Archive for category: Education

Information and stories on education.

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Education in Zimbabwe

Education in Zimbabwe

Zimbabwe gained independence from Britain in 1980 and immediately began an educational transformation that resulted in unprecedented coverage for the nation’s young minds.

A residual disenfranchisement of black students remained after nearly a century of colonial rule defined by “white supremacy, racial segregation, institutionalized violence and oppression” of the African majority. A redistribution of social inequality (as manifested in a corrupt education system) was of paramount importance in the first decade of independence.

System at a Glance

Exposure to education in Zimbabwe begins at age 6 in grade one of primary school. By grade three, reading and writing in English accompanies coursework in the mother tongue. Primary education continues through grade seven, when completion is marked with examinations in mathematics, English, science and social studies.

Secondary education is comprised of four “forms,” numbered I through IV. Forms I and II, equivalent to grades eight and nine, develop more involved skills in mathematics, English, history and other practical subjects. Marks earned in Forms I and II determine placement for Forms III and IV (grades 10 and 11,) advanced study years that culminate in subject-specific tests, gatekeepers for university acceptance.

Post-secondary education may be completed at one of Zimbabwe’s seven public universities or four religiously-affiliate universities. Alternatively, the pursuit of a university degree abroad is a viable option for some.

The 1980s: Dramatic Transformation

The face of education in Zimbabwe changed dramatically between 1980 and 1990. Primary schools and secondary schools sprouted up across the nation, increasing in numbers by 42.5 percent and an unfathomable 662 percent, respectively, during that time. On an aggregate level, student enrollment rose by over 200 percent.
Naturally, the demand for teachers rose with the increasing numbers of young minds. By 1990, 15 teaching colleges (10 for primary school teachers and five for secondary school teachers) were established. The Zimbabwe Integrated Teacher Education Course employed innovative approaches to teacher training, which in turn resulted in an overall improvement in the quality of education in Zimbabwe.

Residual Effects of Radical Change

Strides made prior to 1995 established Zimbabwe as a model for participation in public education. To this day, primary school participation hovers around 88% for both males and females. Retention is relatively stable as well; just over 82 percent of students complete their primary school education (this figure drops dramatically as the secondary education arrives; only 48 percent of males and females participate.)

Zimbabwe’s literacy rate, approximately 90.9 percent for youth and 83.6 percent for adults, is highest in sub-Saharan Africa. The nation also sends the fifth-largest number of students to the United States for continued study.

Areas Needing Improvement

Unfortunately, the apartheid era’s widespread inequality resulted in disparities in education quality. “Group A” schools (formerly white) have access to greater resources and better teachers than their “Group B” counterparts, which are typically government-sponsored. Lack of funding, poorer outcomes and lower pay result in perpetual staff shortages and turnover in B-level schools.

Education access in rural and urban areas is similarly unequal. For the approximately 60 percent of Zimbabweans in rural areas, government-funded schools are the only alternative. Higher-fee private schools are out of reach for agricultural families whose livelihoods allow no room for educational spending.

A post-colonial Zimbabwe embraced education as a human right, a premise that is worthy of emulation by developing nations. That said, education in Zimbabwe has room for growth in terms of quality and equity.

– Casey Ernstes

Sources: OSSREA, U.S. Embassy, UNESCO, UNICEF, World Education Forum
Photo: Flickr

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3 Ways to Volunteer Abroad

There are many different ways to make an impact in the fight against global poverty. Volunteering abroad is one option that offers numerous ways to help.
Volunteer abroad programs offer a variety of opportunities to help global communities. Whether you are interested in teaching children, building schools or helping communities establish cleaner water supplies, there is most likely a program to fit your needs.

Cross-Cultural Solutions

“Cross-Cultural Solutions is a nonprofit working to address critical global issues by providing meaningful volunteer service to communities abroad, and contributing responsibly to local economies.” Cross-Cultural Solutions is a volunteer abroad organization that seeks to do just what its name implies: find cross-cultural ways to combat poverty.

The organization only sends volunteers to locations with established relationships between themselves and local organizations and communities, so when you arrive to volunteer, you’re working with people who are invested in improving their community. In each Cross-Cultural Solutions location, volunteers are housed at a home base that provides them with three meals a day, which is what the majority of the program fee goes to.

