Information and stories on education.
Education in Rwanda has blossomed in the years following the Rwandan Genocide of 1994, currently boasting the highest primary school enrollment rates in the entire continent of Africa. The challenge now is to increase secondary school enrollment, which was only 28 percent in 2011 and get more students to enroll in higher education.
Rwanda’s educational system operates on a 6-3-3-4 system; there are six years of primary school, three years of junior secondary school, three years of senior secondary school and four (optional) years of university to obtain a Bachelor’s degree.
Children are instructed in three different languages in Rwanda: Kinyarwanda, English and French. Kinyarwanda is a Bantu language spoken by around seven million people in Rwanda. These official languages were established after the Rwandan Patriotic Front (RPF) gained control of Rwanda’s government in 1994; many of the RPF’s members grew up in English-speaking Uganda and Tanzania.
Kinyarwanda is the primary language of instruction during the first three years of primary school. When children enter secondary school, most of their classes are taught in English. Prior to 2009, French was the principal language of instruction after year three of primary school. Now, French can be taken as an elective in both primary and secondary school.
Fluency in English, Claver Yisa of the Rwandan education ministry said, will help strengthen Rwanda’s ties with their English-speaking trade partners Uganda, Kenya, and Tanzania, as well as help attract foreign investors in education in Rwanda—most of whom will speak English.
The switch from instruction in Kinyarwanda to English is difficult for some teachers, which is why Rwanda launched STEM (Supporting Teachers’ English proficiency through Mentoring). For effective learning, teachers themselves needed to be more fluent in the language they must teach. Their innovative and effective program earned Rwanda the prestigious Commonwealth Education Good Practice Award in 2015.
Yet there is still a long road ahead of Rwandan teachers, as they work to improve the English skills of students and themselves so more students can go on to further education in Rwanda and abroad. Students’ immersion in the English language has positioned them to be larger contributors to the global economy and will no doubt play an important role in defining Rwanda in the coming years.
– Bayley McComb
Photo: Flickr
Education in Finland is prestigious and public. After 40 years of education reform to propel the economy, Finland has created some of the finest students in the world. In 2000, they led in reading, in 2003, in math and in 2006, in science. Since 2009, they consistently rank at the top for each subject in the Programme for International Student Assessment.
Not only does education in Finland produce top tier students, but the country has also created an education system that works for everyone. About 93 percent of Finns graduate from high school, 17.5 percentage points higher than the US, and 66 percent go to college, the highest rate in the European Union. Yet, Finland spends 30 percent less on education than the US.
Even with their amazing achievements in education, however, Finland has not yet found a popular following in implementing similar policies within other countries. In Finland, there is only one standardized test, unlike the U.S. and many Asian countries, where standardized tests are taken every year to measure students. Science classes are capped at 16. In the U.S., however, poorer public school systems pack many students into underfunded science classes. Teachers are also required to have master’s degrees, which are fully subsidized by the government, while the U.S. expects a bachelor’s degree without providing subsidies.
Although Finland may strive for excellence in education, they primarily value equality, a value missing in many American and Asian education systems. Whereas gifted students are separated into higher level classes in the U.S., Finland keeps all students in the same classrooms, providing extra help to those who need it. There are no private schools in Finland as all schools are 100 percent publicly funded. Each student has equal access to free school meals, health care, psychological counseling and individual student guidance, regardless of socioeconomic background.
As opposed to the U.S., where a good education generally means sending your kids to private or charter schools if you can afford it, Finland provides an equal education for everyone. Rather than creating a market for certain individuals to buy the best quality education, Finland created the base of its education system to help everyone. As opposed to Asian cultures that stress constant studying and competition between students, Finland prioritizes the students’ learning desires and fostering cooperation. There are no rankings for best schools or students.
Among other factors, Finland also selectively chooses its teachers; there is a 7 percent acceptance rate in Helsinki, which encourages constant retraining for teachers, creates broad curriculum guidelines and focuses more on quality time in the classroom. Education in Finland is clearly more relaxed and equitable, yet they still consistently boast the best scores. Although expensive private schools and exhaustive studying may produce similar results, they are not the most efficient strategies for a both equitable and robust education system.
– Henry Gao
Photo: Flickr
Although school attendance has increased within the past several years, education in Haiti remains a problem. More than 200,000 Haitian children do not go to school, and half of Haiti’s adult population is illiterate.
Because most schools in Haiti are privately operated without government regulation, the cost of tuition is taxing. In many cases, students are forced to take a year or more off between grades because they can’t afford to continue. Joseph Woaly, an alumni of the Haitian school system, said he completed primary school at age 17 and secondary school at 25.
