Archive for category: Education

Information and stories on education.

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How Sustainable is the McGovern-Dole Program?


The McGovern-Dole International Food for Education and Child Nutrition Program was established in 2000 by former Senators George McGovern and Robert Dole. It has fed millions of children all over the globe by way of school meals made from surplus U.S. agricultural products. In 2006, McGovern and Dole were awarded the World Food Prize for their work on the program. This award is seen as the “Nobel Prize for hunger.”

The program is credited with helping improve school attendance as well as feeding the hungry, as free school meals provide families with an extra incentive to send their children to school. This is especially the case for girls, as parents sometimes decide to keep them home from school to do housework.

McGovern-Dole has made recent news because the Trump administration’s 2018 budget outline proposes eliminating the program, citing that it “lacks evidence that it is being effectively implemented to reduce food insecurity.”

Forbes contributor Tim Worstall contends Trump’s claim that McGovern-Dole fails to reduce food insecurity is accurate. He points out that because McGovern-Dole consists only of food donations, it lacks sustainability, doing nothing to inject money into local economies or help farmers grow their crops. Although the program feeds people effectively, it is not a long-term solution to ending hunger locally.

This being said, McGovern-Dole does have sustainability measures in place, though they may not address food insecurity directly. The program is concerned with education. All meals through the program are offered through schools. This allows McGovern-Dole to track data such as the number of kids taking medication or learning to read at school. This helps other education-centered organizations focus their efforts. McGovern-Dole also implements teacher training, school infrastructure improvements and nutrition programs for pregnant women in the communities it serves.

Alternatives to direct food aid programs are not always reliable. The cash-based transfer, a form of assistance by which individuals in need receive bank transfers or vouchers to exchange for food at stores owned by the World Food Programme, is ineffective in communities with extremely unstable markets or bank services. Direct food aid like McGovern-Dole provides hungry individuals with food regardless of the state of the market in a community.

– Caroline Meyers

Photo: Flickr

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10 Facts About the Education of Refugees


According to the Office of the U.N. High Commissioner for Refugees (UNHCR), more than half of reported refugees, 6.1 million people, are under the age of 18. Given this large youth population, the lack of education of refugees has become a significant roadblock for these children and adolescents’ future successes. Here are 10 facts about the education of refugees at present.

10 Facts About the Education of Refugees

  1. The UNHCR reported in 2016 that of the 6.1 million school-aged refugees, 3.7 million had no access to education. 1.75 million of these had not received a primary education, and 1.95 million had not received a secondary education.
  2. Comparing the education of refugees to the global average, refugees are reportedly five times less likely to attend school.
  3. The global average of children attending primary school is 91 percent, while the average for refugee children is 50 percent. Secondary school is even less likely for refugees, with an average of 22 percent attending, where the global average is 84 percent. Only one percent of refugees receive a college- or university-level education. This global average is 34 percent.
  4. The education of refugees became more difficult when the refugee population grew by 30 percent in 2014 and is predicted to continue growing. The UNHCR predicts the need for 12,000 additional classrooms and 20,000 additional teachers annually.
  5. Refugees are displaced from their home country for an average 20 years. Because this exceeds school-age and because the education of refugees is difficult, the potential for refugee children and adolescents to access education is minimal.
  6. Of the 3.7 million out-of-school refugees, more than half come from Chad, Jordan, Turkey, Ethiopia, Kenya, the Democratic Republic of the Congo and Lebanon.
  7. Long-term conflict tends to reverse positive trends in education. For example, 94 percent of Syrian children in 2009 received an education, but this number dropped to 60 percent in 2016.
  8. Progress has been made towards the education of refugees in Lebanon, Jordan, Egypt, Iraq and Turkey through an increase in encouraging school enrollment and reinforcing the “double-shift system.” This means that two groups of students receive schooling at different times with the same faculty. A lack of funding threatens this system’s future as the uneducated refugee population increases.
  9. The education of refugees is primarily covered by emergency funds rather than long-term programs. Given the current refugee crisis, sustainable funding is crucial for the education of refugees.
  10. There are a number of potential solutions to the refugee education crisis. The main three proposed solutions are accelerated education programs, online courses and expanding vocational training. Each of these is promising because they offer the flexibility that makes school attendance a realistic option.

Education has the potential to provide a safe haven for refugees and may even prevent future conflict, but the education of refugees will require systematic changes to become sustainably successful.

– Haley Hurtt

Photo: Flickr

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Radio Used to Gain Support for Women’s Education in Malawi


The need for developing education in Malawi is continual. For example, in 2010, around 10 percent of primary aged children were not in school, and the primary school repetition rate reported in at 24 percent for boys and 29 percent for girls.