Volunteer programs can range from a week to three months, so volunteers have a lot of options even if they’re in school or have a full-time job. Additionally, volunteers have the option to take excursions on the weekends during longer trips, or volunteer in multiple destinations in a row, making travel a part of the program as well!

Global Volunteers

Known as the origin of “the volunteer vacation,” Global Volunteers focuses on short-term volunteer abroad programs, making them a perfect fit for students or anyone who cannot commit to a long period abroad.

Global Volunteers works to “engage short-term volunteers on long-term projects” in countries in Asia, Europe, Africa, North and South America. As volunteers only stay for a short period of time, they are working with existing projects, or projects that will continue long after they leave.

An additional focus of the program is that volunteers “work at the invitation and under the direction of local community partners, and one-on-one with local people.” They only do what they are asked to do and work with and under the direction of local people to find out what’s best from the community from the people who understand it best.

WorldTeach

As its name suggests, WorldTeach focuses on sending teachers to foreign countries as they “partner with governments and other organizations in developing countries to provide volunteer teachers to meet local needs and promote responsible citizenship.”

Because the program sends volunteers out to teach, its programs tend to run longer than Cross-Cultural Solutions or Global Volunteers. Full-year programs are available in a wealth of countries around the globe such as Chile, Colombia, Guyana, the Marshall Islands and Thailand, just to name a few.

Similarly, shorter summer programs exist where volunteers can travel to countries like Poland, Nepal and South Africa. For volunteers who prefer to spend a semester teaching abroad, there are programs in Ecuador and Namibia. Before applying, WorldTeach requires applicants choose their country and departure date, unlike some other programs.

Volunteers receive support throughout the duration of their work, and have an alumni network that they can access at the conclusion of their program.
Additionally, volunteers have the opportunity to receive his or her teaching English as a foreign language (TEFL) certification through professional development and a $350 fee.

The funds for WorldTeach programs come directly from the organization, the volunteer and the chosen country’s host institution. As such, costs for different programs vary, with some requiring a higher monetary commitment, and a few countries paying in full for volunteer teachers.

No matter which program you choose, there are a few things to keep in mind when seeking to volunteer abroad.

Volunteers are working with a community. That means helping local organizations and communities while being humble about your place there and working to understand the new culture in which you’ve immersed yourself.

Volunteering is about helping people, and even though you will find fulfillment and gain valuable experience, the focus is always on working with your chosen community.

Once you find a program that you are passionate about and that works responsibly with organizations within the community, you’re all set to start your volunteer abroad experience!

– Cameron Barney

Sources: WorldTeach, Global Volunteers, Cross-Cultural Solutions
Photo: The Interpreter

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Female Education & Ending Global Poverty

The book “Half the Sky” introduces an idea that education is the key to ending global poverty worldwide. The title of the book comes from the founding father of the Republic of China, Mao Zedong, meaning “women hold up half the sky”; unfortunately, millions of these women are living in poverty.

Women make up half of the world’s population, yet more than half of these women are more likely to have an unequal place in society. These women are more likely to be poverty-stricken in these communities than men and are excluded from the public domain which leads to domestic violence.

Because of the inequality placed on women living in poverty in developing nations women tend to not have access which is a key aspect of society. Humans need to have access to healthcare, job opportunities, and basic human rights like clean water and food. In order to fight global poverty, an emphasis of education and access is key to bring an end to poverty and the pain these communities suffer from on a daily basis.

Accordingly, Ph.D. student Katie Conrad at the University of Tennessee believes that women need access to resources in these developing countries where there is also a lack of education for these women. Conrad is a teaching associate for child and family studies at the university, and has based her research in Lesbian Gay Bisexual and Transgender as well as family studies.

Furthermore, Conrad’s area of interest is creating courses for first-year students on campus designed to educate not just women, but men, about sex, dating violence, alcohol and rape culture awareness. She feels as though teaching women in society cannot be done without reaching women globally and stated “education is the major form of empowerment and is a good place to start.”

In particular to teaching women’s studies courses in these devolving countries, Conrad remarks that “being educated on their culture and maintain cultural sensitivity to understand what issues they face” would be a good place to start to bringing education to women in those areas. Conrad believes that women in developing countries need not just access to basic resources but access to support when in an abusive situation. In particular, community support systems are needed to help cope with domestic violence in their society.

