Archive for category: Education

Information and stories on education.

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The Unique History of Education in Namibia

The Unique History of Education in Namibia
Real progress in improving education in Namibia did not occur until after their Independence Day on March 21, 1990. The system prior to 1990 was ridden with apartheid generation policies that encouraged institutional racism across all levels of government.

The constitution of the new government guaranteed the right to education for all of its citizens. Specifically, free primary education, grades 1-7, and access to secondary education contingent on the success of the student and ability for that student to pay tuition. Along with guaranteeing education as a right, the new constitution abolished the apartheid-style funding system that had previously existed.

Between 1990 and the early 2000s, the country made great strides in terms of improving education. Enrollment in primary education increased from 60 to 95 percent, there was a 30 percent increase in the teaching workforce, and 3,000 new classrooms were built. But there were still questions about the quality and relevance of the curriculum, the shortage of overall schools, the availability of qualified teachers for those schools, and a lack of enrollment in secondary education due to it being cost prohibitive.

These items were taken into consideration by the government and they responded with the Education Act of 2001 that extended free tuition to all citizens seeking secondary education (up to 12th grade), along with performance standards required to move on from grade to grade.

Even with these increased investments in education, the issue of having quality teachers still was not solved. A UNICEF report that assessed the quality and success of the Namibian education system correlated increasing grade repetition rates to low teacher skills and content knowledge. There is also a lack of consistency from school to school adhering to the national performance standards.

Increasing funding can only do so much, and education in Namibia is at its capacity. It has serious economic concerns that limit the available funding for education spending. Currently, 20 percent of GDP is being spent on education which is far higher than the United States at 6.4 percent or even the top ranked education system in the world, Finland, at 7.2 percent.

Education in Namibia and Namibia as a whole is dependent on economic development. Its economy is not well-diversified and is far too reliant on the mining industry. Global fluctuations in its main commodity exports equate to volatility in the labor market. Unemployment currently sits at just under 30 percent.

A report by the Journal of Economic Structures identifies that Namibia is unique compared to other developing countries, though. It has a positive current account balance, which means there are more savings than investment. Currently, a greater percentage of savings are being exported to foreign markets. The Journal states “if interesting investment opportunities are available, the country has to fund through its own domestic savings.”

The Namibian government is aware of this and wants to use this knowledge to achieve a goal of eradicating poverty by 2025 through investment in local communities. The President of Namibia, Hage Geingob, states this will be achieved through investment in social safety nets, training and skills development, and employment through community development activities.

– Brian Faust

Photo: Flickr

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Rural Education in Peru: Inconsistent but Improving

Education in Peru Rural AreasFrom the mountains to the ocean, Peru is a diverse country, housing some citizens in highly populated cities and others in the most rural locations. While education in Peru has expanded, rural inhabitants do not always have equal access.

Children in Peru are required to be enrolled in school until age 16. After secondary school, however, student enrollment numbers begin to dwindle. As the United Nations Educational, Scientific and Cultural Organization (UNESCO) reported in 2010, primary schools have the highest percentage of children enrolled. From primary school to tertiary school, enrollment rates decline about 50%. Despite this decline, 94% of Peruvian adults are literate, which is higher than the world median.

Education in Peru: Urban vs Rural

Children in urban areas have the easiest access to education in Peru. Those living in the Andes, Sacred Valley and other rural areas, however, struggle to reach education levels similar to those of their urban peers. These children are more likely to drop out of school due to family labor responsibilities. As recorded in the CIA World Factbook, of the 2.5 million children in Peru approximately 865,600 children are in the labor force. School life expectancy, or the number of years an individual is expected to spend in school assuming a constant enrollment rate, is 13 years for citizens of Peru.

Rural students’ school experience differs from that of their urban counterparts, as they have to walk several hours a day to get to school in nearby urban areas. Sometimes rural areas have schools, but these schools frequently do not have the resources or support to educate students at different levels. Instead, students of all ages sit in one classroom, making uniform curriculum development a difficult task.

