Archive for category: Education

Information and stories on education.

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FC Barcelona Players Talk Education And Sports For UNICEF

UNICEFAt an event presented by FC Barcelona and UNICEF, soccer players Andrés Iniesta and Marc-André Ter Stegen met with Los Angeles kids to discuss the importance of children’s education.

The FC Barcelona players shared with the kids their thoughts and memories of playing soccer during their school days. Iniesta and Ter Stegen donned their red, yellow and blue team colors during the meeting and answered questions after their initial comments.

On the players’ jerseys, the UNICEF logo can be seen, signifying FC Barcelona’s involvement and association with the organization. Iniesta, FC Barcelona’s midfielder, said that he is proud to be linked with an important organization like UNICEF.

“For us as individuals, and as a club, it’s an honor to wear the jersey because of the values that UNICEF represents,” he said.

In addition, Iniesta voiced his and UNICEF’s similar opinions about the value of education in children’s lives.

“Alongside UNICEF, we want to reinforce the importance of providing the most vulnerable children with access to education,” Iniesta said. “Especially as parents, we are aware that children are the most precious things in our lives. It’s difficult knowing that there are children in other countries who don’t have the same opportunities.”

In agreement with his teammate, Ter Stegen, the team’s goalkeeper, noted the significance of education with his personal testimony.

“I had a lot of coaches and each of them advised me how to reach my goals,” he said. “But it’s not enough to have coaches or just to play soccer: education has been really important for me.”

UNICEF’s choice to partner with FC Barcelona was a strategic one. According to Quora, a question and answer website, soccer is the most popular sport in the world. An estimated 3.5 billion people are either fans of the sport or watch the sport.

By teaming up with one of the most popular clubs in professional soccer, UNICEF gains an unfathomable amount of notoriety by people who have the ability to make a change.

UNICEF and FC Barcelona first began their partnership in September 2006, and since then, the FC Barcelona Foundation has donated more than 12 thousand euros, or a little over $13,000.

The programs put in place by the organizations have aided in improvements in health for several countries in Africa and South America where sports are an integral part of a child’s physical and mental development. UNICEF and FC Barcelona have helped create better education systems for children and greater training programs for teachers.

Albert Soler, Director of Professional Sports of FC Barcelona, said that these projects have created a monumental amount of educational opportunity.

“Through these programs, more than 300,000 children are being reached,” Soler said.

According to a New York Times article, students who play sports in school tend to perform better later in life.

“Participating in sports, like playing in the school band or competing on the debate team, are cognitively and organizationally demanding activities that help convey self-discipline and leadership skills,” the article said.

In agreement with The New York Times, U.S. Fund for UNICEF Regional Managing Director, Amber Hill, said that the power of sports has helped children all over the world receive an education that fosters the skills needed to succeed.

“All children have the right to learn,” Hill said. “The focus of the FC Barcelona and UNICEF partnership is creating a world inspired by the power of quality education, where sports and play are key elements in the development of all children.”

With the help of Iniesta, Ter Stegen and all of the UNICEF and FC Barcelona supporters, thousands of children are receiving a quality education. Sports have always played an important role in a child’s development. Now it can be said that sports, like soccer, have helped children succeed in education and in life.

– Fallon Lineberger

Sources: FC Barcelona, Look to the Stars, The New York Times, Quora
Photo: Flickr

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Child Empowerment International Provides Education in Sri Lanka

Child Empowerment International provides schooling for underprivileged children in Sri Lanka
Children living in areas in Sri Lanka affected by war commonly do not have access to the resources and funds needed to receive an education. Many of these children suffer from posttraumatic stress disorder and issues due to their harsh living conditions. Child Empowerment International works to help children who have been negatively affected by war and other violent experiences overcome difficulties, cope with reality and receive an education.

Child Empowerment International establishes day schools in the refugee centers and communities these children live in. Over the past 17 years, the organization helped increase an individual’s future earnings by ten percent through education and training. Their staff of over 200 teachers prepares students for testing in Sri Lanka, which is based on the British education system. Studies conducted by Child Empowerment International have shown students graduating from their program score in the top five percentile on these standardized exams.

