Archive for category: Education

Information and stories on education.

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Education in Nicaragua

Education in Nicaragua

Many children in Nicaragua attend school for a few hours in the morning or evening, and work during the remainder of the day. Children must attend school in shifts in order to accommodate other students and to contribute financially to their families according to The Tico Times article, “Is Nicaragua’s education system failing?”

Abbreviated school days combined with student and teacher poverty has resulted in poor education in Nicaragua. UNICEF estimates that only 55 percent of children complete primary school and enter into secondary school. During secondary school the rate of completion continues to drop. While attendance rates have increased in the past ten years, university entrance exams demonstrate a continuous pattern of poor education quality in schools.

At the center of the quality issue, Nicaraguan teachers have very low salaries, earning an average of only $266 per month. The teachers also have a limited amount of supplies and facilities for students, forcing them to limit their curriculum. In The Tico Times article, José Treminio, Nicaragua’s education vice minister, exhibited concern about teacher’s salaries, stating, “We are determined to solve educational problems. We have a commitment to make a leap in the quality of education.” As a result, government has promised a small salary increase for teachers in 2014.

However, in a Nicaragua Dispatch article, “Impoverished teachers, poor schools”, Tim Rogers describes the financial struggles and government promises involved in Nicaragua’s education system. He states, “Nicaragua’s cash-strapped school system is delivering a poor quality of education.” Rogers maintains that the Nicaraguan government has not produce promised education results.

Rogers explains that the government, under the leadership of President Daniel Ortega, expresses a strong interest in improving national education. The government, however, only allots a small amount of the budget towards education, sending the public mixed messages about their endeavors. The amount does not provide enough money for adequate teachers’ salaries, student supplies, or school facilities.

The International Development Association (IDA), a division of the World Bank, offers aid to impoverished countries, providing loans or grants to promote economic growth. In 1995, the IDA partnered with the Nicaraguan government through the First Basic Education program. From 1994 to 2004, this program increased enrollment in primary schools in Nicaragua.

The IDA reported that, “The project contributed to an increase in the enrollment coverage of pre-schools and primary schools, particularly in targeted poor and indigenous communities.”

Even though Nicaragua now has a high primary school enrollment rate, school exams still show low student performance. In response, the IDA acknowledged that the quality of education still remained very low and initiated a similar program to strengthen the education system overall. IDA’s programs combined with an increase in government funding suggests that a sustainable system of education in Nicaragua is possible.

– Jaclyn Ambrecht

Sources: Tico Times, NICA, Nicaragua Dispatch, Child Info, World Bank
Photo: Compassion Internation

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Child Labor in Afghanistan

Poverty forces children to work and sacrifice their chance at an education. Today, sadly, child labor in Afghanistan is a common occurrence. Estimates are difficult to come by but through various sources it can be stated that between 21 and 25 percent of Afghan children are part of the labor force. Children as young as 6 are often involved.

 

Cause and Effect: Child Labor in Afghanistan

 

Child labor is hard to overcome in Afghanistan because although it is illegal by law for anyone under the age of 14 to work, many families are so desperate that they need one of their children to work in order to survive. Employers are desperate for cheap labor as well. The government seems to be doing little to enforce this law.

A common job for Afghan children in Kabul is working in brick factories. They can work up to 12 hours for around $1.40 a day. Other potential jobs for these children are working in bakeries, weaving, selling toilet paper and shopping bags, mining, washing cars or farming. Some children even begin to beg.

It is important to look at the physiological affects of child labor. Childhood is a time when people are supposed to be able to play and avoid the stresses of life.  This crucial time period allows them to develop into healthy adults. Research shows that, “75 percent of brain development occurs after birth. Play helps with that development by stimulating the brain through the formation of connections between nerve cells.” It is essential for children to play with their parents and with other children.

If Afghan children are working, they are missing out on this crucial developmental step. It is possible that a work environment would replace play and stimulate a child’s brain but it is not certain if they are gaining the right type of knowledge that a child would otherwise gain from play. The stress children endure when having to work will also cause other stunted developmental issues.

The main reason children are sent off to work is so that they can feed their families. This is due to a loss of a parent or both parents. A child might have to go to work because their father dies and their mother is unable to find work because of her gender. Poverty and gender bias seems to be two of the causes of child labor in Afghanistan.