Girls in Malawi are exceptionally more vulnerable to a lack of education than boys. In fact, 32 percent of girls aged 14 to 17 are not in school compared to 23 percent of boys this age. Additionally, while 72 percent of boys 15 and older are literate, only 51 percent of women in this age group can read and write.

Part of this gap is caused by the high child marriage rate in Malawi, which is 11th highest in the world. UNICEF reports that approximately 50 percent of Malawian girls marry before they turn 18. Fortunately, this year the Malawian government moved to make marriage legal only after a woman is 18 years old.

Marshall Dyson, founder of the Girl Child Education Movement, is one of many Malawians who recognizes the need for resolution of the educational gender disparity. Dyson’s idea incorporated broadcasting an open discussion of child marriage and girls’ education over the radio. Both men and women of a variety of ages and backgrounds participated in the talk.

The discussion about girls’ education in Malawi broadcasted over Radio Islam, the only Islamic radio station in Malawi. Dyson strategically chose this platform since Muslims rested at risk of discrimination.

Dyson got his start in radio via an internship with Kumakomo Community Radio Station in Zimbabwe. There he served as the content manager of 12 volunteers.

The impact of this position is especially significant, considering that radio acts as the main source of news for most Malawians. According to USAID, the two-hour broadcast “was a collaboration across the YALI and Mandela Washington Fellows networks, and with Regional Leadership Center participants — young leaders between 18 and 35 enrolled in USAID-supported leadership training programs in sub-Saharan Africa.” Around three million people tuned in.

USAID states that “the Muslim Association of Malawi, who attended the event, agreed to open new offices in rural areas where communities can access up-to-date information about education and scholarship opportunities for girls.”

Education in Malawi still has much room for improvement, and humanitarians like Marshall Dyson act as major catalysts in that process. Through work such as his, Malawi is destined to achieve higher standards of education than ever before.

– Emma Tennyson

Photo: Flickr

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UNDP Nursing Schools in Afghanistan Graduate Female Nurses


Two hundred female nursing students recently graduated from six nursing schools in Afghanistan. Now, the students will return to their communities to offer medical assistance in areas most in need.

The women participated in a two-year medical training program including accommodations, three meals a day, transportation and a living allowance. Their days included both time in class and practical work in city hospitals, where the women learned how to perform basic surgery, how to advise pregnant women regarding basic care and nutrition, studied the treatments for various ailments and filled prescriptions.

After completing two years of study, the women work in their village clinics; some reside 100 kilometers or more away from the school. If they perform well, they receive a diploma.

The UNDP, in partnership with the Afghan Ministry of Public Health, set up six nursing schools in Afghanistan. The Global Fund provided a grant for approximately $8 million, allocated to strengthening the health system in Afghanistan through training nurses and improving access to medical care in the community.

Primarily, these nurses provide medical care to two populations desperately in need: people in rural areas and women. However, healthcare professionals from outside a specific area will often avoid rural villages out of fear for their safety.

Women, in particular, lack the ability to receive quality healthcare due to certain cultural norms: women are often not permitted to be treated by a male doctor, and female healthcare workers are few in number. According to WHO, 40 percent of health care facilities in Afghanistan do not have any women on staff.

Women also lack both privacy and the ability to make choices about their treatment. Additionally, healthcare workers often have limited knowledge of women’s health issues. As a result, in 2015 the infant mortality rate in Afghanistan at 45 percent and the maternal mortality ratio of 1,291 per 100,000 live births are among the highest in the world.

Thankfully, having trained female nurses increases the potential to address many of these issues. However, these women must face unique obstacles; it is not customary for women to live or study away from home. In a country in which, according to 2015 USAID statistics, only 8.6 percent of women received a degree in secondary or higher education, and only 14.8 percent of women are literate, these women set a very powerful precedent.

– Emilia Otte

Photo: Flickr

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Teachers Help Improve Education in Venezuela

After years of fighting to reform education in Venezuela at the primary and secondary levels, teachers in Venezuela finally received the pay they deserved.

This month, the government gave Venezuelan teachers  a 15 percent increase to their salaries, totaling a 345 percent increase since the start of 2017.

Following several negotiations between the Venezuelan president and the Venezuelan Teachers’ Federation (FMV), public school teachers were given proper wages for their work. The FMV leader stated that the wage increases acted as a “call for the defense of the right to education, from those who want to sabotage it for political reasons.”

