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Archive for category: Education

Information and stories on education.

Education, Global Poverty

KIND Fund Exceeds Expectations

KINDMillions of children throughout Africa struggle to learn while sitting on dirt floors or the ground outside for hours at a time. In Malawi, three out of five students don’t have a desk or chair.

Since 2010, Kids In Need of Desks (KIND) has placed more than 148,755 desks in 575 primary schools in Malawi, providing actual workspaces to nearly half a million students who would otherwise be sitting on the floor. The fund has also provided over 718 scholarships to girls to complete all four years of high school.

KIND also benefits the Malawian community outside the classroom. Every desk made for Malawian children is manufactured locally. This has created numerous jobs for residents over the past five years.

The fund was created by MSNBC’s Lawrence O’Donnell after a 2010 service trip to the country. There, O’Donnell learned firsthand that the number one item Malawian school teachers said would best improve the lives of students was desks.

According to Malawian teacher Saulos Mzuwala, “In as far as education is concerned a learner is more comfortable sitting at desks than on floors. They use their knees as desks which leads to poor handwriting.”

Students too, complain about the difficulty of learning and practicing writing from this position. “We fold our legs when we’re sitting and when we try to write, our papers get damaged and that wastes a lot of our time. It’s distracting and makes it hard to do well in school,” says student Lajab Saidi.

On top of this, sitting on the floor makes their clothes dirty faster, says teacher Nema Samalira. “It’s hard for these kids to afford soap especially if they have to clean their clothes every day. If their clothes are dirty they don’t come to school.”

During that trip, O’Donnell connected with UNICEF and a Malawi woodworking shop. He paid for them to make 30 student desks. With three kids to every desk, that first delivery enabled 90 students to move from dirt floors to desks. This change happened within a single week. Now, five years later, the KIND fund has received more than $10.5 million in donations.

“Ten million dollars was beyond my wildest dream when I started KIND with UNICEF. I am in awe of the generosity of our audience. There are hundreds of thousands of students sitting at desks instead of on the floor today thanks entirely to our audience. There are girls in high school today thanks entirely to our audience. This is proof that small acts of kindness can make a big difference in our world,” says O’Donnell.

– Kara Buckley

Sources: MSNBC, PR News Wire, UNICEF USA, Vimeo
Photo: MSNBC

February 3, 2016
https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg 0 0 Borgen Project https://borgenproject.org/wp-content/uploads/borgen-project-logo.svg Borgen Project2016-02-03 01:30:012024-12-13 18:05:33KIND Fund Exceeds Expectations
Education, Global Poverty

New Tier Education System in South Africa

Education System in South Africa
The City Press has reported a possible new tier education system in South Africa where students will be divided into three tiers based on their strengths and weaknesses.

According to Business Tech, students will be placed into one of three categories based on their assessed aptitude for each. The tiers are academic, technical occupational and technical vocational.

The academic tier will mirror the current matriculation program.

On the other hand, the technical occupational tier aims to produce students who can leave the education system in South Africa and enter the workplace immediately with skills such as spray painting, hairdressing and woodwork.

According to Mathanzima Mweli, Director General of DBE, “We will introduce these (technical occupational) subjects at grade four and will increase the number of schools offering the new subjects to hundreds or thousands.”

The technical vocational tier will include subjects such as engineering and technical drawing and focus on students who want to study trades. The technical vocational stream will offer 12 subjects.

The department of basic education hopes the new school system will result in 60 percent of students completing technical qualifications.

Moira de Roche, MD of Aligned4Learning, said, “There is no point in forcing a new learner who is good with their hands to do academic subjects. They end up failing and feeling useless, whereas they are good at many things. Hopefully, it will also result in less kids (and their parents) thinking the only option for them is a university.”

Education activist and founder of Partners4Possibility, Louise van Rhyn noted that the new tier system will enable young people to find fruitful careers by providing opportunities that are not solely focused on academic success.