Other challenges persist. Even some of the newest institutions are not up to code. School buildings lack basic necessities such as clean water and working lavatories. According to education officials, much more funding is needed to continue plans for reforming education in Haiti.
As in most impoverished countries, women receive fewer opportunities than do men in Haiti. The World Bank estimates that a 1 percent increase in the number of women receiving an education can increase a country’s financial growth by 0.3 percent.
In 2007, the World Bank and the Caribbean Development Bank started a tuition waiver program to help reform education in Haiti. The World Bank has allocated $24.1 million toward supporting the program from 2014 to 2017. The grant helps underprivileged families pay for the cost of primary school tuition and supplies.
This tuition supplementation program has enabled more children to enroll in school while simultaneously creating a need for more teachers, thus benefiting the Haitian job market. Unfortunately, most Haitian teachers are somewhat unqualified, having received little or no training.
Another effective initiative started in 2012. The Adolescent Girls Initiative (AGI) set out to reform education in Haiti by teaching young women the skills they need to obtain long-term employment. Technical trades are often geared toward males, but AGI challenged those stereotypes, training women in such trades as plumbing, construction, machinery and IT.
The development of soft skills like professionalism, self-esteem and leadership is also crucial to gaining and retaining a profession. AGI found that women who received training were more self-confident, developing better decision-making abilities and more optimistic outlooks for the future.
The United States Agency for International Development (USAID) has also taken a deep interest in reforming education in Haiti. The organization has actively worked with the Ministry of Education in Haiti to maximize donor resources and improve national literacy levels. Over the past five years, USAID has helped Haitian children learn how to read, providing them with 85,000 workbooks, 3,700 teacher guides and curricula meeting international standards. USAID also reformed 19 schools to cater to the needs of disabled children.
Last year the World Bank promoted the idea of transferring some private schools into the public sector, hoping to increase enrollment among children who still cannot afford school fees. No notable progress has been made toward this initiative. The Haitian government maintains that there is no funding available for the project now, nor will there be within the foreseeable future.
– Amy Whitman
Photo: Flickr
Fiji has a literacy rate of 33.6 percent that needs to be addressed. Despite many criticisms, Dr. Mahendra Reddy, Minister for Education, argues that Fiji had started improving literacy rates by including libraries in schools.
Dr. Rosi Lagi, a university academic, argues that in order to improve the low literacy rate, Fiji has to improve the way students are taught at schools. In particular, he criticizes the teaching style of many teachers and suggests that teachers be more creative in drawing the attentions of students in class.
Fiji has been receiving aid from the EU, which has significantly helped education programs in Fiji. Fiji and the EU originally established a firm diplomatic relation in 1975. The EU heavily supported Fiji after Cyclone Winston in February 2016 with the restoration.
Fijian government believes that education is the pathway to prosperity for any country and hopes to build a knowledge-based society that will lead the country to be competitive in the world market.
Therefore, the government has provided educational opportunities for Fijian youths to develop their future. The government also ensures that every child in Fiji goes to school and promotes many programs within government policies and the Ministry of Education.
However, recently a Fiji Minister has brought the issue of discrimination against women educators to attention. Rosy Akbar, Fijian Minister for Women, Children and Poverty Alleviation, argues that there is still a fear of letting women move forward in the education sector of Fiji. She argues that there are still attitudes against promotions, where many would prefer to have male principals than female principals.
Fiji strives to become a knowledge-based society where people will have knowledge of all factors of production and aspects of life in the society. In order to achieve the goal, the Prime Minister of Fiji strongly believes that the future will be determined by how they nurture and educate the children now.
They argue that the people of Fiji are given access to all forms of education based on fairness, equality and quality. Although there still exists deep-rooted conservative ideas among few, Fiji is gradually changing its education system to improve the quality of lives of its people in the future and to grow competitively in a global world.
– Gulyn Kim
Photo: Flickr
The spring of 2016 has brought exciting changes for the citizens of Myanmar. Although Nobel Peace Prize Winner Aung San Suu Kyi is constitutionally ineligible to run for president, due the fact that her sons are of British nationality, she and her supporters have still found a way to impact the education system in the country.
A close friend and aid of Suu Kyi, Htin Kyaw, was elected into office. President Kyaw has given Suu Kyi a place in the cabinet, and she will oversee foreign affairs, as well as the reformation of education in Myanmar.
Myanmar’s new branch into democracy, breaking away from the debilitating rule of a military regime which abolished the once prominent higher education system, brings hope for proper education back to the people of Myanmar.
