Archive for category: Education

Information and stories on education.

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Volunteer for Bangladesh

In recent years, education in Bangladesh has greatly improved. Poverty rates have decreased, and with it, hunger. But the nation faces many challenges.

Ready to meet these challenges are the members of Volunteer for Bangladesh (VBD). It is a branch of the JAAGO Foundation, a larger organization which works to provide all children in Bangladesh with access to a quality education. Both have strong ties to and receive financial support from the U.S. Embassy in Dhaka.

There is much work to be done, so the VBD mission is broad; to end poverty and hunger and to protect children’s rights, including their right to an education. The organization promotes gender equality, works to improve nutrition, educates on sustainability and aids in local development projects. Its projects are as varied as its mission tenets.

VBD awareness campaigns fall on holidays like Universal Children’s Day, when they “spread consciousness among mass people about children’s education.” On World Water Day, they raise awareness of freshwater resources, and on Income Tax Day, they speak on the importance of paying taxes.

Last year in Dhaka, Gazipur, Chittagong, Narayanganj, Khulna and Rajshahi, Universal Children’s Day VBD workers, four corporate partners and five local media groups built carnivals for underprivileged children. There were sporting events, visits to the zoo, merry-go-round rides and introductions to Mickey Mouse. For several hundred destitute children, it was a day on which they could enjoy being a child.

The theme for World Environment Day of this year was “more care for the environment, lessen the rise of the sea level.” It is a poignant message for Bangladeshi citizens, 15 million of who stand to lose their homes to rising ocean waters.

On June 5, 1,150 volunteers in bright yellow VBD t-shirts rode bicycles to 12 districts. They planted over 400 saplings to further their goal of “reversing the greenhouse effect.”

All VBD efforts are truly community endeavors. More than 12,000 people are now working in VBD projects. Volunteer for Bangladesh hopes to establish Action Groups in all of Bangladesh’s 64 districts by 2016.

– Olivia Kostreva

Sources: Volunteer for Bangladesh 1, Volunteer for Bangladesh 2, Volunteer for Bangladesh 3, JAAGO
Photo: The Daily Star

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Education in Eritrea

Eritrea came into independence in 1993 after a long period of war and military conflict. After gaining its independence, Eritrea continued to struggle with neighboring countries Yemen and Ethiopia, and the consequences were devastating to its people. Today, the country continues to work on rebuilding its infrastructure and developing its economy. Despite the many structures the country has implemented, education still remains a top concern. Below is an exploration of education in Eritrea.

 

Top 6 Facts about Education in Eritrea

 

1. Enrollment remains one of Eritrea’s biggest issues. In 2012, data put forth by the World Bank determined that only 42 percent of elementary school-aged children were enrolled in school.

2. Eritrea’s location in the Horn of Africa is a major contributor to the country’s low enrollment rates. Eritrea is extremely susceptible to droughts, as well as floods caused by heavy and sudden rainfall, which makes attending school—and maintaining school grounds—increasingly difficult.

3. Vast disparities in development in Eritrea’s zobas, or regions, is also a significant factor that plays into the low school enrollment rates. Remote regions such as Gash Barka and the Southern Red Sea simply lack schools altogether, so children then lack any access to education opportunities in those regions.

4. Remote regions in Eritrea are also inhabited by nomadic and semi-nomadic pastoralists, for whom attending formal schools that are located at far distances is not impossible, but is in fact undesirable. Families in nomadic communities simply cannot—or don’t—send their children to school.

5. The country is working hard to address the issue of education for nomadic communities. With support from donors and the Netherlands government, 65 nomadic schools have been set up in Eritrea, a vast increase from the seven pilot nomadic schools that existed in 2007.

6. Gender disparity in education remains a top concern within the country’s education system. Though the government claims to be committed to achieving education equality, more than half of school-aged girls are not receiving an education.

Eritrea, ranked 177th out of 187 countries on the Human Development Index, struggles with severe poverty and countless other obstacles that make improving education conditions for children extremely difficult. The country’s unique climate and nomadic communities, coupled with its new independence and lofty regrowth plans, require tailored education initiatives and ample help from foreign aid programs. These programs will help the country improve its education opportunities, and therefore its economy and quality of life as well.