Students are taught basic school subjects like grammar and biology and receive career training to become carpenters, seamstresses, chefs, mechanics and hotel managers. Many students are also taught English and computer skills.

Child Empowerment International was started in 1998 to provide children living in war ridden zones holistic care. The organization started with 17 schools, but by the following year they were up to 29 schools. Child Empowerment International began by training teachers and counselors to mentor children who had suffered from sexual abuse and other traumatic experiences.

Founder Adam Salmon worked to establish a textbook-exporting company in Sri Lanka in 1994, but decided to change his line of work when he realized there were large numbers of abandoned children not receiving aid from other organizations. As the founder, he manages the hundreds of teachers working for Child Empowerment International and dedicates his time to improving the lives of the 6,800 children impacted by the organization.

The organization also dedicated themselves to helping the survivors of the tsunami that struck Sri Lanka in 2004. Several hundred students were orphaned by catastrophe and Child Empowerment International lost 126 of their students. The organization worked to find homes for children, provide resources and rebuild the schools lost to the storm.

Today, Child Empowerment International has over 80 schools established in Sri Lanka and other impoverished communities. Their newest project enacted in 2010 is working to provide education and healthcare to children in Uganda.

Students at their schools have successfully graduated from university and gained professional experience in the profession of their choice, with many of them becoming teachers or health professionals. Child Empowerment International is gathering quantitative data of the impact of their work on an individual’s success. Publication of this is set for 2017.

– Julia Hettiger

Sources: Child Empowerment, Global Giving, Matador Network
Photo: Porticus

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Education System in Yemen Suffers in Conflict Zones

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Yemen, the poorest country in the Middle East, has experienced numerous violent conflicts over the past few decades. This is mainly due to an inequality in access to power and resources. Corruption is commonplace in Yemen’s relatively weak government, and conflicts are only exacerbated by poor infrastructure, high unemployment, food insecurity and limited social services. Currently, competing groups are fighting for control of the government, resulting in a scenario akin to a civil war. Those loyal to President Abdrabbuh Mansour Hadi, who was forced to flee the capital in February, have come up against a group of Zaidi Shia rebels called Houthis. Regional tensions and instability have increased.

Before the current conflict, many children were already out of school, and few completed secondary education. Primary enrollment stood at 73.8 percent, with a 60.4 percent completion rate. There was a large gender gap, with 85.2 percent of boys enrolled and only 62 percent of girls. Secondary enrollment was much lower, with only 33.5 percent attending. The gender gap persisted, with 43.6 percent of boys attending and 20.7 percent of girls. Literacy rates were also low: 65 percent of the population over the age of 15 could read and write.

The conflict has had a large negative impact on the education system in Yemen. 1.8 million children are out of school. 3,600 schools have been directly affected: 248 of these schools have been damaged, 270 have been repurposed for housing internally displaced citizens and 68 have been occupied by armed groups.

Because schooling has been interrupted for many students, UNICEF has been holding catch-up classes for over 200,000 students who have been unable to go to school for over two months due to conflict. These classes are intended to prepare students in grades 9 and 12 for their national mid-August exams, which they must pass to earn a basic or secondary school certificate. Yemen’s Ministry of Education has played an important role in mobilizing teachers and designating temporary learning spaces in areas where schools were destroyed. UNICEF has also been providing free resources such as notebooks and pencils.

Yemen’s school year is set to begin on September 5, but this could change depending on the security situation. UNICEF is currently trying to raise $11 million to help struggling students and fix schools that have been damaged by conflict. This money will go to rebuilding schools, supplying more teaching and learning resources, training teachers and community workers and running a back-to-school campaign. Education is crucial for Yemeni children to help themselves, their families, their communities and their country in the face of conflict.

