Archive for category: Education

Information and stories on education.

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Women in Science: Developing Countries

The role women play in the world’s technology and science movements has become increasingly prominent. Years ago, this field was primarily only led by men. Although education for women in general has improved in recent years, it still remains a problem around the globe.

A UNICEF study that researched the barriers to primary education revealed that 75 percent of children who are out of primary schools have mothers who did not receive any education, due in large part to poverty. In Asia, the Middle East and Africa, that number has risen to 80 percent of children who are out of primary school. This project reveals the importance of getting girls into education and supporting them in doing so.

In developing countries, women play an essential role in making change to communities. Mahatma Ghandi once said, “When a man is educated, an individual is educated; when a woman is educated, a family and a country are educated.” Historically, women have played a minor role in science-related fields, but many countries are making efforts to change that precedent.

Supporting women in science through funding, programs and scholarships is essential to building the next generation of women leaders and increasing science literacy in developing countries. Here are three nations creating increased opportunities for women in science, agriculture and technology:

1. South Sumatra (Indonesia):

Indonesia’s national program, Warintek Multipurpose Community Telecenters, focuses on promoting sustainable development through science and technology for women farmers located in South Sumatra. The program provides a variety of informational kiosks, available in both distance and in-person forms, for women to utilize regarding any farming needs of their local areas. In large part, the education aims to provide information on successful marketing and sustainable farming.

2. Burkina Faso:

Through the UNESCO Chair, Women, Science, and Development in Africa, the country is working to provide informal programs on health, water supplies, management and agriculture. University professors and students work in conjunction with women in communities, discussing topics and building relationships. The country has also connected with universities in other countries.

3. China:

The Women and Gender Development through the College of Rural Development at China Agricultural University is working to promote discussions on gender roles in agriculture and farming.

– Julia Thomas

Sources: Inter Academic Council, UNESCO, China Agricultural University, TWAS
Photo: Unesco

How Art Education Can Help Africa

The value of art education is constantly under debate, with classes in the arts often pulled first from underfunded curricula. Research, however, has shown the value of educating people in these subjects. The arts provide physiological and economic benefits, and some African countries are working to encourage creative pursuits in their populations.

The World Health Organization’s definition of health includes more than just a lack of disease. Creative endeavors can improve a person’s mood and emotions. Simply watching the activity can provide benefits, too.

A more tangible benefit includes a higher participation in school. This ranges from increased attendance and participation, to increased teamwork skills among peers. People also use the arts to provide students with an alternative to drugs.

This value in education spills over into the workforce. People who engage in the arts are better at creative thinking and have a greater ability to adapt to new situations and visualize alternatives.

The arts are also helpful in fighting health problems. Many cultures have traditions of using pictures, stories, dances or chants to fight disease. Creative activities reduce chronic stress and lessen depression, both of which can become contributing factors to heart disease and diabetes. These issues are already prevalent in the U.S. and are increasingly becoming an issue in the developing world.

The arts, as they are commonly grouped together, include music, creative movement, writing and visual arts.

Studies have shown that music decreases anxiety and helps restore emotional balance, as well as control pain. Learning the notation involved in reading music has also been shown to increase students’ math skills.

Visual arts have been shown to help people deal with difficult realities, such as a cancer diagnosis. They help with emotional expression and improve reading skills.

Other studies have shown that creative movement, such as dance, improves mobility and decreases stress. Some participants show improved cognition.

Writing has been shown to help people control their emotions, as well as to control pain levels temporarily. One study showed that writing decreased the CD4+ lymphocyte, which is associated with HIV.

Many places are picking up on the value of art. In September, the Africa Utopia art festival will take place in Somaliland, giving African performers a venue to express their art. The African Metropolis film festival was held recently, and it included six urban films from directors of different cities. The cities represented were Abidjan, Cairo, Dakar, Johannesburg, Lagos and Nairobi.

Other groups are allowing youth to get their first taste of creative expression. In Belltown, Kenya, there is a gallery of photographs by Meg Stacker. While she took the pictures herself, many of the pieces are overlaid with six word memoirs by the subjects, giving them an opportunity to express themselves as well.

