curricula for trainees and by providing practical materials for educators for student application. LWB is creating a framework and presenting practical ideas, beyond basic literacy that is embedded in the Asturias curriculum.

Librarians serve an essential position as champions of intellectual freedom. They must grant equitable means to approach information. Access to information is vital in supporting learning and literacy, reducing poverty, empowering citizens, and building healthy, active communities.
Open access is critical in supporting education and literacy, reducing poverty, empowering citizens, and building healthy, vibrant communities. Librarians Without Boundaries does not draw cultural or linguistic boundaries; LWB embraces diversity; The organization will work with our partners in their cultural context and their languages.

Programming
One of LWB’s partners in Guatemala is the Miguel Angel Asturias Academy.

Through an association formed in 2009, LWB and Asturias act in tandem to promote literacy and learning by focusing on development and operation of a school and community library. By creating a community library in Quetzaltenango, Guatemala
Every Spring since 2010, Librarians Without Boundaries travels to the Miguel Angel Asturias Academy in Quetzaltenango, Guatemala to accomplish remote work on the ground, to discuss emerging needs with LWB partners, and to reconnect with the students and school staff.

Lending of Library Materials
LWB is working to implement a library loan system for local students and staff. The program is a significant milestone for the Academy since many students do not have books at home. By implementing specialized software to track and guide to the borrowing of materials a uniform library cataloging model is instituted and training library staff to use and maintain the library loan systems and equipment.

Implementing a borrowing system extends access to information resources not only for students and families but also the community-at-large. Increased borrowing privileges create opportunities for students and their families to engage in reading activities at home and during after school hours. LWB fosters strong literacy skills and a love of books in the community.

The 2017 Service Trip
The most recent program occurred this year from April 22 to May 12. LWB members performed such duties as:

  • Cataloging, processing, and supplementing the library’s collection with new materials.
  • Programming targets all students and levels through multi-day library events.
  • Professional development workshops for teachers promoting library integration into the curriculum.

The 2017 spring’s commitment at the Academy included ongoing collection development activities. LWB works with Miguel Angel Asturias Academy to provide opportunities for volunteers to engage in activities that will help nurture a thorough understanding of libraries, education and culture in Guatemala. The 2017 Miguel Angel Asturias Librarians Without Borders team brought with them to Guatemala over 200 books in their luggage!

Librarians Without Borders has thus made a massive difference in this community. Providing materials and education for libraries provides students with a more well-rounded education, and the communities most definitely prosper.

 

– Heather Hopkins

Photo: Flickr

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How to Help People in Togo Through Education

Help People in Togo

Togo is an African country that values education, even though “more than 30% of the population lives below the poverty line.” There is a need to help people in Togo receive proper education to prevent further poverty and to empower its women and youth. The different ways to help people in Togo revolve around these factors.

Accessible Education
Over the last decade, Togo has benefited from free basic education. Previously, a basic education was less accessible to children simply because their families could not afford the yearly fees. The efforts to help people in Togo ensure that families were not keeping their children out of school because of fees have continued to this day.

However, 20 percent of children still do not attend school and 30 percent must work to aid their families. Advocating for primary education to be a requirement for all Togolese children is the next step towards progress. Nonetheless, funding Togo’s schools ensures they will not be forced to charge families once again.

As for the quality of that education, it is crucial to hire adequate teachers who do not utilize child labor for the teacher’s own economic gain. Moreover, for the children’s safety and for a more effective learning environment, most buildings require extensive maintenance and infrastructure improvements. For example, many schools in Togo do not have electricity.

Efforts made by organizations partnered with Togo have seen improvement. Even with a standard class size of 80 children, non-government organizations have provided students with necessary materials and other forms of aid.

Empowerment
Providing adequate education allows Togo’s young adults to trust their own educated minds to help them make a difference in their country. This idea has already started to bear fruit, as a number of Togolese are working to foster innovation and healthful practices among their fellow citizens.

Sename Koffi Abdojinou founded WoeLab, an organization that utilizes renewable resources to create technology to help people in Togo. For example, a member named Afate Gnikou made a 3D printer out of e-waste alone.

Kokou Senamé, a youth from Togo, advocates for sexual education. He feels that youth leadership is vital and that youths should be able to educate one another about contraceptives. The voice of a peer is very impactful when it comes to topics with intense stigmas. Sexual education is extremely important in a country with about 120,000 people with HIV. Educating youths to use protection also helps prevent unwanted pregnancies.