– Jane Harkness

Sources: BBC, Index Mundi, UNICEF
Photo: USAID

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New Futures Organisation Addresses Poverty in Cambodia

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New Futures Organisation, a nonprofit established in 2007, dedicates its time to improving conditions in impoverished communities in Takeo, Cambodia by exposing youth residents to education, technology and empowerment. The members of New Futures Organisation establish village schools in communities that normally cannot afford the resources needed to provide children a proper education, as well as drop-in centers for at-risk students and orphans. As the children in the village schools grow up and transition into university, New Futures Organisation continues to help them find jobs and sponsorships they can use for university costs.

While school in Cambodia is free, many families living in rural farmlands lack the funds necessary to pay for uniforms and books. Cambodian schools in the region are typically located in the heart of Takeo, miles away from the villages. During rainy seasons, the dirt tracks taken by children commuting to school become inadequate for walking. Children are also required to help their families with farming duties. All of these factors make it difficult for many children to attend school full time.

There are currently seven village schools in Takeo that provide education to over 100 students. These schools are cost-free to families who live in rural regions, and are centrally located so children can access them even during rainy seasons. Classes are held to fit the schedule that comes with farm work.

New Futures Organisation originally started as an orphanage and drop-in center for at-risk youths. The drop-in center houses many orphaned children while helping them reconnect with extended family members, or find good homes when the first option is not available. The families that take in orphaned children are provided with care packages each month to make up for the additional money, food and toiletries needed to house these children. The drop-in center also remains open for them to work on homework, earn tuition and receive hot meals when their home life is not fit for such accommodations.

Many of the children living at the drop-in center and attending the village schools aspire to attend college. New Futures Organisation helps these students achieve their goals by providing and finding sponsorships from organizations and community members, giving them emotional support and helping them become empowered adults so they can lead in their communities.

Other projects sponsored by New Futures Organisation to alleviate poverty in Cambodia include teaching English classes to children and adults and hosting local blood drive banks at health centers in Takeo. They also help local police officers by teaching them English and helping them communicate effectively with tourists and westerners.

– Julia Hettiger

Sources: Matador Network, Idealist, New Future Organisation
Photo: My Travel Affairs

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Deworming Rwanda

Deworming campaign Improving School Attendance in Rwanda
Unquestionably, one of the most effective weapons fighting global poverty today is education, and in Rwanda, a small country in central eastern Africa, it’s essential. Absence is commonplace however, with children suffering from abdominal pain, diarrhea and nausea. Attendance in school is difficult for children with soil-transmitted helminth infections.

In collaboration with Ministries of Health, a campaign to combat the disease was launched by the World Health Organization (WHO) and has shown success in getting students back in school.

According to WHO, soil-transmitted helminth infections are among the most common infections worldwide and affect the poorest and most deprived communities. They are transmitted by eggs present in human feces, which contaminate soil in areas where sanitation is poor. The disease is easily contracted by walking barefoot on contaminated soil or eating contaminated food.

The main species that infect people are the roundworm (Ascaris lumbricoides), the whipworm (Trichuris trichiura) and the hookworms (Necator americanus and Ancylostoma duodenale).

Soil-transmitted helminth causes a spectrum of health problems, from the indiscernible to the severe, which can includ abdominal pain, diarrhea, blood and protein loss, rectal prolapse and physical and mental retardation. The severity of infection is directly related to the worm burden.

The disease, one of the most common parasitic ailments in the world, affects approximately 2 billion people, nearly two thirds of the world’s population, and it is estimated that 4 billion others are at risk.

In Rwanda, illnesses can be extraordinarily bad. According to WHO, ninety-five percent of school aged children living in the Musanze District were suffering in 2007, one of the highest rates in the country.

There, soil-transmitted helminth is contracted mainly from dirty water, fetched from nearby Lake Ruhondo and those who use the stagnant water from the former banks of the Mukungwa River. Open defecation is still practiced in the area and sanitation is almost non-existent.

In 2007, whole families were getting sick. Parents stayed home caring for sick children, which prevented them from being able to work, and children were too sick to go to school or earn a menial income raising livestock or growing vegetables.