Poverty in Afghanistan is caused by many factors, one being the fact that it has been in a state of almost perpetual war since 1979 when the Soviet Union invaded, followed by Taliban rule and the post 9/11 American invasion coupled with Taliban guerrilla warfare. But regardless of the reasons as to why poverty exists in Afghanistan, it is essential to raise people out of poverty so that child labor will cease.

The task of raising the Afghan people out of poverty is certainly not an easy one. There are a range of problems arising from misallocation of USAID funds by the Afghan government, the inability of U.S. officials to better Afghan government institutions and just general distrust and confusion between the two countries.

A possible solution to this would be for the U.S. to give money to more grassroots NGOs and intergovernmental organizations who are currently working in Afghanistan. This would get the aid directly to the most vulnerable people in Afghanistan, specifically children. Organizations like the World Food Programme have operations already in place. Activities like school meals, food for training, Food-for-Work, nutrition programs and flour fortification are being carried out in Afghanistan today. They also support programs that try to close the gender gap.

Imagine if the U.S. gave more money to these programs instead of fighting with the Afghan government over misallocated funds?  These programs are already helping thousands of Afghan people, why not help even more? Child labor in Afghanistan is increasing, and with poverty as its main cause, the U.S. government should put more of its aid money toward proven, successful poverty alleviation programs.

– Eleni Marino

Sources: Global Post, Los Angeles Times, Montana State University, The New York Times, UN Data, WFP
Photo: CRI English

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Child Labor Facts

child labor facts
The existence of child labor is a prominent human rights issue in today’s world. The United Nations defines child labor as any work completed by children who have not yet reached the minimum legal age required for either a specific kind of work or any work that is generally viewed as unacceptable for children. Unacceptable work usually involves potential harm, dangerous conditions or physical strain unsuitable for underage youth.

To combat this issue, it is important to understand pertinent child labor facts. This knowledge will allow people to fully realize how many young workers never have the chance to be children:

  • Child labor is incredibly common and internationally practiced, and has affected billions of young lives. During the Industrial Revolution, employers sought out child workers because they could pay them lower wages, use their size as an advantage and benefit from their obedience. For years children made up a large majority of the labor force, and it wasn’t until the Great Depression that labor reforms began.
  • Even though child labor is prohibited in the United States, many other countries still exploit child workers. According to Free the Children, there are approximately 218 million child workers worldwide.
  • Many child workers are forced to work under hazardous conditions. Approximately 115 million children out of the aforementioned 218 million work in unsafe environments according to the International Labor Organization. This type of work is considered to be among the worst forms of child labor, especially since children are at greater risk of injuries and accidents.
  • Many children work out of necessity. In developing countries, it is common practice for kids to find work so that they can help provide for the family. In some cases, children are exposed to slavery, illegal activities and even armed conflict.
  • These children do not receive proper care or education. If there are no child labor laws in place, children work most of the day without receiving necessary nutrients or food and according to Free the Children, approximately 57 million children do not attend school. These limitations hinder children from reaching their full educational potential or advancing in the workforce.

Even though there has been a significant decline in the number of child workers, this is only a moderate decrease compared to the total number of children who are forced to work. As demonstrated by the facts above, this issue is still very present today, and perpetuates the cycle of poverty in developing countries.

– Meghan Orner

Sources: The United Nations, Free the Children, The International Labor Organization, The History Channel
Photo: Flickr

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Latin American Youth Struggle to Find Employment

Latin American youth are finding it increasingly difficult to find gainful employment. Of the region’s 108 million people in the 18 to 24 year age bracket, 21.8 million of them are known as NEETs – not in employment, education or training. In Spanish they are called NiNis – ni estudian ni trabajan (they do not study, nor do they work). NiNis are a stigmatized group, pegged as lazy, unmotivated and apathetic.

To make matters worse, many Latin American youth who do find jobs end up working in poor conditions and lack the protection of labor rights. Six in every 10 young people in Latin America work in unlawful labor conditions, according to a recent International Labor Organization report.

The ILO study, titled Trabajo decente y juventud: políticas para la acción (Decent Work and Youth: Policies for Action), also reported that the youth unemployment rate is three times as high as that of adults and twice as high as the overall rate. Young people are unable to find decent jobs even though the current generation is better educated than any previous cohort.

In Guatemala, 78 percent of NiNis work informal positions doing housework and other menial chores. Yet the hard core of NiNis exists in Paraguay and Uruguay, with 48 and 45 percent of young people respectively neither employed, nor enrolled in an academic institution.