In addition to the wage increase, the government set aside funds that would go toward paying pension benefits for 15,000 teachers.

The wage increase was intended to not only be an investment in the teachers but the education system itself. With these improved wages, now 96 percent of the Venezuelan population can read and write, making Venezuela one of the most literate countries in the world.

However, education in Venezuela didn’t always prosper. The country was previously overextended and underfunded, with about 20 percent of children lacking a formal education. The Ministry of Education of Venezuela and Venezuelan government collaborated to adapt the curriculum, expand compulsory education and upgrade teacher qualifications in order to address the problem of low enrollment.

As a result, the government established the Bolivarian University system in 2003, whose design encompassed democratizing access to higher education and creating the Bolivarian Missions Social Outreach program. The program focuses on literacy programs and university preparation programs.

Later in 2008, five years after President Chavez launched his outreach program that enrolled nearly 2.5 million children, education in Venezuela came to be considered among the highest in the region. The literacy rate rested around 93.8 percent for males and 93.1 percent for females.

Although the total literacy rate increased only by three percent since the initial wage increases, those increases have helped reform curriculum, teacher training and increased enrollment. These changes helped to significantly improve education in Venezuela overall.

– Amira Wynn

Photo: Flickr

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Five Facts on Education in Benin


Centered between the countries of Nigeria and Togo, Benin resides on the coast of the Atlantic Ocean with a population of roughly 10 million. Education in Benin has been free for 10 years.

Benin has maintained a strong, democratic-style government since 1990 when it changed its name to the Republic of Benin. BBC News called the country “one of Africa’s most stable democracies.” Although Benin has a stable government, the country still faces plenty of issues.

Among these issues was the near-collapse of the economy in 1988, a 50 percent currency devaluation that caused inflation in 1994 and devastating floods that destroyed 55,000 homes, killed tens of thousands of livestock and displaced 680,000 people in 2010.

However, education in Benin has proved to be one of the bright spots of the nation’s domestic affairs.

Here are five facts about education in Benin:

  1. Education in Benin was declared free during an educational forum that took place in 2007. With free education, students are able to access Benin’s educational system that operates under 6-4-3-3-4 format. Students are taught in French, the primary language of the country, to start their educational journey by attending six years of primary school, followed by four years of junior high school, then three years senior high school, three years of a bachelor’s degree and finish with four years of a master’s degree. However, for students to pass junior high school, they must take the O-Level exam or Brevet d’Etudes du Premier Cycle: BEPC, and for students to pass senior high school, they must pass the A-level exam or Baccalauréat: BAC, which is the equivalent of a U.S. high school diploma.
  2. Education in Benin follows a numbered grading system. Similar to the letter-grading system, the number grading system ranges from 10 to 20 to determine a student’s level of classroom production. Averaging a 10 is good enough for a passing grade, 12 is a fairly good grade, 14-15 is a good grade, 16-17 is a very good grade and to score a 20 is excellent.
  3. Statistics of education in Benin demonstrate uneven gender enrollment, with the gross primary enrollment rate for boys at 88.4 percent opposed to 55.7 percent for girls, according to a survey conducted in 1996. Male students also maintain a better literacy rate between the ages of 15 and 24, with a 54.9 percent literacy rate, compared to female students who have a literacy rate of just 30.8 percent. The gap between male and female literacy rates worsens out of school, with the overall adult literacy at 40 percent, while only 25 percent of women are literate. Benin also ranks 35th out of 117 countries for having the most girls out of school, with 142,178 females not enrolled in primary or secondary school.
  4. State funding is the primary funding for education in Benin, and yet Benin saw a decline of the national budget towards educational spending between 1993 and 1999 when the percent of the national budget used for education dropped from 21.5 percent to 15.6 percent. However, during that same time span, primary education rose within the education budget from comprising 53 percent in 1993 to 60 percent in 1998.
  5. Education in Benin has also evolved into a variety of educational reforms. One of the earliest reforms took place in 1975 and was named a “new school” system, in hopes to democratize education, add more practical subjects to the curriculum and adapt to local conditions. Although the reform was beneficial for the first couple of years, the new school system reform was impacted by national and social crisis near the end of the 1980s that recorded a dropout rate of 31 percent in 1988 and 1989. Seven years later in 1996, the Government of Benin reconstructed the declaration on population policy. The impact of the revival of the national constitution was intended to support priorities in education, including progressively free-of-charge access to education, guaranteed equal opportunity for all and the fight against dropping out, especially for girls.

With all this said, education in Benin still faces an array of issues such as providing equal opportunity for education to women. Benin has made dramatic attempts to assure educational equality for all and needs to continue to put programs in place to ensure the future success of their educational system.