Other students in Gambia had the opportunity to photograph their homes. A UK photography student held a workshop for students, most of whom had never operated a camera before. In this way, students were able to express their views of their homeland.

On top of the mental and physiological benefits, many students in the U.S. want to see more art education. Art education would provide the same benefits and appeal to African students, as well.

– Monica Roth

Sources: US National Library of Medicine, President’s Committee on the Arts and the Humanities, Atlantic, GHAFLA, Goethe, Fast Company, Seattle Globalist, The Artery
Photo: Kickstarter

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10,000 Women

10,000 women
Women and girls make up 70 percent of the 1 billion people worldwide who live on less than $1 per day, yet women produce half of the world’s food, work two-thirds of the world’s working hours and play a crucial role in their local communities’ economies and in the health and welfare of their families.

Empowering women through education — especially on the topic of business and entrepreneurship — is critical to the fight against world poverty. Goldman Sachs’ 10,000 Women program is one impressive initiative that is playing a significant role in this fight, working to provide women entrepreneurs around the world with a life-changing business and management education.

Launched in 2008, the Goldman Sachs Foundation set out with the goal to provide 10,000 under-served women across 43 countries — including Egypt, China, India and Brazil — with entrepreneurial and business skills, as well as with mentoring and networking opportunities.

10,000 Women was founded on research carried out by Sachs — Womenomics and Women Hold Up Half the Sky — that indicated that investing in women can have a significant impact on the gross domestic product (GDP) growth. The finding was an impressive forecast: the per capita income in 15 major developing countries would increase by 14 percent by 2020 and by 20 percent by 2030 if women’s wages would be equal to those of men’s.

The program 10,000 Women was built on the belief that partnerships between public, private and nonprofit sectors are essential to bringing about change through improved education opportunities for women. The program works at the ground level with more than 80 academic and non-governmental organizations, as well as more than 30 of the world’s top-tier business schools. Partners at all levels of the operation contribute their valuable time, mentorship and expertise necessary to implementing the locally designed certificate programs.

For each country in which the 10,000 Women program is launched, partnership is essential. Management and selection committees are formed in each country by bringing together people from the local business schools, business community and partner schools.

In some cases, a representative from Sachs will also join a selection committee. Together, committees in each country select the women who will participate in the program — women whose financial or practical situations would have prevented them from receiving such an education opportunity.

The programs, which are culturally appropriate, flexible and intensive, range from five weeks to six months and are designed to provide each female scholar with an individualized business education. Courses range from marketing and business plan writing to accounting e-commerce. Frequent guest lecturers and business plan competitions add to the exceptionality of the program, which continues to support its participants long after completion through networking, mentorship and support services.

To date, 10,000 Women has reached well beyond its titular goal, and its graduates have reported immediate and sustained business growth. Tracking its graduates’ success, the organization has reported that 30 months after completing the education program, 82 percent of graduates have increased their income and 71 percent have added new jobs. Perhaps more impressively, nine out of 10 participants of the program continue to utilize their newfound business skills by educating, mentoring and supporting other women.

10,000 Women will continue to invest not only in women, children, families and communities, but also, subsequently, in the entire future of our global economy.

– Elizabeth Nutt

Sources: UN Women, Global Citizen, Goldman Sachs, Women and Girls Fund
Photo:

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Three Influences of Poverty

Poverty has many causes. While some factors exacerbate poverty, there are five predominant causes of poverty: social inequality, conflict and political instabilities, education, debt and environmental conditions. Here is a closer examination of three of these causes.

Social Inequality

The United Nations Social Policy and Development Division reports that “inequalities in income distribution and access to productive resources, basic social services, opportunities, markets, and information have been on the rise worldwide, often causing and exacerbating poverty.” Countries where inequality is rampant display poor social indicators for human development, insecurity and anxiety. Inequality keeps the poor from moving out of their socioeconomic status.

Inequality limits access to opportunities that can provide the means to escape poverty. In a speech by Dominique Strauss-Kahn, Managing Director of the International Monetary Fund, Kahn explains that Adam Smith, often considered the founder of modern economics, “recognized clearly that a poor distribution of wealth could undermine the free market system.” An example of this is the former apartheid government in South Africa.

