Archive for category: Education

Information and stories on education.

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Organizations That Are Investing in Women

Investing in Women
Investing in women can cause multiple benefits for the economy, food security and healthcare. There are many organizations that have programs for women’s education and there are some that solely concentrate on getting women access to what they need. Two organizations that are dedicated to women are Womensphere and the Women’s International League for Peace and Freedom (WILPF). By supporting and helping women around the world, these organizations are creating growth in developing countries.

Womensphere was founded in 2007 by Analisa Balares, who is currently the chief executive. Balares started Womensphere with the goal of unleashing women’s potential to lead and transform the world. Womensphere does this by investing in programs that educate or help develop women and girls, mobilizing others to do the same and hosting its own conventions where women can collaborate and share their skills.

Womensphere is investing in women by hosting conventions that allow women to share their accomplishments. One of these conventions is an award ceremony for different organizations that are making a difference for female activism. One award recipient, Nicole Schwab, received the Luminary Award for her Gender Equality Project. This project is working to close the global gender gap by developing a global standard assessment for companies that is non-gender based. This allows women to be included more and have opportunities at higher positions. So far the project tested its idea on seven companies and five countries and hope to use this assessment framework for companies globally. Womensphere also funds and develops different leadership projects that advance women as public, societal, or entrepreneurial leaders.

WILPF was established in 1915 that is dedicated to bringing women around the world together to end violence for peaceful political, societal, and economic climates for all. WILPF four main programs as of this year are disarmament, human rights, women, peace and security and lastly crisis program. All of these programs unite women around the world to solve common problems that are happening in multiple areas. To achieve this WILPF creates awareness on issues like women’s rights as well as financing initiatives that advocate against violence.

The Disarmament Program started in 1915 when the organization was established. In 1999, the Crisis Program was developed to coincide with it. These projects are decreasing violence that directly affects women and children. The programs do this through monitoring, advocacy and reporting military spending. These programs also work to control and decrease various weapon systems to disallow any unnecessary violence.

Both of these organizations see the importance of empowering women and are dedicated to bringing women together. According to the Global Citizen, there are plenty of reasons why supporting women has a positive impact on society. One of these reasons is that women can change the global economy. Studies show that 90% of what women earn goes back to their families. The more women work, the more they spend on their children’s needs, food and healthcare. Education and awareness of childbirth and sex can cause lower maternal deaths of young children and decrease the number of teen pregnancies.

There are many benefits to investing in women and Womensphere and WILPF are just two organizations that are helping empower women and giving women more opportunities.

– Deanna Wetmore

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Agricultural Solutions to Poverty in Moldova

Poverty in Moldova
Over the past decade, Moldova had remarkable progress in the form of economic growth, the reduction of poverty and greater shared prosperity. However, poverty in Moldova is at one of the highest rates in Europe.

The World Bank reports that Moldova’s economy had rapid growth over the past decade, with an average growth rate of 5% per year. In addition, the poverty rate dropped from 60% to 27% between 2000 and 2004 and reached 11.4% in 2014. While impressive, these data points fail to demonstrate the instability caused by the very factors that spawned this progress.

Economic growth was largely driven by an increase in private consumption. However, this does not necessarily signal that Moldova’s economic situation improved, as this growth is primarily funded by remittances. In 2014 remittances accounted for 26 percent of Moldova’s GDP and were received by more than 25% of households. The decline in employment from 55% in 2000 to 40% in 2014 further demonstrates that while Moldovans may have more money and are actively participating in the economy, the past decade’s growth was not spurred by internal progress.

Any steps taken to create such progress face significant obstacles due to spatial and cross-group inequalities as access to assets, services and economic opportunities varies greatly across the population. The lack of progress toward expanding economic opportunities within Moldova pushed many to leave the country. The lack of employment opportunities was particularly damaging to rural areas, where the slow-growing farming industry remains the primary sector. Limited access to markets and non-farm jobs fostered a system where residents of rural areas are persistently poorer.

Declining fertility and the increasing emigration of the young population left the state with a rapidly aging population and a shrinking workforce. This means that pensions, which were a significant generator of income growth over the past decade, are no longer a viable tool for lifting households from poverty.

Rural areas are home to most of the poorest 40% of Moldova’s population. Residents of these areas have significantly less education and typically have inadequate access to healthcare. Even when health services are physically accessible, many lack insurance and either refuse to pay for care or are driven further into poverty in Moldova by high out-of-pocket costs.