Worldwide, the WHO has been working tirelessly to control the spread of soil-transmitted helminth by facilitating wider access to preventive medicine such as albendazole and mebendazole. According to Dr. Antonio Montresor, Medical Officer for WHO in the Department of Control of Neglected Tropical Diseases, the deworming campaign reached more than 395 million children in 2014, making it one of the largest global public health interventions.

In the Musanze District of Rwanda, the WHO provides the necessary medications to local schools, which are then disseminated to the population. Since the program started, the rate of children with intestinal worms has been reduced by nearly 20 percent.

Education is essential in alleviating global poverty. Every day a child is absent from class, the likelihood they can break the endless cycle disappears a little more. The WHO is striving to keep students in school and families healthy, making a chance to prosper a reality.

– Jason Zimmerman

Sources: WHO 1, WHO 2
Photo: TheGuardian

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Camara Education and Ending Poverty in Zambia

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Does your computer process slowly? Are you in need of new software? These are two common reasons why people dispose of computers and laptops. Although they are still in working order, they are tossed away in garbage bins. Is there a sustainable solution? Camara Education thinks so.

Camara Education is dedicated to improving literacy and believes everyone deserves quality education. They collect technology such as computers, keyboards, tablets and smartphones and donate them to developing countries. They hope that by improving education, these communities will be able to lift themselves out of poverty.

Founded in Dublin, Ireland in 2005, Camara Education has been highly successful. Because of their efforts, around 1 million children have had access to technology in classrooms. In the last 10 years, they have shipped 62,000 computers to countries in need.

The organization has donated eLearning centers to over 2,000 schools in Ireland, Africa and the Caribbean. They have installed 40,000 computers, trained over 11,000 teachers to use technology in classrooms and are currently in operation in Jamaica and seven countries in Africa: Ethiopia, Kenya, Rwanda, Uganda, Lesotho, Tanzania and Zambia. They also have headquarters in the U.S. and U.K.

Camara Education believes that technology can open up an entirely new world of information for students and teachers. For this reason, they believe it is essential that all children have access to computers and information and communications technology (ICT).

This year, they plan to provide approximately 3,500 computers to students in Kenya.

“There’s no way the schools could afford this on their own,” Chief Technology Officer of Camara Education for Africa Aseidas Blauvelt says. “They could buy from their informal market, but they’d have no guarantee anything would work, they wouldn’t have training from us and they wouldn’t have a server.”

The team members erase all data from donated computers, keeping all personal information safe. The hard drive is wiped using a U.S. Department of Defense program, which makes it impossible to retrieve any data.

Recently, Camara Education has partnered with the Ministry of Education in Zambia to integrate technology and ICT into schools. On July 16, Camara Education in Dublin sent 1,110 computers to Lusaka, Zambia. With this new shipment, the organization has sent over 11,000 computers to Zambia.

CEO of Camara Education in Zambia says, “There is a strong demand from educational institutions for Camara services. Camara Zambia has been working with the Ministry of Education here to expand our reach to schools. The government this year added Computer Studies to the curriculum for grade 8 and 9 students, so there is much more interest in ICT and education.”

Ultimately, the Ministry of Education and Camara Education hope that the technology will teach valuable tech, communication and learning skills, alleviate poverty in Zambia and promote a prosperous and educated society.

Instead of throwing out old computers, visit https://camara.org/give-computers/ to donate and find drop-off locations.

– Kelsey Parrotte

Sources: Camara 1, Camara 2, Camara 3, LinkedIn
Photo: Camara

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Why Menstrual Hygiene Remains a Challenge in Nepal

Menstrual-Hygiene

Old taboos surrounding menstruation die hard in Nepal where, until 2005, Chhaupadi, the practice of ostracizing women and girls from their own homes during their periods, did not face a national ban.

The Nepalese Supreme Court declared Chhaupadi illegal in 2005. However, the practice still retains a foothold in the country’s western region and myths surrounding women’s natural cycles remain a national problem.

Chhaupadi, which is based upon the belief that menstruating women are toxic, prohibits menstruating women and girls from inhabiting any public space, socializing with others and using water sources that other people share.