Apartheid laws assign rights and space to individuals on the basis of race. In South Africa this meant that while one group was persecuted and forced into poverty, the other group was given access to opportunities that allowed them to advance economically. This increased the gap between economic classes and the amount of people in poverty.

Environmental Conditions

Environmental degradation is the decline in the quality of the natural environment through its atmosphere, land, oceans and lakes. Indigenous groups are among the worsetaffected by such degradation. These groups often depend on the environment to survive and easily fall into poverty when that environment is harmed. A major cause of environmental degradation is climate change.

One of the outcomes of climate change is hunger. The changing climate is responsible for the destruction of harvests and other resources critical to survival. Michael Oppenheimer, professor of geosciences and international affairs at Princeton University explains, “crop yields have detectably changed. As time goes on the poor countries that are in the warmer and drier parts of the planet will feel the crop yield decreases early.” In Oxfam’s report Suffering The Science: Climate Change, People, and Poverty, the organization warns that “Without immediate action 50 years of development gains in poor countries will be permanently lost.”

Recent U.N. reports on climate change noted that “for the first time” that climate change is a threat to human security. The UN notes that the increased migration and the decrease in food are conditions that lead to conflict. The reports warn also that unless the issue is addressed, “nobody would be immune to climate change.” The report reads, “Climate change can indirectly increase risks of violent conflicts in the form of civil war and inter-group violence.” Environmental degradation can not only result in poverty, but can also lead to war.

Lack of Education

Education has lifted people out of poverty and empowered communities to grow economically. A lack of education could maintain or create poverty. Senior Fellow of the Center on Budget and Policy Priorities Jared Bernstein explains, “economists may disagree a lot on policy, but we all agree on the ‘education premium’—the earnings boost associated with more education.”

According to the Network for international policies and cooperation in education and training, a main priority for poverty reduction is primary education. In developed countries almost all children have access to primary education, while in regions such as sub-Saharan Africa approximately 40 percent of children do not attend primary school due to poverty and a lack of access to education. Many people living in poverty in undeveloped countries must give up an education in order to make “a minimal living.” Furthermore, many families cannot afford school fees to send their children to school. This limits skill development and opportunities to escape poverty and create generational poverty.

There are many situations that lead to poverty. As we understand the causes of poverty, we can eradicate it more strategically. These are only three of many causes that must be understood to successfully meet the goal of eradicating extreme poverty by 2030. We created poverty, so we can eliminate it as well.

– Christopher Kolezynski

Sources: Poverty at Large, The Borgen Project, Oxfam, The American Prospect, The Guardian, NORRAG
Photo: The Daily Star

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The 5 W’s of Rural Morocco

Who?

Over 30 million people live in Morocco. The population is disproportionately young, and 4 million of the people are impoverished. Almost half, or 43 percent, of the population lives in rural areas. The rural population is made up of “people engaged in artisanal fishing, landless people, rural wage earners, unemployed young people and women in all categories.”

What?

Morocco has an income disparity between the richest 20 percent and the poorest 20 percent. The income disparity between rural and urban areas is also very significant. The poverty rate is almost 15 percent in rural areas, but in urban areas, the poverty rate is a third of that. Furthermore, illiteracy rates are nearly twice as high in rural areas as in urban areas.

Between 2003 and 2004, 12 percent of the rural population was underweight; this is double that of the urban population.

Maternal mortality rate is 130 per 100,000 live births, and the maternal mortality rate is almost twice as high in rural areas. A very small number of rural children receive an education. Compared to the 44 percent of urban children who attend secondary school, 16 percent of girls and 22 percent of boys attend secondary school. Amongst this percentage, over 300,000 children drop out every year, and almost half of the children must repeat a year.

However, the status of Morocco is rapidly improving. From 2000 to 2010, the poor population decreased by nearly half. A slowed population growth, improved economic growth, infrastructure development, microcredit and contributions from non-government organizations have reduced poverty rates.

When?

