Archive for category: Education

Information and stories on education.

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Zindagi Trust Works to Reform Education in Pakistan

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As Malcolm X once said, “education is the passport to the future, for tomorrow belongs to those who prepare for it today.” Those words have resonated with countless people around the world. The NGO Zindagi Trust has taken on the task of reforming education in Pakistan, a country plagued by corruption and poverty.

According to the World Bank, in 2013 Pakistan had an enrollment rate of 92% when it came to students in primary schools. Unfortunately, that number drops to 38% when enrollment is in regards to secondary schools.

In a nation with a population of 185 million people, the United Nations Children’s Fund (UNICEF) estimates that there are currently 73.8 million Pakistani children under the age of 18. With 40% of the population lacking adequate schooling, educational reforms are more important than ever.

Zindagi Trust works by reforming public schools, educating working children and lobbying the government to improve education policies. They believe these three foci are the best way to improve children’s education.

Their focus was developed to combat what they assess as the primary failure of the educational system. Most Pakistani children (85%) currently attend public government-run schools. According to Zindagi Trust, these schools are plagued by low teacher attendance, deteriorating buildings, inadequate learning facilities, and a curriculum and teacher culture that lacks any sort of creativity.

Their philosophy is that reforming existing schools is the best business proposition for an education provider because the expensive infrastructure (land, building, fixtures, basic furniture) are already present. By creating a successful model for reform in government schools, they can have more impact than 100 private schools would and save a lot of money that can be used for other projects.

In 2007, they implemented their strategy by taking over a government-run school in Karachi called the SMB Fatima Jinnah Government’s Girls School. It comprised of eight schools on one campus with independent teachers and administrators who were not working together. They honed in on five factors to reform the institution.

Infrastructure Rehabilitation

This included laying down a new football pitch, paving the school grounds and updating the fences and securities measures, providing filtered drinking water taps, and even cleaning out stray animals such as dogs that lived in the classrooms.

Administration Changes

The lack of competent administrators and teachers led to a situation where regulations were not properly being followed and a culture of student neglect was thriving. Zindagi Trust merged all the administrators into one unit, creating rigorous protocols for teacher and student attendance and performance. They also banned outsiders from throwing parties on the then deteriorating football grounds.

Academic Innovation and Planning

Previously, teachers were unorganized and textbooks were outdated. Zindagi Trust implemented modern thought-provoking textbooks and hired academic coordinators for English, mathematics and science to plan syllabi with learning outcomes and timelines, design tests, monitor progress, and observe and train teachers.

Teacher Reforms

To combat the teachers’ culture of inconsistency, Zindagi Trust began monitoring teacher attendance and penalized staff for unreported absences, lateness and shirking duties. This helped to bring consistency to the classrooms and better learning outcomes for students.

Student Affairs

Creativity is one of the greatest strengths of education. Students were given access to facilities they previously had never seen. Learning modules were created to allow students to explore art and sports such as cricket and Taekwondo. The school provides modules for sexual health and abuse awareness. There is even a chess club on campus.

The Zindagi Trust school model has been a success. Students have been successfully completing coursework and the government is currently taking notice. In July of 2011, the Sindh Education Secretary issued a notification approving the School Consolidation Policy that aims to merge adjoining and nearby schools into one campus under one administration, based on the Fatimah Jinnah Girls School model.

Recently, at the Oslo summit on Education and Development, Pakistani Prime Minister Nawaz Sharif committed to the vision of the Oslo leadership and said he shared that vision in educating all Pakistani children. He met with Ms. Malala Yousafzai and spoke about their shared responsibility to provide universal education to their country.

The United States must continue to provide aid to organizations such as the Zindagi Trust as they rebuild the Pakistani education system. Pakistan is a strategic ally to the United States and an established trading partner in the textile industry. The country’s uneducated population is living on pennies which is preventing the nation from becoming larger consumers of American exports. Coupled with their geographical location in regards to Afghanistan, it is in the best interest of the United States to support Pakistanis in receiving education, as they hold the passport to the future relationship between the United States and Pakistan.

– Adnan Khalid

Sources: New Delhi TV, UNESCO, UNICEF, World Bank 1, World Bank 2, Zindagi Trust
Photo: Al-Mehran Public School High

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Coldplay Stands Up for Girls Living in Poverty

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Today, 62 million adolescent girls around the world are not receiving an education.