Many believe that the 2014 association agreement with the European Union, which opened up trade opportunities, will stimulate Moldova’s domestic economy in preparation for greater dependency on exports. However, this fails to account for the significance of Moldova’s small scale farming sector which, by design, does not have access to the same opportunities as industrial farms.

Recommendations for leveling these inequalities and avoiding economic stagnation include strengthening the domestic labor market, addressing corruption in the business environment and improving the government’s social assistance scheme. Perhaps most important is the advice of Alex Kremer, World Bank Country Manager for Moldova, who urges that “enhancing the livelihoods of small farmers is paramount” for Moldova to foster internal economic progress.

Given the persistent spatial inequalities in living conditions and the fact that agriculture accounts for such a large portion of employment, it is important to note that the causes of poverty in Moldova remain much the same as they were a decade ago. To eradicate them once and for all, Moldova must invest in its human capital by improving living conditions across the rural-urban divide and foster quality education and healthcare services.

– Alena Zafonte

Photo: Flickr

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Embracing Disability in Bolivia

Disability in Bolivia
People with disabilities are the most discriminated against, marginalized and disadvantaged social group in Bolivia. The enrollment rates for children with disabilities in Bolivia are relatively low, with only 38% of disabled children attending school.

In Bolivia, a nation in central South America, nearly half of the population is under the age of 18. Access to primary education is almost universal, as 95% of Bolivians aged 6 to 11 are enrolled in school.

The opportunities for Bolivian children with disabilities are limited. Teachers and families lack the specialized training to care for and teach disabled children, so they seldom receive the education and medical attention they deserve.

Embracing Disability in Bolivia is an organization that addresses the need for an educational system that accommodates children with disabilities. The annual Embracing Disability in Bolivia conference works with Bolivian churches, schools, social service agencies and families to create schools that provide accommodations and services for children with special needs.

At the first annual conference in 2013, the sessions’ subject areas included: general information about the term ‘disability’; attitudes toward people with disabilities, behavioral disorders and health conditions related to disabilities, the best practices for educating children with disabilities, accessibility and transportation for disabled students and professional training for disabled graduates.

In 2014, the Embracing Disability in Bolivia conference expanded upon its initial set of subject areas to include topics such as funding and advocacy.

Training sessions for teachers and families and interactive sessions for attendees to share personal stories are also featured. In a 2015 session, mothers talked about their experiences and the difficulties they encountered while caring and advocating for their children with disabilities.

Each year, Embracing Disability in Bolivia finds new ways to expand and improve its annual conference. At the 2017 conference, Embracing Disability in Bolivia plans to provide new insights, information and opportunities to help integrate more Bolivian children with disabilities into mainstream education.

– Gabrielle Doran

Photo: Flickr

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Poverty Reduction May Begin in the Classroom

Classroom
The Stanford Center on Poverty and Inequality (CPI), a nonpartisan research center, is monitoring trends in poverty and inequality, developing policy and explaining the root causes of poverty. This education begins in the classroom and finishes in the field, such as rural villages in Africa. The Center supports research students and established scholars in the field. All research is published in CPI’s magazine Pathways, which will likely become the new fact-based journal on poverty, inequality, income, discrimination and more.

Since CPI’s beginning in 2006, the Center has received support from the US Department of Health and Human Services, Stanford University, Office of the Assistant Secretary for Planning and Evaluation, Pew Charitable Trusts and others. This type of intellectual approach and curiosity might be the next step needed for a meaningful change in poverty reduction.

Ending Poverty with Technology is just one of many courses within the Center. Stanford students have the opportunity to pick an issue and use the semester to determine how they would better the situation. Sarukkai, a Stanford student majoring in symbolic systems stated, “In the land of opportunity it only makes sense that every human being has access to the same resources and pathways to success—an ideal we are far from achieving.”

As an undergraduate capstone project, one CPI team proposed a web platform and mobile app called “CareSwap.” This app is designed to help low-income families trade childcare within their respected network of friends and family. Although the course has ended, the “CareSwap” team plans to continue to develop and execute its website and app. The ending of a course does not mean the work ends.

The course is simply a place where the inspiration begins—the work ethic and dreams of the Center’s students cannot be diminished by the end of a semester. Poverty reduction begins in the classroom but is carried out during the long hours of the student’s personal time.

“Our idea evolved so much in the last few months after our interviews and conversations with parents and childcare experts,” the students said. “We are excited to develop it further next year. This project has become far more than a class assignment for each of us.” An idea that began in the classroom later developed into an app and website, making thousands of children’s lives easier and safer.