In addition, both Conrad and the authors of “Half the Sky” understand that bringing access to resources like female education can help improve all corners of the world and drastically reduce poverty. Therefore the book introduces three steps to bring access to these areas. The first step would be a $10 billion effort over five years to educate girls around the world and reduce the gender gap in education.

The second step would be for the United States to sponsor a global drive to iodize salt in poor countries to prevent tens of millions of children from losing approximately 10 IQ points each as a result of iodine deficiency while their brains are still being formed in the uterus; finally, the third step would be a 12-year, $1.6 billion project to eradicate obstetric fistula while laying the groundwork for a major international assault on maternal mortality.

The need to stress issues like female education are indeed crucial to develop of not only developing nations but our own nation at home.

– Rachel Cannon

Sources: Vialogue, University of Tennessee
Photo: Staci Jae Johnson

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China’s Water School

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Life as we know it owes a great debt to water. We ourselves are comprised of nearly 70 percent water and can’t live without a regular dose. However millions around the world still live without a reliable, clean water source.

As it turns out, our most precious resource is not nearly as abundant in potable form as human demand requires.

In fact, water is so scarce that 780 million people have no access to clean drinking water. In some cases, as with China’s Yangtze River, the poor quality of the water is in part caused by human activity and waste.

Fortunately China is investing in its water security by bringing school children out of the classroom and to the Yangtze in order to promote conservation and sustainable practices.

Since 2008 this experimental school program has focused on education for sustainable development (ESD). The so-called “Water School” is designed to get China’s children active in the protection and safe treatment of their water resources.

UNESCO and other international organizations are praising the program as a revolutionary and fundamental step for the protection of our vital resources. These organizations hope to sponsor similar programs across the globe by spreading awareness of the positive effects China’s water school has produced.

The program has already involved approximately 130,000 students and 200,000 community members, creating a new intellectual base that is deeply in touch with issues of conservation and water treatment.

Part of the program is to build children’s sense of responsibility to the Yangtze’s natural resources, and also to provide them with experiential learning. Tasks like monitoring PH levels and the health and biodiversity of local ecosystems aim to create a more secure future not just for the water, but also for the wildlife and vegetation that also rely on the river.

According to the project website, “The Water School for a Living Yangtze provides opportunities for young people living in different parts of the Yangtze River Basin to link their learning with the indigenous knowledge, traditional practice, and belief systems of local and more distant communities.”

The other major development for the water school is the way it uses the Yangtze, which cuts through the interior of the continent, as a unifying structure between the variety of cultures that live beside its waters. In that sense, the river acts as a vehicle for social development and promulgates shared responsibility for such a critical natural resource.

– Chase Colton

Sources: UNESCO, Water School, UN Water
Photo:

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100K Strong in the Americas Program

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One of President Obama’s most important initiatives in the Latin American region has been the 100K Strong in the Americas Program. This program was launched in March 2011, and seeks to increase international study in the Western Hemisphere. The idea is to foster a common understanding between the peoples of the Americas in the hopes of bettering inter-American relations.

The Department of State has partnered with the Association of International Educators (NAFSA), and Partners of the Americas, a development agency, in order to realize this vision. The program works by establishing a network of partnerships with foreign governments, universities, and colleges, and the private sector to increase foreign student participation in the U.S. and U.S. student participation in the Americas. The goal of the program is to reach 100,000 Latin American students studying in the U.S. and 100,000 U.S. students studying in Latin America by 2021.

In order to finance this venture, the State Department has set up the 100K Strong in the Americas Innovation Fund, whereby companies can donate money to Latin American and U.S. universities in order to improve cross-cultural student exchange. By current figures, 40,000 U.S. students study in Latin America and the Caribbean while 66,000 Latin American students study in the U.S. each year. Clearly there is work still to be done.

One large obstacle is the fact that many Latin Americans from poorer backgrounds do not have the necessary grasp on the English language that is required to succeed at a U.S. college or university. On the other hand, many U.S. students do not understand or recognize the value of studying abroad at Latin American colleges or universities.