Together, Global Poverty Project and the band Coldplay would like to change this. As partners, the dynamic duo will encourage countries to vote in favor of global education, ideally announcing their support at the Global Citizen Festival in September, where Coldplay will perform.

If countries fund continued education, extreme poverty can be alleviated. An annual $39 billion will provide these girls with 12 years of free, sustainable education – the same amount it costs to fund eight days of global military spending. Continued education has the power to provide the impoverished with sustainable livings, better health and overall independence.

In the past several years, Coldplay has positively used their fame to shed light on the issue of global poverty. As a headliner at the 2015 Global Citizen Festival this September, the English band will bring attention to the Global Goals, a set of 17 initiatives that seek to end extreme poverty, inequality and climate change. The first goal is to end poverty, but the fourth goal is to ensure unbiased, quality education for all humans.

Due to gender inequality, girls are often refused an education. Not only is providing girls with an education a basic human right, but it will also help to break the cycle of extreme global poverty. Girls that go to school are more likely to postpone unwanted marriages and pregnancies, are less susceptible to HIV and AIDS and gain knowledge and skills that lead to a sustainable life with increased earning.

Coldplay is calling on world leaders to support global education to ensure that all humans are granted access to quality education, especially girls that are held back by outdated gender inequalities. Through social media, partnerships with honorable nonprofits and their earned fame, Coldplay chooses to stand up for the girls, understanding that education has the power to end global poverty.

– Sarah Sheppard

Sources: Global Citizen, Global Goals, UNICEF
Photo: Under the Gun Review

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Boko Haram’s Threat to Education in Nigeria

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Nigeria has recently overtaken South Africa as the largest economy on its continent. In spite of its upward trajectory Nigeria still has much further to go. Boko Haram, an Islamist militant organization, has for years terrorized Nigerians by attacking officials, civilians and public institutions. Since 2009 Boko Haram has killed more than ten thousand people and displaced 1.5 million.

The organization was founded by Mohammed Yusef in 2002 in Maiduguri, in the northeastern state of Borno, to transform Nigeria into an Islamic state ruled through sharia law. Back then however, its goals did not include violent insurgency. Rather the group sought to galvanize Nigeria’s northern Muslim population against the alleged corruption in the southern government and to challenge the regional economic disparities between the Christian South and Muslim north.

When Boko Haram protested a motorbike helmet law in 2009 they became targets of armed police brutality which then sparked revolts in many of the Northern provinces. This led to military suppression of the protests, which killed 800 and led to the capture and eventual extrajudicial killing of Yusef and other sect leaders. From there, the violence began and the grouped splintered under its fragmented leadership.

Today, the elusive Abubaker Shekau leads Boko Haram’s insurgency against the Nigerian government in Borno. Shekau holds almost superhuman status; allegedly killed at least three times by the Nigerian military, videos of the enigmatic leader still continue to surface. According to The Council on Foreign Relations, “Nigerian officials and many experts are convinced that Shekau has become a brand adopted by leaders of different factions of Boko Haram, and that the men in the videos are actually look-alikes.”
Last year Shekau’s organization claimed responsibility for the kidnappings of 200 girls from a public secondary school in Chibok, Borno State, in north east Nigeria. Smaller attacks on other schools and universities preceded this tragedy and highlight one of Boko Haram’s most common targets: education. The name ‘Boko Haram’ roughly translates to ‘Western Education is Forbidden.’

Through strong arm tactics, Boko Haram has made education in northeastern Nigeria all but impossible. In the wake of the kidnappings, most secondary schools in Borno have closed. This move is particularly advantageous for Boko Haram. Closing schools leaves boys more vulnerable to its recruitment methods and perpetuates poverty. Likewise, out of school girls are more likely to be married as teens. In total, 10 million children out of a population of 160 million are not attending school. This figure represents the largest number of out of school children in the world.

However, Boko Haram is not entirely responsible for the dismal state of education. The Nigerian government has done little to improve its country’s education system. Although it is the largest economy on the continent, Nigeria spends less on education than almost every other African country. Common practice dictates that government spending on education should represent 6 percent of a country’s GDP and 20 percent of its budget. In comparison, Nigeria spends only 1.5 percent of its GDP and 6 percent of its budget on education. Despite meager spending, Nigeria’s budget could allow for three times its investment in education.

With nearly a third of the population between the ages of 10 and 24, a stronger spending in education could radically improve life in Nigeria. However, with schools closing throughout the country, the Nigeria must also focus on rooting out Boko Haram and providing better security for its students. If done in tandem, Nigeria will experience the undeniable benefits of an widespread effective education system.

