Archive for category: Education

Information and stories on education.

Preventing the Spread of HIV in El Salvador

HIV in El SalvadorWhile El Salvador does not have one of the highest rates of HIV/AIDS by far, the struggles that this country faces regarding HIV are mostly preventable, making it almost more frustrating to face.

HIV, which stands for human immunodeficiency virus, is a virus that attacks the human immune system. When it breaks the immune system down enough, a person displays a set of symptoms called acquired immune deficiency syndrome, or AIDS. A common misconception is that AIDS is a virus in and of itself, but it is merely a name for a set of varied symptoms.

There is not a high rate of HIV in El Salvador. However, the threat of a renewed epidemic remains, as only 36.5 percent of youth (age 15-24) in El Salvador know how to prevent it. The number of new HIV infections in this age group has been increasing since 2011. This highlights a major gap in sexual education offered in El Salvador, something UNAIDS Regional Goodwill Ambassador for Latin America and the Caribbean Alejandra Oraa seeks to correct.

While mother-to-child transmission of HIV is down to 0.5 percent of cases, the same cannot be said for the amount of cases contracted through sexual transmission. The limited access to sexual education in El Salvador stands in the way of halting the HIV epidemic.

The UNAIDS Country Director of El Salvador, Celina Miranda, said, “To end the AIDS epidemic by 2030, we cannot fail our young people and we cannot leave any of them behind. It is urgent to remove all barriers that limit their access to sexual and reproductive health and HIV services.”

Between August 9 and August 11, Oraa met with youth leaders and young people, and conducted a survey to analyze youth knowledge of HIV in El Salvador and how to prevent it. Currently, the National Network of Positive Youth, UNAIDS, the United Nations Population Fund, and the National Youth Institute all coordinate to provide outreach and awareness in public places. Between Friends (Entre Amigos) takes the face-to-face approach and offers combination prevention options.

The next step will be for the United Nations Children’s Fund and UNAIDS to use the findings of the survey to inform strategies and public policies to better prevent and reduce HIV infections among youth.

– Ellen Ray

Photo: Flickr

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Improving Eyesight in Developing Countries to Fight Poverty

Improving Eyesight in Developing CountriesPoor vision and blindness are problems that many people in developed countries take for granted. Most people know that they will be able to get contacts, glasses, laser eye surgery, or any number of other solutions to their vision problems. However, there are 246 million people around the world who are living with a visual impairment, and 39 million people are totally blind. This data may seem trivial compared to the more than 650 million people living in extreme poverty, but these issues are closely linked. Many living in extreme poverty or with a low income suffer from some form of visual impairment. Poor eyesight makes it very difficult for people to escape the cycle of poverty, so improving eyesight in developing countries would help address many other poverty-related issues, including education and equal rights for women.

At first, it seems like vision is unrelated to the issue of poverty. Though vision is rarely discussed compared to other issues such as malnutrition, violence and healthcare, eyesight is an overlooked problem in many areas of poverty. Nine out of ten blind people live in developing countries, and most of them are in poverty.

When ignored and untreated, poor eyesight can cause or worsen conditions of poverty, and the conditions of poverty can also cause poor eyesight or blindness. Without access to proper healthcare and treatment, many people living in poverty contract eye diseases that could have been easily treated, but instead they are blinded. This makes their already difficult situation even more desperate, because they are unable to better educate themselves or get a job to support themselves. Poor eyesight and blindness compound the issues of poverty, so addressing and improving eyesight in developing countries is an important part of addressing the cycle of poverty.

Most of the 246 million people with a visual impairment just need corrective lenses to fix their vision. There are a variety of programs that can recycle old eyeglasses to give to those who need it. These programs keep thousands of glasses out of landfills and give them to someone who can use them.

Blindness may seem like a much more difficult problem to address, but about 80 percent of the world’s blindness is treatable or preventable. Over half of the world’s blindness is caused by cataracts, and a simple 15-minute operation would cure these people. These solutions seem relatively straightforward, yet poor eyesight is often an unknown factor when many people address poverty.

