Archive for category: Education

Information and stories on education.

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Malala Yousafzai: Fighting for Global Education

Malala Yousafzai

In 2012, 15-year-old Malala Yousafzai was shot three times by the Taliban because she was fighting for her right to attend school. Three years later, the youngest Nobel Peace Prize winner is creating a social movement through her activism regarding global education.

Now 18 years old, Yousafzai has called on the United States and other leading powers to devote more of their foreign policy to educational opportunities for needy children around the world.

“World leaders…are only focusing on six years of education, or nine years,” she said at a panel event co-hosted by Foreign Policy, Vital Voices, and the Malala Fund at the Carnegie Endowment in Washington. “This is not how we are going to achieve success in our future. It is necessary we provide 12 years of quality education to every child.”

Around the world, 57 million children of primary school age do not attend school, with half of these children living in sub-Saharan Africa. Out of these children, 54 percent who do not attend primary school are girls.

Yousafzai argues that leading world powers spend too much on their military forces and should promote, “Books, not bullets. Books, not bombs.”

According to the U.S. Department of Defense archives, $663 billion of the U.S. budget goes towards the military while a mere 0.1 percent is used for foreign aid, including global education.

As Yousafzai continues her global activism and promotion of the Malala Fund, the Nobel Peace Prize winner is finishing her high school education in England because she is afraid the Taliban will kill her if she tries returning to Pakistan.

While finishing school is her top priority, the activist also has a documentary being released on October 2. The documentary “He Named Me Malala” will follow Yousafzai’s life as she completes schoolwork, visits schoolgirls in Nigeria, and viewers will even have the opportunity to see the aftermath of the gunshot injuries as she undergoes surgery and physical therapy.

“I made a choice not to tell the global political story,” said film director Davis Guggenheim during the Q&A after the Telluride Film Festival screening. “As a father of two daughters, I wanted to tell the story of… why did this amazing girl happen?”

As the documentary’s release date to the public approaches, there are high hopes that the film will start a conversation and make a lasting impact on the current state of global education.

– Alexandra Korman

Sources: BMZ, Fast Coexist, Foreign Policy, Los Angeles Times

Photo: Flickr

 

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UNRWA Funding Gap Prevents Palestinians from Visiting School

UNRWA Funding Gap May Prevent Palestinian Students from Going to School
The U.N. Relief and Works Agency was set to run out of money in September due to a $100 million funding gap. As of Aug. 19, $70 million in last-minute donations were reported from Saudi Arabia, Kuwait, the United Arab Emirates, the U.S., Britain and Sweden. As a result, the funding gap is now $22 million but luckily, services will continue.

The last minute donations came right before the school year is about to start, averting the closure of 700 schools that educate half a million children. The schools have already been forced to increase their class size from 38 to 43. UNRWA already had cut 85 percent of its short-term contracts with international consultants.

As of July, the U.N. agency helping Palestinian refugees was facing its biggest funding crisis since it started in 1948, which would have led to a hold in the school year and not being able to help the displaced people in Yarmouk camp near Damascus.

UNRWA receives most of its funding from a small number of donors, primarily the U.S., Saudi Arabia, E.U. and the U.K. Just Syria needs $415 million and UNRWA only has 27 percent of that. Why is the funding gap so wide, one may ask?

According to UNRWA’s commissioner general, Pierre Krahenbruhl, “Palestinian refugees are facing their most severe situation since 1948. They have had 50 years of occupation, nine years of a blockade in Gaza and now five years of conflict in Syria. When you look at all of that, how much more can they absorb?”

He spoke with The Guardian about how the four year war in Syria, siege of Yarmouk, and continuous blockade of Gaza has all led to the depletion of UNRWA’s finances and Palestinians facing the greatest crisis since the Arab-Israeli war in 1948.

In the past four years, about 60,000 Palestinians have left Syria and joined long-term refugees who have lived in camps in Jordan and Lebanon for decades.

Krahenbuhl has gone to the E.U. and U.K. government to secure funding. He believes young people without school will leave them susceptible to radicalization, given the instability in the region. He also believes many refugees may try to migrate to Europe.