Several causes for youth unemployment exist. Education is key – if the education system is not in sync with an area’s labor market, graduates will not leave their educational institution with the necessary skills to break into and thrive in the workforce. Population growth has also contributed to the existence of such high numbers of unemployed youth around the globe. Additionally, during times of economic hardship, employers are more likely to lay off younger workers who do not represent as significant of an investment as their older, better trained counterparts.

The fundamental problem, outlined by the ILO report, is that not enough opportunities exist for Latin American youth. Guy Rider, director of the International Labor Organization, says that the “lack of access to opportunities for decent work generates frustration and discouragement among youth. There are 108 million reasons why we must act now.”

The good news is that some organizations are acting. Work4Youth, a collaborative project between the ILO and MasterCard Foundation, seeks to match underprivileged youths aged 14 to 24 with local businesses in order to give young people the resources they need to break into the workforce. W4Y has operations all around the globe, and it maintains a presence in Brazil, Peru, El Salvador and Colombia.

The young generation currently entering the workforce is a valuable resource. Some estimates hold that if unemployment among young people were halved, the global GDP would experience an increase of 4 to 7 percent. In the words of 21-year-old Astrid Estefanía Garibay of Mexico: “People think ‘young’ and ‘NiNi,’ and they think about drug addicts and bums.” These young people simply need help connecting with opportunities rather than being stigmatized for their employment status.

– Kayla Strickland

Sources: IB Times, ILO, Pravda.ru, Press TV
Photo: Work4Youth

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Point of Concern: Education in Bangladesh

Education in Bangladesh
With roughly 57,000 square miles and over 150 million people, Bangladesh is one of the most densely populated countries in the world. It is also firmly entrenched in the rising power narrative that characterizes much of the south Asian region it occupies. For this reason, it is in the context of slow development where education in Bangladesh must be considered.

In 1990, the Primary Education Compulsory Act came into law and primary education became free and compulsory for all children up to grade five. Today in Bangladesh, there are approximately 56,867,000 people under the age of 18, 15 million of which are under the age of 5. There are currently 16 million children enrolled in grades one through five, and only 55 percent of children in Bangladesh who begin primary education make it to grade five. Only 50.7 percent complete all five years. The effects of this low rate of formal education are clear. In the young adult age range of 15 to 24, only 77.1 percent of male and 80.4 percent of females can read.

The many problems of education in Bangladesh can be linked to resources. As of 2009 Bangladesh spent 2.2 percent of its GDP on public education. In that same year the United States spent 5.2 percent. Despite government efforts to prove the contrary, education in Bangladesh remains an area in need of drastic reform. A total of 24 percent of primary school teachers are untrained and the average student-teacher ratio is 49 to one. These figures prove to be debilitating realities for the formative years of youth education.

To right the ship of education in Bangladesh, many private enterprises have lent their assistance. One such organization is BRAC. Formerly known as the Bangladesh Rehabilitation Assistance Committee, BRAC is now the world’s largest non-governmental organization. BRAC concentrates on impoverished rural areas. It also actively seeks female inclusion, often recruiting local women as teachers for their schools. These women receive extensive training and regular organizational evaluations. BRAC provides its education services free of charge and focuses on a unique curriculum that steers clear of the rote memorization techniques utilized in government schools. This innovative approach has proven beneficial, as BRAC students regularly outperform their government school counterparts. According to the New York Times, BRAC now administers “the largest secular non-governmental education system in the world.”

However, education in Bangladesh is still a concern. With high dropout rates and little access available to children in rural areas, the compulsory part of primary education in Bangladesh has not taken hold in the two decades since its legal codification. Potential resources remain untapped and a country of millions remains affected.

– Taylor Dow

Sources: The Financial Express, The Guardian, The New York Times, UNDP, UNICEF(1), UNICEF(2), Worldbank
Photo: The World Bank

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Primary Education in Somalia & the U.S.

Many years of civil war have led to unrest in all aspects of Somalian life. Among the areas most affected is primary education in Somalia. Though the United States is doing a great deal to help rebuild, significant differences in the infrastructures of both countries’ primary schools still remain.

Primary schooling is the earliest stage of education in a child’s life, aside from nursery, pre-schooling or kindergarten programs. It is an important phase in the learning process because it teaches children the basics of reading, writing and math that they need for later education and life in general.

Because primary schools are the foundation of an entire educational system’s organization, attention to their efficacy is critical. Comparing primary education in the U.S. to that of a developing country such as Somalia provides interesting insight into the reasons that higher education in both countries may differ so significantly.