– Patrick Greeley

Photo: Flickr

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Girl Love: Lilly Singh’s Campaign for Girl’s Education

Girl Love
Girl Love began as a social media campaign by YouTube creator Lilly Singh in December 2015. Singh, along with other successful women like Grace Helbig and Lindsey Sterling, encouraged young girls to spread love, instead of hate, by complimenting other girls rather than insulting them.

Singh’s original video received more than one million views. Within a month of being uploaded, all the profits made from the video were donated to the Malala Fund, an organization which supports education for young women. After a successful first campaign, Singh aimed to do more for women’s issues and decided to take Girl Love further by starting her own fundraising campaign for girls’ education.

Singh partnered with WE charity, part of the ME to WE organization, a for-profit social enterprise that empowers people to work together to change the world. The WE charity donates 90 percent of its earnings to developing villages to help grow them into sustainable communities. For the Girl Love campaign, ME to WE created the Rafiki bracelet, outsourcing the labor for the creation of the bracelets to Kenya, and now sells the bracelets on the ME to WE online store.

Singh has been most invested in this project, saying how the Rafiki bracelets represent “not only being passionate about Girl Love but doing something about it.”

Today, the Girl Love campaign is empowering women to go to school and helping to build sustainable communities. 14,000 women in Kenya have jobs hand-crafting the Rafiki bracelets. These women use this income to get an education or to send their daughters to school and to afford necessities such as clothes and food.

When Singh visited Kenya and met some of the working women that make the bracelets, she was inspired by the impact that she had created. She spoke of how many people imagine that the problem is too big to fix, but how “when you come here and see the school and you see the mamas making these bracelets, and you hear them say, ‘my daughter goes to school because I’m making theses bracelets,’ then you know the problem is actually not too big to fix if you just start to fix it.”

– Deanna Wetmore

Photo: Flickr

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Education in the Solomon Islands


Education in the Solomon Islands is difficult to access for youth, creating a huge hurdle for the island nation. As a country made up of more than 300 inhabited islands, the challenge of attending school across the islands means around 20 percent of children are out of school. Uneven population distribution makes providing educational services difficult at best, and in the 2003 conflict, many schools were burnt down and teachers and students fled the violence.

As the number of out-of-school young people has increased, the Solomon Islands has seen a parallel increase in political violence as youth have found an outlet for their frustration in riots, crime and violence. A 2005 study by the United Nations Children’s Fund (UNICEF) found that under-18 youth were being recruited by armed groups. This prompted the creation of a peace education module, a community-based model bringing together educators, young people, community leaders and NGO’s. The program’s purpose is to foster understanding of peace, conflict and good governance. To address the tension and positively re-engage youth, the government and NGOs have increased their focus on education in the Solomon Islands as an impactful way to promote peace measures.

To address the tension and positively re-engage youth, the government and NGOs have increased their focus on education in the Solomon Islands as an impactful way to promote peace measures.

The content of the educational curriculum is being thoughtfully reconsidered, as it is cited as a potential causal factor in the Islands’ conflicts. A perceived divide between traditional customs and skills and colonial Western-style curricula has encouraged educators to innovate, implementing the use of native languages in schools and diversifying teaching materials on history, religion and culture.

In order for the peace modules and curriculum innovations to succeed, school enrollment and completion rates must improve. As of 2012, Education Policy and Data Center (EPDC) statistics show a high enrollment of both young boys and girls in primary school, with a net enrollment rate of 81 percent and a primary completion rate of 85 percent. However, only 72 percent of students were continuing their education in the Solomon Islands and enrolling in lower secondary school.

Since then, the hard work of local actors such as the Solomon Islands’ Curricular Development Division, church organizations and local women’s groups has demonstrated great commitment to making school more accessible. Partnerships with organizations including UNICEF, the New Zealand Agency for International Development and Save the Children have supported these efforts, and these powerful collaborations are rebuilding and innovating current educational structures.

In fact, based off of 2000-2010 education trends in the Solomon Islands, the Education Policy and Data Center predicts a 100 percent enrollment rate for primary and lower secondary students by the year 2025. By engaging every young person, education in the Solomon Islands will hopefully reduce conflict and promote peace. As long as aid funding and the government’s commitment to education continues, delivering culturally relevant, quality education can be a reality for the Solomon Islands in a few years.