– Andrew Logan

Sources: Al Jazeera 1, Al Jazeera 2, The Brookings Institute, Council on Foreign Relations, The Economist, The Guardian
Photo: Flickr

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Higher Education in Ethiopia Improves Despite Difficulties

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In 2015, enrollment for higher education in Ethiopia reached only 8%, compared to the 32% global average enrollment rate. While enrollment numbers fall short, Ethiopia’s education system has improved since the end of their civil war in 1991.

Recovering from the damages of civil war is a difficult task and Ethiopia has been successfully making education a top priority. In 1990, 7.5% of government expenditure went to education and in 2009, 23.6% of government expenditure started going to education.

Most of the challenges for the infrastructure of higher education in Ethiopia are due to funding cuts and lecturers being committed to political parties. Anonymous workers at many universities say the schools require students to join the party and that spies report what is being said in the classrooms.

Over the next two years, Ethiopia plans to expand the number of universities to 42, an increase of 40 universities since 2000. The University of Jimma, which opened in 2013, has become one of the top research schools in Africa for materials science and engineering. Materials science and engineering is seen as the one of the most important fields for development and alleviating poverty in Ethiopia.

For primary education, the World Bank helped provide more than 78 million textbooks to students and improved conditions for teaching and learning in 40,000 schools through the General Education Quality Improvement Project. Teachers are becoming more qualified and many more are earning a three-year level diploma level.

Enrollment in primary education rose 500% from 1994 to 2009 with 15.5 million students in school. Today, 67.9% of school-aged children are attending primary school, a dramatic increase since the end of the civil war. Their progress in education exceeds the numbers of other war-stricken countries, such as Liberia, where only 40.6% of children are enrolled in primary school.

USAID is impacting the lives of 15 million children in primary school by improving their reading levels. In 2010, reading performances were low, and one-third of second grade students were non-readers. With the help of USAID, Ethiopia is experiencing an increase in reading and writing skills and more involvement from parents.

As primary and secondary education in Ethiopia strengthens, it is hopeful students will enroll in higher education and take part in PhD programs, which few Ethiopians have a chance to achieve. University of Jimma’s engineering department graduated their first 18 PhD students without any funding from the government.

The university staff volunteered their time to help students with the opportunity of gaining a high degree that will help propel those living in poverty and improve development in Ethiopia.

“You only need a couple of weeks in Ethiopia to realize that materials science is a priority,” says Pablo Corrochano, associate professor at Jimma. “Even in the capital you’ll experience cuts in power and water; in rural areas it’s even worse.”

– Donald Gering

Sources: The Guardian, ODI, Social Progress Imperative, USAID, World Bank
Photo: Pathfinder

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XPrize Sets Sights on Bringing Literacy to 250M Children Worldwide

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New data from the UNESCO Institute for Statistics states that global literacy rates for youths and adults have been on the rise. Sixty percent of all countries that provided data in 2012 reported overall literacy rates of 95% or higher.

Still, there is a great need for a solution in this regard. The report also said that “An estimated 250 million children around the world cannot read, write, or demonstrate basic arithmetic skills. Many of these children are in developing countries without regular access to quality schools or teachers.”

These statistics ultimately became a project for a nonprofit called XPrize. XPrize runs competitions that aim to produce technology to benefit humankind. An ongoing competition that began in 2014 requires that teams develop an open source software that enables children in developing countries to teach themselves basic reading, writing and arithmetic.

XPrize launched a 6-month registration period and all teams have 18 months to develop their own solution. Currently, there are 198 registered teams. The top five finalists with the best results will receive one million dollars. The ultimate grand prizewinner will receive 10 million dollars as the top performing team solution.

Click here for more information on how to get involved and remain updated on the progress of the competition.

XPrize believes that children are a solution to global poverty, and that many of the world’s greatest minds are untapped due to a lack of basic education. “By enabling a child to learn how to learn, that child has opportunity–to live a healthy and productive life, to provide for their family and their community, as well as to contribute toward a peaceful, prosperous and abundant world.”

For the competition’s promotional video, several children  were asked what their ultimate life goals were. So many of those goals have seemed unrealistic due to their location and state of living. However, with support from XPrize, those dreams can become a reality.

