Archive for category: Education

Information and stories on education.

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Katharine McPhee and BuildOn Help Burkina Faso

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When Burkina Faso gained independence from France in 1960, the school attendance rate was 6%. Now up to 66%, the country still has a long way to go if it plans to achieve the Millenium Development Goal of attaining universal access for children to primary education.

Why do Boys Have a Higher Literacy Rate?

A girl in Burkina Faso is more likely to be married and give birth before the age of 18 than she is to graduate secondary school. Before she received a scholarship, Burkinabe 15-year-old Lucie walked more than 10 miles to school each day. With her new bicycle, she has an easier time getting to school and fetching water for her family. Boys have a higher literacy rate than girls in Burkina Faso because they are given preference in schooling.

A project called Burkina Response to Increasing the Development of Girls’ Education sponsors school-aged children in Burkina Faso’s two regions with the highest dropout rates by building new secondary schools, adding more classrooms and girls’ dormitories to existing schools, providing scholarships for needy girls and working with community leaders, teachers and parents to build a supportive framework for girls’ education and development.

Primary Education: The First Step

Elementary education in Burkina Faso is required for children between the ages of 7 years old and 14 years old, but it is not strictly enforced. The elementary education system in Burkina Faso is based on the French model; thus, classes are taught in French. Only 29% of children finish primary school, according to UNICEF data. Burkina Faso has one of the world’s highest dropout rates, second to Niger.

Secondary Education Has a Price

Burkina Faso is the third-poorest country in the world as ranked by the United Nations. Some families hardly have enough money to buy necessities like food, much less pay for secondary education. While some countries in Africa are implementing a free secondary school system, Burkina Faso charges the equivalent of $166 per year for secondary school education, a mandatory fee that many Burkinabe families cannot afford.

Currently the free, public and compulsory education takes children through age 16. From age of 13 to 16 years old, children attend a “post-primary” school, which is intended to prepare the students for secondary school. When a fee is involved, as it is for secondary education, the government does not make schooling mandatory because many families do not have the means to pay for it.

A Pop-Star’s Dedication to Help

Burkina Faso is the seventh country to benefit from a BuildOn Project. Katharine McPhee, star of the NBC hit TV show SMASH and runner-up of the 2006 American Idol, and her husband, Nick Cokas, are partnering with BuildOn to expand access to schools in Burkina Faso. The couple provided mosquito nets to the country through Malaria No More and funded the construction of a school in the country’s capital, Oagadougou. Their dedication to Burkina Faso continues as they fund BuildOn’s first two schools in the country.

“Investing in education and opportunity for young people is a major priority in our lives, and we are thrilled that with the help of BuildOn, we can maintain our ongoing commitment to improving education for the children of Burkina Faso,” McPhee said.

– Haley Sklut

Sources: Looking to the Stars, UNICEF, Burkina Faso Embassy, Plan USA, Classbase, Intervida
Photo: Build On

Chile-California Council Promotes Chilean Education

Chile-California Council
The Chile-California Council (CCC) is a non-profit organization that promotes education in Chile and the collaboration of developmental technology and protection of the environment. It was founded in 2011 and built upon the many years of teamwork and synergy between Chile and California; this includes programs such as the Chile-California Program from 1963 and the Chile-California Plan, signed in 2008.

Although the CCC is actively involved in many important fields, it specializes in the promotion of technology and educational internships to bridge international relationships.

Juan Ibañez, administrative director, describes the Chile-California Council by saying, “We center our efforts on bringing actors from both the public and private world together and supporting collaboration among scientists, researchers, and entrepreneurs from Chile and California.”

The Chile-California Council was recently the driving force behind a joint program with Chile’s educational Prácticas para Chile (PPC) initiative.  The joint program gives a small group of students from several American colleges a chance to intern with the government in Chile and a chance to intern at the CCC regional office, which is located in San Francisco.