Van Rhyn also said, “In addition to implementing this change, we also need to ensure that we still create opportunities for learners to participate in the knowledge economy, as this is a sure way out of poverty and these skills are critical for our future. We need a much higher percentage of learners with a solid foundation in maths and science.”

According to Business Tech, the new school system is being developed this year and will be tested in 58 schools in 2017.

– Jordan Connell

Sources: All Africa, Business Tech, It Web
Photo: The Guardian

February 1, 2016
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Education, Global Poverty, Technology

Etisalat Raise ICT Literacy Through Donations

EtisalatEtisalat contributed 30 desktop computers in an attempt to improve Information Communication Technology (ICT) education at the Nuhu Bamali Primary School in Kano State. Etisalat hopes the computer donations will raise ICT literacy at the primary school.

The computers were presented to the school during a commissioning of facilities ceremony where Etisalat also unveiled school renovations, according to It News Africa.

The Vice President of Government and Regulatory Affairs for Etisalat, Ibrahim Dikko, said the donation was in line with their commitment to improving education in Nigeria through partnerships with the government.

ICT education has become a basic component of learning and will provide a greater benefit if students in primary and secondary schools are exposed to it early on. The company is dedicated to creating an improved and conducive learning environment for Nigerian children, according to Dikko.

Headmistress of Nuhu Bamali Primary School, Hajia Asmau Mohammed Lawan, hopes the computers will go a long way in giving pupils the cutting edge education to prepare them for their individual career paths according to It News Africa.

In October 2015, Etisalat donated desktop computers to the ICT center of Girls’ Government College in Nigeria, which is also located in Kano State.

According to Etisalat’s Head of Government and Community Relations, Mohammed Suley-Yusuf, “Etisalat is proud to be able to contribute positively to achieving the government’s objective of improving Kano State, especially in the area of education.”

Etisalat Group is a telecommunications provider who offers services to 18 countries throughout the Middle East, Asia and Africa. It is one of the world’s leading telecom groups and ranks among the most profitable telecom groups in the world. They work with the British Council to provide a Pan-Nigerian teacher training program and they continue to focus on improving education through their Adopt-a-School program.

The company is currently working on an initiative to create an Etisalat Telecommunications Engineering Postgraduate Program within the education sector.

– Jordan Connell

Sources: Etisalat, It News Africa, Prompt News Online
Photo: Manic

February 1, 2016
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Education, Global Poverty

O’Donnell’s KIND Fund Raises $10.5 million for Malawi

 

KIND fundIn the 2015 holiday season, Lawrence O’Donnell’s KIND Fund (Kids in Need of Desks), which supplies desks and scholarships to students in Malawi, reached over $10.5 million in donations. The organization’s goal is to build tables for rural schools in Malawi that lack school furniture.

In 2010, Lawrence O’ Donnell saw firsthand the struggles of schoolchildren lacking essential school supplies in Malawi. Every day in rural villages, children would attend school without basic school equipment, like desks and chairs.

Most students would sit in the dirt or on hard cement floors, using their knees as makeshift tables to write notes. The lack of a physical platform would lead to poor handwriting and damaged papers. Because the students only have a single pair of clothing, their families would spend every other day washing their shirts and pants, often causing children to miss class.

Wanting to help improve the bleak situation, O’Donnell contacted UNICEF and a local woodworking shop, paying them to make 30 student desks — enough for a full classroom. Realizing how easily he could improve student education, O’ Donnell created the KIND Fund after his visit.

Since 2010, the organization has built and placed more than 148,755 desks in 575 primary schools in Malawi, creating legitimate work spaces for more than half a million students who would otherwise be sitting on the dirty floor. On his show, O’Donnell thanked his viewers for their ongoing support for the KIND Fund. To him, $10 million dollars “was beyond my wildest dreams when I started [the fund].”

The KIND Fund has also benefited the Malawian communities outside the classroom by manufacturing the desks locally, creating jobs for residents since its inception.