It is hoped that the public-private sector partnership through the Innovation Fund will be able to increase the numbers of students studying in the U.S. and in Latin America.

Through the 100K Strong in the Americas program the U.S. hopes to construct a more understanding relationship between Latin Americans and the U.S. Enhancing cross-cultural contact is necessary for a better working relationship within the hemisphere in the future. By promoting this contact between the future leaders of the Americas, the U.S. is ensuring more successful diplomatic efforts down the line.

– Jeff Meyer

Sources: 100K Strong, U.S. Department of State, U.S. Department of State
Photo: US Embassy

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Guatemala City’s ‘Basurero’

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According to Vice, the “basurero”, Guatemala City’s garbage dump, is considered an official neighborhood within the city despite the humanitarian crisis it creates.

Benjamin Reeves, the author of the article, said roughly 7,000 people, including poor families, visit the site every day to look for sellable items that can potentially earn them a few extra bucks.

“Many families have been driven to the basurero by poverty brought on by the global economic crisis coupled with mismanagement on the part of the Guatemalan government,” said Reeves.

The people who live in or near the basurero are called “guajeros”. The work environment of the guajeros is often hazardous. Accidents occur frequently and the air quality makes it difficult for residents to breathe.

The most recent fire broke out in January 2014. Reeves said that the local fire department hardly put any effort in extinguishing “the inferno” that was “fueled by the chemical waste and toxic refuse” below the trash.

“Residents of the basurero complain of chronic congestion, constant headaches, and high rates of asthma and respiratory problems,” Reeves explained.

Although the basurero itself is problematic, the situation for the guajeros is not any better across the street from the mountain of trash.

The “maras”, Guatemala City’s most infamous street gangs, wield more power than NGOs within the neighborhood.

“On a good day, a guajero earns around 40 Quetzales ($5). However, the street gangs regularly extort the workers for about half of their daily earnings, often leaving them with as little as $2.50 for an entire day of back-breaking labor,” said Reeves.

Crimes such as rape, homicide, theft and child abuse are common in the basurero despite the police’s presence. Most of the time they would look the other way or hardly make any effort to maintain order and protect the residents.

While these crimes and fires continue to occur, Reeves argues that the Guatemalan media fails to report the issues related to the basurero.

Why do people live in impoverished conditions in or near Guatemala City in the first place?

According to Gretchen Kroth, a research associate at the Council on Hemispheric Affairs, the extreme poverty and economic inequality affecting the city are due to a civil war, which started in 1960 and ended in 1996.

The conflict fought between the Guatemalan National Revolutionary Unity (URNG) and Guatemalan government in rural locations “forced the migration of many families from the highlands of Guatemala to urban centers, including the neighborhoods adjacent to the landfill,” explained Kroth in a Counterpunch article regarding the education system of the basurero.

Kroth argues that the Guatemalan government today does little to support the poorly structured educational system around the country.

“As public schools are sparsely equipped due to limited government funding a corrupt management, private schools have been established to provide educational services in their place for those who can afford the fee”, she said. But the families of the children who live in the basurero cannot afford paying $20 to $60 a month for education expenses.

As Reeves explained, the guajeros can make up to $5 on a good day. Thus, how can people living in the basurero pay for an education when the money for it does not exist?

To alleviate poverty, more needs to be done in Guatemala apart from receiving the attention of the world, such as the government taking the goal of eliminating poverty seriously and learning how to manage the economy in an honest and transparent fashion.

Each day the government refuses to aid what Reeves calls “a humanitarian crisis”, the lives of the guajeros will continue to be threatened by the conditions in the basurero.

– Juan Campos

Sources: Counterpunch, Vice
Photo: Taringa

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Education in Haiti: All Children Reading

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March 26 marked the grand opening of a brand new school for the Lekol S&H students in Caracol, Haiti. The students celebrated the inauguration alongside United States Ambassador Pamela White, U.S. Agency for International Development (USAID) Mission Director John Groarke and Haitian officials, according to USAID Haiti’s Facebook page.

The new facility is one of many schools that fall under USAID’s All Children Reading program in Haiti. Also known as Tout Timoun Ap Li (ToTAL,) All Children Reading is one of the programs supported by U.S. and Haitian government collaboration in Haiti. Starting in 2011, Haiti’s Ministry of National Education and Vocational Training unveiled a plan to get more than 1.5 million students in school by 2016, says USAID.