From the beginning of formal schooling, fewer children are receiving an education in Somalia. While education at the primary level is mandatory for all children in the U.S., roughly 42 percent of primary school aged children are enrolled in school.

In the U.S., primary school lasts from first to fifth grade, resulting in five years of fundamental education. In Somalia, however, primary school ends in fourth grade. Though schooling continues beyond these four years, many children do not. Dropping out before the fifth grade level becomes almost a social norm, as only 8 percent of Somali children enroll in secondary school.

Accessibility to education in Somalia and the U.S. accounts for these staggering differences. Public education is available to all students in the U.S., making the compulsory nature of schooling possible. However, due to the number of schools destroyed by civil war in Somalia, easily accessible education is not a luxury available to all Somali children.

The children that do attend school in Somalia also face obstacles that U.S. students do not encounter regularly. For example, the teacher-to-student ratio in primary schools in Somalia is one to 33. The average number of pupils per teacher in the U.S. is less than half of that, giving each student greater opportunity for individual attention.

Gender inequality is also apparent in the Somali education system. The current social barriers in Somalia do not encourage women to receive an education, so it is not surprising that less than 36 percent of students are female. Because schooling is mandated by U.S. laws, gender disparity is not a noticeable issue in American primary schools.

Other issues U.S. pupils are less likely to face are disparity of textbooks and other learning materials, a lack of qualified teachers and unstandardized curricula.

In the U.S., curricula are standardized by state. Education at the primary level does not vary too much. Most students learn to read and write at the same age and acquire the same basic skill sets during first through fifth grade.

Consistency is lacking among primary schools in Somalia. What one child learns in second grade may be completely different from what another child learns in second grade at a different school. The lack of a standardized curriculum makes country-wide assessments difficult. Even though the Ministry of Education in Somalia would like to rebuild the educational system, the absence of standardization does not provide an adequate place to start making improvements.

A good place to start may be government funding. Public schools in the U.S. are government funded, but many of the primary schools in Somalia cannot function without receiving at least some financial support from students’ parents. A child raised in a poor family may not be able to afford primary education.

The quality of public education varies in the U.S. depending on the economic state of the school’s area, but public education is always available. In order to provide the most help to the Somali educational system, aid should be given to ensure that some sort of schooling is always available to children, especially at a young age.

The good news is that many U.S. aid programs are working to rebuild schools in Somalia.

SAFE, the Somali and American Fund for Education, works with schools in Somalia to ensure their credibility as learning institutions. The organization looks at the community’s involvement in their local schools and awards certain areas money to fund construction of new school buildings. The even better news is that these schools include all levels of learning through twelfth grade, including primary education.

– Emily Walthouse

Sources: SAFE, Classbase 1, Classbase 2, MOE Somalia, NCES, UNICEF
Photo: Atlanta BlacK Star

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Tzu Chi: Compassionate Relief

The Tzu Chi Foundation is a globally immersed Chinese Buddhist humanitarian organization that is originated and based in Taiwan. It was founded in 1999 by the Buddhist nun Cheng Yen and is a volunteer organization that provides aid to roughly 70 nations worldwide.

The foundation is present in all of the world’s five major continents and maintains offices in 47 different countries.

The organization’s website clearly delineates its goals and mission. The group’s four expressed goals are referred to as its “Four Major Missions” of charity, medical help and attention, education and humanity. It also focuses on four other venues: bone marrow donation efforts, environmental considerations, community volunteering and international relief.

Their four goals combine with these considerations to form “Tzu Chi’s Eight Footprints.”

Tzu Chi maintains consultative relations with the United Nations Economic and Social Council. Its members are often referred to as “blue angels” due to their signature blue uniforms. The group has built numerous villages, nursing homes, schools and hospitals across the world. It also maintains the Tzu Chi International Medical Association, which includes professional doctors who travel in times of international disaster to provide medical relief to victims.

The group also acted closer to home than many U.S. citizens may know or think. After Hurricane Sandy devastated parts of New York and New Jersey, Tzu Chi members personally dispersed $10 million total in $300 and $600 Visa credit gift cards to victims in the area.

Its efforts abroad are plentiful and very personalized, illustrating an admirable method of involved humanitarianism. For example, after the 2008 earthquake in Sichuan, China, Tzu Chi members brought blankets, nourishment and medical aid to the disaster-stricken area. The group also focuses on very impoverished areas in China and elsewhere, distributing rice, oil, blankets, clothes and medical services to those in need.