Safe Childbirth
UN Women works to protect the life and health of pregnant women. In 2010, there were “287,000 maternal deaths…in Central African Republic, Chad, Guinea, Haiti, Mali, Niger and Togo.” Without proper healthcare and education, pregnancy puts mothers and their children at risk.

To help people in Togo, UN Women is advocating for adequate training for midwives and other health workers, ensuring a safer birthing process.

Empowering women to gain adequate knowledge regarding childbirth and child rearing is the first step towards alleviating poverty. Once Togolese mothers are properly cared for, they can advocate for their own children to value education and provide youths with the confidence to fight for change.

– Brianna White

Photo: Flickr

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Technological Advancements in Kenyan Education

Technological Advancements in Kenyan EducationNew technological advancements in Kenyan education are attracting students and parents to schools in the area. Such advancements not only aid the students’ learning, but also get them excited about going to school and getting a basic education.

Amaf Primary and Elim Academy in Kawangware, a low-income settlement in Nairobi, have already reaped the benefits of such technology. Since advertising their new computers, these schools both have waiting lists and excited students.

The M-Pesa Foundation Academy in Thika is also establishing itself as a benchmark for Kenyan education reform. Every student has their own iPad, allowing for free use of the Internet to nurture discovery and an interest in learning.

These efforts can be attributed to the eLimu project, which selected these schools to integrate interactive tablets into the classroom to allow them to use modern and advanced teaching methods.

Plan International Kenya is another organization that works alongside projects such as eLimu to advance literacy among children through the use of technology. After being piloted in 25 schools, Plan International Kenya is set to put its technological resources in 300 schools across the country.

With the help of such famous technical partners as Nokia, British Telecom and Lenovo, OSL works to help teachers create more interactive and inclusive learning methods and environments through information and communication technologies.

The main idea behind these new technological advancements in Kenyan education is to help teachers make school more exciting and interactive to attract more students.

After recognizing the success of the 16 pioneer teachers selected for training, the Kenyan government is now supporting the implementation of a project to work with the Kenya Institute of Curriculum Development to train teachers to integrate modern technology into their teaching methods.

– Tucker Hallowell

Photo: Google

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Comoros Poverty Rate

Comoros Poverty RateLocated between the eastern coast of Africa and Madagascar with a population of over 800,000 people is the Comoros. The country is comprised of three islands, Ngazidja, Mwali and Ndzouani. According to The World Bank, about 45 percent of the total population falls below the poverty line. Inadequate healthcare, poor education and a rising population are the main contributing factors to the Comoros poverty rate.

Healthcare
The results of a 2014 World Health Organization report show that over half of all deaths in the Comoros are due to maternal, perinatal and nutritional conditions. The country severely lacks access to quality communal healthcare. With less than 5 percent of the budget dedicated to healthcare, operational facilities remain scarce. Fortunately, the country has seen progress in reducing the incidence of malaria. Spraying campaigns and the distribution of insecticide-treated nets across the three islands have greatly aided in its decline. The country has also seen noteworthy advancement in the under-five mortality rate and maternal mortality ratio.

Education
High repetition, increased dropout rates and poor learning outcomes remain problematic factors for the Comoros. High levels of illiteracy and dependency on foreign aid hinder economic development. However, according to The Global Partnership for Education, the Comoros has stepped up their access to quality education. The UNICEF Annual Report for 2016 shows the number of schools providing preschool education reaching almost 50 percent. Children are gradually starting to benefit from valuable education through the expansion of social, cognitive, motor and emotional skills.

Population
At a glance, the Comoros appears to be a very lightly populated country. But when compared to other regions, the Comoros ranks 25th in population density in the world. This ranking is predicted to increase, leading to more population pressure. The rising population has already led to widespread poverty in the form of limited land, lack of resources and unemployment. As a result, at least 150,000 people live abroad. Citizens are moving to countries like France in search of more space and essentially, a better life.

The Comoros poverty rate has started to improve thanks to a reformed poverty reduction strategy. In 2014, the country created a new growth policy that aims to strengthen the economy. Government, quality of life and resilience are all a major focus. The World Bank has also partnered with the Comoros in hopes of endorsing shared growth and increasing employment. Statistics verify that development for the region is slow, but eliminating poverty is a main priority.

– Emilee Wessel

Photo: Flickr

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How Special Education in Uganda is Slowly Improving

Special Education in Uganda
In eastern Africa sits Uganda, nicknamed “Pearl of Africa,” a land of rolling green forests, waterfalls and red dirt. Within this Pearl live an estimated 2.5 million children with some sort of disability, whether that be mental, physical, sensory or a combination of the three. In spite of government efforts to create an inclusive educational environment for these children through a focus on institutionalized special education in Uganda’s public school system, the reality is that only nine percent of said children attend primary school and only six percent attend secondary school.