In addition to building desks for schools, the KIND Fund also provides scholarships to young women to complete their secondary school education. Because of their impoverished situation, families choose to not send their daughters to school.

With the scholarships that the KIND Fund offers, the girls receive an education that diminishes their chances of being exploited, making them less likely to fall victim to human trafficking. Girls who finish secondary school also marry at an older age, and their babies are more likely to survive.

Knowing this, the KIND Fund promotes its scholarships and makes sure both young men and women have a brighter future and better education.

“This is proof that small acts of kindness can make a big difference in our world,” O’Donnell said.

– John Gilmore

Sources: Look to the Stars, UNICEF USA
Photo: Flickr

 

 

Clint Borgen will be speaking at Yale on February 12th. Order tickets online.

 

January 31, 2016
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Development, Education, Global Poverty

Education in Namibia and Its Role in Development

Education in Namibia
The United Nations recently presented its Human Development Report in Windhoek, Namibia. The Report included the U.N.’s Human Development Index (HDI) which not only measures a nation’s economic well-being but also that of its citizens. Many find the HDI useful because it takes into account the citizenry’s quality of life.

The Report provided sobering news for the host nation when it was revealed its HDI rank was 126 out of 188. Despite its status as an upper middle-income nation, Namibia ranks fairly low on quality of life metric.

The HDI shows that a rising gross domestic product cannot cover up the citizen’s poor standard of living. The HDI points out that there is wealth inequality, poverty, poor healthcare and educational underperformance in Namibia.

Babatunde Omilola, the United Nations Development Programme’s chief of development planning in New York offered his opinion on solutions to these issues. In particular, Omilola noted that Namibia “could do better if it invests more in education.”

For example, Namibia invests billions of dollars in its education, yet only 30 percent of 12th graders in 2013 met the requirements for college admissions. With statistics showing that college graduates earn more throughout their lifetime, Namibia’s lack of collegiate students translates to unrealized potential.

By improving education in Namibia, it is likely that its citizens will benefit from increased opportunities and a higher HDI as the country tries to overcome a staggering poverty rate of 30 percent.

Omilola also noted that education “allows people to enhance their capabilities by providing them with acquired skills and knowledge.”

He then concludes this by saying Namibia’s “Education and skills need to be boosted.”

With a greater focus on education in Namibia, it is hoped that the country will produce more college graduates that have 21st century skills. These graduates will be able to fill the nation’s skills gap, and take advantage of the nation’s abundant resources.

– Andrew Wildes

Sources: Capacity4dev, World Bank, UNDP, Namibian 1, Namibian 2, Namibian Sun, WHO
Photo: UNDP

January 30, 2016
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Education, Global Poverty

Finding Solutions for Unemployed Youth in Zambia

Zambia
While Zambia continues to make strides economically and socially, there are clear problems that need to be addressed, according to a report by the International Development Research Centre (IDRC). The most pressing issue, the report states, is the growing number of unemployed youths in Zambia.

The Statistical Context

This past decade has been quite fruitful for Zambia’s economy, which has grown at an annual rate of 6 percent since 2000. However, poverty still afflicts 60.5 percent of the population. Moreover, from 2004 to 2013, the population has increased by 3.3 million to 14.5 million. The result is a disproportionately large population of Zambian youths.

This expansion amounts to an annual average rate of 3 percent, which exceeds the 2.7 percent average of other sub-Saharan countries.

According to the U.N.’s World Population Prospects, the working age youth population is expected to grow at a rate of 34 percent for the next two decades. This means that the youth labor force is expected to nearly double from 5.5 million to 10.1 million.

While Zambia’s economy has shown significant growth, the expected influx of youth into the labor market presents a challenge and a question: How can they all be absorbed into the workforce?

Currently, youth make up 64.2 percent of the working-age population. And of that pool, only 11 percent obtain public jobs. The private sector, on the other hand, accounts for a small percentage of the employed youth.