Some of the proposed projects may even be adopted for further development by the Stanford Poverty & Technology Lab, an initiative dedicated to developing technology-based solutions to rising inequality in the United States. Currently, the lab is developing an app, under Bill Behrman, director of the Stanford Data Lab, for “mapping” poverty in California. The app has the potential to help government agencies and nonprofits better target certain demographics by delivering estimates of poverty, unemployment, income and other indicators for very small geographic areas of the state.

Innovative and creative thinking are both necessary to tackle any complex topic, particularly poverty. In the classroom, both attributes are present, as well as the ability to look at the situation from various perspectives. The communal feel and global mindset of Stanford are felt in every classroom of the Center on Poverty and Inequality. “It’s not about a professor teaching and the students learning,” one student said. “We’re all just part of the same team trying to build products that work to reduce poverty.”

Reducing poverty encompasses so many different aspects of society. However, like anything truly successful it should begin in the classroom. Poverty reduction can better the quality and longevity for millions of people worldwide, as academics and students studying to better the world—it only makes sense to tackle poverty from inside the classroom through innovation and creative thinking.

– Danielle Preskitt
Photo: Flickr

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STEM Programs in Kazakhstan Invest in Young Engineers

STEM Programs in Kazakhstan
Robot battles, solar trackers and a laser that shoots for the moon — these are the inventions of western Kazakhstan’s youngest engineers. As part of their experience with the Zangar Initiative, which runs several STEM programs in Kazakhstan, these students combined the math and science they learn in school with the technological skills and hands-on experience that the initiative provides. The results seem almost like science fiction.

The results seem almost like science fiction. Although supported by Chevron and the International Youth Foundation, the community propels the initiative. The young people and their families chose the name “Zanger,” which is Kazakh for “mighty.”
The participating students are taught to use the engineering design process, a step-by-step guide for how to turn a brilliant idea into a concrete model. The process gives students a straightforward way to address a problem. They also learn skills like C programming and 3D design, which are not in the school curriculum, and have access to high-tech equipment.

The teens who participate in the STEM Capstone after-school clubs learn more than just technical skills. They often work in groups and learn both teamwork and stress management. One of the key tasks of a teammate, besides helping with design, is to steer his or her fellow engineers away from the temptation to give up should the early prototypes fail.

Perseverance is always rewarded. Many of these students go on to win regional and even national competitions. One student who created a laser designed to beam Helium-3, a potential clean energy source, from the moon to the earth, received a scholarship to the university of her choice in Kazakhstan.

The students of these STEM programs in Kazakhstan gain confidence in themselves and have high motivation to continue learning. Many of them gain the courage to become entrepreneurs. The program also opens their eyes to the needs of the community, inspiring service work and volunteering.

In December 2016, the city of Atyrau hosted its first STEM and English fair, featuring games and activities provided by the Zangar Initiative. Government officials hope that STEM programs in Kazakhstan will inspire a new generation of scientists and entrepreneurs, promoting economic and technological development within the country.

– Emilia Otte

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Recognizing the Right to a Childhood in Malawi

Right to a Childhood
In the last two decades, international organizations and nonprofits have turned their attention toward the right to a childhood. Children are vulnerable not only due to their age but also due to their lack of resources, low education and inability to effectively communicate. This combination has left children susceptible to child labor, child marriage and sex trafficking, forcing them to grow up quickly without a childhood. More must be done to harmonize regional, international and local laws to clearly define the age of a child in order to prevent confusion and children slipping through the system in order to allow every child the right to a childhood.

Prioritizing children’s right to a childhood in Malawi has a significant meaning for many young women combatting forced marriage. Child marriage, with parents’ consent, is common in Malawi for children between 15 and 18 years old. In 2015, Malawi amended its marriage law to increase the minimum age to 18. The constitution allows marriage at 15 years with parental consent.

Malawi’s Protection and Justice Act defines an adult at 16 years of age. The Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child defines an adult at 18 years. Harmonizing these laws would reduce confusion and decrease forced marriage by increasing the age of eligibility to marry. If this harmonizing of laws and redefining of age proves successful, this could be an example used for other countries combatting childhood labor, child soldiers and early childhood marriage, increasing availability of the right to a childhood.

The protection of a child’s innocence, as well as their right to a childhood, should start much earlier than marriage. Right to Play was founded in 2000 by four Olympic gold medalists and an entrepreneur. The nonprofit focuses on protecting a child’s critical years. “While food, water and shelter are essential, so is a childhood, complete with education and opportunities to actively engage with other children,” its website states. The organization teaches children life skills, which will help them overcome inevitable conflict and disease as they grow up.