– Anna Brailow

Sources: Xprize 1, Xprize 2, Tech Crunch, UIS, YouTube
Photo: CNN

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Education for Children with Disabilities in Ethiopia

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One in seven Ethiopians has a disability. In Ethiopia, disability is generally considered to be a curse, so families as well as communities discriminate against people with disabilities. In the past, only 0.7 percent of disabled people in Ethiopia have had access to an education. This situation has been changing as education for the disabled in Ethiopia is becoming more and more inclusive.

The 2011 World Report on Disability states that attitudes toward disabilities have been shifting “from a medical understanding towards a social understanding.” Today, inclusive education is no longer an amenity but the target approach to education in both developed and developing countries.

The United Nations Educational, Scientific and Cultural Organization’s 2009 Guidelines on Inclusion in Education state: “Inclusive education is essential to achieve social equity and is a constituent element of lifelong learning.” This means that inclusive education is not a marginal issue but is a necessary component of a quality education for all learners and the development of inclusive societies.

Inclusive education means that marginalized and mainstream children are schooled together unless that approach does not provide an education of equal quality. Some services, such as physical rehabilitation or learning Braille and sign language, can still be provided outside the mainstream classroom when necessary. Marginalized children are not just children with disabilities but have been excluded due to gender, HIV and AIDS, ethnicity, language, religion, economic status and social standing.

Inclusive education is a challenge in both developed and developing countries. It requires changes in a community’s attitude, educational system and finances. It is also strongly linked to the Education for All goals and the Millennium Development Goals. In order to achieve these goals, attention must not only be paid to ensuring that all children attend school, but that they are also provided a quality education. Children who are excluded are not receiving an education of good quality.

The Ethiopian government recognizes the significant role of education in reducing poverty and sustaining economic growth. It is committed to accomplishing the EFA goals and the MDGs. In 1994, the government established an education and training policy with an overall goal of including all citizens in active participation in the community and society. Aligned with the Ethiopian constitution, the policy promotes inclusive education.

In 2009, UNESCO noted that Ethiopia had made considerable progress in reaching the EFA goals but also noted a gap in the ability to provide access to all children. It noted these specific barriers to realizing inclusive education: lack of knowledge about diversity, inadequate preparation of teachers and educational leaders, poor teaching methods, inflexible curriculum, inappropriate learning equipment, insufficient needs identification and inadequate assessment procedures. These gaps resulted in obliging students with special needs to adapt to the schools instead of adapting schools to the needs of the students.

These gaps also pointed out the need to adjust community attitudes, educational services and financial priorities in order to succeed at inclusion. In 2005, Rehabilitation and Prevention Initiative Against Disability, an organization that works to improve the quality of life for people with disabilities, began providing services in Ethiopia that address these three needs. RAPID provides community based services that focus on changing negative community attitudes and supporting children and youth with disabilities to participate as equal members of the community and contribute to the economy.

RAPIDs programs operate on four essential principles in order to realize effective inclusion of children and youth with disabilities:

1. Provide comprehensive physical rehabilitation to serve the poorest children and youth
2. Create programs and projects that help schools to ensure inclusion
3. Lead awareness raising activities that help communities learn about the causes and effects of disability and advocate for government implementation of existing policies regarding disability issues
4. Develop opportunities for youth with disabilities and their families to enter mainstream sources of employment

Since its inception in Ethiopia, RAPID has made progress on many fronts. These are some of the highlights as of 2013:

The community based rehabilitation programs have reached 450,000 people in four cities in the Arsi Zone of the Oromia Region.

  • Staff estimated that nearly 80 percent of the communities served are not only aware of disability issues but also recognize the abilities of people with disabilities.
  • Health centers provide free treatment for people with disabilities.
    The government funds a bus that transports people to rehabilitation services.
  • Accessibility of health centers has improved with sign language training so staff can communicate with deaf people.
  • During 2012, 210 people launched income-generating businesses.
    In 2009, all parents who were given a loan and training to earn a sustainable income and support their children to go to school reported earning a better income.

In these ways, schools in the Arsi Zone of the Oromia area of Ethiopia are adapting to the needs of the children and youth with disabilities. Ethiopia is on its way to removing the barriers that prevent people with disabilities from obtaining the common services of not only education but also healthcare, employment, transportation and information.