Not surprisingly, agriculture accounts for the majority of the jobs that youths hold as the economy continues to rely on that industry for growth.

This fact suggests that the economy has not undergone a structural transformation. In other words, the Zambian market has not yet incorporated technology-intensive manufacturing firms. And this has left otherwise able youth underemployed, performing marginal jobs of an irregular nature.

The Underlying Factors

Zambia boasts tremendous improvement in primary school enrollment rates, having increased from 72 percent in 2002 to 94 percent in 2012. However, as the report notes, the true indicator of a stable and effective education system is the progression rate of students from primary school all the way to tertiary school.

In that regard, Zambia performs poorly: out of every 100 primary school children, only 1.07 will enroll at a tertiary institution (i.e. university or vocational school).

This rate is six times below the average of neighboring countries and 19 times below the world average. Since many Zambian youth do not complete secondary or tertiary school, they are unable to find jobs and many may resort to agricultural or household work.

The struggle in transitioning from school to work depends on several factors. The quality of education is one, but it is not uncommon for young Zambians to be in and out of school trying to find sponsors to pay for their education.

Some end up graduating secondary school (i.e. high school) in their twenties.

For this reason, entrepreneurship is quite popular among Zambians as a compelling option for those who leave school. And, while the business set up have so far not been very stable — as a result of their establishment being out of economic necessity rather than opportunity — many see promise if these individuals are better supported.

The Solutions

Technical and vocational educational training schools or TVETs have been created to address the huge scarcity of skilled workers and a need for out-of-school students to find training.

However, there are two challenges facing these schools. First, is a lack of capacity: about 300,000 Zambians leave the school system every year, yet the universities and TVETs can only absorb 14,000 students.

Second, there has yet to be much stock put in the graduates of TVETs as compared to graduates of universities. Historically, TVET graduates are viewed as favorably as university graduates even though they possess the technical skills needed for a growing young economy like Zambia’s.

The government has enacted soft policies to help combat youth unemployment. The National Youth Policy (NYP) was first adopted in 1994 and was later readdressed in 2013.

The result was the National Action Plan on Youth Employment in Zambia, which developed a framework to monitor and evaluate youth unemployment to better produce jobs and resources.

Donor communities and Zambia’s NGO sector also assist. Street Kids International established the Youth Skills Enterprise Initiative, giving youth in Lusaka, Zambia’s capital, opportunities to earn daily income and learn life skills. Another venture, BongoHive, acts as a networking hub for young graduates to program and gain employable skills.

– Shehrose Mian

Sources: Bloomberg, IDRC, Bongohive
Photo: The World Bank

January 28, 2016
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Education, Global Poverty

Karam Foundation: Reconstructing Education in Syria

Karam_Foundation
The Karam Foundation is an American-based charity, that operates outside of Turkey. Its main purpose is to raise funds to rebuild schools in Syria, as well as to secure opportunities for Syrian children.

The organization’s mission is especially important at a time when the conflict in Syria has led to the recent closure of some schools in the protectorates of Raqqa, Deir-ez-Zour and other rural areas. These combined factors have disrupted the education of more than 670,000 students, according to UNICEF.

In addition, the majority of the country’s 5,000 schools cannot be used because they have been damaged, destroyed, or recently bombed. Some schools have even become bases for the armed forces and rebel groups. In 2015, more than 120 schools were bombed, in some cases, deliberately.

Not surprisingly, many parents have stopped sending their children to school. Syrian teachers have also paid a heavy price, as many have been forced to leave their jobs as a result of the ongoing conflict.

However, Karam Foundation has proposed that even in the face of adversity, it is necessary to invest in the children living in Syria by rebuilding their education and promoting prosperity.

The Foundation is focused on reconstructing the education system to ensure sustainability instead of finding short-term solutions that may not be durable.