From the 1990s until the early 2000s, the Moroccan government engaged in economic reform and deregulation of the economy. Over 100 companies were privatized by 1998, resulting in a significant growth in the country’s gross domestic product. However, the population in rural areas still experiences high rates of poverty, which results in high levels of migration to urban areas.

Where?

The high poverty rates, as evidenced, are seen mostly in rural areas. Coastal regions tend to have lower poverty rates, while Morocco’s mountain and south regions have the highest poverty rates.

Why?

As detailed by the gaps in education and maternal mortality rate statistics, the cycle of poverty rages on in rural Morocco. According to the Carnegie Papers, Morocco faces high illiteracy, and its economic growth is inconsistent. If the economy continues to improve and extend development programs to the rural population, the rates of poverty will decline. Should access to education or economic opportunity decrease, rates of poverty, particularly in rural areas, will increase.

– Tara Wilson 

Sources: Rural Poverty Portal, UNICEF, Third World Centre for Water Management, Carnegie Endowment for International Peace
Photo: AdventureCompany

Examining Reading Skills in Brazil

Researchers from the Frontiers scientific community recently conducted a study in Brazil to examine the cause of low reading skills in Brazil’s young children. The study tested 106 children ranging from ages six to eight. The study found that poor memory skills are closely correlated with lower reading skills.

The 106 children tested came from a variety of backgrounds. Half of them live below the poverty line, half above. Researchers intentionally split participants this way to determine the impact of socioeconomic status on basic reading skills. After testing the children, researchers found that memory skills had the most severe impact on young readers, regardless of their socioeconomic status.

The testing consisted of 12 cognitive assessments. Researchers were able to determine that memory skills correlate with reading abilities based on the fact that the children who were evaluated by their teachers as “poor readers” scored the lowest on the Working Memory/Cognitive Flexibility sections of the test. The other three components of the assessment were Interference Suppression, Selective Attention and Response Inhibition.

Higher level readers, on the other hand, consistently performed better on the Working Memory/Cognitive Flexibility sections of the test. The difference between high and low level readers’ results were not as significant in the three other areas. Therefore, the examiners conducting the test were able to hypothesize that memory and reading skills are related somehow.

A strong memory allows a child to concentrate on an activity for an extended period of time, which may account for children with strong memories who find reading easier at a young age. These children have a greater attention span and can focus on learning how to read for a longer period of time than children with weaker memories.

In countries where student to teacher ratios are poor and classrooms are small, the potential for distractions in the learning environment is very high. Children with strong memories and, therefore, extreme concentration abilities can focus on their studies better than students with less cognitive flexibility.

Unfortunately, distracting conditions are common, meaning that some children inevitably will score lower on reading tests. By providing funding to decrease student to teacher ratios and build more functional classrooms, it is possible to decrease distractions in classroom settings which hinder learning in children with weaker memories. By fixing the classroom environment, educators can solve a seemingly un-fixable problem.

– Emily Walthouse

Sources: Frontiers, Psyblog
Photo: Economist

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The Effects of Poverty on the Adult Brain

effects of poverty on the adult brain

A recent study examined the effects of poverty on the adult brain and how it is influenced by childhood development. Results of the study showed that children from poor families performed more poorly on academic tests later in life. Furthermore, the study found that children who dealt with stress inducing factors, such as poor housing, in addition to poverty performed the worst of all tested subjects.

What does this mean for the future of children that are presently living in extreme poverty? With more than 1 billion children worldwide who lack one or more essential needs critical to survival and development, this can present even more problems in the future.

Most children living in extreme poverty face stress-inducing factors in addition to poverty. According to UNICEF, 101 million children currently do not attend primary school, and 148 million children under the age of 5 are underweight. A total of 270 million children worldwide do not have access to health care, and one out of five do not have access to clean drinking water, according to CARE, a nonprofit aiding in the fight against extreme poverty.

With more than 300 million children worldwide chronically hungry and 90 percent suffering from long-term malnourishment, these stressors can have lasting effects on their intellectual performance, and subsequently their financial stability, as adults.

For every additional year of primary school in developing countries, a girl’s wages are raised by 10 to 20 percent. This shows a direct correlation between education and income.