– Elizabeth Nutt

Sources: BBC, UNICEF
Photo: Asmera

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A Masters in Public Health

While many young science-minded individuals focus their aspirations on medical school, a Masters in Public Health provides an opportunity for those passionate about healthcare to expand their expertise beyond the walls of a hospital into a variety of institutions and organizations.

The MPH focuses on leadership in public health–allowing graduates the ability to be hired in a number of outlets. From high-level roles in state, federal and international health organizations, to positions in research settings or the private sector, an MPH offers a versatile career path.

Participants acquire skills during the course of an MPH from a number of disciplines. Students become proficient in leadership, business, communication, education and medical subjects.

Typically the MPH degree takes two years to complete.

Any individual with an undergraduate degree may pursue a Masters in Public Health. Although it is not a clinical degree, an MPH is recognized by many states in the U.S. as an ancillary clinical professional degree. This means an individual with an MPH degree can perform certain functions in clinical and hospital environments apart from directly providing care.

Many hospital systems hire MPH staff to study disease trends with the intent of fighting infections, especially those that are hospital-based. Outside of the confines of hospitals, MPH’s are often valued in the pharmaceutical and biotechnology market research space–advising clients on trends and market potential.

Centers for Disease Control and Prevention require the expertise of individuals with MPH degrees to manage both local and international disease outbreaks such as the current Ebola crisis in West Africa.

The demand for various types of public health professionals increases every year. With increased levels of research centered around sanitation and nutrition, governments are recognizing the need to understand the most efficient and cost-effective methods to improve the health of their population.

One of the most significant movements in the public health realm is an emphasis on education and preventative measures for countries struggling with public health issues.

For example in Cuba, the government has implemented an extremely effective public health system that pushes for education and prevention. Even without sophisticated technology, Cuba has been able to increase control of infectious diseases, reduce infant mortality, and make progress in the way of managing chronic disease.

In fact, Cuba’s life expectancy is the same as that of the United States–an impressive feat when comparing the infrastructure of the two countries.

An MPH offers a number of career paths in many industries. The need for the comprehensive degree is only expected to increase, especially as the international community continues to work together to fight infectious disease in developing countries.

– Caroline Logan

Sources: Online MPH Degree.net, Harvard School of Public Health: MPH Program, Oxford Journals, Upstate.edu
Photo: MPHDegrees

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Understanding the UN: Peacekeeping

The United Nations has been deploying peacekeeping missions since the U.N. Truce and Supervision Organization mission in 1948 which monitored the Armistice Agreement between Israel and neighboring Arab countries. Since 1948, U.N. peacekeeping has evolved to better respond to the world’s ever-changing and increasingly complex conflicts. What started off as a peace monitoring mechanism has become a major international actor in stabilization and development efforts in some of the world’s most volatile and protracted conflicts.

U.N. peacekeeping is managed through the Department of Peacekeeping Operations, which was established to succeed the U.N. Office of Special Political Affairs in 1992 under Secretary General Boutros Boutros-Ghali. The DPKO may only deploy a peacekeeping mission after receiving the mandate through Security Council resolutions and missions may only be updated or changed through Security Council resolutions. There are three types of peacekeeping personnel that make up mission teams: uniformed personnel including military troops, police and military observers, civilian personnel both local and international and U.N. Volunteers.

Currently, there are 17 different peacekeeping missions around the world ranging in size depending on the nature and scale of the conflict. The largest is the U.N. Organization Stabilization Mission in the Democratic Republic of the Congo, which employs over 20,000 personnel and has been operating in various forms since 1999. The mission in Congo also represents a departure from the normal rules and procedures of peacekeeping. Due to necessity and the nature of the Congolese conflict, the first ever “offensive” peacekeeping mission called the Intervention Brigade was launched in 2013 in order to more effectively address instability in the eastern region caused by various rebel groups and militias.

There are three rules to all traditional peacekeeping missions: (1) all parties of the conflict must consent to the deployment of peacekeepers in the area, (2) peacekeepers must remain neutral at all times and take neither side in the conflict, they serve merely as a buffer zone, and (3) peacekeepers may use force only in instances of self-defense or in defense of the Security Council mandate. All uniformed personnel are affiliated with the U.N. Member States. There is no U.N. standing army, so the U.N. depends on the contributions and donations of its Member States to carry out its missions, particularly in the form of uniformed personnel.