There exist multiple legal efforts to address this issue. Two of the most significant, broad measures include a part of the Ugandan constitution of 1995, which recognizes the rights of people with disabilities (PWDs), and the Parliamentary Elections Statue of 1996, which ensures there are five representatives of PWDs in parliament—the latter being an admirable measure whose counterpart does not exist in the U.S. Various other legal measures exist regarding special education in particular, notably the UNISE Act of 1998, which created the Ugandan National Institute of Special Education to train special education teachers and the Universal Primary Education Act of 1997, which gives families with special-needs children priority in school enrollment.

In 2007, USAID entered the picture, partnering with Uganda for the Unity Project, an effort to create and mainstream special-needs education within the Ugandan school system. In response to the work done through this program, Jeremiah Carew, the acting USAID/Uganda mission director, asserted that “Uganda is far ahead of other East African countries in institutionalizing special needs education: most other countries have special schools rather than mainstreaming special needs education.” The program terminated in 2011 after having trained more than 3,000 teachers in special education skills during its four-year period of operation.

In spite of all these programs and legal structures, the fact remains that only 225,000 out of the estimated 2.5 million children with disabilities in Uganda attend primary school. As a result, the problem appears to go much deeper than a simple lack of appropriate programs. In reading articles from local journalists, it is evident that two significant pieces remain unaddressed by international and governmental structures, the first being an issue of cultural attitudes and understandings towards PWDs and the second being a lack of specialized education rather than simply “institutionalized” education.

Addressing the nation’s traditional beliefs about disabilities—which largely discriminate against and marginalize those that possess them—is a necessity in creating an environment in which PWDs have the capacity to achieve their potential. Further, creating curriculums that equip PWDs for life specific to them, rather than generic to all, is essential in best preparing PWDs for future efforts to obtain jobs and other opportunities; in other words, creating educational programs that focus on allowing PWDs to flourish in their potential rather than those that focus on simply assimilating PWDs into everyday life are necessary in allowing PWDs to identify, understand and use their strengths to cultivate their futures as much as possible.

Thankfully, there exist various organizations, one of the most prominent being Special Children, which recognize the necessity to address cultural misconceptions and educational focuses in the effort to improve special education in Uganda. These organizations work to educate the general populace and PWDs themselves about special needs, with an emphasis on the various “abilities” present within disabilities. Thus, despite the lack of governmental efforts to address these aspects of the issue, there is immense capacity for growth through the work of nongovernmental organizations.

– Kailee Nardi

Photo: Flickr

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African Students in China

African Students in China
The number of African students in China is on the rise.

In 2000, there were less than 2,000 African students enrolled in Chinese universities. In 2015, there were 50,000.

The number of African university students in China surpasses both the United States and the United Kingdom, which each host around 40,000 students. France remains the host of the most African students at 95,000.

The increase in African students in China coincides with the strengthening relationships between China and numerous African countries. China is focused on Africa, and has provided several African countries assistance in areas like government and education, which continues to this day.

An example of these partnerships is China’s gift of 65 scholarships to Ghanaian students for the 2017/2018 academic year. As reported by Xinhua News, the Chinese government has also provided other resources to Ghana’s government.

For the Chinese government, African students in China encourages strong times between the Asian country and the African continent. CNN highlights how China hopes that investments in Africa will create strong economic and political partnerships with the African people.

One of the benefits for African students in China is affordable education. Chinese education is relatively inexpensive, even without a scholarship.

African students in China also benefit their countries. Because Chinese laws discourage international students from remaining after their studies, many African students return home and use their skills and education in their home countries.

Many students feel that the business connections they make with China are valuable beyond education, along with learning the language of a country that is considered to be a rising power.

African students in China illustrate a growing, mutually beneficial relationship between China and Africa. China’s commitment towards assisting Africa and Africa’s receipt of resources and opportunities has created a multi-country network and a climate of exchange that is continually expanding.

– Cortney Rowe

Photo: Flickr

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KOICA Project “Better Life for Girls” to Fund Girls Education

Girls Education

In order to initiate better girls education around the world, the Korean International Cooperation Agency (KOICA) has worked in several countries to improve access to education. In its most recent effort, it granted $6 million to UNICEF in August 2017. The aim of this grant is to assure better health, protection and widespread education for Jordanian children, as well as Syrian refugee children who have found a new home in Jordan.