The solution is simple: provide proper eye care and corrective lenses to address these problems. However, implementing this is more difficult. In many areas where people have poor eyesight, there are dozens of other difficulties as well. For example, Africa has only ten percent of the world’s population, yet it has 19 percent of the world’s blindness. The rate of poor eyesight in Africa is the result of a variety of causes, but the main factor is poor healthcare.

Many diseases such as HIV/AIDS and others that cause or worsen poor eyesight go untreated due to the sparse and insufficient healthcare systems. The number of eye care personnel is in many areas even lower than the number of healthcare providers. For example, in South Africa, there is only about one optometrist for 17,600 people. With disproportionate numbers like this, it’s no mystery why eye care is practically nonexistent in many areas.

Tackling the vision problems in developing countries is an enormous task. Most organizations begin by treating trachoma, refractive errors, cataracts, and childhood ocular conditions. By treating these four causes of blindness and poor vision, millions of lives can be turned around. People are given the power of sight, and with it, they are better able to get an education or a job.

However, preventing the larger causes of poverty is the key to preventing blindness. Improving eyesight in developing countries helps end poverty, but it is a two-way relationship. Since so many preventable and treatable eyesight problems are caused by poverty, ending poverty will also prevent many of the eyesight problems that deepen the existing conditions of poverty. Promoting health and education leads to better eyesight, and better eyesight in turn leads to better overall health, better economic standing, and more independence. Instead of a downward cycle in poverty, improving eyesight can lead to an upward spiral where conditions get better and better for those whose vision is treated.

– Rachael Lind

Photo: Flickr

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Education Access for Children With Disabilities in Ghana

Children With Disabilities in GhanaAround the world, children with disabilities are faced with many challenges that can hinder their success and well-being. In Ghana, children with mild to moderate disabilities are often denied access to education simply because of basic impairments. This creates a sense of isolation and lack of motivation among these children, and diminishes their quality of life. Fortunately, in recent years several programs led by a variety of humanitarian organizations (such as UNICEF) have begun improving education access for children with disabilities in Ghana.

With one in three children who are not in school being withheld simply because of a disability, this problem is affecting Ghana’s children significantly. Children with disabilities such as cerebral palsy are often hidden in their communities, unable to or not allowed to go to school. Parents of children with these mild to moderate disabilities often recognize their child’s intelligence, but lack local schools with the support required to care for their needs.

This is changing, however, with the help of initiatives from UNICEF and the Campaign for Learning Disabilities (CLED).

UNICEF, in partnership with USAID, has led this mission by creating and supporting inclusive schools where children with disabilities are welcomed and can get assistance. The goal of creating inclusive schools was pursued by a community outreach program where parents were encouraged to hear about how all children, regardless of ability, were entitled to an education.

From UNICEF’s initiative, more than 450 teachers have been trained in inclusive education, and children with mild to moderate disabilities have access to over 83 basic schools that provide an inclusive learning environment.

CLED has also improved education access for children with disabilities in Ghana. CLED is a non-profit organization that helps communities by equipping teachers and parents with the tools needed to best support children with disabilities, as well as by providing specialized tutoring for children with disabilities. CLED has also acted as an advocate for this issue in Ghana by leading monthly radio talk shows on inclusive education. So far, CLED has donated 2850 school supplies, provides tutoring programs in 30 schools, and has trained 2292 teachers.

While many children with disabilities still lack access to proper education, the solution to this problem will require better understanding and support from communities. However, through these initiatives led by UNICEF and CLED, more and more disabled children are able to learn and express themselves in inclusive schools.

– Kelly Hayes

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Children’s Book Inspires Girls’ Education in Pakistan

Girls' Education in PakistanMalala Yousafzai is the 19-year-old author of Malala’s Magic Pencil, a children’s book she wrote to encourage girls’ education in Pakistan. She has inspired millions around the world with this creative campaign. In 2012, Malala was shot by by members of the Taliban who were against her advocacy while she was on her way to school, but this act of terrorism did not stop her. She continued her advocacy work and published the book this year.