The Karam Foundation also explains on its website that it is, “On a mission to build better future for Syria, this initiative is dedicated to providing aid that matters and finding the most effective and impactful ways to help the Syrian people.”

The Foundation has implemented both creative and therapeutic programs, with the help of dozens of experts that bring inspiration to thousands of displaced Syrian children. Through its sustainable development mechanism, the organization also provides innovative technology, effective business models and grants for Syrian children who desire to maintain themselves.

Moreover, year round, Karam Foundation provides basic necessities, such a food, clothing and heating fuel to thousands of Syrian families.

– Isabella Rölz

Sources: Karam Foundation, UNICEF, FIP
Photo: Wikipedia
                                                                                  

January 26, 2016
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Education, Global Poverty

Accomplishments of The Global Partnership for Education

The_Global_Partnership_for_Education2015 has been an active year for global education. The fourth Global Goal in the new Global Goals for 2030 focuses on education. But according to Results, The Global Partnership for Education (GPE) is the only international partnership exclusively dedicated to achieving education for all.

The Global Partnership for Education had five major accomplishments over the course of 2015.

1. GPE welcomed Bangladesh and the Republic of Congo as new partners.

Bangladesh became the 60th developing partner of the GPE. As a GPE member country, Bangladesh is now eligible for a Program Implementation Grant worth $100 million dollars over the course of three years. The Congo is the 61st developing country partner of GPE. The GPE is working with the Congo to give all children a basic ten-year education.

2. GPE calculated that it takes only $1.18 to pay for a day of primary to secondary education for a child in a developing country.

This calculation comes from The Education for All Global Monitoring Report and IMF figures for historical US inflation. According to GPE, 88 percent of $1.18 will be provided by developing countries themselves, making the international funding gap just 14 cents a day per child.

3. GPE received new funding from Canada.

Canada decided to double its contribution to the GPE. They agreed to donate $98 million dollars during the 2015-2018 replenishment period. More than half of GPE’s financing to countries in 2014 went to conflict-affected countries.

4. GPE allocated more than $245 million in grants and distributed more than $400 million.

GPE approved $245 million in grants fro Bangladesh, Mozambique, Nepal and Rwanda. It plans to use this money to provide imperative funding and momentum toward quality education for children.

5. GPE adopted a new strategy for the next five years.

The new strategic plan sets out contributions that GPE will make to focus on the Global Goal for education. The new results framework will be used to measure achievements and ensure accountability for results. GPE is invested in delivering the Global Goal of quality education for all.

GPE hopes to continue to make a positive impact in global education and to reach the global education goal. Their new strategy for 2016 identifies their biggest challenges to achieving quality education for children around the world.

– Jordan Connell

Sources: Global Partnership for Education, Results
Photo: Global Partnership for Education

January 22, 2016
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Education, Global Poverty

Learning to Read in Tonga

TongaThe Global Partnership for Education reported that if all students in low-income countries left school with basic reading skills, 171 million people could be lifted out of poverty. That would amount to a 12 percent cut in global poverty.

In Tonga, the Pacific Early Age Readiness and Learning (PEARL) project is driven towards preparing children for school. Funded by the Global Partnership for Education, and implemented by the World Bank, PEARL has two main goals. The first goal is to support children in developing key skills that will be useful at school. The second goal is helping more children learn to read and write well in their first years of elementary school.

According to the Global Partnership for Education, 40 percent of children in the developing world live in extreme poverty. Around 10.5 million children under the age of five die from preventable diseases each year because of extreme poverty. They also said investments in quality Early Childhood Care and Education (ECCE) can improve an individual’s well-being and close the education and poverty gap.

Early childhood is defined as the period from birth to eight years of age. Quality ECCE guides children towards fulfilling their potential and promotes social, emotional, physical and cognitive development. Young children who benefit from ECCE services are more likely to be healthy, prepared to learn, stay longer and perform better in school.