Teachers are being trained to educate rural students under yearly contracts. This training can be challenging, as most rural students do not know Spanish. Teachers have to learn Quechua, the native language of many rural students. Rural and urban teachers alike are faced with an inadequate hierarchy system. Teachers often do not know whether they will be teaching until a week before classes begin, eliminating the ability to plan ahead. These teachers are also unable to get necessary resources, fear being fired and are paid very little.

To overcome these obstacles, Peru’s Ministry of Education developed the Alternate Education for Rural Development program. Since 2002, this project has assisted nearly 3,000 young children in 40 rural schools and 11 regions. The program has been successfully accommodating rural students, as shown in 2012 when about 50% of students were enrolled in tertiary school and close to 70% were simultaneously working.

Other organizations are improving education in Peru as well. Unearth the World (UTW) works with nonprofit organizations in Peru to help provide women, children and teens living in poverty with proper education services. Peruvian Hearts helps Peruvian girls attend secondary school and college by offering scholarships ranging from $500 to $6000 per year.

– Kristen Guyler

Photo: Flickr

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Notre Dame and USAID Team Up to Improve Education in Haiti

Notre Dame and USAID Team Up to Improve Education in HaitiFor many years, Haiti has not only been the poorest country in the Western Hemisphere, but also one of the most destitute in the world. Rocked by earthquakes, cholera epidemics and hurricanes over the past few years, the country has struggled to improve many facets of life for its citizens. As such, education in Haiti faces many obstacles, including teacher training, accessibility and funding.

Currently, almost 80 percent of teachers have not been exposed to the proper training prior to their tenure as educators, and half of those working in the country’s few public institutions lack basic teaching qualifications.

Public schools are almost non-existent in Haiti – almost 90 percent of establishments are run by religious organizations and non-government entities. Because these schools are private, they require tuition fees in order to operate, which is often a huge burden for families in a country where the average annual income is roughly $800.

More than half of all children do not attend school, and the development of education in Haiti must contend with the staggering fact that over half of Haitian adults are illiterate, and as many as 50 percent of second graders cannot read even one word.

However, in an effort to improve the quality of life for millions around the world, USAID has teamed up with 6 U.S. universities to develop innovative solutions to a variety of problems. By awarding over $3 million in grants to graduate students across the country, USAID has committed to improving the lives of people across the globe.

As part of this effort, the University of Notre Dame was awarded a grant in December 2012 to take on the challenge of literacy in Haiti. The grant will cover 150 schools and as many as 30,000 children and will work in tandem with the Haitian Catholic Church over the next four years. Additionally, USAID has partnered with Haiti’s Ministry of Education to the tune of $6.3 million to improve early-grade reading and writing skills.

The University of Notre Dame is certainly familiar with the daunting task of improving the lives of Haiti’s young students. In 2014, the university’s Alliance for Catholic Education (ACE) launched the “Read to Learn” initiative, aiming to reach 7,000 children in 52 schools by expanding Creole reading programs, the native language of 95 percent of Haitians.

Although recent years have been tumultuous and full of challenges for the country, its people remain resilient and dedicated to improving their communities and the lives of their children. With the help of organizations such as ACE and USAID that are committed to improving literacy and education in Haiti, students throughout the island have hope for better education and a brighter tomorrow.

– Emily Marshall

Photo: Flickr

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Education System in Ethiopia

education system in Ethiopia
Even with one of the fastest growing economies in Africa, Ethiopia remains one of the poorest countries in the world. The education system in Ethiopia is less than satisfactory and while it is free and compulsory, only 60 percent of children are enrolled in full-time education.

Education in Ethiopia is compulsory for children between the ages of 5 to 16, but with poor facilities and underprivileged backgrounds, many children do not get a high quality, full-time education. In Ethiopia, 95 percent of primary school teachers receives training, which is higher than the world median of 92 percent. While the quality of teaching is high, the ratio of teacher to a child is 1:64, so children are not able to receive the attention that they need in order to reach their full potential.