According to the tradition, women and girls on their periods are also banned from sharing food or touching anyone. Rather than eating with their families, these “untouchables” must remain outside the house and keep their distance while a family member throws boiled rice to them, like they would to a dog.

The effects of Chhaupadi are extremely dehumanizing and psychologically stressful, with young girls told that they will bring bad luck on their families if they enter their own homes during menstruation. In communities where the tradition is still practiced, even women and girls who do not believe they are truly toxic fear disobeying the rules of Chhaupadi and incurring the anger of family or village elders.

In addition to being emotionally degrading, Chhaupadi also places women and girls at risk for rape, abduction, snakebites and animal attacks, as well as malnourishment. Forced to sleep in rickety huts without adequate insulation or ventilation, women and girls face illness exacerbated by the cold and unhygienic conditions or asphyxiation from improperly ventilated heat sources.

Even in regions where Chhaupadi is not practiced, taboos surrounding menstruation still affect Nepalese women and girls. The Nepali Times reports that today many households in Kathmandu still prohibit menstruating women from entering kitchens or temples, eating with the family and sleeping on their beds.

These practices condition women to view their bodies as unclean and to devalue themselves because they take the blame for any misfortune their families may experience. Chhaupadi’s legacy contributes to a wider disregard of women and girls that places them in danger.

A prime example comes in the wake of the recent earthquake that devastated Nepal. Although the refugees require many resources that aid organizations are working to meet, menstrual hygiene is far from the minds of most.

Female refugees have few sanitary resources. Some reuse the same menstrual products for days, washing them in unfiltered water sources in the same areas where refugees openly defecate.

“There are no proper toilet facilities or private spaces in the camps,” reported Dr. Hema Pradhan, consultant gynecologist and fistula surgeon at the Kathmandu Model Hospital. She called the sanitary practices in these camps “worrisome.”

Ursula Singh, a program officer for women’s rights NGO Loom Nepal, stated, “We went to the village of Kavre on the outskirts and saw some girls sitting huddled in tents, covered in blood.” Most girls, she elaborated, wait until dark to step outside and dispose of or attempt to sanitize menstrual products.

“We want them to at least practice hygienic disposal because they are in super exposed conditions and that puts them at a higher risk to contract diseases,” Singh said. However, the only hygienic means of disposing of sanitary napkins is often digging holes and burying them in the ground.

In a culture with superstitions such as the belief that any plant a menstruating woman touches will die, disposing of menstrual products and trying to manage period blood and symptoms in an area with as little shelter or privacy as a refugee camp must be a traumatic experience. Lingering stigmas place women under intense scrutiny and many would rather risk disease, injury or abuse than suffer negative social responses to their behavior while menstruating.

– Emma-Claire LaSaine

Sources: Time, Nepali Times, IRN News, Reuters, New York Times
Photo: Time

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UN Study Says Global Education Has Declined

Global_Education
The number of children and young adolescents receiving education has worsened in a time when primary and secondary education goals have been put in place, according to the UNESCO Institute for Statistics (UIS).

In a study released this month, the UIS data for the school year in 2013 shows that 124 million children and young adolescents have either dropped out of school or never started school. This number rose by 2 million since 2011. The number of primary school aged children not in school increased by 2.4 million between 2010 and 2013. Of these 59 million children, 9 percent are denied the right to education. In addition, there are almost 65 million young adolescents not receiving an education.

The UIS study offers two causes to explain the rise in children and young adolescents out of school.

First, areas in Sub-Saharan Africa have struggled to provide schooling to communities with populations of people aged mostly 6 to 15 years. These developing areas have not yet created stable economies to create proper schools and education systems for the majority of their citizens.

The second reason that the UIS focuses on is the grand procedures that were taken by many countries to create greater access to education. These measures launched global education at the start of the century but did little to institute strategies for continual improvement.

To fix this problem, Irina Bokova, UNESCO’s Director General, agrees with the report that new methods and “serious commitments” must be implemented to reach communities with the least amount of children and young adolescents in school.