UNRWA works with 600,000 Palestinians still in Syria, 2 million registered Palestinian refugees in Jordan, 1.2 million in Gaza, 700,000 in West Bank, and 300,000 in Lebanon. UNRWA is doing great work for people that are in dire circumstances, so one would think it could receive more donations from more donors.

– Paula Acevedo

Sources: Seattle Pi, The Guardian
Photo: Flickr

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500,000 Refugee Children Return to School

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When we reminisce about our childhood afternoons spent in school, they usually include fond memories immersed in boundless creativity and new learning experiences.

Although we likely did not realize it at the time, these crucial hours of education contributed to our empowerment to become smart and driven citizens within our communities.

Imagine what missing just a year of schooling would mean for a child.

This year, 500,000 Palestinian refugee children will start school on time due to last-minute donations which secured funding for the upcoming school year.

“There had been warnings that the school year in 685 UN-run schools would be delayed for months because the agency was short of $101 million to fund the 2015-16 academic year. Protests against the potential move were held by Palestinian refugees in the Gaza Strip and by staff at the agency’s headquarters in Amman,” states an article by A World at School.

The Commissioner-General Pierre Krahenbuhl of the United Nations Work and Relief Agency (UNRWA) an agency for Palestinian refugees, announced that $80 million had come in allowing students to return to school within the countries of Palestine, Jordan, Lebanon and Syria.

According to A World at School, for students, this means schools will reopen in Palestine on August 24, in Jordan on September 1, in Lebanon on September 7 and in Syria on September 13.

The UNRWA recognizes the importance of education and was disheartened by the potential risk of schools not opening due to a funding shortfall. With the danger of millions of children being robbed of their education in a time of great conflict caused by war zones and migration, the ability of so many children to stay in school is a tremendous achievement.

Currently, the UNRWA describes themselves as a human development and humanitarian service, which “encompass primary and vocational education, primary health care, relief and social services, infrastructure and camp improvement, microfinance and emergency response, including in situations of armed conflict.”

Today, the UNRWA has contributed to 479, 519 student’s educations, awarded 344,493 loans to those in financial need and supported 301,015 refugees through the Social Safety Net.

It is only through the support and patronage of others that schools have the hope of thriving and remaining open for students.

– Nikki Schaffer

Sources: UNRWA, A World at School
Photo: Pixabay

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The Millennium Development Goals Results Show Success

The Millennium Development Goals Deadline Has Arrived
The Millennium Development Goals (MDGs) laid out eight specific targets to reduce extreme poverty and improve the living conditions of billions of people worldwide, from 2000-2015. The anticipated deadline has arrived and the results are positive, with a final report calling this “the most successful anti-poverty movement in history.”

Since 1990, the number of people living in extreme poverty has declined by more than half, falling from 1.9 billion to 836 million. In addition, according to the report the proportion of undernourished people in developing regions fell by almost half, from 23.3 percent in 1990-1992 to 12.9 percent in 2014-2016.

Below are more updated figures of the success of the MDGs:

  • Water: The target was met of halving the proportion of people who lack access to improved sources of water. Since 1990, 2.6 billion people have gained access to better water sources.
  • Mortality Rate: The under-five mortality rate has declined by more than half, from 12.7 million to less than 6 million and maternal mortality is down 45 percent worldwide.
  • Diseases: New HIV infections decreased by about 40 percent, from 2000 to 2013. In the same time period, tuberculosis prevention, treatment, and diagnosis solutions have saved the lives of 37 million. Since 2000, 6.2 million deaths of mostly children under 5 were prevented from malaria.
  • Education: The primary school enrollment rate in the developing regions has reached 91 percent with the number of children out of school dropping from 100 million to an estimated 57 million. There are also many more girls going to school compared to 15 years ago with an estimated two-thirds of developing countries closing the gender gap in education.

Despite significant gains, there are still issues to be addressed. The report indicates that gender equality, maternal health and extreme poverty and hunger remain problems in the effort to improve lives across the world.

Coming up this month, the global community will convene at the United Nations for a summit to establish a new development agenda and to adopt a set of Sustainable Development Goals (SDGs) that will provide a blueprint for policy and funding for the next 15 years.