Games engage children to participate in the programs, while the “Reflect-Connect-Apply” approach forces the children to examine their life experiences. Then they relate those experiences to their education. They finally apply this technique to their daily lives. “Reflect-Connect-Apply” focuses on creating positive, sustainable change in three areas: education, health and living in peace.

In some parts of the world today, children are not able to experience the benefits of a right to a childhood. Organizations and NGOs working on the ground level of local villages are teaching communities the value of play combined with an international movement to harmonize laws and clearly define an age for a child could help. Protecting the right to childhood is good for the immediate community and generations to come.

– Danielle Preskitt

Photo: Flickr

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5 Facts About Education in Morocco

Education in Morocco
Since Morocco’s independence in 1956, its education system has typically been described as frustrating and disappointing. In recent years, Morocco has made numerous improvements and committed to solidifying the quality of its education system. Here are five facts about education in Morocco.

  1. The academic year begins in September and ends in June. The school system is structured into three separate parts. Primary takes students starting at the age of 6 and educates them until the age of 12. Secondary and tertiary last another three years each. Morocco also offers educational options beyond public schooling with higher learning institutions.
  2. Learning and knowledge are typically measured through literacy, the ability to read and write. Reading and writing are essential to reaching higher levels of education and scoring well on national performance tests. Morocco’s youth have made tremendous strides in increasing their literacy rates. The World Bank reports 95% of youth ages 15-24 years old can effectively read and write. This is an increase from 81.5% in 2011.
  3. Men in Morocco currently dominate the gross enrollment ratio for primary, secondary and tertiary education systems. The UNESCO chart for secondary education shows that male enrollment exceeded female enrollment by 10.8% in 2012. However, tables for 2015 show a decreased gap in admission ratio for primary and tertiary education.
  4. Public spending on education has been significantly rising in Morocco. According to the OCP Policy Center, government spending on education in 2014 was about 5.9% of GDP and 21.3% of total government spending. Since 2002, payments have been increasing by more than 5% per year almost every year. One analysis from the International Monetary Fund confirms a more organized use of this money has the potential to lead standardized test scores to increase by 53 points.
  5. Morocco suffers from low-quality education as reflected in performance indicators. In a 2014 update completed by the UNESCO Institute for Statistics, Morocco ranks in the thirtieth percentile for learning compared to other countries. The most recent PIRLS and TIMSS assessment results for 2011 showcase just how poor Morocco’s performance is. Test results reveal Morocco ranks second to last in math and last in reading compared to the 36 countries participating.

The good news is that experts and policymakers have fully recognized the remaining barriers for education in Morocco. A way forward has also been identified through their 2015-2030 Vision for Education in Morocco. The plan will address previous failures by targeting four specific areas including the priority for quality education. The country has already partnered with the USAID to make some of these goals a reality. So far 12,000 students have been reached with a new reading method and over 340 teachers have been trained on new reading instruction.

– Emilee Wessel

Photo: Flickr

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Preventing Common Diseases in Taiwan

Common Diseases in TaiwanTaiwan is an island located 180 kilometers east of China with a population of 23.55 million people. Although Taiwan is considered to be well-developed, some common diseases in Taiwan are still deadly. Here are some of the common diseases in Taiwan.