Prior to secular education being introduced in the early 1900s, the Ethiopian Orthodox Church dominated education in Ethiopia. Before 1974, the Ethiopian literacy rate was below 10 percent. Since then, the emphasis has been put on increasing this rate and it now stands at 49 percent. Even though this is very low compared to the rest of the world, it is a massive improvement for education in Ethiopia.

Although education in Ethiopia has improved over past years, there are still many difficulties that exist within the system. Currently, core subjects such as science and maths are being taught in English. As this is neither the teachers’ first language or the students, the concept of the subject gets lost in translation into Amharic.

Another downfall to education in Ethiopia is the lack of good governance. This occurs throughout the schools and universities across the country and puts the level of quality education at risk. And while the number of school dropouts has reduced, many students still finish school before reaching higher education, which limits their opportunity in the future.

Ethiopia joined the Global Partnership for Education (GPE) in 2004, which has since given grants in order to improve the level of education. Ethiopia has received four GPE grants over the course of 10 years and is currently in its third grant. Between 2014 and 2017, Ethiopia will receive $100 million in order to improve the quality of general education throughout the country.

Previous GPE funding has significantly improved education in Ethiopia. Now, each child in education has a textbook, and 60 percent of schools were inspected in 2015. Teacher training was also provided to 100,000 adults in order to increase the number of qualified teachers throughout the entire school system.

Now, the focus in Ethiopia is to keep children in school and progress to higher education and to reduce the number of school dropouts. This can be done through vocational education, such as technical vocation and education programs. This will ensure that even those who are not in education will receive some kind of training, and will be learning new or improving existing skills.

– Georgia Boyle

Photo: Flickr

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Education System in Sri Lanka

Education system in Sri Lanka
With a literacy rate of 92.3% and a continuing increase in primary school enrolment, the education system in Sri Lanka is constantly evolving and improving. Considering its history, a visible improvement is a high achievement, and will hopefully be maintained in the future.

Currently, there are 10,390 government schools in Sri Lanka. A curriculum set by the government is taught in Sinhalese, with English set as a second language. Education in Sri Lanka is free from primary through university level, but is only compulsory for those between the ages of 5 and 14. Facilities within the country are all state-funded and free materials are given to each child throughout their education.

Today, the education system of Sri Lanka faces many challenges as its weaknesses overpower its strengths. With a high literacy rate, it is easy to get a clouded judgment of the level of education. Overall, the quality of education is poor, with a mismatched curriculum of two different systems of private and public schools, and a substantial lack of training for teachers.

Added pressures of inefficient administration and limited government expenditure lead to difficulties in aiding children into education. Despite the compulsory requirement for 5 to 14-year-olds, only 92.2% are in full-time education, and attendance to lessons are very poor. The main reason is many children do not have a birth certificate, which means that they are technically not allowed an access to education within the country. Other reasons for poor attendance includes lack of interest or poor household backgrounds, where children are required to help their families as an alternative to education.

The Free Education Policy of 1947 enabled children to have an easier opportunity accessing education. The government spent four percent of its GDP on education, leading to mass improvements in facilities, and the level of education children receive. This was a major break-through in Sri Lanka but following weak economic conditions in the late 1960s, the government was unable to continue spending this amount of money. In 1970, the allocation for education dropped to three percent and then to less than two percent in 1977 following the introduction of Structural Adjustment policies. The quality of education deteriorated comparatively as a consequence.

Since these hard times, education reforms have been set in order to change the system and modernize it. The General Education Project-2, established in 1998, provided students with textbooks, changed the curriculum to make it more relevant and helped to develop school libraries.

While these projects and reforms have aided Sri Lanka in improving the level of education available to schoolchildren, it is still not as good as it could be. In order for education in Sri Lanka to improve, much higher levels of training need to be accessible to teachers, and schemes need to be put in place so that children who have difficulty accessing education can have equal opportunities.

– Georgia Boyle

Photo: Flickr

Education in France

Education in France
Education in France is known globally as both competitive and exceptional when it comes to giving students a quality learning experience. This is because the French government and the French people understand the importance of education, thus they continue to provide substantial money towards their education systems. Though the French continuously values their education, issues such as failing to help students and an archaic university system are weighing down the quality of education in France.