Malala’s Magic Pencil is about a young girl, Malala, who wants to use her magic pencil to fix problems and make everyone in her family happy. As she got older, she saw a world that needed more important things to be fixed. She realized that even if she never found a magic pencil, she could still work every day to make her wishes of fixing those problems come true. This inspiring illustration encouraged girls in Pakistan and around the world to strive for better lives through education.

Over a hundred thousand people joined Malala’s fight to make sure every girl has a school to go to with her foundation #YesAllGirls. As the refugee crisis grows, more girls are denied their right to education, but supporters of Malala’s campaign have promised 12 years of school to all girls. With the help of donations, Malala will not stop until all girls are in school.

With Malala’s determination, she provides hope for girls’ education in Pakistan and around the world. “We should all speak for girls’ education, for both girls’ and boys’ education. Boys and men should also know about equality and justice, and know that women have equal rights, and should be treated equally,” Malala says.

Because of her work, Malala is admired by thousands. Although growing up she was taught that women could only be doctors, teachers or housewives, she has expressed her desire to be a leader in her country, possibly even prime minister of Pakistan, in the future. For now, Malala continues her advocacy for girls striving for better lives. Every action she takes is another step towards her goal of providing all girls with education, first in Pakistan and then the rest of the world.

– Brandi Gomez

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

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How Social Entrepreneurship Can Benefit the Developing World

Social EntrepreneurshipAcross the developing world, a great number of social challenges are evident. Poverty, economic inequality and underdeveloped health services present a real threat to those who call these nations home. Previously, much of the relief provided to alleviate these issues has come through aid from more prosperous countries, however growing levels of alternatives, such as social entrepreneurship, are now being actively pursued.

Social entrepreneurs are those whose goal is the achievement of systemic and sustainable social change. Often this is through innovation, perhaps through the invention of a new product or technology, or through adaptation of existing methods, such as making aspects of healthcare more affordable to those who require it.

For social entrepreneurs, the end goal is poverty alleviation or societal development, whether in a non-profit or business setting.

The notion that social entrepreneurship could provide aspects of aid not covered through traditional means has become more popular in recent years. In 2011, the Global Entrepreneurs Council, a U.N initiative focused on the promotion of entrepreneurship around the world, was formed.

In 2013, USAID and DfID created the Global Development Innovation Ventures fund, targeting the alleviation of poverty by means of innovation. Resources such as these have enabled entrepreneurial minds across the developing world to begin affecting change in their towns and cities. Not only this, but it appears to endorse the belief that social entrepreneurship can benefit the developing world.

Geographical challenges to people in Southern Africa is a cause targeted by the Buffalo Bicycle Company, who build their bicycles specifically for the terrain and its difficulties. In Myanmar, the work of the Phandeeyar tech hub civil society groups connects those seeking to develop products in line with the country’s economic growth with technology professionals.

Education, not just in the traditional sense, but also in terms of leadership, social abilities and entrepreneurship, is the focus of Afroes, who provide their services to young people in South Africa through games and tools. The list of social enterprises successfully overcoming social issues in the developing world grows by the day.

The progress made by these types of enterprises has increased acceptance that social entrepreneurship can benefit the developing world. As social enterprises continue to multiply throughout developing nations, it has become increasingly apparent that, in order to create systemic change, focus should be placed on public services being used in tandem with social entrepreneurs.

As such, acknowledgment and understanding of the benefits provided through such partnerships should be prioritized by public leaders across the developing world so as to continue affecting the change that is so often drastically required.

– Gavin Callander

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Social Circus Brings Joy to Children in Need

Nothing brings a smile to a child’s face more quickly than watching the circus. Except, perhaps, being able to perform the feats themselves.

Sirkhane Social Circus School in Turkey trains refugee children from Syria in the art of circus performance as a way of bringing joy into a very difficult situation. A typical day of classes consists of children juggling, spinning multicolored plates, doing tricks on a trapeze and walking on stilts.

But the school is dedicated to more than just teaching practical skills. For the Syrian refugee children, circus arts have become a way of dealing with the trauma they have witnessed. They practice peace and harmony in a safe environment.