Children from poorer households are three times more likely to not attend school than those from wealthy homes. The largest population of non-attending school aged children is in sub-Saharan Africa, where 45.5 million children do not attend primary school. Much of this is caused by poverty, as many parents and families cannot afford required school fees and supplies to send their children to school.

Extreme poverty certainly involves several stress inducing factors besides lack of money, and these issues compound the problem of intellectual performance further. According to Professor K. Luan Phan, the author of the study, “the stress-burden of growing up poor may be an underlying mechanism that accounts for the relationship between poverty as a child and how well your brain works as an adult.”

By this same logic, helping these children out of extreme poverty today will lead to more intellectual men and women of tomorrow – men and women who will have the education needed to help other children escape poverty.

– Christopher Kolezynski

Sources: PsyBlog, The Borgen Project, CARE, Compassion
Photo: Flickr

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AME-SADA’s Health Work

AME-SADA
Many churches around the world donate to charities to fight poverty. However, the African Methodist Episcopal Church  created its own agency to support the poor in Africa and the Caribbean. Its Service and Development Agency (AME-SADA) has been providing humanitarian assistance and development aid in Haiti and Africa for decades.

Though AME is an American church, it was founded by those of African descent. The church has three stated purposes, and the third addresses its work through its Service and Development Agency : to “provide continuing programs which will enhance the entire social development of all people.”

AME-SADA was founded 28 years ago, with the aim to “help people help themselves.” However, the church itself has been working in Haiti for more than 125 years. AME-SADA receives financial support from its own church members, the American government, donators and foreign institutions. In 2011, the agency was awarded the Clinton Bush Haiti Fund to help their Cholera Prevention Program in Haiti.

In line with its motto of helping people help themselves, the Service and Development Agency provides health, education, and micro-credit programs. However, in emergencies such as the Haitian earthquake in 2010, AME-SADA provides quick relief.

In Haiti, AME’s  Service and Development Agency has a Child and Maternal Health Program that offers services such as pre and post-natal care for women aged 15-49, newborn care, disease and malnourishment care, family planning and counseling. The agency also supports outpatient clinics for treatment, health education and counseling. It provides water purification tablets, cleansers, disinfectants and oral rehydration packets for the treatment of cholera.

SADA-KREDI is closely related to AME-SADA’s healthcare programs. Some groups in the Haitian communities asked the agency for help supporting the clinics, and so AME’s Service and Development Agency brought members from clinic support groups to work at village banks. Three thousand women participate in an orientation for business and group dynamics, which lasts for 9-12 months. Then they are given loans of $500 in local currency for nine months.

AME-SADA also provides health care in Port-au-Prince in Haiti for 30,000 elementary school children.

Though the majority of AME-SADA’s work is in Haiti, the church has other programs in South Africa. AME has had churches and schools in the country since 1896. The agency’s college, Wilberforce Community College, provides higher education and encourages younger students to stay in school.

 – Kimmi Ligh

Sources: African Methodist Episcopal Church 1, African Methodist Episcopal Church 2, AME-SADA 1, AME-SADA 2, AME-SADA 3, Clinton Bush Haiti Fund, Our Health Ministry
Photo: Our Health Ministry

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The Education Development Center

In the fight against global poverty, it is important to acknowledge some of the more successful combatants. The Education Development Center (EDC) is one of these. As a global nonprofit, it recognizes the correlation between the lack of education and increased global poverty and helps give those marginalized in the world — either due to poverty or war — the chance of leading a better life by means of education. As their website states, over 100 million children do not attend school, and it is this statistic that the EDC is fighting to combat and reduce.

With offices based in New York, Chicago, Washington, D.C. and Waltham, Mass., the Education Development Center commands a global staff of 1,350 members. It has over a $190 million budget and over 250 programs spread throughout 30 different countries and across all 50 U.S. states.

Through grants from both private foundations and federal agencies, the EDC creates and implements projects to improve educational and economic prospects of those worldwide. According to the EDC, these projects have ranged from “seed projects to large-scale national and international initiatives.”