The PPC internship, which is financially supported by the Chilean Government, grants graduate students a chance to work closely and hands on with forming new public policies in Chile.

There are many exchange programs that Chile-California Council encourages, including the Studying in California program, which allows Chilean students to study at top California universities such as Stanford, the University of California-Berkeley, the University of California-Davis, the University of California- Los Angeles and the University of California-San Diego.

One particularly exciting example of CCC’s success is a brief documentary that focuses on three Chilean students, José Causa, Luis Alberto, and Christóbal Mackenzie, who interned at Google’s Mountain View location. The goal of the documentary, which was sponsored by the Chile-California Council, Chile’s Ministry of Economy, Barefoot production and Google, was to reach out to more Chilean students and urge them to consider internships and careers at Google.

To appeal to younger students, the CCC promotes the Edible Schoolyard initiative.  First Lady Cecilia Morel of Chile created her own version, called “Vive tu Huerto,” in 2013, which seeks to supply 100 Chilean schools with gardens. The intention is to teach Chilean students more healthful eating and living habits and encourage them to be more in touch with the earth and nature.

Morel said “the idea of these gardens is that children learn to understand the land, how it is prepared for planting, how to care and make better use increasingly scarce resources such as water and how to recycle and produce fertilizer from organic waste products.”

A full list of the Chile-California Council’s endeavors and activities can be found on its website.

– Rebecca Felcon 

Sources: Nearshore Americas
Photo: Hope 87

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Poverty and Underage Marriage in Iraq

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A pressing issue in Iraq without much resistance or counteraction is underage marriage. Out of the total number of marriages in 2013, 11% involved an underage girl, according to the Iraqi Ministry of Planning. Additionally, 25% of girls are married before the age of 18 and 6% are married before the age of 15. Also known as uneven marriages in Iraq, they are controversial because there are multiple motives behind them. While some girls are forced completely against their will, others enter an uneven marriage to lift themselves or their family out of poverty. For instance, there was a recent story of a 16-year-old girl married off to a man over the age of 60 at the request of her father, Abu Ali. His reasoning for this was to benefit his family, which lives in poverty. He had been supporting his five daughters on an income amounting to only $300 per month. Since the family had been suffering and struggling to make ends meet, Ali married off his daughter to help the situation. Ali said of the matter, “Poverty was an important reason that led me to agree to this marriage.” Besides the breach this has on women’s rights, it also contributes to negative health effects for young girls. Often these girls are expected to carry and raise children, but most are simply too young; pregnancy also poses high health threats. There is an increased possibility of miscarriage, internal bleeding and even maternal mortality. These adverse health risks are either ignored or unknown due to disregard for reproductive health for women. Damaging health effects are not the only consequence of underage marriage. Girls who have been married underage often drop out of school early. Girls lacking education have few options and opportunities and are forced to depend on marriage to sustain them. Since girls would be entering the workforce drastically less and would be unable to contribute to the economy, this also stifles human development. This epidemic exist in Iraq and many parts of the Arab region as well as sub-Saharan Africa. A study in June 2013 found that one in seven girls is married in the Arab region before she turns 18. Besides Iraq, underage marriage is most prevalent in Yemen, Somalia, Sudan and South Sudan, calculatedly the poorest countries in the area. In these countries, more than one third of girls are married before they turn 18, which is more than in Iraq. Not only is underage marriage detrimental to the lives involved, it also has consequences for societies on a larger scale. Even though some girls enter these marriages to alleviate poverty, in the long term it does more harm than good as underage marriage promulgates and reinforces a cycle of poverty. This is especially true since it causes girls to stop their schooling, leaving them unable to earn money of their own. Since this problem hinders society and human progress, it is a concern that should be reprioritized. – Danielle Warren Sources: Al-Monitor, Population Reference Bureau

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Shortage in Public School Openings Hinders Education in Argentina

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According to the Buenos Aires Minister of Education Esteban Bullrich, 7,000 to 9,000 children aged one and a half months to three years will not be able to attend nursery school in 2014. This number has risen since last year, when 6,700 young children were unable to attend school and receive an education in Argentina.