– Janet Quinn

Sources: CBM, Inclusive Education in Action, WHO, IBE
Photo: USAID

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The Unprecedented Greek Brain Drain

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With the Greek economy in the throes of crisis, and its exit from the EU imminent, employment prospects for educated Greek professionals seem bleak. Questions over their homeland’s future have caused a mass exodus among many educated Greeks. The emigration of Greece’s most talented professionals has earned an informal name in the media; they are called ‘Grexit’s.

In fact, the modern western world has never before experienced a brain drain on this scale; Emigration levels have increased by 300% from before the crisis hit at the onset of the Great Recession. This diaspora exceeds 200,000.

Of those that have emigrated, educated professionals represent a sweeping majority, with up to 180,000 possessing a university degree. Over 10% of Greek professionals currently work and reside abroad.
After looking at the figures, it is not hard to understand why so many young and talented Greeks have left their homeland. The employment rate for those under 24 stands at an abysmal 50%, and between 2008 and 2013 Greece lost nearly 1 million jobs—over half of which belonged to young people. Considering that Greece’s total population stands at around 11 million, this represents a substantial decline in employment opportunities.

Those that have escaped the inhospitable economic climate have found better job prospects in professional fields abroad. Destinations in Europe are the most popular, with countries like Germany and the UK accepting more than half of Greece’s emigrants.

Germany in particular has become a receptacle for many aspiring Greek doctors, as its well-funded healthcare system has a large demand for personnel. So far, 35,000 Greek doctors have traveled to Germany where their pay is substantially better. Ironically, Greece actually possesses a surplus of medical professionals and has more neurosurgeons than even Germany, the largest country in Europe by population. This fact highlights an important, yet tragic, facet of the Greek Brain Drain; Greece possesses a disproportionally large number of high achieving and highly educated people, many of whom have already left.

Three percent of the world’s most prominent scientists hail from Greece. While that figure may seem measly, Greece’s population represents only .2 percent of the global population. Despite all of Greece’s scientific heft, 85% of these globally recognized scientists conduct their research and reside outside of their home country.

For Greece, this represents a devastating loss of investment. Funds spent on education, from both government programs and from family’s pockets, has essentially gone to waste; those who have enjoyed a Greek education and then chose to work abroad are not innovating at home. With so many talented professionals leaving, it will become more challenging for Greece to pull itself out of its depression.

Greek professionals are not alone, as 46% of Greeks have entertained the idea of emigrating from their home country. With this attitude settling upon many, the problem has only compounded. According to the managing director of Endeavor Greece, Haris Makryniotis, “there is a sense of paralysis, and it’s gotten worse since the elections in December.”

Greek banks have also mirrored this mindset and have stopped giving out loans. According to a report by CNBC, this “means that if you are running a business, there is no debt financing available for working capital right now. And if you are an entrepreneur looking for start-up capital, investors are not untying their purse strings.” Effectively the Greek economy is at a standstill.

There are no quick solutions to a crisis such as this. In order for Greece to prosper, its people, including its reluctant expatriates, must look towards the future. Many hope to return once the economy is back on its feet. Hopefully, at the end of their odyssey abroad, they will find themselves back home once again.

– Andrew Logan

Sources: CNBC, The Economist, The Guardian, NPR
Photo: CNBC

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40% of African American Children Living in Poverty

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For the first time since the United States began keeping Census records, the number of African American children in poverty has surpassed that of white children. As of 2013, there were reportedly 4.2 million African American children living below the poverty line versus 4.1 million white children. What makes this statistic even more alarming is the fact that white children outnumber African American children under the age of 18 by three to one.

According to an article by USA Today published on July 16 of this year, “The poverty rates for Hispanic, white and Asian children improved as the United States emerged from an economic recession, but for African-American children, little changed. Poverty is defined as living in a household with an annual income below $23,624 for a family of four.” African American children have suffered more than any other demographic in the United States over the past few decades.

Location is largely to blame for the disparity among African American children. Poor black neighborhoods have remained in poverty for decades without any real sign of improvement. The poverty numbers are highly concentrated in these primarily urban, black areas. Detroit has emerged as a hot-spot for African American children.

In the Michigan city, roughly 60 percent of these children are in poverty, significantly higher than anywhere else in the area. An excerpt from CBS reporting on the matter says, “In Detroit, the jobs have left, the good schools have left, there is poor transportation, high insurance rates, and difficulty getting reasonably good paying jobs.” African American children in poverty suffer as a direct result of their environment.

This trend will continue to increase and spread rapidly across the country if real change does not come soon. More African American children are continually falling behind because of a lack of proper education and social reform. The numbers will continue to grow until the government begins to take this situation seriously.

