Information and stories on education.
During a presidential tour of Madagascar on Jan. 25, 2017, Turkish first lady Emine Erdoğan addressed the need for increased educational opportunities for women and girls. Erdoğan’s inauguration of the Women’s Education Center in Madagascar was just one of the facets of her visit to the country. Erdoğan and President Recep Tayyip Erdoğan visited Madagascar as part of a campaign to strengthen ties between the two countries and encourage Turkish investment in Madagascar’s economy.
More than half of the 17 million people living in Madagascar are children. What’s more, half of Madagascar’s population subsists on less than $1 a day. This makes the subject of education all the more critical to the country’s development. While Madagascar’s education system has steadily improved over the past 10 years, some regions must work hard to ensure gender parity for their students, particularly in lower secondary education.
Following a coup d’état in 2009, much of Madagascar’s foreign aid was withdrawn, and the economy has since been slow to recover. Poverty increased sharply, infrastructure deteriorated and educational funding was slashed. The Turkish first lady’s inauguration of the Women’s Education Center in Madagascar comes at a time when increased focus on education is a necessity: UNICEF estimates that while 75 percent of children at the primary level are enrolled, roughly 1.5 million are still out of school, and gender parity remains a concern.
The goal of the Women’s Education Center in Madagascar is to empower women and support African development. It offers courses to roughly 100 women in fields such as horticulture, technology, cooking and textile work. In addition, the African Handicrafts Market and Culture House in Ankara, Turkey, will sell crafts produced by women at the center. All proceeds will go back to Madagascar.
The center is a highlight of the work done by the Turkish Cooperation and Coordination Agency (TIKA). TIKA provided $3.9 billion in development aid in 2015, and is active in 140 countries. Further, during his tour, President Erdoğan encouraged his country’s investors and entrepreneurs to become involved with Madagascar’s National Development Project. The project aims to increase funding and revenue from areas such as tourism, agriculture and construction.
The Turkish first lady’s inauguration of the Women’s Education Center in Madagascar illustrates a step forward for education in the country. It is especially important for women who support struggling communities. The school serves as a symbol of resilience and stimulation for the minds of young women, the economy and society.
– Emily Marshall
Photo: Flickr
The fifth annual Global Education and Skills Forum (GESF) 2017 held in Dubai on March 18 and 19 addressed the question of how to create ‘real’ global citizens. The forum is a Varkey Foundation initiative where leading figures from public, private and social sectors around the world convene to discuss the future of education.
A number of discussions centered around educational advancements in the digital age and how technology in global education could affect students.
In his speech on March 18, the Organization for Economic Co-operation and Development (OECD) education and skills director, Andreas Schleicher, emphasized the need for new and creative ways to prepare future generations to become global citizens.
“The more diverse our children’s interests and experiences, the more they are encouraged to work with their peers to address problems in new ways, the better prepared they will be for the new digital age,” he explained.
Schleicher listed the most pertinent areas for growth as student inclusion, curriculum, teacher quality, school organization and accountability.
“We are very good at ranking human talent but not very good at developing it,” he said. “We need to focus on all students, all the time and move away from constantly testing to find the best. We should be developing everyone, not looking for those already doing well.”
Schleicher went on to say that while today’s digital age can be prosperous for those who know how to capitalize on it, those without the right education are more susceptible to vulnerable working situations.
Speaking at the GESF to Xinhua in an exclusive interview, Ms. Yang Boya, a former fellow at Harvard SEED for Social Innovation, headed multiple master classes at the forum.
She asserted that the spread of computer devices among children globally bears both positive and negative consequences. While promotion of technology in global education allows students to recognize technological progress, Yang emphasized the need for human interactions within the classroom.
“An IT device can never replace the human teacher, but support his work,” she declared in an interview with Xinhua.
GESF concluded with what is regarded as the Nobel Prize for teaching, the third annual Global Teacher Prize 2017. Maggie MacDonnell, an educator residing and teaching in Salluit, an Inuit village deep in the Canadian Arctic, was awarded the title and one million dollars.
– Casie Wilson
Techno Girl is helping girls in South Africa access the education they need for successful careers. The initiative’s goal is to actively encourage girls to participate in science, technology, engineering and mathematics fields — also known as STEM fields. The initiative provides numerous programs to help participants reach their educational and career goals.
The program is geared towards girls in grades nine through 11, ages 15 to 18. It is part of the Girls and Boys Education Movement in South Africa and is sponsored by the country’s Department for Women, Children and People with Disabilities. It is also supported by the United Nations International Children’s Emergency Fund (UNICEF) as well as numerous other public and private sector partners.
South African Girls Get Encouragement in STEM Education
South African students are notoriously disadvantaged in math and science. The proficiency of students in these subjects is very low compared to other countries. Furthermore, boys are traditionally much more involved in these areas of study. Girls are not encouraged to pursue STEM subjects, which ultimately impedes their long-term career opportunities. The program works to change this trend by providing girls with the resources to pursue a STEM career.