“Targeted interventions are needed to reach the most marginalized children and youth who are out of school today, including those with disabilities; from ethnic, religious or linguistic minorities; and children affected by armed conflict,” the UIS study said.

The study also said that the large attempts to end gender discrimination in education have not been successful. In South and West Asia, less than half of the children and young adolescents receiving education are girls.

“While the gap is considerably smaller than in the early 2000s, UIS data show little improvement in recent years, despite the many campaigns and initiative designed to break the barriers that keep girls out of school,” UIS said.

With hopes of changing these numbers, a summit in September will host world leaders in hopes of creating new Sustainable Development Goals to address education.

Although this is a great step for bettering global education, improving education will be more difficult than ever. The World Education Forum in Korea in May 2015 said that in order to achieve education goals, 12 years of funding must be given. Additionally, the Education for All (EFA) Global Monitoring Report team has projected that a sum of at least US$39 billion will be needed to fund universal satisfactory secondary education by 2030.

Aaron Benavot, Director of the EFA GMR, also said that funding needs to be drastically increased: “Aid needs to be shooting upwards, not creeping up by a few percentage points.”

Benavot said that The Oslo Summit on Education for Development and the Third Financing for Development Conference in Addis Ababa in August will show whether or not donors are willing. In agreement with Benavot, the UIS suggests that improvement from the levels reached in 2010 does not look promising, and donors must move education to the top of their list to really make a difference. A large change in funding must be made in order to start a worldwide effort for access to education. This year will show if our world is truly ready to fight for education.

– Fallon Lineberger

Sources: UNESCO 1, UNESCO 2, United Nations
Photo: Saturno

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8 Colombian NonProfit Organizations

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From building housing for people living in vulnerable conditions to the promotion of education, Colombian organizations work on humanitarian causes in the country.

Poverty, education, health and living are the main areas that many nonprofit organizations in Colombia work on in order to contribute to the betterment of the Colombian community.

According to the Departamento Administrativo Nacional de Estadística (DANE), 784,000 people in Colombia prevailed out of poverty in 2014. In the same year, extreme poverty also experienced a decrease of 407,000 people.

These results represent a reduction in the poverty rate of Colombia, making them the lowest results in the past 13 years.

Nonprofit organizations form a part that contributes to the betterment of the Colombian society. Here are 8 Colombian nonprofit organizations that are making a difference:

Federación Nacional de Cafeteros de Colombia

Considered one of the biggest rural nonprofit organizations in the world, the Federación Nacional de Cafeteros de Colombia works for the betterment of the Colombian coffee farmers.

Representing more than 563,000 families, the Federación Nacional de Cafeteros de Colombia works to improve the life quality of Colombian coffee producers by optimizing production costs and maximizing the coffee quality.

Fundación Antonio Restrepo Barco

Responding to the issues of a country that has different social conditions and tending to social problems are some of the activities that members of the Fundación Antonio Restrepo Barco do.

The foundation believes that the families living in crisis areas are more afflicted by social issues and problems. Fundación Antonio Restrepo Barco forwards projects related to the protection of children rights, education, health and social and regional development of attention to vulnerable communities.

Fundación Juan Felipe Gómez Escobar

This foundation, also known as “La Juanfe,” works to bring a better life to the children and young people from Cartagena, Colombia. They do this by providing health care, and by bringing psychological and affective care.
The entity works with various partners that are national and international businesses, and public and private agencies.

Asociación Metrópoli Colombia

This association works for the creation of spaces where people living under vulnerable conditions could experience personal growth, the transformation of their surroundings, and equal opportunities through education and culture.

Through the program “Espacios de encuentro para la construcción de la vida y la paz,” Metrópoli Colombia proffers the availability of spaces that provide access to education, wellness, arts and culture as a means of improving the life quality of children and young people.

Corporación Día de la Niñez

This is a nonprofit organization that promotes the importance that childhood has in the development and progress of the community and families, especially in communities that live under poverty and/or violence.