For French children, education in France begins in kindergarten (maternelle) at an incredibly young age. Fifty-two percent of French children are enrolled in kindergarten at age 2 while 100 percent of children begin kindergarten at age 3. However, elementary school is only compulsory for children at the age of 6.

French primary schools are notorious for long school hours while simultaneously having fewer school days. It is estimated that French children spend approximately 900 hours a year in school which is more than any other European nation. Since vacation days are a national value in France, French school make up for lost time with additional school hours.

At 16, secondary education is not compulsory and French kids can decide whether to continue their education or leave and join the workforce.

French high school (lycée) or also known as secondary education, is for French children 16 years or older. During their time in high school, French children are not only taking their mandatory classes but are simultaneously studying for the Baccalauréat or Bac. The Bac is a final exam that qualifies students for university studies.

The Bac takes a total of six days to complete and unlike many exams, the Bac does not contain any multiple choice questions. Rather, the Bac tests oral and written proficiency in multiple subjects. Reports indicate that fewer than 20 percent of all students fail the Bac.

Despite the complexity of the Bac, almost all citizens are prideful of the Bac and refuse to modify it. During the month of June, newspapers and periodicals are teeming with discussions about the Bac. Many intellectuals in the country even discuss the Bac in relation to subjects such as literature and philosophy.

After high school, education in France is divided into a dual system of Universités and Grandes Ecoles. Universités in France are globally known to be exceptionally diverse and inclusive. Over 12 percent of the student population in Universités are foreign students. Additionally, any student who passes the Bac is already admitted to any university in the country. Currently, France has around 84 universités with free tuition for students.

In France, Grandes Ecoles are considered separate from the overall university system. This is because Grandes Ecoles are specialty schools for careers in mainly science and business. Grandes Ecoles try to provide a simulation of the job market which universités simply cannot do.

In France, there are about 250 Grandes Ecoles with each being relatively free, substantially funded and well adapted to the current job market.

However, Grandes Ecoles are immensely selective which makes entering any Grandes Ecoles fiercely competitive amongst pupils.

Though France provides a well-rounded education for its citizens, issues such as failing to help students and an outdated university system continue to detriment the overall quality of education in France.

Education in France has slowly drifted away from providing aid to children to neglecting the overall wellbeing of children. In French high schools, teachers are only present to teach their classes and then they leave. Teachers with office hours are almost non-existent which further alienates the instructors from their classes. As a result, it is often recorded that teachers tell students that they are zeroes (nuls).

A quote from one of the authors of “Sixty Million Frenchmen Can’t Be Wrong”, Jean-Benoit Nadeau states that “An outstanding feature of French education is the authority of teachers. The French don’t regard childhood as an age of innocence but see it as an age of ignorance. Children must be set straight and corrected.”

This type of psychological abuse has many psychologists linking this emotional mistreatment from school to child development. Child defenders that deal with already abused and battered children even claim that this emotional abuse can further detriment childhood development.

Education in France is also suffering due to an archaic université system. Universités in France are slowly losing the prestige that they once had due to competition from U.S. universities. The reasoning behind this loss of prestige stems from the fact that unlike U.S. colleges, French universités do not make connections to the job market and inadequately prepares students for life after school.

As a result, less funding is being placed in the French university systems. A reduced amount of funding has led to overcrowding and a 50 percent dropout rate in the first two years of university studies.

Furthermore, universities in France are on a sharp decline as students attending Grandes Ecoles are gradually increasing.

The French government is steadily improving education in France through a set of reforms. In 2008, new legislation allowed universities to become autonomous. By allowing universities to become autonomous, these schools now have the ability to control more of the budgets and finances of their institutions. Increased budgetary autonomy has positively impacted the flexibility to raise donations through private investors as well as appoint professors as they see fit.

Not to mention, the French government is also encouraging universités to form joint structures. Joint structures allow universités to merge amongst themselves as well as with Grandes Ecoles. Joint structures are theoretically going to reverse the lost prestige of French universities as well as attract prospective foreign students.