Today, U.N. peacekeeping missions are much more than just a buffer zone between two warring parties, peacekeepers are a central part of the stabilization and early reconstruction efforts of the areas where they are deployed. Peacekeepers are actively engaged in rebuilding the rule of law, justice and corrections systems, strengthening social and civil conditions, assisting with elections, aiding security sector reforms, carrying out demining activities and education programs about the dangers of landmines, promoting gender equality and the empowerment of women, protecting civilians, protecting children in conflict areas, assisting with Disarmament, Demobilization, and Reintegration activities and fostering and maintaining respect for human rights.

Peacekeeping missions are a crucial part of the immediate post-war reconstruction phase in countries which are frequently prone to conflict. They are a valuable asset to development efforts in areas that are home to some of the most vulnerable populations on earth.

– Erin Sullivan

Sources: NY Times, United Nations, United Nations 2, United Nations 3, United Nations 4, United Nations 5, United Nations 6
Photo: NY Times

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Economic Growth: Will a Rising Tide Lift All Boats?

Developing countries around the world face the tremendous challenge of promoting sustainable growth while also reducing poverty and increasing the living standards of their populations.

Around the world, conventional wisdom holds that by focusing development policy on economic growth, inequality will be reduced and incomes of every segment of society will increase–a rising tide lifts all boats.

While poverty has been reduced dramatically all around the world (700 million fewer people live in conditions of extreme poverty in 2010 than in 1990), big challenges still exist to further reducing this number. One of these challenges is rising inequality within and between nations.

Listed below are three reasons why income inequality must be addressed in both the developed and developing world in order to ensure long-term economic growth benefits for everyone and not just a select few.

1. Economic growth is not always equal

China, one of the countries where poverty reduction has been dramatic, is astoundingly tolerant of large gaps in inequality in exchange for growth. Deng Xiaoping, a top Communist Party leader from 1978 to 1992 who initiated economic reforms, is thought to have acknowledged, “It is good for some people to get rich first.”

While this may be true in some cases or at the beginning of market reforms, recent studies undertaken in Indonesia, South Africa, India and China reveal an increase in the gap between the rich and poor. This gap in income inequality can not only prevent further reduction in poverty, but it also has long term implications in the ability of large parts of the population of each country to be able to contribute to the country’s economy and growth.

2. Education, health, and job creation policies must be pursued simultaneously with growth policies

In order for a country’s population to contribute to and participate in the country’s economy, individuals must have the skills. Pursuing policies only focused on increasing GDP may improve growth outlook in the short run. However, in the long run, without education initiatives to match, a large segment of the population will remain poor.

In the 1990s, Brazil pursued a pro-equity growth policy in which it provided grants to help boost education. Average years of school for the poor shot up and when growth hit; they too were able to take advantage of the better jobs.

Just as an overall boost in education and health is important, so is robust job creation. People must have the opportunity to input the skills they have learned back into the economy.

For this reason, inequality cannot be solved without government involvement. The market left as is does not ensure that growth is shared equally. A combination of strong government programs and a strong private sector ensures better opportunities for more people.

3. Positive GDP growth can hide underlying inequality

The main measure of inequality within a given country is through the gini coefficient. The gini coefficient is a variable that measures how equal a country’s income is with zero representing an instance where everyone’s income is exactly equal, and one representing an instance in which one person has all of the income and the rest have none.

In South Africa, while the government is vocally committed to fighting poverty and inequality, between 2003 and 2008 overall income inequality increased. During this period, South Africa’s gini coefficient rose from an already high .66 to .70 – one of the highest in the world. So despite an average GDP growth rate of 3.2 percent (1994-2012), steps still need to be taken to ensure that the bottom segment of society is able to contribute and benefit from that growth.

Today, nearly 80 percent of humanity lives on less than $10 per day and over 3 billion live on less than $2.50. High levels of inequality exacerbate problems of poverty and reduce opportunities for the poor to move beyond their circumstances. Fewer opportunities for children to rise up economically means that inequality becomes more exaggerated over time and can affect the social structure of a country – leading to unrest, crime and violence.

Developed and developing countries alike all face the challenge of reducing their gini coefficient while also promoting growth. While each country faces unique challenges, this is one problem that can benefit from collaboration at the international level. From the information above, it becomes clear that poverty cannot be fully eliminated without measures in place that simultaneously address income inequality.