Primary education in Myanmar is mandatory and free to the public. However, for decades the education sector has been neglected, and it shows. The rule of a military regime, which lasted nearly half of a century, discouraged education amongst Myanmar’s citizens and invested little money or resources in the education system.
The constant conflict and poverty in Myanmar which ensued disrupted students from being able to attend school. The current students and graduates of Myanmar’s public education system have not been properly prepared.
Deepak Neopane, founder of City College Yangon, comments that the economy in Myanmar has recently rebounded, but the those entering into the workforce are unequipped with basic thinking skills and much of this influx of opportunity is going to waste.
With the National League for Democracy (NLD) at reigns of the government, a plan is in place to mend and improve education in Myanmar within the next five years. Beginning in the 2017/18 academic year, the grade structure will be reconfigured and increased to follow a 13-year format.
The goal for the curriculum moving forward is to expand and enhance problem-solving and critical thinking skills within the pupils. Though the budget is yet to be finalized, it is likely that following the last year’s investments in the education system that more significant increases are to be made.
The Myanmar education sector has been receiving grants from several humanitarian organizations including UNICEF, the British Council and the Japan International Cooperation Agency, to ensure the prosperity of education for the children in Myanmar moving forward.
Undoubtedly, the government’s agenda to revitalize education in Myanmar is promising. However, they do not deny that there will be hurdles to overcome. The Myanmar government has not neglected to see that every facet of the current education system will need updates and revision.
The plan includes re-training teachers to bring them all up to the modern regional level of teaching and reconfiguring existing schools to situate smaller class sizes, which will improve teacher to student ratios. The end-goal is to have education in Myanmar completely modernized and fully up to standard with regional accreditation by 2030.
– Amy Whitman
Photo: Flickr
She’s the First is a non-profit organization dedicated to providing scholarships for girls in developing countries.
The organization allows donors to directly sponsor the education of girls in low-income areas around the world. Research shows that girls at the secondary school level are particularly vulnerable, but thankfully She’s the First focuses on these girls and partners with local organizations to find potential secondary school level scholars based on academic merit, personal hardship and potential to contribute to the community following graduation.
The founders of the organization — Tammy Tibbetts and Christen Brandt — were inspired by their personal experiences with education and the power of a woman’s support network.
The education offered by She’s the First leverages these support networks to stretch beyond basic academics. The organization connects girls with support systems and mentors who teach them how to apply their newfound skills in their everyday lives, hoping that by being provided with such scholarships, the girls will be able to delay marriage and childbirth, avoid domestic violence, secure better wages and ultimately break the cycle of poverty.
Scholarships for girls are part of an overarching goal to achieve gender equality on all fronts. The United Nations recognizes the importance of girls’ education and have listed equitable education for all as one of its Sustainable Development Goals.
Research shows that investing in education for girls is not a futile effort; it increases both women’s earning potential and countries’ economic outputs. According to She’s the First, “only one in every five girls in the developing world finish primary school, and only one out of every three countries (37 percent) has as many girls as boys in secondary schools.”
Already, the United Nation’s previous Millennium Development Goals have made great strides in providing education for girls around the world. According to the 2015 MDG report, in Southern Asia, 74 girls for every 100 boys attended primary school in 1990. That number has now risen to 103 girls for every 100 boys.
She’s the First, meanwhile, has provided scholarships for over 750 scholars in 11 countries. According to their website, She’s the First has one main goal with their scholarships for girls: “We can transform a girl’s life if we help her be the first to reach her high school graduation, changing the trajectory of her entire life.”
– Sabrina Santos
Photo: Flickr
Ongoing conflict continues to hinder early childhood education in the Middle East. There are about 8,500 schools that are unusable in the region. UNICEF reports that 13 million children are not attending school as a result of violence, displacement and structural damages to schools.
Schools in countries like Jordan, Syria, Yemen, Iraq, Libya and Sudan are used as shelters and storage areas in war zones. This damages the quality of the education facilities and makes them unusable when the conflict ends.
The report also suggests that there should be more financial support for early childhood education in the Middle East. Such a change needs effective work from policy makers to bring the attention of donors and supporters to the problems of child education in the region.
Moreover, the Middle Eastern governments were known for their low spending on education and basic educational facilities for children. This has even decreased from in the recent few years. In 2001, the Middle East and North Africa region spent 17.6 percent of its GDP in education. In 2008, this measure fell to 13.6 percent.
In spite of the discouraging statistics, parents in the Middle East are realizing the importance of providing education. For example, families in the UAE are willing to spend less on luxurious services and more on their children’s education. Parents realize that improving early childhood education in the Middles East provides a foundation for success in higher education and sustainable future generations.