The funding will be put to a variety of beneficial uses, such as health education, reliable water sanitation, psychological counseling and amplified education for children with disabilities. In addition, specific psychological help will be given to women and girls who may be victims of gender-based violence, discrimination or child marriage.

The funding comes as part of KOICA’s five-year-long, $200 million program, “Better Life for Girls,” which aims to increase the amount of girls in schools in developing countries, better the quality of the education they receive and ensure that no girl is victim to being treated unfairly or receiving a lesser education on account of her gender.

In July of 2016, KOICA brought the “Better Life for Girls” program to Uganda, pledging $5 million to adolescent girls’ education over the course of two and a half years. They promised an emphasis on technology, educating parents as well as children on the harm of early pregnancy and child marriage and encouraging men and boys to join the efforts in reducing abuse and mistreatment of women.

As KOICA points out, almost 62 million girls cannot go to school. Poor families in third-world countries often prioritize boys’ education over girls, who are forced to drop out of school or forgo attending altogether. Many girls are needed at home, are subjected to child marriage, or become pregnant at a young age, restricting their ability to get an education. The Uganda Demographic and Health Survey states that one in four girls from ages 15 to 19 is pregnant or has a child, meaning that she often cannot go to school.

But it is education that will empower women to be able to make decisions about their own health, to start a lucrative career that will allow her independence, and to contribute to her own future and her society’s future with her intellectual prowess. Not only does KOICA wish to encourage this, the agency wants to spread awareness about the unfair treatment of girls at schools in developing countries and explore their untapped potential.

Another effort from the “Better Life for Girls” program was made in the Gaza strip in February of 2016. KOICA pledged $500,000 to the United Nations Relief and Works Agency for Palestine Refugees in the Near East. The UNRWA’s technical and vocational education and training program helps highlight job opportunities and provides training in those areas to Palestinian refugees in Gaza, particularly women. KOICA’s contribution enabled the UNRWA to reevaluate its program and ensure that it would guide bright and innovative refugees to employment.

The “Better Life for Girls” program serves to remind that there is no limit to the new heights that may be reached with more women at the helm, with more girls learning how to make society a better place, with more female minds behind the world’s newest inventions, political advancements, medical discoveries and more.

Expanding girls education will improve the community and open the world to millions more people who have the potential to lead, create, heal and discover. It will change the world for the better.

– Charlotte Armstrong

Photo: Flickr

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Learn about the Protecting Girls Access to Education in Vulnerable Settings Act.

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Five USAID Programs That Improve Lives

USAID Programs

United States Agency of International Development (USAID) is a U.S. government agency that provides assistance to over 100 foreign countries to better human rights, poverty, global health and much more. USAID has been around for over 50 years, implementing different programs to help countries in need. Here are five USAID programs that have been implemented to improve lives around the globe.

1. All Children Reading

All Children Reading is a USAID program that is aimed at improving the quality of education for primary grade students. Through this program, students gain access to better materials and quality teaching. At the same time, teachers are taught how to better maximize their classroom time, as well as understand the importance of early learning.

Thus far, USAID has had success in Kenya, Malawi and the Philippines through these reading programs that have been implemented. For example, USAID worked with the Kenyan government to create the national Tusome initiative. This initiative has reached over 1.1 million students and helped teach them invaluable basic reading skills.

2. Neglected Tropical Diseases Program

The Neglected Tropical Diseases (NTD) program is one that focuses on developing cures for tropical diseases as well as providing access to these cures. USAID has partnered with many organizations and government agencies to be able to provide the necessary resources to help eradicate these diseases.

Five diseases that the NTD program focuses on are lymphatic filariasis, trachoma, onchocerciasis, schistosomiasis and soil-transmitted helminths. These diseases tend to affect the poor and marginalized populations; therefore, by making safe and cost-effective medication available, it can lead to better control of these tropical diseases.

3. Food for Peace

The Food for Peace (FFP) Act, as it was later known, was originally signed into law by President Eisenhower in 1954. Because of this, over three billion hungry people have been helped in the 60 years that the Food for Peace program has been operating.

The FFP works hard to predict and react to hunger issues overseas. It has developed many emergency programs that have helped to save lives and support early recovery in times of disaster. The FFP also implements development activities to help reduce food insecurity in vulnerable populations.

4. American Schools and Hospitals Abroad

USAID’s Office of American Schools and Hospitals Abroad (ASHA) provides assistance to schools and hospitals in other countries to serve as study centers for western medical ideas and practices. Through the ASHA program, USAID has provided assistance to over 300 institutions in 80 countries around the world.