The organization ignores ethnic, religious, national or racial boundaries or restrictions, but instead spreads Buddhist principles of morality, kindness, humanism and selflessness. Furthermore, they provide both instant and long-term infrastructural solutions to community problems throughout the world.

Tzu Chi is making a difference one blue angel at a time.

– Arielle Swett

Sources: Tzu Chi, The Register

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The State of Education in Peru

Education in Nicaragua
A brief description of Peruvian society is important to understanding the current state of education in Peru. Discussed below are key facts about Peruvian society.

  • The general population is around 30 million
  • 22 percent of the population lives in rural areas
  • 25.8 percent of the population lives in poverty at $2 a day (PPP)
  • According to the GINI Index, Peru ranks 25th for highest income inequality in the world
  • 85 percent of the population has improved drinking water sources
  • The unemployment rate is 9.5 percent
  • 34 percent of children ages 5 to 17 work in the labor force
  • The literacy rate is 90 percent
  • The main exports are minerals like gold and copper
  • 2.7 percent of the GDP is spent on health care

It is apparent that Peru has developed in some areas better than others. To see more comprehensive information on Peru, as well as country comparisons, go to the CIA World Factbook.

 

A Closer Look: Education in Peru

 

The system of education in Peru is somewhat similar to that of the United States. It has basic education (ages 3 to 5 years old), primary (ages 6 to 11 years old) and secondary (ages 12 to 16 years old), all of which are free. However school is only mandatory from ages 6 to 16 years old. There is higher education, but it is not mandatory or free, however, they do have scholarship programs.

Education in Peru has been expanding. The numbers were not all together low to begin with, but since 2005, enrollment has increased to 72 percent for ages 3 to 5 years old; the 6 to 11-year-old age group is at 97 percent and the 12 to 16-year-old age group is at 91 percent enrollment. However, these numbers do not tell the whole story. As stated earlier, 34 percent of children ages 5 to 17 are in the labor force. How can so many be working and going to school at the same time? It would seem that children may be enrolled at school, but do not actually go. Enrollment rates do not equal attendance rates.

Data taken from the National Institute of Statistics shows that since 1994, spending on education has quadrupled. However, Peru only spends 2.8 percent of the gross domestic product on education, which is one of the lowest in the world. It is hopeful to see the increase in spending over such a short period of time, but it is clear the Peruvian government can spend more on education.

There are problems with educating the indigenous population, as bilingual education is often not funded. Almost 46 percent of indigenous students are not provided education in their native language. Problems also arise when trying to educate the rural population. It is often hard for rural students, especially girls, to get to a school, as they come from isolated areas.

One of the biggest reasons Peru might spend more on education is the quality. In 2009, the Program of International Student Assessment ranked Peru near the bottom of the 65 countries studied for reading comprehension and science, while being second to last in math. Spending money is not enough by itself though. Money can be spent in productive ways. For example, in 2012, the government spent $225 million on 850,000 laptops and gave them to schools all over the country. The American Development Bank found that this laptop program did not increase the students’ levels in math or reading.

For children 7 years of age, only 13 percent reached required math levels and only 30 percent reached required reading levels. The laptops did not increase motivation or time spent reading and completing homework assignments.

Since 2003, the number of students at private universities has doubled and in public universities it has increased by 12 percent. This substantial increase in private education shows that the more privileged students are gaining access to higher education. As public university is not free, it is harder for those without money to access it. This makes sense considering Peru has one of the highest income inequalities in the world.

On the surface, it seems as though education in Peru has improved over the last decade. Literacy and enrollment rates are up as well as educational spending. However, when you look deeper, the quality and equal access to education is another story entirely. Increasing spending on education is a must, but investment in education needs to be done properly by way of researching effective policies, government organization, institutional change and societal support.

– Eleni Marino

Sources: UNESCO, CIA, Iberoamerican Universities Universia, INEI, Peru This Week, World Bank 1, World Bank 2, IPS News, The Economist, ICEF, UNICEF
Photo: Friends of Chimbote

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The Relationship Between Aid and Security

Since the end of World War II, foreign aid and national security have evolved in close proximity. Indeed, in the decade that followed, United States foreign assistance would range between 1.5 percent and 3 percent of gross domestic product (GDP.)