French Minister of National Education, Najat Vallaud-Belkacem has commented on France’s recent education reforms as moving in the right direction with further efforts on reducing inequalities and school failure rates.

Without debate, the French education system is a unique and engaging system that provides a satisfactory education for its citizens. Yet, obstacles such as child mistreatment and a revamped university system are serious obstacles that need to be overcome in order to better advance the quality of education in France.

– Shannon Coble

Photo: Flickr

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VOD Education in Kenya

VOD Education in Kenya
Kenya has seen remarkable growth in education in the last few years. Between 2012 and 2013 student enrollment increased by 20 percent, and the number of college graduates in Kenya is expected to exceed those without any formal education by 2020.

However, university resources aren’t keeping up with the rapid increase in student enrollment. According to Finance Minister Njeru Githae’s 2012 policy budget statement, “The sector’s biggest challenges include inadequate infrastructure and staffing, a slow pace of ICT integration and dealing with accelerated admissions to universities.”

Video on Demand or VOD education in Kenya has yet to blossom, but it has the potential to ease the pressures that Githae mentioned. Africa’s market is perfect for the system’s development and integration into school systems due to the country’s high population and extensive internet penetration.

The system allows students to select and watch video content of their choice via either their televisions or computers. VOD allows teachers to customize and live to stream their own content to give students in remote areas access to the most effective lectures.

When used as a supplement to traditional teaching methods, it reinforces students’ understanding of content. Students have the option to stop or replay parts of lectures as many times as needed, while advanced learners can use the system to explore more material. Students can also use the system to catch up on missed lectures.

VOD education in Kenya could give the country an advantage with Information and Communications Technology (ICT) competitiveness and innovation. The system will familiarize students with technology and prepare them for entrance into a modern workforce that highly values technological literacy.

The system also contributes to student empowerment, active engagement, leadership and collaboration. Educators who use VOD encourage students to collaborate with each other — even peers from other universities — to create their own material.

VOD generates revenue through subscriptions, sponsorship, and advertising models, which could be used to fund education and reduce the cost of tuition. Students can access the system for free with university hotspots.

VOD education thus far has been shown to enhance student performance and academic development. Not only does it have the potential to become a useful enhancement to 21st century teaching methods, but it also is compatible with Kenya’s goal of becoming a globally competitive and prosperous nation.

– Liliana Rehorn

Photo: Flickr

Education in Mosul: Keeping Hope Alive

Education in Mosul: Keeping Hope Alive
Occupied by the Islamic State since 2014, Mosul has been in the news recently as the site of the most largely-deployed Iraqi army since 2003. As the state attempts to wrest control of the city back from ISIS, Mosul has suffered heavy casualties and numerous humanitarian crises.

Recently, 40 percent of Mosul’s population was cut off from their water supply as the conflict raged into its sixth week. Additionally, the onset of winter intensifies the anxiety surrounding the food supply.

Education in Mosul has always struggled against a myriad of obstacles over the past 15 years, and the arrival of the Islamic State has only worsened a shaky situation. Curriculums were overturned, textbooks destroyed and children were soon being indoctrinated with violent dogmas and the use of weapons. Students traveled to class to learn how to build bombs and load guns.

Families are removing children from school to avoid these militarized classrooms, the physical danger of traveling and attending school in a war zone. For those who have fled the city, refugee camps are often lacking in educational materials and teachers.

Despite these challenges, camps around Iraq are continuing their commitments to keeping education alive. In the Hassan Sham camp outside Mosul, teachers are seizing the opportunity to establish regulated learning environments for subjects like Arabic, English and Math.

Despite the surrounding chaos, the teachers’ dedication is matched by their students’ passion for returning to regular classes, thriving in the positive and controlled environment. When NPR correspondent Alice Fordham asked a young boy in the camp how it felt to return to school, he responded with, “The happiest.”

This dedication is not just restricted to the small children of the camp. Reviving education in Mosul is garnering support from many outlets, with organizations like the Iraqi Institution for Development, UNICEF and the Norwegian Refugee Council promising to aid Iraqis in their goal to continue education for their children.