Located in an old house in Mardin, a city on the Turkish-Syrian border, the school serves students from Turkey, Afghanistan and Iraq as well as refugees from Syria. The children learn teamwork and form friendships with children from different backgrounds.

Older children are often inspired to give back to the community by becoming mentors to the younger students in a program called Circus Heroes. These older students also put on their own performances and participate in larger festivals.

Sirkhane School was founded by the Turkish organization Art Anywhere, an NGO which works to bring art to communities. Over the past three years, Sirkhane has trained more than 600 young circus performers. According to co-founder Pinar Demiral, the school’s main goal is to give these children a second chance to experience childhood.

Sirkhane is part of the social circus movement, a global movement that uses circus arts to reach children and youth who are considered at-risk. Social circus organizations work not only with refugees and victims of war trauma, but also with children from impoverished backgrounds.

The Red Nose Foundation in Indonesia welcomes children from two of the most impoverished areas in Jakarta, a fishing community and a trash pickers’ slum.

Kids describe the classes as a way to fill free time, and parents say that spending time at the learning centers teaches the children to be patient and polite. The foundation hopes that circus performance will inspire the kids to be more confident, responsible and aware of the world around them.

Besides teaching basic juggling, clowning and acrobatics, Red Nose also offers more traditional education classes, particularly in English and math, all through the lens of the creative arts.

For these children, science lessons might involve drawing pictures of the solar system or of a particular ecosystem. English is taught through the medium of creative drama. The organization also offers scholarships to help cover schooling expenses for children who have participated in the program for two or more years.

For students who continue to attend a social circus, their acrobatic and artistic skills sometimes become a source of income. The Cambodian non-profit Phare Ponleu Selpak, a social circus organization whose name translates to “The Brightness of the Arts,” specializes in training students who wish to work professionally in creative fields.

The organization runs a Visual and Applied Arts School, which trains Cambodian youth in fine arts, graphic design and animation, and a Performing Arts School, which teaches theatre, dance and music as well as circus techniques. Graduates of the program have gone on to study in Europe, the United States and Canada.

The movement is still growing. The first Social Circus Day in April of 2016 brought together organizations from 32 countries, including Zambia, Myanmar, Afghanistan, El Salvador and Italy. Entire communities came together to celebrate and enjoy the performances.

This is perhaps the most important lesson of social circus, a lesson the children already know: regardless of setting or circumstances, the power of laughter prevails.

– Emilia Otte

Photo: Flickr

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Education in Afghanistan: War Will Not Stop Progress

Afghanistan has been in the midst of a war for several decades. While the conditions of war have the ability to stunt progress, the Afghans are unwilling to let their education system crumble. Whether it be national initiatives or programs developed by smaller organizations, education in Afghanistan continues to make progress.

In recent years, Afghanistan has made drastic progress in its education system. In 2002, about 900,000 boys attended school; girls, on the other hand, were not given the same opportunities. Most girls were educated at home to read and write but not much more. With the help of private donors, these numbers have begun to drastically change, and the Ministry of Education has since been able to build 16,000 schools across the country.

Now, there are over nine million students in Afghanistan, 40 percent of which are girls, a stark contrast to the state of education 15 years ago.

Not only is the government working towards creating a better education system throughout the country, but privately-owned companies are trying to make positive changes as well. Teach for Afghanistan, a sector of Teach for All, has been avidly working toward enrolling more students in school. While numbers of adolescents in school have been on the rise, there are still over three million children unenrolled in school, with two million of those actively working instead.

Additionally, schools still do not have enough teachers, leading the student to teacher ratio to be 111 students to one teacher.

In order to combat this problem, Teach for Afghanistan’s founder, Rahmatullah Arman, has helped obtain more teachers around the country. In the eastern province of Nangarhar, there are 80 graduates from Afghan universities teaching 23,000 students in 21 schools as part of the program.

When selecting fellows to teach for the program, it was important to the program to hire many female teachers to try and change the mindset for female education in Afghanistan. It is common for girls to be pulled from school, but the teachers try to reach out to parents and keep as many girls in school as possible.

