Archive for category: Education

Information and stories on education.

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School Lunch Program in Thailand Targets Malnutrition

Thailand is known for having one of the best nutritional programs in Asia. According to the World Food Programme (WFP), Thailand has successfully dropped child malnutrition from 36% to approximately 8.42% within 30 years.

Thailand’s success stemmed from an in-depth look at growth rates, nutritional education, supplementation of iron and vitamins, as well as a focus on health coverage. It was also one of the primary countries to reach out to the community as a basis for promoting an end to malnutrition – specifically in children.

One method for reducing malnutrition in Thailand among school-aged children is the School Lunch Program, which supplies lunch at no cost to children struggling to maintain a healthy weight, or students who are unable to afford lunch. These lunches also aim to “educate students about desirable eating habits, values, and social manners.”

Students from rural areas have specifically been the victims of malnutrition in Thailand. Although rice is a staple food, the large amount of production does not necessarily correlate with balanced meals or eating a satisfactory amount required for healthy growth, both physically and mentally. Since diet is mainly based on rice, a lack of protein in diets are a large contributor to malnutrition in Thailand; also among the nutrients lacking in diets are iron, iodine and vitamin A.

SLP is currently providing all kindergarten and elementary public schools, reaching about 30,000 schools and 700,000 preschoolers. School Lunch Program currently provides meals for students for 200 days during the school year. The program started off by focusing merely on the amount of meals that were able to reach students. Now the meals are geared around the nutritional value.

With the help from the School Lunch Program many students whose diets are lacking in balance, or worse nonexistent, now receive meals at school that they may not have been able to receive at home.

The meals that Thailand is able to provide to children not only helps their struggle with malnutrition, but also helps with their ability to focus, gain weight, and grow cognitively.

– Rebecca Felcon

Sources: Rappler, Right To Food Campaign, World Food
Photo: IIRR

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Rwanda and Microsoft Team Up to Improve Education

Microsoft and the Rwandan Ministry of Education are teaming up to bring a better learning experience to Rwandan children. Through its Partners in Learning Program, Microsoft hopes to increase information and communications technology (ICT) throughout the Rwandan school system. Both parties feel that improved ICT access will facilitate teaching and learning while also increasing the chances every child receives a quality education.

Microsoft’s Partners in Learning program seeks to improve the student and teacher experience through technology. The program has invested over $750 million throughout the world, helping 12 million educators in 134 countries. In sub-Saharan Africa alone, 13 million students  have received benefits due to Microsoft’s initiative.

On the other hand, Rwanda’s educational system is in desperate need of aid. Only 6% of primary schools and 18% of secondary schools are connected to the Internet. Additionally, the student-to-computer ratio in Rwandan secondary schools is a feeble 40-to-1. Without adequate resources, it is difficult for many of these children to receive the technological background that is needed to survive in the modern age.

Rwanda is a country with a tumultuous history.

It has experienced the worst genocide in modern history, when clashes in 1994 between the minority Tutsi population and the majority Hutus left up to a million Rwandans dead and eliminated approximately three-quarters of the Rwandan Tutsis. Since the tumultuous violence of the 1990s, Rwanda has been working to remake its image.

In fact, it has made substantial gains in bringing stability, and subsequently the country has experienced average growth of 7% to 8% since 2003.

Microsoft and Rwanda’s partnership goes along with the government’s desire to become a regional leader in information and communication technologies. It has taken steps, such as establishing a Specialized Economic Zone in Kigali, to attract further private investment in the area and help jump-start the economy.

Through increased investment, Rwandan hopes to build up its infrastructure and lower poverty.

Currently, 44.9% of its population, almost six million people, lives below the poverty line. Additionally, Rwanda suffers from energy shortages and a lack of adequate transportation linkages to other countries. Through efforts such as the Partners in Learning program with Microsoft, Rwanda is making the correct moves to attract private investment and improve both its economic potential and the lives of its people.

– Martin Levy

Sources: IT News Africa, CIA Factbook

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Education in Cambodia Grows with Foreign Aid

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Cambodia is making strides to enhance the standard of its education system. In an attempt to do so, Cambodia’s Education, Youth and Sports Minister, Dr. Hang Chuon Naron, has reached out to Malaysia and the United States in an attempt to improve their ties and promote a relationship based on education in Cambodia.