They have as a mission to promote children games in the familiar and communitarian aspects.

Fundación OCMAES

This is a nonprofit foundation that works to promote people’s talent. Fundación OCMAES foments the education among young Colombians that have an academic potential, but do not have the economical facilities to afford professional programs or continue with their studies.

Through the “Programa de Apoyo Universitario,” the foundation gives scholarships to young Colombians with academic potential.

Fundación SERVIVIENDA

This organization improves the life quality of the communities living in vulnerable conditions by the construction of houses for these Colombian communities.

The foundation is compromised with integral development and brings security, identity and the sense of social belonging.

Fundación Terpel

They work to bring quality education to Colombian children. The entity implements programs that develop competitions in leadership, mathematics and language for children and young people living under vulnerable conditions.

– Diana Fernanda Leon

Sources: DANE, Federación Nacional de Cafeteros de Colombia, Fundación Antonio Restrepo Barco, Fundación Juan Felipe Gómez Escobar, Metrópoli Colombia, Corporación Día de la Niñez, Fundación Ocmaes, Fundación Servivienda, Fundación Terpel,
Photo: Fundación Juan Felipe Gómez Escobar

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Global Public Goods: Knowledge

Global_Public_Goods
The idea of knowledge as a Global Public Good is multifaceted and complex, dealing with issues like technology transfers, intellectual property rights and which type of knowledge should be provided by public institutions and how to do so. These are important areas of study as knowledge, its production, dissemination, uptake and development plays a large role in ending poverty. It helps make the world a more prosperous, safe and interesting place. One of the largest differences in living standards between developed and developing nations has been attributed to differences in knowledge.

One important aspect of knowledge is that it has positive externalities. The production of knowledge by one person can have a positive impact that extends beyond the individual responsible for its producing it. In other words, the public benefits from the hard work of an individual. This misalignment of private and public interests can mean that knowledge is undersupplied, as it indeed is.

In an interconnected and interdependent world, ensuring the proper level of knowledge and education is a global challenge. The spillovers of investment in knowledge and the problem of “human capital flight”, or brain drain, require an integrated global response.

Looking at knowledge from the view of Global Public Goods helps strengthen the case for the global response, and can broaden our understanding of how to plug the knowledge gap plaguing the developing world.

Demographic trends mean that a greater share of human capital will be born in the developing world, a place that is struggling to provide quality education to all. Part of the problem is that it might be unfair for these places to be expected to provide national education through national taxes. Take India for example, where the government is tasked with providing education to a quarter of the world’s future work force, of which many will live outside India and work for non-Indian companies. In 2012, “human capital flight” was estimated to cost India $2 billion yearly, a number that is rising.

Still, there is a collective interest in having an educated populace in all countries on the planet, so solving issues like the one above are a high priority for ending poverty. However, this does not necessarily imply more taxes and public provision of the good, as most attempts at correcting externality failures focus on.

The insight that “businesses, donors and governments alike have a mutual interest in co-investing in the outcomes which will benefit all,” which is gleaned from the Global Public Good school of thinking, may incentivize more involvement from the private sector.

Creating a market mechanism whereby private money can be funneled into education — hiring teachers, building schools, updating software and retraining to make teachers more effective — for the payoff of better access to more talented employees in the future may prove to be crucial in addressing the $26 billion funding gap for reaching the goal of universal primary education.

This does not entail the privatization of the education system, it is simply businesses integrating up the supply chain all the way to education, ensuring a global pool of well educated and talented workers.

The concern that “the global talent gap is the issue that keeps me and every other CEO I know up worrying at night,” was voiced by the CEO of a fortune 500 company and reveals that demand for such a market mechanism may already be in place.

Knowledge as a Global Public Goods offers many insights into how to effectively increase the level of knowledge worldwide, and the above example of private funding is just one way in which this new field promises to make the world a better place.

– John Wachter

Sources: Brookings Institution, United Nations Industrial Development Organization, SPARC, United Nations Educational, Scientific and Cultural Organization
Photo: Stilo