  1. Japanese encephalitis (JE)
    JE is a viral infection caused by RNA viruses belonging to the Flavivirus genus. It is an animal disease that can be spread to humans. Mosquitoes that feed on infected animals, such as birds and pigs, are the main transmitters. According to the Centers for Disease Control (CDC), during 2010 and 2015, the majority of reported cases were in central and southern Taiwan, and most of the infected were male. JE transmission occurs between May and October and peaks in June and July. Children under the age of 15 and adults between 30 and 59 are the most likely to get infected.Outbreaks of JE typically occur after rainy seasons, especially the summer months. A majority of JE patients do not exhibit symptoms, which usually occur five to 15 days after exposure. Symptoms include fever, vomiting, diarrhea, general weakness and severe headache. The disease is fatal in 20 to 30 percent of cases. If the patient survives, long-term neurologic, psychiatric or cognitive problems are possible.A vaccine for Japanese encephalitis has been developed, and children are required to have it when they reach the age of 15 months. Long-term travelers to Taiwan are recommended to receive the vaccine. The best and easiest way to avoid infection is to wear long sleeves and long pants when visiting mosquito-prone places.
  2. Severe Acute Respiratory Syndrome (SARS)
    SARS is one of the common diseases in Taiwan. It is a viral respiratory illness caused by SARS coronavirus. Like JE, it is passed from animals to humans and can then be passed to other humans. The main source of transmission is close person-to-person contact.Early SARS symptoms are high fever and chills or headache. In two to seven days, SARS patients may develop a dry, nonproductive cough accompanied by or progressing to a condition in which the oxygen levels in the blood are low. SARS can result in serious complications such as respiratory failure, heart failure and liver failure.Taiwan experienced a huge SARS outbreak in 2003. According to the CDC, as of May 22, 2003, a total of 483 probable cases had been reported. Among all those cases, 84 had been discharged and 60 had died. A travel alert was issued to prevent more spreading. On July 17, 2017, the travel alert for Taiwan was removed.Although SARS has not been reported since 2004 in Taiwan, it is always good to be alerted. Washing hands frequently and wearing disposable gloves when touching any bodily fluids are proven ways to prevent SARS.
  3. Scrub typhus
    Another of the common diseases in Taiwan is scrub typhus, also known as bush typhus, and is caused by bacteria called Orientia tsutsugamushi. Scrub typhus is transmitted through infected chiggers. Symptoms include fever, headache and body aches. The disease can cause organ failure and bleeding and can be fatal if left untreated.According to the CDC, as of June 2016, 117 scrub typhus cases had been confirmed. The cases were reported throughout the year, increasing in numbers in May and peaking in June and July. The second outbreak lasted through September and October.There is no vaccine for scrub typhus. The main prevention and control strategies in Taiwan are case identification and increased public awareness. Wearing long-sleeved shirts and pants can prevent bites, which reduces the chance of infection. Avoiding sitting on the bare ground can also be an effective prevention tactic.

Taiwan is a relatively safe place. All of the common diseases in Taiwan are dangerous, but not deadly if properly treated. Public education is important to help people to identify symptoms in order to avoid unnecessary fatalities.

– Mike Liu

Photo: Flickr

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5 Things to Know About Pakistan’s IDP Problem

 

Pakistan's IPD Problem
In recent years, Pakistan has become home to one of the world’s largest population of internally displaced persons (IDPs). A decade-long militant insurgency; many military operations in the northwest and natural disasters have displaced millions of people from their homes. As a result, Pakistan’s IDP problem is the greatest humanitarian crisis in the country’s history.

According to the South Asia Terrorism Portal (SATP), “a total of 5.3 million people in Federally Administered Tribal Areas (FATA) have been displaced as a consequence of counter-terrorism operations since 2008, some of them multiple times.” Of these, 4.8 million to have returned, and the rest have yet to go back to their homes.

The state of Pakistan, with the help of international humanitarian groups, has responded to the crises. However, it has not fully met the post-displacement challenges of the displaced and returnees. Particularly, five things about Pakistan’s IDP problem warrant the immediate attention of national government and international aid agencies:

  1. Education: Tens of thousands of displaced children have their education disrupted as a result of religious militancy and military operations in FATA. Large numbers of them were still out of school after displacements because the state had no proper arrangements to help them resume their education. Before the start of operations, non-state armed groups (NSAGs) had destroyed many schools in the region. They only left behind madrassas (religious seminaries). Girls’ education was particularly affected. In 2012, the Tehreek-e-Taliban Pakistan’s (TTP) attempted the assassination of teenage education activist Malala Yousafzai in Swat valley, aiming to scare girls away from school. The need for education after IDPs’ return is only greater, as most schools have been either destroyed or used as home shelters that need repair.
  2. Lack of Basic Necessities: A quarter of IDPs did not have access to basic necessities, such as food, clean drinking water and shelter. Most of them lost around a third of their food supplies during the displacement. Poor strategy and coordination have made it worse for relief operations to provide for the basic needs of IDPs. Moreover, the state’s rehabilitation services, as most IDPs have returned or are in the process of returning to their homes, are less than encouraging. The state provides a resettlement allowance that surely helps, but not enough to repair the destruction left behind. Most importantly, FATA is the poorest region in Pakistan. The area needs a comprehensive development plan, as it has been historically ignored.
  3. Second Class Citizens: The IDPs not only faced harsh circumstances in camps, but they have also received a very unwelcoming attitude from some host communities. In the recent past, the provinces of Punjab and Sindh have opposed the entry of IDPs from FATA because of the alleged fear of terrorists among them. Moreover, once the IDPs entered and settled temporarily, some host communities and even security agencies in Punjab labeled them as a potential threat of terrorism. The alienation of one of the largest ethnic groups, Pashtuns, only made it more difficult for IDPs to find work and live in peace. This double standard regarding the treatment of refugees is striking to watch; many in Pakistan are angry at the West for its treatment of refugees from Muslim lands.
  4. Health: Healthcare in Pakistan is the holy grail for the poor in normal circumstances. Mass exodus due to conflicts and insecurity have made it impossible for displaced persons to attain basic health care. The most common problems among IDPs are malaria, skin infections, diarrhea and colds. Very few mothers and children received assistance to fulfill their nutritional needs. Health services, though available in the area, already overstretched before the IDPs’ arrival.
  5. Insecurity: Instability and recurring violence is another challenge of Pakistan’s IDP problem. Despite the army’s claim of clearing the region from militants, the events on the ground indicate a different reality. Many FATA locals are suspicious of the army’s role in eliminating militants. The U.S. has also blamed Pakistan for playing a double-game by supporting groups like the Haqqanis as its long-term ally in Afghanistan where Pakistan considers the increasing Indian influence as a threat to its territorial integrity. Insecurity has also made it difficult for aid agencies to reach out to the affected people. The government requires most NGOs to get NOCs in order to function in the FATA.