– Diego Catala

Sources: USA Today, CBS Global
Photo: Flickr

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Global Education Emergency Fund Proposed

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Education is a fundamental step in bringing people out of poverty. It gives boys and girls the opportunity to seek a higher paying job. It also gives them the chance to become better informed citizens that can make an impact on their country later in life.

The United Nations and other organizations have set about tackling the education issue in the developing world with programs that provide the resources for successful schools. While the programs have been very successful, there are still children without access to education; 58 million, to be exact. That is why on July 6-7 an education summit was held in Oslo, Norway to look at some of the problems that still exist with global education.

One major issue that came up in talks was education amid disasters. The recent earthquake in Nepal and the conflicts in Syria and Yemen demonstrate that wars and natural disasters hinder children going to school. Roughly 65 million children are not in school because of these events. Their absences range from a few months to years. Another issue these recent events highlighted was that education was not included as part of the emergency relief aid, while health, food, and shelter are.

As part of the summit, leaders looked at ways to solve this issue and increase support for educational humanitarian aid. What was proposed was a multimillion Global Education Emergency Fund. The idea behind the plan is to have reserve funds available for building/rebuilding schools, buying books, paying teachers and more in the event that a disaster destroys a school or children become refugees with no access to school.

For the case of medicine, food and shelter, there are already emergency funds set up. In order to fix education issues after disasters, money has to be raised first. This delays the time that reforms can be made and means that children spend more time away from school. The Global Education Emergency Fund would solve this issue. With the fund, education would be addressed as a natural human right. Children would be able to have access to schooling even during strenuous times in their lives. They would be able to continue learning and their development. It would enable them to better themselves and pass through difficult times.

– Katherine Hewitt

Sources: BBC, Gordon And Sarah Brown, Oslo Education Summit
Photo: Oslo Education Summit

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Visually Impaired Kenyan Students Receive a New Kind of Education

Visually Impaired Kenyan Students and Education - TBP
The initiative “Computer Labs for the Blind” aims to bring assistive learning technologies to 356 blind and visually impaired Kenyan students at the St. Oda Primary and Secondary School for the Blind in Gem District, Siaya County, Kenya.

This technology will be provided by partnerships between the organizations InAble, AccessKenya and the Rockefeller Foundation.

The program will not only train blind and visually impaired students, but also their teachers. The students will learn basic computer skills and how to access the Internet, and will also complete an online education program.

The goal of the organizations involved is to help these students develop skills that will make them employable, leading to a life that many visually impaired Kenyans could only have dreamed of in the past.

Over the years, the education of the blind and the visually impaired has faced many obstacles, including logistics, the availability of facilities and teaching resources. With these setbacks, the visually impaired have not been capable of participating in mainstream life.

Visually impaired students that reach the high school level are barred from participating in the sciences, such as chemistry and physics. Even if they were able to participate, most teachers are not properly trained in the appropriate methods for teaching blind and visually impaired people.

This leaves the students at a tremendous disadvantage.

“Braille textbooks happen to be bulky and expensive, requiring up to four or more students to share a single book, presenting a challenge in imparting knowledge to students,” said Irene Mbari Kirika, executive director of InAble Kenya. “For instance, whereas the costs of books required by a Form 4 student are KES 7,060, it would cost slightly over KES 61,000 [to get] braille [textbooks], which is way out of reach for very many Kenyans.”

However, it is not only the braille books that are more expensive: the notebook paper blind and visually students write on also costs more. Many schools are not equipped with the necessary funds for blind and visually impaired students, even though these students are expected to sit for the same tests and exams as other students.

AccessKenya Group will be investing KES 7.2 million over the next two years in the provision of technology resources and financial support. From the fund, KES 6 million will go towards the “Assistive Technology Labs” project, which will include broadband Internet.

Emily Kinuthia, Marketing Manager at AccessKenya, added, “We realize that there was a lot of focus on the provision of hardware but little emphasis on skilling both for the teachers and students. We are therefore making it easier to access the curriculum and other resources, such as digital books and applications, all of which will be available online in order to deliver value in technology studies.”

With these set goals, blind and visually impaired students in Kenya will be schooled in useful, everyday skills. And with these skills, these students will have the opportunity to enter the job market, something that many blind and visually impaired individuals have previously never thought possible.

– Kerri Szulak

Sources: IT News Africa, All Africa
Photo: Inable