Notable donors to the EDC include: the Ford Motor Company, the Bill & Melinda Gates Foundation, U.S. Agency for International Development, the U.S. Department of Education, UNESCO and the World Health Organization. Recently, the EDC has received three grants from the U.S. Department of Education, one for $3.5 million and two for almost $400,000 each, all meant for education development projects within the U.S.

Founded in 1958, the EDC’s first project was to design a new physics curriculum for American high school classrooms. This was partially a reaction to the Soviet Union’s new space program as well as a response to a perceived discrepancy between Soviet Union and American science educations.

Funded by the National Science Foundation, this project became highly successful, and the new curriculum was incorporated into roughly half of American high schools by the early 1960s.

Following the implementation of this first project in the United States, EDC soon began to establish a more global reach. In 1961 and 1966 it began work on advancing mathematics and science programs in Africa. These projects would eventually end up creating, as stated on EDC’s website, “the continent’s first indigenous education research and development organization, Science Education Programme for Africa.”

However, one of its most effective and interesting international projects is the Radio Education or Interactive Radio Instruction.

This radio program that began in 1985 (and still exists today) was funded by the U.S. Agency for International Development. It uses radios to educate large swaths of people, including adults and children from over 30 developing countries, that would otherwise be unable to receive a basic education, either because of war or poverty.

This dedication to improving the world and combating poverty through education has been sustained throughout the organization’s entire existence. As a result of projects from 1997-2007, for instance, student enrollment in Guinea has doubled.

More recently, the international work of the EDC has focused on reducing youth unemployment in both Rwanda and Macedonia. More vocational training centers, concentrated on teaching technical and interpersonal skills, are being created for these youths.

As 2015 draws near, so does the end of the Millennium Development Goals, eight goals signed in 2000 by 191 countries designed to drastically reduce global poverty. As the international community debates and draws up the next set of goals to target poverty, the EDC will be remembered and depended on for the continued positive change it has enacted since 1958.

– Albert Cavallaro 

Sources: EDC 1, EDC 2, EDC 3, EDC 4, EDC 5, IRIN
Photo: Sasaki

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Pakistani Town Offers Sex Education Classes

Despite censure, a small village in Pakistan is defying social norms. Tucked away in the ultra-conservative Sindh province, the village of Johi is doing something extraordinary and radical: they’re providing sex education classes for girls.

To a Westerner this notion may seem far from revolutionary, but it is a gigantic leap forward for Pakistan. In the Muslim nation of 180 million people, sex education is taboo — in some places it has even been outlawed. Women who expose their sexuality in the slightest and most harmless of ways can be sentenced to death.

The pioneers behind the movement are bravely looking forward, teaching girls what they feel is just and necessary. They have established the Village Shadabad Organization where sex education classes are taught to girls starting at age 8. Thus far, there are 700 girls enrolled in eight different schools. The topics range from changes in the female body, to what a women’s rights are, to how she can protect herself. The lessons are an addition to regularly taught classes.

From the teachers’ experience, sex education is vital knowledge these young girls are deprived of. When they begin to menstruate, for example, they are ashamed and think they are sick. Pakistani girls are largely uneducated about puberty and do not know when they will begin to menstruate. Furthermore, many girls get married without understanding the mechanics of sex.

The lessons are not only useful in educating the girls about the natural functions of their bodies, but they are also a means of teaching self-defense. The girls learn that they have a right to their bodies; they learn how to defend themselves if someone violates their personal space; they are taught that even if they are married, their husband cannot force them to engage in sex if they are not willing.

Surprisingly, most families in Johi support the implementation of sex education in the public school curriculum. Unfortunately, the movement is far from reaching a national arena. In fact, the government recently shifted in the opposite direction, forcing the elite Lahore Grammar School to eliminate sex education courses from its curriculum. Many people argue that sex education is a violation of Pakistan’s constitution and an obstruction to their religious beliefs. For now, sex education in Pakistan is still a fringe idea, but nonetheless, the idea demonstrates an outward display of government defiance and a step in the right direction for women.

– Samantha Scheetz

Sources: UN Women, Huffington Post, Reuters
Photo: Wikimedia