Parents will either have to pay for a private school or search for other daycares that they are able to afford. Bullrich acknowledge that the Ministry was not able to accomplish and satisfy the expectations of the public.

The shortage of space in public schools and the “failures in the bureaucratic forms of information processing” caused 4,000 students to have to be moved to different schools farther away from their homes, Bullrich claims. This is an issue, particularly because there are no school buses in Argentina, so students have to walk or take some form of public transportation to school each morning.

Those families were initially told that there were vacancies for their students in schools, only to be made aware later that their students had to be removed from the lists.

Bullrich did however highlight that the recently developed online registration process was functioning properly “despite these mistakes.” He stated that although many students were unable to gain spots within the public schools, roughly 100,000 children were able to register and be placed. Statistically speaking, Bullrich says that the system was a success in regards to those who could be placed compared to those who could not.

Bullrich claims that since 2007 more spots have opened up in kindergartens, allowing 20 percent more students to gain an education in Argentina at a young age. There were approximately 45,956 vacancies in 2007 and currently there are 55,607 kindergarten vacancies in Buenos Aires.

The National Education Law and the City Constitution are butting heads regarding a student’s right to begin school. The National Education law states that school attendance is mandatory at the age of four, but the City Constitute claims that at 45 days old a child has the right to begin education.

The City Education Ministry recognizes that, “No government has achieved this so far.”

– Rebecca Felcon

Sources: The Argentina Independent, Country Reports, Buenos Aires Herald
Photo: Carlo Shiller

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The Cost of Education

cost of education
How much does it actually cost to build and run a school in some of the world’s poorest countries?

Everything comes back to education: areas that are the most overpopulated are also the poorest and least educated. Children that don’t receive an education will most likely spend a lifetime in extreme poverty, and, chances are, they will not educate their own children. So how much is the actual cost of education?

1. Angola

Lynn Cole, a resident of Illinois, runs RISE International – an organization that builds schools for as little as $12,000. Fueled by donations, the residents of Angola construct and run the school themselves.

2. Kenya

In January 2003, as an attempt to raise school enrollment, Kenya’s government eliminated fees and wrote a policy that provides textbooks and notebooks to schools. While more children are in school now because of this new policy, the cost of school uniforms has sky-rocketed. Each school has its own uniform, and discharges students who are not wearing one.  The average cost of school uniforms in Kenya is now $5.59 for girls and $6.10 for boys.

3. Nigeria

Similar to Kenya, formal school fees are no longer levied. However, books and uniforms now cost much more than they did previously, jumping from $1.63 per uniform to $4.22.

4. Bangladesh

CO-ID (Co-Operation In Development Australia Inc.) led by Fred Hyde, builds schools in the poorest areas of Bangladesh. Donation-run, it costs $8,000 to build a charity school, and another $8,000 each year to keep it running.

5. Congo

In the village of Butembo, about 75% of the population live on less than $2 a day. The average annual school fee per child is $25-$35 for primary school and $30-$50 for secondary school, which means that for most children, school isn’t an option.

6. Liberia

A school without an educated teacher benefits no one, meaning that teachers are often a school’s largest expense. To sponsor a teacher through the basic Liberian Teacher Training costs $120. To provide latrines for a school costs $500. The cost of 3-days residential teacher training for 60 teachers is $1,000. Aside from their training, the materials used by teachers also cost more than what is used by students. The books to teach a child for one year cost $8; a mathematics or science text book for one teacher costs $15.

7. Cameroon

Through the organization Building Schools for Africa, ten sets of school uniforms cost about $67; the tools and seeds for a school farm run at about $225; textbooks for ten children cost $250; it takes $1,000 to build new toilets; installing drinking water is roughly $1,671; a new classroom costs an average of $6,686.