– Paula Acevedo

Sources:  United Nations Development Programme, United Nations Foundation Blog,
Photo: Flickr

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New Orleans: 10 Years After Hurricane Katrina

On August 23, 2005, Hurricane Katrina devastated a region known for having a good time, especially on Mardi Gras. Ten years later, experts are looking beyond the beads and glitter, wishing to improve demographic and social discrepancies that were present before Katrina.

Before Katrina hit the Gulf Coast in 2005, concentrated poverty was mostly overlooked with 40 percent of individuals residing in New Orleans living at or below the poverty line.

Out of the people who evacuated in the wake of the category 5 hurricane, a majority of the poor without means of transportation were left to wait out the storm as 80 percent of the city was submerged.

As of 2013, the poverty rate in the city of New Orleans has decreased to 27 percent, but with a drop in the city’s overall population since before Katrina, this number remains unchanged.

Fortunately, data shows that the number of the city’s poor residents has dropped from 39 percent in 2000 to 30 percent between 2009-2013.

Since Katrina, $71 billion in federal funds has improved both levees and created an improved disaster management plan to help improve the city and learn from the mistakes for future natural disasters.

Now, the city’s focus is to continue improving and finding different solutions to make the city great once again. This starts with educating the children.

Before Katrina hit, New Orleans had one of the worst school systems in the country.

Due to a majority of public schools being converted into charter schools after Katrina, New Orleans outperforms the rest of the state in terms of high school graduation rate, rising from 54 percent in 2004 to 73 percent in 2014.

With students having a greater chance of graduating from high school, future students will have a greater chance of attending college and preventing their families from becoming impoverished.

In the words of Allison Plyer, executive director of the Greater New Orleans Community Data Center, “Greater New Orleans is in some ways rebuilding better than before.”

– Alexandra Korman

Sources: Brookings, Forbes, The Washington Post, USA Today

Photo: Unsplash

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The Basic Education Coalition: Education for All

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Education plays a vital role in transforming a developing country into a fully developed nation. By educating the youth, countries are able to ensure a stronger future and promote innovation in their own communities, thus making them more globally competitive and increasing the overall quality of life.

The Basic Education Coalition is “an independent, non-profit organization working to ensure children around the world have access to quality basic education.” Working together with 17 other organizations, the Basic Education Coalition will be a key player in the development of the developing world and the bettering of children’s lives throughout the world.

In 2000, several global leaders founded the Basic Education Coalition with the established goal of Education for All (EFA), with the goal that “all children receive an education that enriches their lives, expands their opportunities, and empowers them to participate in society.” In order to set more distinct goals for themselves, the EFA developed six goals which were then endorsed by several member countries and their leaders.

One EFA goal is to expand and improve the comprehensive early childhood care and education, especially for disadvantaged children. The key aspect in this is the provision of both care and education. Often, children in extreme poverty are made to worry about where their next meal will come from, if their parents will come home and if they will be able to survive.

By providing care to these children, these troubles somewhat disappear and they are able to focus on their education, and on being children. Childhood is where a lot of a people’s personality is formed and if the global community raises kind and education-loving children, we are only creating a stronger future for ourselves.

Another key goal of EFA is “eliminating gender disparities in primary and secondary education by 2005, and achieving gender parity in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.”

In many developing countries with relatively accessible education platforms, there is a huge gender disparity with boys being much more educated than girls. In the future, this will only lead to increases in population growth, domestic violence and lower self-esteem and self-respect for many women in the developing world.

When young girls are provided with a strong education they are able to gain the confidence to run their own businesses, innovate, support their families and make decisions that benefit their futures.

This has become an increasing focus in the global community and many NGOs have been created solely to help women and girls in developing countries to gain the confidence and education to support themselves.

Some of the other EFA goals include a 50 percent improvement in levels of adult literacy levels by 2015, compulsory education for children, especially girls, and ensuring equitable access to appropriate learning and life skills programs.

By teaming up with global leaders and several different countries throughout the world, the Basic Education Coalition has created a buddy system in which every nation must make sure that their counterparts are doing well. By working together, the youth of the world will be able to grow up in a totally different, and much better, world than our own.

– Sumita Tellakat

Sources: Basic Ed, Interaction
Photo: Huffington Post

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Kenyan-Educated Student Receives a BTEC Award

btec
Last week, a Kenyan-educated student at Braeside High School, George Benson Lyimo, was given the award for “Outstanding BTEC International Student of the Year 2015” at the National BTEC Awards in London. Among more than 800 nominations, Lyimo received the award that recognizes top performers among more than one million students studying business and technology.