Techno Girl chooses participants from the most under-resourced schools in the country based on academic merit. Most participants, therefore, come from areas lacking educational and job opportunities to pursue their dreams. Techno Girl motivates these girls to continue to strive for the jobs they desire. The program improves the confidence of girls who would otherwise lack access to the resources they need to succeed in a STEM career.
The initiative offers opportunities for mentorship, shadowing and skills development in a variety of career paths. Many participants say job shadowing is an extremely beneficial opportunity for them, helping them prepare for jobs. Without shadowing, participants would have to seek out individuals employed in these fields first-hand to understand how they work.
Since it began in 2005, Techno Girl has helped more than 6,000 girls throughout South Africa. Many participants have gone on to receive scholarships for higher education as a result of the program. The initiative has seen tremendous results and has received widespread support. As it continues to grow, Techno Girl will provide unparalleled opportunities for girls interested in STEM careers in South Africa.
– Lindsay Harris
Photo: Flickr
In the U.S., a sheltered and privileged lifestyle can reduce potential opportunities for happiness and prosperity for those living in developing countries. But how? As time progresses, younger generations develop a lack of understanding in regards to the devastating living conditions in the developing world, inhibiting the potential for philanthropic efforts from youthful generations.
In aiming to educate children on global poverty, Compassion International has designed an interactive exhibit that gives children the opportunity to learn about the developing world. Compassion International is a child-advocacy ministry with the goal to free children in the developing world from various forms of poverty.
This exhibit strives to open a privileged child’s eyes to the barriers that prevent less privileged children from escaping the consequences of devastating inequality.
In working with churches throughout the U.S., the Compassion Experience aims to educate children on global poverty by pushing them to learn about the specific living conditions and daily lives of those who face poverty every day in developing countries.
The exhibit allows children to choose between different variations of a self-guided tour, represented by recreations of actual homes throughout struggling countries, like Ethiopia and the Dominican Republic.
These children will hear other less privileged children describe their own life and living conditions. At the end of the tour, the less privileged discuss how they overcame poverty through education and church sponsorships.
With three operable mobile units in the U.S., featuring five poor children’s stories, the exhibit draws hundreds of thousands of visitors. Compassion International aims to further expand its initiative with the development of more dialogues and tours across the U.S. With about a million and a half children sponsored through their program, Compassion International grossed an annual budget in the 2014 fiscal year of $710 million, continuing to show promising results and increases in their annual budget.
These exhibits aim to open the eyes of many children by demonstrating the difficulties of those growing up in extreme poverty. By showing younger generations these overwhelming differences, Compassion International hopes children will express more gratitude in their own lives and join the fight in alleviating global poverty.
– Brandon Johnson
Photo: Flickr
Accessing education is not easy in many poor areas of the world. Widening access to education is a key method in reducing global poverty. Here are 15 poverty and education statistics to better understand the relationship of how these two issues interplay.
- There are more than 124 million primary or secondary school-aged children who are not in school around the world.
- The reasons children do not attend school vary. Some children belong to families who cannot afford it, while others are too sick or too hungry to attend. All of these reasons trace back to poverty.
- The cost of providing 13 years of education for a child living in a developing country is around $1.18 a day.
- One of the first steps in overcoming poverty is receiving an education.
- With each year of schooling, an individual’s income potential increases by around 10 percent.
- With more education, one has more opportunities.
- Girls have a harder time accessing education than boys. Ten million boys and 15 million girls will never receive a primary education.
- Gender inequality in education is predominantly seen among the poor.
- If every girl had access to an education, the number of child marriages could decrease by 14 percent.
- If a mother has the ability to read, her children have a 50 percent greater chance of surviving past the age of five.
- Nearly 800 million people do not have the basic ability to read or write.
- Conflict, one of the many causes of poverty, is also a leading cause of disruption in education. About 35 percent of kids who are not in school are not receiving an education due to conflicts such as war.
- Poverty decreases as more people have access to education. Investing in education leads to further development.
- Rural areas yield more poverty and less access to education. A child from a rural area is twice as likely to not attend school as a child from an urban area.
- According to WE Charity, $26 billion more each year would give every person a basic education, which is “less than five percent of what the U.S. military spent in 2015.”
According to Children International, “education is one of the most powerful ways to reduce poverty and improve health, gender equality, peace and stability.” These 15 poverty and education statistics show that access to education is key to overcoming poverty.
– Shannon Elder
Photo: Flickr
In the past decade, access to education has been on the rise in Azerbaijan. As of 2009, the literacy rate in Azerbaijan was 99.5 percent, an impressive number for the Caucasus region. Education in Azerbaijan is well on the way to meeting the Millennium Development Goal 2 of universal primary education in the next few years. However, there are clear, massive inequalities in primary education between refugees and non-refugees.