The ToTAL program focuses on developing reading skills for Haitian students in first grade through third grade in the Port-au-Prince, Saint Marc and Cap Haitien areas. All Children Reading will provide more nearly 30,000 children and 900 teachers with critical reading curriculums to meet international literacy standards, says USAID. “In developing countries,” says the All Children Reading experts, “literacy leads to improved health, better education, greater employment opportunities, and more stable governments.”

The All Children Reading program partners with USAID, World Vision and the Australian government to utilize competitive science, technology and education grants to improve the school systems and educational opportunities for students in developing countries.

Awards are disseminated in two rounds, each of which has a different development focus. Round 1 “focuses on creating teaching and learning materials and education data applications to promote accountability and transparency” and has been awarded to 32 projects in more than 20 nations, according to the All Children Reading website.

Round 2 looks more to implementation strategies and technology solutions to improve education in Haiti. The three areas of focus for this branch of the project include promoting mother tongue instruction and reading materials, enhancing family and community engagement and supporting children with disabilities. All Children Reading prioritizes reading in the early school levels in order to instill strong education practices and create better and wider opportunities for children as adults.

Through programs such as ToTAL, the U.S government has trained nearly 900 teachers in new curriculum in both Haitian Creole and French. In addition, USAID has supplied Haitian students with more than 46,000 textbooks and workbooks. The ToTAL program has been introduced in more than 300 schools nationwide, such as the one in Caracol. In the years to come USAID hopes to reach more than 1 million children throughout Haiti, especially “as other partners extend the use of the program’s reading curricula and training methods beyond the development corridors.”

– Mallory Thayer

Sources: USAID, All Children Reading, Facebook
Photo: Save the Children

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Sex-Ed for Girls in Pakistan

Girls in rural Pakistan are receiving groundbreaking sex education lessons from the Village Shadabad Organization. These lessons range from topics of puberty, sex, marital rape, menstruation, marriage, human rights and self-defense against attackers. These sex education lessons are being taught alongside normal education curriculum in eight different girls schools, which are funded by BHP Billiton, an Australian company.

Lessons on menstruation and puberty teach girls not to be ashamed by their own body, and lessons on marital rape explain that unwilling marital sex is a crime. The girls are taught to scream and fight if they are touched inappropriately, because their bodies are owned by no one but themselves. Uzma Panhwar, a 10-year-old student, declares “My body is only mine and only I have the rights on it.”

These lessons teach girls about their body, and about their sexual health. With greater knowledge and awareness of their bodies and their rights, girls can gain confidence and strike away feelings of guilt and shame thrust upon them by their conservative patriarchal society.

In a country where public discourse on sex is forbidden, these lessons are even more meaningful and relevant for these young girls. It is estimated that 70 percent to 90 percent of Pakistan’s women have experienced domestic abuse. Women in Pakistan experience high rates of sexual and domestic violence, fighting against a justice system that favors their male attackers. Both law enforcement and government officials have proved to be unresponsive towards violence against women.

The World Economic Forum’s Global Gender Gap report ranked Pakistan as 135th in the world due to its gender inequality. Pakistan has a history of honor killings, child marriages and violence against women. Although the country is making progress in women’s education, women still have little representation in their own government.

The families in these rural villages support sex education, but there are many others in Pakistan, especially from the education sector, who oppose it due to constitutional and religious reasons. The education minister for the Sindh province and the president of All Pakistan Private School Federation have opposed these sex education lessons in the rural villages.

These sex education lessons are important in providing a foundation for female empowerment in Pakistan. While reform and increased legislation on women’s rights from the government will be slow to create change, these lessons in rural villages are impacting transformation of social norms at the local level.

Women’s empowerment has been shown to not only combat poverty, but to promote development and greater well-being. Teaching these young girls in Pakistan to take control over their bodies also teaches them to take control of their own lives. These sex education lessons do not merely educate them about their bodies, it teaches them to respect themselves, and to demand the respect they deserve from their society and government.