– Emily Marshall

Photo: Flickr

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Six Things to Know About the Education in Yemen

Education in Yemen
On August 13, 2016, a Saudi-led airstrike killed 10 children at a school in the country’s northern region, and all were under the age of 15. Unfortunately, children in Yemen have become accustomed to this fallout from the civil war that has raged within their country since March of 2015. Currently, education in Yemen has become a crucial subject for the country’s youth, who struggle to continue learning despite the war surrounding them.

Here are some features of what education in Yemen looks like for millions of children today:

  1. On any given day, the number of children in Yemen who miss out on school exceeds 2 million. Reasons range from lack of textbooks and chairs to the destruction and militarization of school buildings.
  2. Children in Yemen often face grave danger both in and out of class. Students have been killed on their way to school as well as while attending classes, raising questions within families as to the safety of pursuing education.
  3. Staying home, however, raises further concerns. The fear of child recruitment is very real — children as young as eight have been counted by the U.N. as some of 1,200 enlisted to fight in the conflict. Education proves an effective tool for keeping children from the violent arms of war.
  4. According to the U.N., more than 3,600 schools have closed in Yemen since the beginning of the conflict in March 2015. Bombings destroyed many of these buildings, while many others are now used as training facilities for military forces. UNICEF currently estimates that it needs $34 million for its Back-to-School campaign to help rebuild Yemen’s education system, which includes building restoration, training, textbooks and provisions.
  5. In the 14 years leading up to the conflict, education in Yemen saw an incredible period of growth and improvement. Yemen’s enrollment rate rose from 71.3 percent to 97.5 percent during this time, an incredible stride, according to The World Bank.
  6. In July 2015, UNICEF and Yemen’s Ministry of Education trained 50 teachers and social workers to help children deal with the psychological fallout of living in the country torn apart by civil war. Specialized training in psychosocial approaches offers a healing hand to children growing up in war zones and helps equip them with the tools to deal with the violence.

In the midst of such difficult times, both teachers and students have proven that education in Yemen is a valuable thing. Although a large number of children currently struggle to find ways to learn, their path is becoming increasingly clear due to the hard work and resolution of educators in their country.

– Emily Marshall

Photo: Flickr

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UN Protects Education in the Central African Republic

Education in theEducation in the Central African Republic
In 2016, militiamen in the Central African Republic began setting up base at schools and preventing students from attending classes. In September, the U.N. responded by ordering the militia groups to vacate the schools, threatening to send in forces if they didn’t comply. The U.N.’s goal was to enable children to resume their education in the Central African Republic.

The Central African Republic, a land-locked nation of 5 million people, was thrown into a brutal civil war when its government was forced out in 2013 by Muslim Seleka rebels. According to the national post, the civil war has led to the country being ranked 187 out of 188 countries on the human development index.

According to the U.N., 10,000 children in the Central African Republic were kept from school due to the presence of militiamen. About a third of all schools in the country were either set on fire, shot by bullets, pillaged or occupied by armed groups. As a result, approximately 400 primary schools were shut down.

The U.N. took a firm stand against the militia and issued a statement known as “Minusca,” which mandated that no armed forces go within 1,650 feet of schools and warned against further interference in education in the Central African Republic.

UNICEF also denounced the militia groups’ behavior. UNICEF’s Chief of Communications in the Central African Republic, Donaig Le Du, issued a firm statement that despite the conflict and civil war occurring, education in the Central African Republic should be spared. School is not politically affiliated or party to the conflict, she said, and children should not be prevented from attending.

Despite disruption in areas near Bangui, the capital of the Central African Republic, children across the country returned back to school to resume their educations at the end of September as a result of the U.N.’s warning.

The U.N. recently reported that since the civil war broke out in the Central African Republic, “considerable progress” has been made. Ten thousand U.N. troops and 1,700 police are keeping peace as well between armed groups, and an additional 12,000 peacekeepers are stationed in the country. Although the state of the nation remains fragile, it is in a better place overall than it was in 2013.

– Alex Fidler