8. Madagascar

A school that can offer its students at least one meal a day had an increased likelihood of maintaining its enrollment because some students aren’t fed at home. Feeding a school of 580 for 60 days costs $730.

9. Pakistan

A month of education for a child is attained by $10; $120 educates a child for a year; $710 stocks a primary school library; $955 stocks a secondary school library; $1,340 educates a child from KG-Grade X (11 years); $7,775 equips a computer lab; $180,500 supports an entire school for a year.

This demonstrates how much can be done with just a little funding, and how much more complicated running a school is after the initial construction. Contrary to Oprah Winfrey’s extravagant donation-budget, it doesn’t take $40 million to build a school. Sometimes the school already exists and it’s the teacher or the pencils that are missing. Sometimes schooling is available, but children can’t attend because they haven’t been dewormed.

Building a school is the easy part. The hard part is getting parents to send their kids, getting materials like paper, chalk as well as textbooks out to rural areas and maintaining a level of education that prepares student to be future leaders in their community.

– Lydia Caswell

Sources: Young Lives, Global Giving, Illinois Review, Fred Hyde, IRIN News, Ethnics Daily, SIM, Schools for Africa
Photo: Huffington Post

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Poverty in Italy: An Overview

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The number of people who are living in poverty in Italy has doubled since 2012. Over a million Italians are unable to afford to eat meat or pay for basic necessities such as heating for their houses. It is estimated that poverty in Italy is higher than it has ever been within the last 16 years.

Relative poverty is considered a family of two members living on a monthly salary of 991 euros or less. Approximately, 12.7 percent of families are living at relative poverty standards.

About eight percent of the Italian population is living in total poverty and unable to meet the minimum acceptable standard of living, according to the National Institute for Statistics (ISTAT).

“It is a reminder, if one were needed, of the severity and scale of Italy’s recession, the longest since the Second World War. Italy maybe the comeback kid of the global sovereign debt markets, but its economy does not look as though it will ever come back – and it was not even strong to start,” said Nicholas Spiro, head of Spiro Sovereign Strategy about ISTAT’s report.

The recession is taking a massive toll, currently plunging approximately 40 percent of Italian youth into unemployment.

Currently, Italy’s rate of unemployment and the amount of young people without education is the highest in Europe since the 1970s, totaling 23.9 percent. This means that one third of people ages 15-29 are either without education or without a job.

Only 58 percent of those who have graduated from college are able to find jobs out of school, which is below the average number of 77.2 percent in European countries.

The number of families living without adequate necessities, such as heating, has reached a staggering 8.6 million, or one family out of five. Unfortunately, it is not uncommon for those same families to not be able to afford a healthy meal consisting of meat once every 2 days, meaning 16.6 percent of families living in poverty in Italy are not receiving an appropriate amount of nutrients.

Poverty in Southern Italy has increased by a whopping 90% over the past five years, a clear indicator of the economic gap between Northern Italy and Southern.

The recession is also affecting the ability of Italian employees to take a holiday break. 50 percent of Italians are not able to enjoy a holiday week off and, in Southern Italy, approximately 69 percent of Italians are unable to enjoy a holiday off. Employee wages are being cut and full-time employment is at record lows.

– Rebecca Felcon

Sources: Reuters, UK Reuters, The Local, CNBC, Global Post
Photo: 

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Education in the Philippines

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According to the Department of Budget and Management, The Department of Education in the Philippines (DepED) has recently been granted the primary sum of the Philippines’ social services budget for 2014. The Philippines is facing huge concerns with a lack of teachers, textbooks, classrooms; it also faces an exceptionally high dropout rate.

Low budgets have made it difficult to extend an education in the Philippines to an increasingly high population of children. A total of 309.43 billion Philippine pesos ($18.6 billion,) or 37 percent, has been allotted to DepED after the country determined the issues with their public education system.