– Sarah Yan

Sources: The Guardian, Global Public Square
Photo: Taipei Times

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Brazil Replaces Poverty With Culture

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For decades, Brazil has been considered an underdeveloped nation with inequality, crime and dirty slums. Yet Bolsa-Familia, the country’s largest welfare program, has in recent years transformed Brazil’s poverty predicament for the better. Launched in 2003 by former President Luiz Inacio Lula da Silva, the program has benefited almost 50 million Brazilians and become a guide for numerous similar programs worldwide.

According to the World Bank, Bolsa-Familia is a primary reason for Brazil’s most contemporary social improvements. On the condition of sending their children to school and to regular medical exams, underprivileged Brazilian families receive an equivalent of about $35 each month withdrawn from a state-run bank by each family’s mother. Not only does this promote investment in children, it also empowers women to take financial responsibility for their households.

Bolsa-Familia is responsible for about 28% of Brazil’s poverty reduction. In the decade between 2002 and 2012, the proportion of Brazilians living with less than the $32 equivalent decreased from 8.8% to 3.6%.

Yet even with such extreme improvement in the lives of Brazilians, there is still more work to be done. When asked what they like to do for fun, a shocking 85% of Brazilians answered, “watch television.”

In an innovative effort to develop cultural expansion within the country, Brazil has developed a program known in Portuguese as Vale Cultura. The program constitutes a rechargeable coupon worth around $20 per month, available to Brazilians who make at most $300 per month.

While some may argue that both Bolsa-Familia and this new Vale Cultura program drain state funds and promote a dependency on welfare, various reports have noted otherwise. Of those on Bolsa-Familia, 12% have been able to give up the benefit, which accounts for less than 0.5% of Brazil’s gross domestic product. Such extensive success at such a low cost gives reason to believe that Vale Cultura may be an exciting opportunity with little risk.

Brazilians, according to a study conducted in Sao Paolo in 2013, on average only pick up four books per year and finish only two. The country is relatively isolated, despite its recent economic successes, and the poorest Brazilians are disproportionately underprivileged when it comes to cultural sophistication. Vale Cultura is an attempt to remedy this conundrum.

It will take time, of course, for Brazilians to develop a taste for this newly available culture. But culture minister Marta Suplicy is not disillusioned by the time it will take for this program to see success. The purpose is for people to try new things and to attain access to the cultural attractions many Brazilians previously ignored.

– Jaclyn Stutz

Photo: The Guardian
Sources: The Washington Post, The World Bank, The Guardian, BBC

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PEMEX Announces Record Investment Plan

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Petróleos Mexicanos (PEMEX,) Mexico’s state-owned oil company, has announced a record $28 billion of investment for the 2014 fiscal year. It is expected that the vast majority of money invested (approximately 85%) will go towards production and exploration for new oil fields.

The $28 billion figure is 10% higher than last year’s level of investment, which amounted to $25.3 billion, of which $19.3 million went to production and exploration of crude oil and gas fields. Despite this increase over last year’s investment level, PEMEX CEO Emilio Lozoya Austin claimed that in order to develop the country’s resources to their maximum potential, a further $32 billion would need to be invested.

In late 2013, Mexico’s legislature passed a bill permitting foreign companies to invest in PEMEX, a groundbreaking move that was not previously allowed since the company’s nationalization in 1938. This permission comes amidst flagging levels of oil production and Mexico hopes the move will boost its productive capacity.

While levels of PEMEX investment have increased steadily from 2008 onward, levels of oil production fell from 2.79 barrels per day to 2.54 million barrels a day in 2012, and levels of gas production fell from 7,030 cubic feet per day to 6,900 cubic feet per day over the same time period.

In 2008, PEMEX reported a production of 43.5 billion barrels per year, while in 2013 it reported 44.4 billion barrels per year. This slight increase can be attributed to the discovery of six new oil fields that added about 180,000 barrels per day at the end of 2013.

PEMEX is responsible for funding approximately one-third of Mexico’s national budget, with much of the revenue going towards social programs that improve education and infrastructure throughout the country.

Additionally, PEMEX hopes to increase exploration of deep waters in the Gulf of Mexico and improve its technological innovation in shale extraction through its newly minted partnership with the Russian oil giant Lukoil earlier this year.

– Jeff Meyer

Photo: Huffington Post
Sources: International Business Times, El Economista, Oil Price