Since then, foreign aid has played an important role in advancing national security through several of its components: “bilateral development aid, economic assistance supporting U.S. political and security goals, humanitarian aid, multilateral economic contributions and military aid and assistance.”

However, during the Cold War, this relation began to change. As the U.S. refocused its foreign policy toward containing the Soviet Union, foreign assistance began to drop as a percentage of GDP. But still many development programs remained in place, working toward bringing about political reform and democratization. The dominant logic that political reform and development would create stable and open regimes that could resist communist ideology.

The purpose of many programs did not changed since then: expanding access to healthcare services and education, reducing infant mortality rates, reducing hunger and even protecting the environment. Following the end of the Cold War, the main purpose was refracted; by then, the main target was no longer to contain the Soviet Union but to foment development and economic growth in poor countries.

This also meant that the share of military assistance versus aid also changed. During the Cold War, almost 50 percent of the foreign aid’s budget was allocated to military assistance. By 2001, it had dropped to 24 percent. While the humanitarian and development aid budget increased from 33 percent to 46 percent. The period between the end of the Cold War and the September 11 attacks is characterized by a shift toward prioritizing economic development and opening access to healthcare and education in poor countries. Although no imminent threat existed at the time, national security consideration always remained at the heart of foreign aid.

After the attacks of September 11, this relation between national security and foreign aid changed once more. By 2005, the war on terror had the U.S. engaged in providing foreign assistance to almost 150 countries. Once more the shift was toward containment, but this time of jihadists and extremist activities. Since September 11, the region that has received the bulk of U.S. aid is the Middle East.

Despite the many ups and downs in the road of U.S. foreign aid, the world still looks to U.S. to provide leadership in response to erupting crises around the world. If we are to take a few lessons from this close relationship between aid and security, they are that no matter what the threats are, a key component of national security is a stable world and the best way to achieve is by bringing people out poverty and giving them access to healthcare and education.

Responding to crisis world wide does not have to entail military might. While development and economic aid results can be longer term than military intervention, the long history of the U.S. as a major aid contributor shows that it certainly pays off.

– Sahar Abi Hassan

Sources: Foreign Aid and Foreign Policy: Lessons for the Next Half-Century, The Foreign Policy Initiative
Photo: ForeignPolicy

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Rise of Private Education for the Poor

In recent decades, substantial progress has been made in student enrollment in primary schools around the globe. Even in some of the most poverty-stricken regions like Sub-Saharan Africa, enrollment has risen from 54 percent in 2000 to 69 percent in 2011.

However, despite the dramatic increase in the number of children who are in school, just being in a classroom does not translate into students receiving a proper education — one in which they are able to keep up with global standards or are even acquiring the skills they need to be successful.

Challenges like malnourishment, lack of educational resources and teachers who are ill-equipped or ill-prepared to teach, all lead to situations where although students are in school, they are not actually learning.

As a consequence, there has been a rise in private education for the poor, addressing the needs of children in even the world’s most impoverished countries.

For example, in Pakistan, where more than half of the population lives on less than $2 a day, many parents are spending 10 cents a day to send their children to the private schools where they know their child will get a better education.

In India, 28 percent of children attend private schools and, maybe even more revealing, four out of five public school teachers send their kids to private schools.

Private schools are filling a gap in providing an education that ensures students are not just sitting in a classroom idly, but that they are acquiring skills and knowledge. Yet, private schools are not able to truly address the educational needs of a nation and often are only available for those who can afford the cost and who are in the right location.

Despite the fact that literacy has dramatically improved around the world, the rise in private education demonstrates an on-going need to make sure public education is providing students with skills they need to be successful. If all students in low-income countries were able to read at a basic level, 171 million people would be lifted out of poverty (equivalent to a 12 percent cut in world poverty).

Access to free primary education is enshrined in the UN Declaration of Human Rights and therefore is intended to be provided by a country’s government.

Providing strong primary educational opportunities is an investment into the future of a country.

Each additional year of schooling for children can lift the average annual gross domestic product of a country by .37 percent. Education provides skills that open opportunities to jobs and helps boost productivity and economic output.

The rise in private education is a great motivator for governments to make sure that the education they do provide is not only meeting global standards allowing their students to compete and grow the economy, but also that it will provide them with the skills they need to be successful individuals in their local communities.

– Andrea Blinkhorn

Sources: Foreign Policy 1, UNESCO, Cato Institute, The Borgen Project, Global Partnership for Education
Photo: Education News