A large portion of the DepED money will now be focused on incorporating technology and alternative learning systems in the classroom in hopes of integrating out-of-school children; the initiative is called the Enhanced Instructional Management for Parents, Community and Teachers (e-IMPACT,) originally established in the fiscal year 2007-2008.

The fund is also comprised of 44.6 billion Philippine pesos ($1.00316 billion) for repairing and constructing new school buildings. The DepED will be building 43,183 new classrooms, fixing 9,502 of the existing classrooms and constructing 1.59 million new schoolroom seats for the Kindergarten through 12th grade programs.

The plan will add 10 new libraries will be added to the 213 current centers; each will be supplied with new books. In hopes of reaching the goal of 1:1 student to textbook ratio, the Department of Education in the Philippines hopes to attain “42 million more textbooks and workbooks.”

e-IMPACT is a technology based alternative method of learning that is fueled by student interactions. Every student is given access to online modules and online guides to learning materials. The modules will open a window into how children are able to learn and communicate with each other and will allow parents and school faculty to become increasingly involved in ensuring that the e-IMPACT positively transforms the community. Everyone in the community will be engaged and learning with the students.

By incorporating e-IMPACT and repairing classrooms, DepED hopes to promote global mainstreaming and expansion of primary education, part of the second Millennium Development Goals. e-IMPACT will attempt to incorporate children who have dropped out of school and seeks to keep children in school who are at risk of dropping out.

– Rebecca Felcon

Photo: Josh Weinstein
Sources: Asia Pacific Future Gov, TaosPuso Foundation, Manila Bulliten

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Action Plan to 2014 Improves South African Education

Action Plan to 2014
At about seven percent of gross domestic product and 20 percent of total state expenditure, South Africa has one of the highest rates of public investments in education in the world. The South African Schools Act of 1996 makes education compulsory for all South Africans from the age of 7 to the age of 15.

President Jacob Zuma told Parliament on February 13 that the country’s matric pass rate went up from about 61 percent in 2009 to 78 percent last year. The matric pass rate is calculated by annual national assessments.

South Africa has 23 state-funded post-secondary institutions, 11 universities, six universities of technology and six comprehensive institutions.

As a result of education inequalities during apartheid, 18 percent of adults are illiterate. Today, almost 59 percent of whites attend higher education institutions; only 14 percent of blacks attend. The disparate percentage is a consequence of inadequate primary and secondary schooling due to apartheid.

The Accelerated Schools Infrastructure Delivery Initiative has delivered 370 new schools throughout the country. The program replaces unsuitable infrastructure with schools.

Meanwhile, enrollment at universities has increased 13 percent since 2009 and Further Education and Training (FET) college enrollments have increased by 90 percent.

South Africa has implemented a plan for schools called Action Plan to 2014, a part of a larger vision called Schooling 2025, which aims to improve learning and teacher training. By 2025, South Africa wants to see students attend school every day and are on time. The country aims for schools to be accessible, clean and safe learning environments.

The program also includes teacher training, which will improve their capabilities and confidence. The focus of the program is on literacy and numeracy. This curriculum is known as the national Curriculum and Assessment Policy Statement (CAPS,) which provides specific guidelines for what is taught in schools.

Improving educational opportunities helps create tomorrow’s leaders. By giving students the opportunity to learn in a safe, clean and accessible environment, South Africa is helping to alleviate poverty, one step at a time.

– Haley Sklut

Sources: All Africa, South Africa Info
Photo: YWC Project

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Promoting Liberian Education System Essential

Liberian Education System
Liberia has a unique connection to the United States. African Americans immigrating from the U.S. to the West African Coast officially founded the nation in 1847. While the country has struggled to achieve prosperity and economic stability for its citizens, the Liberian education system has made considerable recent progress.

Liberia is still recovering from the civil wars that began in 1980 and lasted until 2003. As a result, Liberia ranks near the bottom of the United Nations Development Program Human Development Index at 174th out of 187. Correspondingly, nearly 36 percent of the Liberian population suffers from malnutrition.