The school where Lyimo is educated originally struggled with providing a quality primary education for kids. According to UNICEF, enrollment levels for primary school rose nine years ago from 5.9 million children in school to 7.5 million in the time span of four years. The primary school completion rate also increased at this time from 62 percent to almost 80 percent.

To pursue a better education in Kenya, the award winner left his home in Tanzania in 2012 to earn a specialized diploma from the Pearson-owned Business and Technology Education Council (BTEC). He said that he feels lucky to have received a good education because some areas in Kenya and Tanzania are still developing their education systems.

“In the country I come from, not so many people are privileged and my hopes for the future are that I can go and make Tanzania a better place. I want to give back to the world. I want to make the world a better place,” Lyimo said.

The young student’s dreams may be well in his reach.

Lyimo received this award for his courage and dedication to his studies. The judges praised the student for leaving home to pursue business and technology and for ultimately performing very well in school. Lyimo earned top marks in his classes, receiving a triple-starred distinction. According to his teachers, he was quiet, but motivated in class.

“George was quite a shy character, but clearly had a determination and interest, particularly in technology,” Lyimo’s high school’s Executive Headteacher Andy Hill said.

He was creative and innovative as a business student, launching his own social network called Texeer.com. He aided the school’s IT department, although he had no previous computer training. Lyimo seems to have a knack for business computing.

Lyimo will put his talent to good use. The high school graduate will go on to student business and computing at Huddersfield University in the United Kingdom.

Not only did Lyimo excel in classes, but he also contributed to charitable organizations. He organized events to support children’s education in Kenya.

In conjunction with his business and technology diploma and his charity work, Lyimo feels that he has grown as a businessman and a person. “My BTEC has helped me understand so much about creating new things to solve new problems and meet the needs of current and future generations,” he said.

In response to all of his hard work, one of his classmates said this: “He’s an all-around amazing person, and I don’t think I know anyone who deserves this award more than he does.”

– Fallon Lineberger

Sources: Standard Digital News, UNICEF
Photo: FE Week

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Teen Creates Mobile Learning Centers

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Technology has helped create a learning landscape that expands the access of education to citizens living in rural villages and children living in poverty. Enrollment numbers are rising, but children are not learning enough when they enter school. Some children are not able to attend school or drop out because their families face financial challenges that keep them from learning and sometimes have to join the workforce.

Mobile phones help increase literacy rates in developing countries by providing access to reading materials. There are 123 million youth who cannot read or write and most of them do not have any access to books. Schools in Sub-Saharan Africa lack the resources to have textbooks for their students.

UNESCO found that many parents read stories to their children from mobile phones and that it helps empower women as they read six times more than men on their mobile devices.

Liza Villanueva, an Anaheim resident, had another idea for mobile learning: a mobile learning bus that travels between cities.

She created an international foundation to help children in rural villages without access to education in the Philippines through a Girl Scout Project. Her community service requirement through the Girl Scout’s Gold Award created an opportunity for Villanueva to invest her time in helping children. Therefore, the iDream Express was created in the Philippines with the support of local churches volunteering to keep the program running to provide access to education in the Philippines.

Villanueva, who is getting ready for her freshman year in college, travels to the Philippines to visit her family. She found out many of the children on the street were not attending school and developed the learning center to provide access to education for these children.

The organization is only a year old, but Villanueva says that there are about 30 children who show up at the different locations for education from the iDream Express. One challenge is that many children wander from city to city because of their living conditions on the street, which makes it hard to keep track of who is showing up to fulfill educational needs.

“I feel that every country is in need of mobile learning centers because education is not accessible, provided for, or enforced everywhere,” says Villanueva. “I plan to expand iDream Express globally, but next in line are Mexico and India.”

The Philippines ranks 80th in the world in access to basic knowledge. 88.2 percent of people are enrolled in primary school, and 75.8 percent are enrolled in upper secondary education. There are still six million young people who are not enrolled in school in the Philippines.

To help Villanueva expand education in the Philippines and around the world, you can donate to the cause on the iDream Express Crowdrise page.