– Andrea Blinkhorn

Sources: Science Mag, Global Issues, Global Issues 2, Politics of Poverty, United Nations, South Africa, Hvistendahl, M. (2014). While emerging economies boom, equality goes bust. Science,344(6186), 832-835.
Photo: PBS

Amped for Education

Since discovering the need for functional schools in Nicaragua, Jeff Pluta has been inspired to combine his love for education and desire to impact the developing world.

In 2009, Pluta started “Amped for Education,” a volunteer organization based in Massachusetts that works with Nicaraguan communities to facilitate the continuation of education beyond the primary level. Five years later, Amped for Education has completed and is working on various projects to improve education in Nicaragua.

Where does “Amped for Education” get its name? Aside from being a catchy tagline, “amped” is a play on words according to Pluta.

In Spanish, “ampliar” is a word meaning “to expand.” Pluta’s organization does just that; it expands educational opportunities in Nicaraguan villages. “Amped” implies the organization’s mission and the founder’s excitement for the projects.

Amped for Education aims to eradicate poverty in Nicaragua through education. Like many other organizations of its kind, Amped believes that education provides people with the tools needed to improve sustainability, create a more competitive job market and integrate into the global economy.

Education to do all of these things cannot happen at the primary level, though.

In Nicaragua, students are required to attend six years of school only. In other words, students only have to complete primary education. Amped for Education’s programs make secondary and tertiary education more enticing to citizens of rural Nicaraguan villages so that they will learn the material necessary to lift themselves out of poverty.

There are several ways to contribute to Amped for Education’s cause. The website includes a link to sponsor a Nicaraguan student.

Many students cannot attend school in Nicaragua because they cannot afford essentials such as backpacks, supplies, uniforms and books. By donating $185 per year, sponsors can send a child in Nicaragua to school with these essentials and dental and eye examinations as well.

Amped for Education asks sponsors to commit to five years of donations so that they can send the same student through the full five years of secondary education. In return, donators receive updates about their students’ grades, photos and letters. Sponsors also have the opportunity to travel to Nicaragua with one of the organization’s service trips to meet their individual students.

Teachers in the United States can donate without having to give any money. The website also provides a link for high school teachers to create lesson plans for teachers in the Nicaraguan schools to use. Because many of the teachers do not have the same degree of training as teachers in the United States need, the lesson plans are very helpful for the secondary schools in Nicaraguan villages.

Amped for Education leads service trips for volunteers to travel to Nicaragua to complete projects and meet the community members. The organization realizes how important tourism is to the Nicaraguan economy and, therefore, attempts to combine tourism with volunteer opportunities. Volunteers may help build secondary schools, create roadways to make the schools more accessible and experience the more typical tourist attractions in Nicaragua.

Pluta is a full-time high school teacher and baseball coach in Massachusetts. As a result, a good number of volunteer trip participants are students from his school. In July, students from his school and surrounding schools traveled to Nicaragua to build houses and play baseball with locals. The students learned from observing the severity of the poverty levels in Nicaragua and carried their knowledge and experiences back to Massachusetts.

The next baseball and volunteering combined experience will take place in February of 2015. Participants will build a new learning center with Amped for Education and play games against teams from Granada and the Corn Islands.

The Nicaraguan educational system has great potential, but it needs support to make the most of that potential. Organizations like Amped for Education can provide necessary support to rural areas of Nicaragua while raising awareness within the United States.

– Emily Walthouse

Sources: Amped for Education 1, Amped for Education 2, MassLive, WGBY
Photo: MassLive

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Education in Cote d’Ivoire

Education in Cote d’Ivoire is present and plentiful for those who can afford it. While there are free public schools available to Ivoirians, families are still required to pay for books, uniforms and supplies.

Additionally, over two-thirds of native Ivoirians work in agriculture, and children are often needed as part of the work force. The unfortunate reality is that most students who receive a proper education in Cote d’Ivoire are not natives of the country.

Zeina Jebeile, a current student at Boston University who grew up in Cote d’Ivoire but was not born there, says that the private school education she received was comparable to the education received by her friends in the United States. “We learned a lot of similar things, it was just in a different language,” Zeina explained. She continued to clarify that public schools are only available to those born in the Ivory Coast, and people like her who were born in other countries must attend expensive private schools.