Nadia Fifita, Director at Ocean of Light International School in the Tongan capital, Nuku’alofa, said, “We see a big difference in the children who have had some early childhood [education] experience, whether that is formally through a school-based program or informally through parents.”

Tonga is not the only nation benefiting from PEARL. The project is also helping other Pacific Island countries improve policy and programming around school readiness and early grade literacy in Papua New Guinea, Samoa, Tuvalu and Vanuatu. In those countries, the World Bank and other partners are supporting each country’s Ministry of Education to make changes strengthening early education.

While early childhood education has increased globally, it is still limited and unequal in developing countries. The Global Partnership reported Sub-Saharan Africa and Arab states have shown the lowest gross enrollment ratios at 18 percent and 21 percent respectively in 2009. In some countries, children from privileged backgrounds are four times more likely to receive pre-primary education than poor children.

Tongan teacher Seini Napa’a said, “My dream is that the students in Tonga have the best future, the best readers and the best writers.”

– Kara Buckley

Sources: Global Partnership 1, Global Partnership 2, World Bank
Photo: World Bank

January 20, 2016
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Education, Global Poverty, USAID

Improving Education in Pakistan’s Sindh Province

sindh province

The United States Agency for International Development (USAID) recently pledged more than $100 million towards improving education in Pakistan‘s Sindh Province. The funds will go towards the Sindh Reading Program (SRP) which will work to improve reading and mathematics in primary school.

The Sindh Reading Program is a five-year initiative that works under the umbrella of the Sindh Basic Education Project (SBEP). The SRP aims to address critical issues that are affecting reading and mathematics scores in primary school. It will do this through continuous teacher development, improving student assessment, providing supplementary materials and promoting family involvement.

A crucial component of the SRP is its focus on improving teacher performance. The program will provide 25,000 teachers with professional development opportunities in order to improve their instructional competencies in reading and mathematics.

New lesson plans will also be provided to the teachers to increase student engagement. The format of the teachers’ lesson plans will become activity-based, which will result in a positive student-teacher relationship.

USAID’s program manager for Sindh Basic Education, Dr. Randy Hatfield, added to this sentiment when he said, “USAID is striving for quality assurance of teaching and learning practices in schools by creating avenues that empower teachers in the classroom.”

So far, the USAID-funded program has distributed more than 120,000 teaching and reading resources in almost 1,500 schools in the Sindh province. This is in an effort to reach the SRP’s goal of reaching 750,000 students through improved teaching, learning and assessment testing in grades K-5.

The program also hopes to enroll 100,000 out-of-school children, of which there are more than four million in Sindh province. The goal is for these children to reenter school, and have a greater likelihood of escaping poverty. The program also aims to enroll the parents of these children in literacy programs.

The SRP works under USAID’s Sindh Basic Education Project. The SBEP is similar to the SRP in its goals but differs in scope. Instead of focusing only on improving reading and mathematics, SBEP aims to improve Sindh’s education as a whole.

SBEP’s main objective is to increase student enrollment. It achieves this by creating school environments that are conducive to learning and renovating or constructing schools that were harmed by the 2010 floods.

USAID’s SBEP also has a goal of increasing girls’ enrollment and improving the nutrition of the students.

To date, the USAID-funded SBEP has achieved the construction of 26 new schools, the financing of seven schools, 1000 new girls enrolled in primary classes and a survey of student nutrition. Dr. Hatfield praised the program’s success when he said “We welcome and appreciate these strategic interventions by US Government, which are facilitating fulfillment…for children between the ages of five and 16 in Pakistan.”

Through its Sindh Reading Program, the Sindh Basic Education Project hopes to lower the 10 percent illiteracy rate in its province. Considering the statistically proven relationship between poverty and illiteracy, SBEP hopes to increase literacy to lower poverty.

– Andrew Wildes

Sources: Chemonics, Daily Times, Language and Literacy for All, Sbep, USAID
Picture: Google Images

January 19, 2016
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