– Donald Gering

Sources: GSMA, The Guardian, OC Register, Social Progress Imperative, UNESCO
Photo: YASC

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Solar Powered Classrooms Coming to Kenya

Solar Powered Classrooms Coming to Kenya
Kenya currently ranks 101st in the world in access to basic information, which includes literacy rates, primary and secondary school enrollments, and gender parity in secondary enrollment. In addition, only 39 percent of the population has internet access.

Safaricom Foundation, an African telco, is looking to change the current landscape by providing every student a school with a room full of computers to boost education in Kenya.

A 20-by-9-foot classroom can hold up to 40 students and be equipped with 11 desktop computers. Each classroom comes with monitors, a server, and a projector. The building is made from local materials to boost local revenues while providing a building with educational value.

Aleutia is a company which builds computers for schools and clinics that are powered by solar panels at a cost of about $20,000. They are currently building solar powered classrooms in 47 villages around Kenya. $10,000 goes toward structural costs and the other $10,000 goes toward the equipment. The solar panels come pre-installed in order to reduce costs.

Two classrooms can be preloaded onto a 40-foot flatbed truck.

Aleutia’s founder, Mike Rosenberg, wants to create local micro-grids that will power communities and allow the power to transfer as needed. So if the school has extra power available it can be transferred to a clinic building that is using more power.

Kenya has made significant progress since 1999 to ensure that more children are getting an education and becoming more literate. They spend on average 6.7 percent of their GNP on education, which is an increase from 5.4 percent in 1999. However, one million children are still not attending school.

Primary education in Kenya is free, but families do not have the money or resources to provide for their children to excel in school and compete globally. The classrooms from Aleutia and Safaricom can reduce the costs for families and help Kenyan children become more competitive on the global level by providing them with resources not available to other parts of the world.

An estimated 20,000 kids will benefit from the classrooms in 47 Kenyan counties that are gaining energy from the sun to provide internet access and learning resources to students.

– Donald Gering

Sources: Fast Company, Good News Network, Social Progress Imperative, UNESCO
Photo: Google Images

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Improving Education Levels for Women in the Middle East

women_in_the_middle_east
Women in the Middle East are subjected to extreme patriarchal systems that often deprive them of their human rights and their dignity. In 1995, Dr. Golnar Mehrah a UNICEF education consultant published a report titled “Girls drop out of primary school in the Middle East and North Africa.”

In his report, Dr. Mehrah set out to discover why despite the fact that girls’ enrollment rates had increased significantly since 1985, girls were dropping out before the 5th grade. In this report, he found that there existed a gender disparity in the enrollment of girls in primary school in the Middle East and North Africa. The primary reason for both male and female dropouts in the Middle East and North Africa region was poverty.

Their parents pulled them from school in order to help with domestic and agricultural tasks. In many cases, there were a lack of basic programs for students such as an available teacher for a given grade. In some villages in the Middle East and North Africa regions lack educators past a certain grade level making it difficult for students to be promoted to the next grade.

A report by the Population Reference Bureau on the Middle East and North Africa region sheds light on the challenges that women face in the region. Two key factors highlighted in the report was the MENA culture and the oil based economy. The report shows a clear gender biased toward men in the region.

In the report, women were asked if they could only afford to send one child to a university and they had a son and a daughter who would it be. An overwhelming majority of the women said they would pay for their son over their daughter to go to school. The statistics were shocking with 39 percent in favor of the son going on to higher education and only 8 percent in favor of the daughters.

There is a clear son preference in Middle Eastern culture that has privileged them with certain advantages in their society. In certain places in the MENA region this gender biased is enforced by a set of codified laws. This trend is slowly changing with the rise of women activists in Islamic society who demand better treatment for women.

Recently a news report from U.S. News and World Report shows a rise in enrollment rates for women in several countries in the Middle East and North Africa region as of 2014. The current global score for the Middle East and North Africa region is 31 which is actually higher than the global average of 30.

As foreign aid and development enter the region, many MENA countries are seeing the economic benefits of breaking away from rigid tradition and encouraging women’s participation in education. Egypt, in particular, is making great strides toward women’s education.

– Robert Cross

Sources: Public Reference Bureau, UNICEF Report, US News and World Report
Photo: Open Equal Free