Due to the French colonization of Cote d’Ivoire the vast majority of schools run on the French system and have the exact same curriculum as high schools in France. While being a native of the Ivory Coast holds the benefit of free primary education, students have a much higher chance of attending university if they graduate from one of the French, American or Lebanese private schools.

Due to the high cost of schooling, “not everybody gets access to education, and it’s sad because a lot of them are really interested in doing so,” Zeina explained. “Education is about $7,000 a year for high school, which is kind of ridiculous, but that’s what you get for the ‘French Prestige.’” In order to combat this, small tutoring centers have popped up throughout the country. The centers operate on a volunteer basis, with classes usually taught by Americans and Europeans travelling abroad to teach languages.

Language is a problem within the private schools as well. Zeina, who attended a French school, said that there is little emphasis placed on learning English. “You have the option between German, Italian and Spanish…. And the English is very, very basic. In the last year of high school they literally teach you things like ‘my dog’s name is Bobo.’”

Despite her classmates’ limited knowledge of the English language, a diploma from a French private school almost certainly leads to an acceptance into a French University, as well as easier access to a French visa. Those who graduate from Ivoirian Schools must either be the very top of their class or come from wealthy families if they wish to continue their education in college. “The system is very limiting for most people who live in the Ivory Coast,” Zeina admitted. “At the end of the day if you don’t have money you don’t really get access to education.”

The Ivory Coast has a population of 15 million, approximately one third of which are non-Ivoirians. Out of the 128,318 students enrolled in high school, 42 percent attend private school. In addition to high poverty rates among Ivoirians and the necessity for child labor, there are other factors which can prevent children from receiving the best education possible.

Cote d’Ivoire has suffered through two civil wars in the past 15 years. Political conflict instigated outbreaks of violence in 2002, leading to a five-year civil war that killed and displaced thousands. Just three years after the call for peace, violence broke out once again leading to a second civil war that lasted from 2010-2011. The physical and emotional damage inflicted upon residents of the Ivory Coast during these wars contribute to days of school missed.

–Taylor Lovett

Sources: Interview with Zeina, Our Africa, University of Szeged, Kuno Library
Photo: Unocha

Public Education in Latin America

The World Bank reports that low teacher effectiveness causes children attending public schools in Latin America and the Caribbean to miss the equivalent of one school day every week. Public education in Latin America is plagued by teacher absenteeism, low pay and poor school leadership; all contribute to this troubling inefficiency.

Latin America has enjoyed significant growth in recent years, paving the way for the reduction of poverty and inequality, yet in order for the region’s economic engine to continue running efficiently, its youth must have access to educational resources.

The recent World Bank study, “Great Teachers: How to Raise Student Learning in Latin America and the Caribbean,” draws on data from over 14,000 classrooms in seven countries in the region. It seeks to determine how teachers, who make up 20 percent of Latin America’s labor force, can improve their performance given the significant role they play in regional economic development.

Barbara Burns, the author of the report, states that “virtually all countries in the region appear trapped in a low-level equilibrium of low standards for entry into teaching, relatively low and undifferentiated salaries, weak instruction in the classroom and poor educational outcomes … moving to a high-level equilibrium will be difficult but it is an effort that the region can’t afford to postpone.”

The Organisation for Economic Co-operation and Development’s Programme for International Student Assessment (PISA) test, a standardized assessment of students on a global scale, reveals that Latin American and Caribbean children fall short in the middle-income category, yet researchers estimate that if Mexico raised its PISA performance to the level attained by the average German student, the country’s gross domestic product could jump two percentage points.

The World Bank publication determines that public schools in Latin America need better and younger teachers. Teacher salaries in the region are consistently lower than salaries in other professional fields, meaning motivation can be lacking. Additionally, data from university entrance exams show that although students pursuing education degrees receive high levels of formal education, they have been found to possess weaker cognitive skills.

The good news is that teacher quality has become a major development focus of Latin American countries in recent years, while researchers and academics are communicating just how essential education is to continued economic development and poverty reduction.

– Kayla Strickland

Sources: Kansas City infoZine, Plano Informativo
Photo: Plano Informativo

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The Link Between Poverty and Education

It is a well-documented fact that children from low-income households are significantly less likely to be successful than their middle and upper class counterparts. Studies have repeatedly shown a link between poverty and education. Family income is one of the strongest predictors available for measuring success, both in the classroom and later in life.