Many students in the Middle East are looking forward to studying abroad, mainly in the United States. Parents want their children to gain an international experience that will ensure success and interaction with different cultural perspectives.
– Noman Ahmed
Photo: Flickr
The Syrian civil war is now in its fifth year, but Stephen O’Brien, the U.N. Under-Secretary-General for Humanitarian Affairs, believes that the current fighting in Aleppo, Syria represents “the apex of horror at its most horrific extent of the suffering of people.” No group is more vulnerable to this horror than the children of Aleppo, who do not have access to fresh food, clean water, shelter, or medical care. Needless to say, education in Aleppo is also not the highest priority.
The fighting in Aleppo has not slowed, even after the recent photo of Omran Daqneesh, a five-year-old boy who was pulled from the rubble of his former home, went viral. Following the image’s release, Russia, the main ally of al-Assad’s regime, swore that it would enact a 48-hour ceasefire, but the combat has continued.
Control in Aleppo is split between rebels in the east and the Syrian government in the west. The 275,000 civilians in eastern Aleppo have not been able to receive any aid, while scarce amounts of goods have reached the 1.5 million in western Aleppo. According to an article published by TIME, there is “an estimated 75,000 children fighting to survive in eastern Aleppo”.
Education in Aleppo has suffered because of the danger that children are put in when they try to attend school. Save the Children reported that in the month of August 16 schools that they support have been hit or affected by bombings.
While UNICEF is fighting on many fronts in Aleppo, their most prominent initiative is providing children from the war-torn city with a proper education. In a recent article, UNICEF shared that it has built 130 prefabricated classrooms throughout Aleppo.
Unfortunately, one of UNICEF’s crowning achievements in their education campaign has recently become another victim to the fighting in Aleppo. UNICEF’s intermediary school in the 1070 neighborhood was severely damaged by bombings that began on July 31. The all girls’ school had 32 prefabricated classrooms with 2,500 students enrolled.
The 1,070 school offered hope to many children in the western Aleppo neighborhood, which is made up of thousands of displaced families. Though this tragedy is horrific, it does not signal the end of UNICEF’s campaign. The organization plans to rebuild these classrooms and is collaborating with Syrian officials on self-learning programs that will restore education in Aleppo.
– Liam Travers
Photo: Flickr
BRAC is a development organization in Bangladesh seeking to alleviate the lives of the country’s poor by empowering them through various efforts including disaster management, community empowerment, support programs, and education.
Overtime, Bangladesh has made major improvements in its education system. The literacy rate in Bangladesh is 83 percent for youth and 61 percent for adults. However, there is still work to be done. It is estimated that 1,300,000 primary school-age children do not have access to education in Bangladesh. Additionally, the rate of student school drop-out is still very high and the student to teacher ratio can be as high as 51:1. However, BRAC is taking steps to improve the education in Bangladesh.
With innovating teaching methods, BRAC provides children of poverty – who have been left out of the traditional education system – an education comparable with that of the mainstream school system. Education is one of the keys to fighting poverty, as upcoming generations will have more opportunities can change the course of their lives.
BRAC’s program on education in Bangladesh has four major practice areas: non-formal primary education, pre-primary schools, adolescent development program and multi-purpose community learning centers. These different practice areas reach not only children but also young adults and older members of communities.
The non-formal primary education initiative is a three-year program that aims to help kids aged eight to ten who have dropped out or never been enrolled in school. This program now has over 22,000 schools and over 681,000 students. The recent pass rate of BRAC’s pre-school graduates on the Primary School Certificate is 99.99 percent, and its students perform outstandingly on the exam, compared to national numbers.
Schools lead by BRAC not only provide a traditional education but also vocational skills, health awareness classes and financial services. Additionally, the schools provide safe places for children to play and participate in community activities, fostering community growth. The education program additionally brings mobile libraries to developing communities, which promotes reading and allows the members of the community to have access to computers and the internet.
The education program “has evolved organically, following a ‘life cycle’ approach with capacity and potentials to empower communities through livelihood improvement, citizenship development and poverty alleviation” according to BRAC.
As members of developing communities have better access to the tools they need to survive, like education, they have a better chance of thriving and building a successful life. By bringing education to poor communities in Bangladesh, BRAC is taking significant steps in order to fight global poverty. Its extensive education program will soon help children in many more poor countries, as the organization brings its schools around the globe. Improving education in Bangladesh will ultimately set an example of what needs to be done in other poor countries and communities.
– Julia Arredondo
Photo: Flickr