The good news is that national and provincial authorities, military, civil society and community networks are all involved in Pakistan’s IDP problem. The government has made substantial efforts to address IDPs’ needs over the years. Immediate relief has generally included shelter, relief, cash grants, water, etc., but Pakistan has no national policy or legislation to cope with the recurrent crises of internally displaced persons.

– Aslam Kakar

Photo: Flickr

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Closing the Gap in Global Education

Closing the Gap in Global EducationDebates about education often center on the quality of public schools, diminishing budgets, scarce resources and technological provisions in the United States. While a focus on domestic educational issues is commendable and necessary, there is a grimmer picture across the world. According to the World Inequality Database on Education, fewer than 50 percent of the poorest children have completed primary school in 39 out of 88 countries. The economic productivity and social quality of life of any country depends on its educated population, and closing the gap in global education is the key to global prosperity, safety and stability.

Indeed, education can eliminate bigger problems such as poverty, inequality, insecurity and disease. Equal access to a quality education, including access to content and means of delivering instruction and following a set curriculum, remains an unrealized dream and a struggle for many.

The last two centuries have seen an exponential increase in the number of children attending primary school globally, from 2.3 million to 700 million today. What is troubling is that children in the poorest households of developing nations, those arguably most in need of educational opportunities, are four times as likely to be out of school as those in the wealthiest households.

It is going to take another 100 years for children in developing countries to reach the education level of their counterparts in developed countries.

Access to a quality education remains a basic building block to success. Current approaches to educational equity necessitate a fundamental rethinking in that they must take into account that many children are unable to go to school because schools simply do not exist in parts of developing countries.

If schools do exist, teachers may lack proper training and simply be incapable of handling the demands of a classroom setting. Furthermore, barriers inherent in certain areas, such as societal demands and expectations, can hamper learning outside the classroom.

Technological tools and resources ignite curiosity and promote more efficient, up-to-date learning. A huge growth in social media platforms can certainly be aligned with classroom activity and curriculum, establishing more innovative ways for students and teachers to learn about global issues.

Though technology makes learning opportunities more widely accessible by decreasing the significance of geographical boundaries, a lack of technological infrastructure means that many children are deprived of the digital educational resources taken for granted in developed nations. For these students, the difficulty of closing the gap in global education comes with an additional cost: loss of productivity.

In 2015, the United Nations heavily promoted the Millennium Development Goals to achieve free universal primary education for all children by the year’s end.

Although it was unfortunate that the pace of improvement by countries could not keep up with the desire to have universal primary education, the primary school net enrollment rate did reach over 90 percent, and the number of out-of-school children fell from 100 million in 2000 to 57 million in 2015 . Movement toward closing the gap in global education is signified by the fact that not a single country in the world today is completely without a schooling system.

Today’s economy is knowledge-based and highly competitive. Schools in developed nations are entrusted with students who lack neither skills nor talents, but educational opportunities.

Some factors are beyond students’ control, such as where they were born and what their financial means are. But with the recent advancements in educational models, global education disparity can meaningfully be addressed and mitigated.

– Mohammed Khalid

Photo: Flickr