Education in Afghanistan isn’t perfect; there are millions of boys and girls who are uneducated and female schooling is still seen as less essential to families throughout the country.

While there are still changes that need to be made, many people, as well as the government, recognize the importance of a strong education in giving their people the best chance in the future.

– Olivia Hayes

Photo: Flickr

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Education in Kuwait

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Chinese Sex Education Textbooks to Help

A set of Chinese sex education textbooks for primary school students from grades two to eight aims to ameliorate the flaws within China’s current sexual education system.

Created by the Beijing Normal University after many tests and parent surveys, these Chinese sex education textbooks focus on both the physical and emotional aspects of sex and relationships. Accompanying the text are graphic illustrations of sexual imagery, including male and female genitalia, penetration and menstruation.

The Chinese sex education books cover a lot of the issues about the logistics of sex. These issues include different sexual acts, sexual protection and risks like sexually-transmitted diseases.

Along with those facts, the Chinese sex education textbooks also discuss the more social aspects of sexuality, one of these aspects being consent. According to the Huffington Post, the books highlight different ways in which children can decline consent, especially against predators, emphasizing how predators can be male or female.

When it comes to consensual relationships, however, one of the most controversial aspects of the series, according to Quartz, is its take on homosexual relationships. The textbooks support both homosexuality and those who choose not to be in a relationship, explaining how both are natural and should be respected. The former is frowned upon because there is a huge taboo against homosexual relationships in China.

Overall, however, the Chinese sex education textbooks teach children to take responsibility for their own bodies and sexual health. The creators of the books also hope that the series encourages healthy, thoughtful sexual behavior.

These Chinese sex education textbooks illustrate how China is improving with regards to sexual education. According to the Huffington Post, knowledge about sex is seriously lacking, leading to a lack of knowledge about things such as menstruation or contraception beyond abortion.

Many Chinese parents, however, have condemned the books. According to Quartz, the parents believe that the series is too graphic and mature for elementary school children. They also argue that the young students may imitate what they see.

Proponents of the series, however, express that it is the parents’ own lack of sexual education that makes them uncomfortable. They also highlight, as explained in Quartz, how the series helps young children understand, and may even protect them from molestation.

In spite of the pushback, this series of Chinese sex education textbooks will help remedy the lack of sexual education that China has experienced.

– Cortney Rowe

Photo: Flickr

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Improving Nigerian Education: Reading and Numeracy Activity

The country of Nigeria has the highest population of out-of-school children in the world. The country is home to an estimated 30 million primary school aged children, among whom 34 percent of girls and 29 percent of boys are out of school.

The Nigerian education system, aided by many years of effort, still remains weak. Literacy rates are very low among Nigerians above the age of 15, at 69.2 percent for boys and 49.7 percent for girls. In an effort to aid the problem, U.S. nonprofit FHI 360 is implementing a program dubbed the Reading and Numeracy Activity (RANA).

FHI 360 is a dedicated nonprofit human development organization focused on locally driven solutions for human development. FHI 360 with collaboration from Nigeria’s Ministry of Education is implementing a Reading and Numeracy Activity pilot project in an effort to expand the project nationally.

The aim of the project is to improve the quality of literacy and numeracy instruction for girls and boys in primary grades one to three. In the pilot stage, approximately 200 schools will be instructed using the RANA system. The pilot stage will be spanning two states, Katsina and Zamfara. In those two states, the dominant mother tongue is Hausa, and RANA has provided teaching and learning materials in Hausa for 800 teachers and 51,000 students. The Hausa materials provided by the pilot program include a step-by-step teacher guide and student workbooks.

The Reading and Numeracy Activity system is still in the pilot phase and it may take years to analyze the data, but students, teachers and parents are already feeling the effects of the program. A parent involved in the program told the advocacy organization ONE: “The RANA lessons have made him more hardworking and love school. I will support his education to any level within my means. I am very grateful to RANA for giving school a new meaning.”

– Yosef Mahmoud

Photo: Flickr