– Irena Huang

Photo: Flickr

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How to Improve the Economy by Reducing Global Poverty


In addition to the moral reasons for reducing global poverty, more investment in foreign assistance benefits both domestic and international economies. To understand how to improve the economy by reducing global poverty, some particular factors must be considered. These are access to education, infrastructure and finance. All of these factors stimulate an economy.

Global poverty reduction boosts the global economy. Education plays a substantial role in this by closing the gap between the world’s rich and poor. According to Brookings, studies show that “the education gap between kids from poor and rich families has increased substantially, making it difficult for children from poor families to close the income gap between themselves and children from rich families.” It is becoming more and more apparent that education bridges these divides and helps accelerate economic growth.

Education is in the best interest of countries giving foreign aid. Education-based programs can give children the skills they need to complete degrees for well-paying jobs later in life. The comprehensive skill level of a labor force is a leading element of local job and wage growth. Growth in job numbers helps an economy to prosper. A generation with access to education will likely become a group of entrepreneurs more likely to practice equitable governance and improve not only their own country’s economy but the worldwide economy. Furthermore, advances in human development promote economic growth.

It is in the best interest of first world countries to use their foreign aid budget to help lessen the growing worldwide gap between rich and poor. An influx of foreign aid helps promote a strong and stable economy for all. As more people in developing countries are given the opportunity to lift themselves out of poverty, it creates new consumers of U.S. products. The U.S. already benefits from an about one percent investment in foreign aid from the federal budget, as more than half of U.S. exports now go to developing countries. Every prosperous countries should consider how to improve the economy by reducing global poverty.

Even with trillions of dollars being spent on programs, there is still a long way to go in order to get the entirety of the global population above the poverty line, which is $1.90 per day. More than 700 million people are living at or below this level. Increasing not only work rates, but the amount of schooling completed is thought to be a successful approach. There are solutions to these emerging problems; education and an influx of jobs are what is going to create the most change and prosperity.

– Lucy Voegeli

Photo: Flickr

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10 Facts About Education in Thailand


In Thailand, a Southeast Asian country boasting scenic coastlines and rich religious history, literacy soars while achievement rates remain comparatively low.

Though the government invests generously in public education, the nation at large fails to measure up to global academic standards. Many citizens attribute this phenomenon to governmental bias and call for structural changes.

Education advocates have garnered the attention of public officials, but some obstructions still riddle the path to successful reform. Below are 10 facts about education in Thailand, including recent efforts to revitalize the system.

  1. Access to education in Thailand has risen consistently over the past two decades. All Thai children are guaranteed an education under the 1999 Education Act, and children of other nationalities living in Thailand gained the same right in 2005. A 2009 decision increased free education from 12 to 15 years. Between 2000 and 2009, primary and secondary school enrollment increased by nine percent and 17 percent, respectively.
  2. Despite Thailand’s universal access to education and 96.7 percent literacy rate, Thai students scored below the global average on PISA tests in 2014, ranking 35th out of 40 countries. Recent reports from the Trends in International Mathematics and Science Study (TIMSS) also indicate that the country has fallen behind.
  3. In 2015, the government spent 19.35 percent of its yearly budget on education, a greater portion than was spent on anything else. However, Thailand has yet to see cumulative improvements in its schools.
  4. The lack of success might be the result of poorly divided funds. Instead of distributing it equally, the government funnels a large proportion of money toward schools where students already have a high likelihood to succeed and gives less to smaller and more rural schools.
  5. As a result, schools in poor areas must stretch their resources thin. Individual teachers often teach multiple grades and subjects.
  6. Due to these inequalities, students in city schools demonstrate higher rates of improvement than students at rural schools, according to the PISA test.
  7. While funding inequality puts small, rural schools at a particular disadvantage, the outdated curriculum does a disservice to all Thai schools. The system has used the same curriculum since 2008, which itself is only a slightly edited version of curriculum from 2001.
  8. The Asian Correspondent predicts economic problems in Thailand, as this curriculum focuses on outdated industries and skills. Unless the curriculum is updated to better fit the demands of the modern world, the Thai education system runs the risk of producing an unemployable generation.
  9. In 2014, the National Council for Peace and Order resolved to reconstruct the education system but has taken no discernible actions yet.
  10. Tutor schools and “shadow education” systems have emerged at the hands of parents, as there is a widespread distrust of the public education system. However, many continue the fight for better public education, as low-income families have fewer options to teach their children independently.

The future of education in Thailand may appear a bit rocky, but there is potential for improvement. With national attention on schools, and many families so passionate that they’ve come up with ways to combat the issue in their own homes, opportunities for students are bound to continue multiplying.

– Madeline Forwerck

Photo: Flickr