Through this program, USAID is able to directly contribute to U.S. foreign diplomacy. USAID is able to provide opportunities to access quality education in parts of the world where it may not have been available before.

5. Child Survival and Health Grants Program

The Child Survival and Health Grants Program (CSHGP) is one that has helped reduce mother, child and infant mortality in about 24 countries around the world thus far. USAID, along with its 20 partners, focuses on high priority countries to provide funding in order to reduce these high numbers of mortalities.

Through community-oriented approaches, USAID also works with non-government organizations and ministries of health to solve the challenges that come with reducing mother, child and infant mortality rates. Many of these solutions are made specifically for local contexts; however, major concepts can be taken and implemented on a larger scale around the globe.

While USAID has implemented many other programs that help with global health, reducing poverty and increasing access to education, these five USAID programs have had a significantly large impact on the world. USAID continues to fight for those without a voice and develop new solutions to help those in need.

– Rebekah Covey
Photo: Flickr

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New Crowdfunding App for Refugees

Crowdfunding App for Refugees

EdSeed, a new crowdfunding app for refugees, connects education facilities, donors and displaced university students on mobile phones. The app offers refugee students an opportunity to raise the money they need to attend an acclaimed university. It also provides an accessible and reliable method for people and corporations to donate to refugees in a way that will help them become self-reliant.

There is an estimation that, of the 65 million refugees in the world, only 1 percent have access to higher education. At least 200,000 Syrians had their post-secondary education interrupted when they had to flee their home country. No longer on the path to a degree, most of these previous students now find themselves struggling economically in a world that values educated workers.

The app gives students a social media-style profile where they supply details such as degree, university, career aspirations, past academic performance and personalized videos and pictures. Donors can filter their search to find the type of students they wish to support. Individuals can choose between $10 to $100 donations, while corporations can donate from $10,000.

Students can share their edSeed profiles on other social media sites, and the app will also campaign for specific profiles monthly who aren’t receiving as much attention. The students can also monitor their funding process and amounts.

EdSeed partners with universities and scholarship foundations who will verify student profiles and will receive the funds directly, providing a trustworthy platform for donors. The app hopes to raise 6,000 scholarships within three years.

Since its start in April, 500 students have already signed up and 12,000 individual and 3 corporate donors have expressed interest. However, edSeed hopes to accelerate its growth to handle more traffic.

EdSeed hopes to expand beyond higher education and provide funding for apprenticeships, mentoring organizations and other types of degrees that will provide refugees with a quicker route to economic independence. This crowdfunding app for refugees is on its way to help thousands of students worldwide.

– Hannah Kaiser

Photo: Flickr

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Private Education in India

Private Education in India

Despite an impressive adult literacy rate of 71.2 percent, the public education system in India is struggling, with half of primary-aged students unable to read a basic text and two thirds unable to do basic math. Consequently, over the last eight years there has been a definite decrease in public school enrollment in India, with a 10 percent drop in primary school enrollment from 2008 to 2014. Though 62 percent of primary-school students do still attend public school, the overall decrease in attendance is attributed to a 35 percent rise in private education in India, as parents seek better educational opportunities for their children.

In 2016, over 58 percent of Indians cited a preference for private education due to a “better environment of learning.” Additionally, 22.4 percent of rural respondents and 18.6 percent of urban respondents also asserted that the quality of public education is not satisfactory. Such is why some 300,000 low-cost private schools have sprang up across the country in an effort to address the desire for better education and capitalize on the market for it.

Yet, these low-cost private schools lack a universal curriculum and set of standards, causing inconsistencies in education. This results in varying levels of opportunity for further education due to irregularities in what has previously been learned. In an effort to address this issue of non-existent universality, an organization called Standard of Excellence in Education and Development (SEED) has arisen.

SEED addresses these inconsistencies by partnering with underperforming low-cost private schools to provide standardized curriculums and teacher training to improve the overall education offered. Its focus is on technology-driven curriculum, with an emphasis on social development, through the implementation of school-based extracurricular activities. Further, SEED’s teacher trainings aim to both support and advance teachers by providing lesson plans and information on innovative teaching methods.

All of these initiatives work to improve the quality of education within these low-cost private schools, with the hopes of eventually creating a system of standardization for them as well. Though public education is overtly struggling, private education in India is both on the rise and improving along the way. With 6.4 million students within its borders, the work of organizations like SEED could not be more crucial to shaping the future of the nation and our world.

– Kailee Nardi

Photo: Google