Azerbaijan has one of the largest displaced populations, as it is currently home to over one million refugees who are internally displaced people (IDP) hoping for asylum status. According to UNICEF, Azerbaijan has the highest IDP population per capita in the entire world; a majority of these people are Azeris, who have been displaced from their own homes due to the Nagorno-Karabakh war.
Refugee Children Require Additional Educational Resources
Azerbaijan is leading the Caucasus region in access to education for refugees. In 2003, Azerbaijan began allowing refugees to attend public school. However, since there is a large IDP population, inequities in refugee education are inevitably holding back universal education in Azerbaijan. Many refugee children do not have the same access to education as native children, affecting early, primary and secondary schooling.
A 2010 report indicates that about 20 percent of Chechen refugee children in Azerbaijan do not attend school, and of those who do attend, many cannot understand their instructors due to language barriers. This is common for many refugee populations in Azerbaijan. UNICEF notes that “most refugees have special linguistic needs since many do not speak the national language, straining teachers and school resources.”
It is common for displaced children to experience violence and hardship due to their refugee status, leading to many children requiring additional special psychosocial learning. Additionally, refugee children enter school later and tend to be less prepared for school, compared with the average Azerbaijani student.
Though Azerbaijan is working to ensure increased access to education for all children, many outside organizations have taken initiative to increase educational opportunities for refugees in Azerbaijan. For example, the U.N. High Commissioner for Refugees (UNHCR) found that oftentimes, refugee children do not go to school because their school materials are too expensive. To remedy this, the UNHCR created a textbook fund, giving more than 8,000 textbooks to about 2,000 refugee children.
In the future, there is a great deal of hope for the state of universal education in Azerbaijan.
– Morgan Leahy
Photo: Flickr
Yowun Pura, or “The City of Youth,” is a youth program in Colombo, Sri Lanka that provides the nation’s student population the opportunity to contribute to national, social and economic development within their communities. It also provides them the chance to improve health and education in Sri Lanka by affording children the opportunity to stay, both mentally and physically active and asking for their feedback.
Sri Lankan Prime Minister Ranil Wickremesinghe formed the program himself while he was Minister of Education and Youth Affairs back in the 1980s. The Prime Minister speaks highly of the program, indicating that the youth are the most successful and contributive when it comes to quality of life and education in Sri Lanka.
The program, which is run through the Youth Camp and organized by the government, intends to provide local youth the skills necessary in order to actively and effectively contribute to their nation’s development.
Yowun Pura is a widespread effort to empower the nation’s youth by affording them the opportunity to strengthen social and economic development, as well as education in Sri Lanka. The program does so by working to develop relationships, dialogue and reconciliatory skills amongst Sri Lankan youth and between international youths.
Through group work and programs such as educational activities, sports, cultural events, entertainment and open dialogue, the program aims to open active discussion about national development with future generations and inspire the youngest generations to share their suggestions regarding the nation’s prosperity.
Though entirely voluntary, Yowun Pura is proud to shed the confines of race, religion and political parties in order to unite the nation’s youth. For this reason, the youth leadership program is considered an important advancement in the development of global education in Sri Lanka.
– Jaime Viens
Photo: Flickr
In recent years, education in Ghana has suffered due to untrained teachers, particularly in disadvantaged communities. In 2012 Ghana partnered with the Global Partnership for Education (GPE) to address the issue of equal access to education.
According to the World Bank, Ghana faces a disparity in the number of trained teachers between the disadvantaged districts of Northern Ghana and the relatively affluent southern districts. Part of Ghana’s partnership with GPE included a grant that funded the Untrained Teachers Diploma in Basic Education (UTDBE) program. Ghana’s government selected 8,000 teachers from impoverished communities to receive training during holidays. This allowed teachers to continue working while improving their skills during the summer and holiday breaks. The course began in 2012 and lasted four years.
The goal? To improve access to equal education in Ghana by closing the economic and educational gap between advantaged and disadvantaged communities.
The World Bank has evaluated UTDBE’s successes since the program’s conclusion in 2016. It has been noted that UTDBE-trained teachers showed skills and average scores comparable to teachers who had training before entering the classroom. The course is also more cost-effective than pre-service training. Having more trained teachers means that children in disadvantaged areas now have the same educational opportunities as those in more developed areas.
Last October, the World Bank partnered with GPE to fund a two-day training course for 120 teachers in Akwatia, Ghana that focused on health in schools. Sightsavers and Partnership for Child Development implemented the program. The goal of the project is to converge all school health programs on one platform. If the project succeeds, every child will have access to health services in school no matter their economic status.
The two-day training provides teachers basic skills for early identification of students with hearing, vision or intellectual disabilities. These skills will allow teachers to offer their students early referrals, which will give them the treatment they need to succeed in school. The project also aims to deworm all students in the Denkyenbuo District in Ghana and conduct eye screenings for both teachers and students.
– Rachel Cooper
Photo: Flickr