During the years of civil car, educational systems were almost nonexistent. This leaves a massive gap in skilled workers entering the job market and by extension, extreme unemployment (close to 80 percent) and poverty. Liberia has a literacy rate of 60.8 percent, and an education system described as “a mess” by Liberian President Ellen Johnson Sirleaf.

Not all news about the Liberian education system is bleak, however. In 2011, President Sirleaf signed into law the Education Reform Act, which seeks to decentralize the education system and help create a new educational management structure more locally focused. The U.S. Agency for International Development (USAID) has also instituted the Liberia Teacher Training Program to help train, develop and recruit more teachers for the nation.

An additional component of USAID’s work in Liberia is encouraging participation in education by girls and women. The Girls’ Opportunities Access Learning Program hopes to increase school enrollment and retention for girls by identifying key policy issues with Liberia’s Ministry of Education.

According to the U.N. Educational, Scientific and Corporal Organization’s Education for All Initiative, at least 15 percent of a nation’s budget should be allocated for education. Currently, Liberia only spends around 3 percent of its national budget on education.  In order to fully jumpstart educational progress in Liberia, there is much more to be done.

– Taylor Diamond

Sources: The Guardian, USAID, WFP, Liberian Education Trust
Photo: International Book Bank

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Poverty and Violence in Honduras

Violence_Poverty_Exacerbate_Homelessness_Honduras
Birthplace of the term “banana republic” and victim of the brutal fruit companies-led coup, Honduras is among the countries with the lowest incomes in Latin America, poverty is very pronounced problem in this Central American nation. Despite an economic growth of around 3 percent per annum, the gross domestic product (GDP) per capita of the country remains stagnant.

This discrepancy could indicate that there is a widening disparity gap.

In fact, since the coup d’état in 2009, Honduras witnesses the most rapid rise in inequality in Latin America, a factor that contributes to prevailing climate of violence. Equally frustrating, the top 10 percent of the population also earns virtually all of the republic’s real income gains.

Furthermore, the 2009 coup d’état had increased the overall rates of poverty and extreme poverty. This climate of political crisis had reverted the economic advances that took place in the country. In addition, the government of President Porfirio Lobo, who came into power after the post-coup elections of 2010, had reduced social spending despite the boost in public spending.

It is estimated that 71 percent of the 8.3 million Hondurans live in poverty, a major problem that contributes to the frequent instances of violence that plague the nation. Because of this astronomic number of people living in poverty, a large sector of Honduras’ population is also deprived of education.

Only a lucky few can afford any education beyond sixth grade.

What’s more, Honduras has the highest rate of homicide in the world, with the average of 20 people murdered daily, 90 percent of whom are male victims. This frightening data stem from the burgeoning narcotic business, which has given rise to many organized crimes. This epidemic problem of homicides also takes away from the country’s meager income by necessitating the Honduran government to spend 10.5 percent of the national GDP in the combat of violence.

Due to Honduras’ constant history of political instability, there has always been very little opportunity for Honduras to develop democratic institutions to impose the rule of law. Instead, centuries of colonialism and decades of dictatorship have marginalized the poor, leaving them with minimal choices to make a living.

This scarcity of upward economic mobility and grinding poverty have driven many towards illicit ways of earning money.

In its attempt to encourage Honduras to alleviate poverty, the World Bank has suggested the country to support the stability and the growth of its macro-economy as well as to improve the quality of its education. But, these key options to improve the situation of the country are easier said (or suggested) than done. Development and democracy are not phenomena whose advent can be brought about at an instant.

Instead, they require years of institutional and systematic reforms for a society to have a functional democracy and a sustainable development.

 – Peewara Sapsuwan

Sources: El Pais Internacional, El Heraldo, El Heraldo, Los Angeles Times, World Bank, World Bank
Photo: Zimbio