With fewer resources and less of a focus on education at home, children growing up in poverty are behind from the very beginning. Household stresses from living in poverty build up in the child, making it extremely difficult to concentrate on education.

Even if they are going to school regularly, children in poverty often fail to get an adequate education due to the stress of destitution. Since they have such a difficult time in the classroom, the kids fall into the poverty trap, in which their lack of education prevents any rise on the social ladder.

Until recently, it was unclear exactly what biological process made that the case. However, recent studies have pointed towards working memory as the key psychological factor linking poverty and education, specifically in academic achievement.

 

Working Memory Links Poverty and Education

 

Working memory is a “temporary storage mechanism” that lets us hold information and facts in our head for short-term usage and manipulation. The process of using working memory is central for reading, problem-solving and learning new languages.

A number of studies have shown that children with the best working memories also tend to have the highest test scores and the best grades. Children in poverty consistently have a less developed working memory than those above the poverty line.

With a dearth of educational resources in poor countries, an underdeveloped working memory often goes unnoticed and untreated.

This means that in addition to dealing with stress at home, children in poverty also have trouble remembering basic facts and instructions at school. Unable to stay on task, and struggling to keep up, their failure at school only adds to their stress level.

What’s more, a study published in the Development Science journal showed that, “Stress in early childhood negatively affects a child’s working memory in adulthood.”

The problems for children in poverty become even bigger problems in their adult lives. While a poor working memory for a child only means bad grades, it spells unemployment and crushing poverty for an adult.

The answer must come well before adulthood. With properly trained educators, an underdeveloped working memory can be easily spotted and rectified before it becomes a larger problem.

The lack of a proper education makes up a major part of the poverty trap — a phenomenon in which people living in poverty cannot rise up due to scarce resources, depression, lack of opportunity and other issues. The poverty trap can start before the child ever enters the classroom, and it has long-term psychological consequences.

Even from early childhood, poverty can create both a biological obstacle and an inescapable trap that collectively reduces the likelihood for academic and monetary success.

– Sam Hillestad

Sources: PsyBlog, PNAS

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The Status of Orphans in Developing Countries

Losing a parent is undoubtedly a traumatic experience for any child. It is an experience that will follow that child, likely playing a large role in their development and the opportunities they will have later in life.

Globally, 153 million children are orphans; the number of orphans in developing countries is enormous: 132 million. Here are 5 facts about the 132 million orphaned children in developing nations.

1. The large amount of orphans in developing countries is a result of many negative circumstances. Among these are natural disasters, famine and war. However, AIDS is the most significant reason children in a developing country lose their parents. In 2007 alone, AIDS left 15 million children orphaned after one or more of their parents passed away from the disease.

More than 24 percent of orphaned children had parents taken from them by AIDS. In 2008, 430,000 children were infected with the disease as well.

2. Asia holds the largest number of orphaned children, at 71 million – India alone is home to 31 million orphans. This is followed by Africa, which harbors 59 million.

3. Each day, 39,000 children are forced from their homes alone because of the death of a parent, family illness or abuse and abandonment.

4. After losing parents, circumstances for children drastically decline. They typically lack basic needs, like food and shelter. Education, however, is the first to be sacrificed, especially for older children who stop attending school to care for their younger siblings. These children try to provide for themselves and their younger siblings, often endangering their health.

The International Labor Organization reports that orphans are often found working in commercial agriculture, as well as street vending and housekeeping. Seven percent of orphans are stolen and sold into the sex industry.

5. The number of orphans is growing. Predictions for the next five to 10 years show the trend moving upward. By 2020, more than 200 million children could find themselves orphaned. This is almost three percent of the world population.

Despite the harsh reality of being orphaned in a developing country, it’s important to note that the rate of children becoming orphans in developing nations is finally slowing. The U.N. Convention on the Rights of the Child has become the most rapidly and widely ratified human rights treaty in world history. It lays down a set of rights for each child and, as nations struggle to bring much needed care and protection to their orphans, provides pathways and options for each nation to do so.

– Rachel Davis

Sources: Humanium, Moju Project, UNICEF
Photo: The Guardian