Naron recently met with Deputy Prime Minister Tan Sri Muhyiddin Yassin to come to an understanding on the importance of education.

Many Cambodian students study in Malaysia, where education is a “number one” priority, according to Muhyiddin. Their mission is to raise the quality of life in both Cambodia and Malaysia by focusing on education; after the meeting, both Muhyiddin and Naron signed a memorandum of understanding (MoU) agreeing to work together.

Muhyiddin stated, “I hope that the MoU…would spell out more areas that Malaysia and Cambodia could work together in the education sector as well as increase the number of Cambodian students studying in our country.”

The MoU will further the growing ties between Malaysia and Cambodia and aims to raise the quality of education in Cambodia, starting at a pre-school level and extending to both private and public schools.

On February 15, Cambodia also hosted an education exhibition consisting of over 30 U.S. universities and colleges in Phnom Penh to encourage Cambodian students to further their education. Cambodian students were able to discuss degree opportunities, scholarships and what they needed to do to apply to U.S. colleges and universities, with college admissions representatives.

A U.S. embassy press statement stated, “The fair highlights U.S. government support for efforts to enhance the quality of education and expand educational and career opportunities for Cambodians.”

So far, Cambodia has approximately 100,000 high school graduates who are interested in applying to college.

– Rebecca Felcon

Sources: National News Agency of Malaysia, Shanghai Daily
Photo: Cambodia Mathematics Curriculum Development Project

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What Can the U.S. Learn From Foreign Education System?

The U.S. public education system focuses on a century-old model that was originally designed to educate factory workers. While American public education has made many reforms throughout the years, student performance has remained stagnant.

The National Center on Education and the Economy suggests that the U.S. should look abroad for inspiration to fuel education reforms, including expanding national standards for curriculum, administering smarter and fewer tests and improving teacher quality and salaries.

U.S. Ranks Low in Test Scores

Students from the U.S., China, South Korea, Finland, Australia and many other countries took the Program for International Student Assessment (PISA) to measure their skills in reading, math and science. The test is administered to 15-year-olds every three years by the Organization for Economic Cooperation and Development (OECD). Among the 65 participating countries, the U.S. ranked 15th in reading, 23rd in science and 31st in math.

The U.S. average scores in the three testing sections have not changed much from previous testing years. On the other hand, Shanghai, for example, has turned itself into an education powerhouse in three decades. The biggest focus in Shanghai and other top education performing countries is the quality of teaching.

Finland and Shanghai Inspire Higher Standards

The country with the most rigorous standards for teachers is Finland, closely followed by Shanghai. In Finland, one in ten applicants for teacher training programs are accepted. The training programs take five or more years to complete, and you must have a master’s degree to be considered for the program. In Shanghai, teachers must have a degree in the field they wish to teach, even at an elementary school level.

Teachers in Shanghai are mentored from the beginning of their career, by a master teacher. Throughout their career, teachers continue to meet with their mentors to improve their professional development.

Teacher Quality

While it is important for students to learn in a structured environment, it is equally important for teachers to have a structured environment in which to improve their teaching. Teachers in Shanghai can expect to be observed 20-30 times each year – a facet of teacher training that may seem daunting to teachers in the West.

The education system in Shanghai does not succeed based on any of the sole factors, but rather by a combination of all of these factors. The system still has its drawbacks, but the U.S. can learn a lot from the Shanghai education system.

If the U.S. puts as much money into teacher training as it does into reducing class size and creating charter schools, the country will improve its scores and be among European and Asian students who are currently outperforming U.S. students.

A sample of the PISA test is available here. 

– Haley Sklut

Sources: San Jose Mercury News, Parenting, National Center for Education Statistics, Forbes
Photo: The Week

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Facebook Offers Online Education in Rwanda

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Facebook plans to bridge the digital divide by connecting the remaining two-thirds of the world without Internet to the growing web of information. As a leader in this “knowledge economy,” CEO Mark Zuckerberg partnered with other industry giants to provide access to those who cannot afford it.

He continues to collaborate with leading companies in the technology field: Ericsson, Nokia, Qualcomm and Samsung. These prominent members formed Internet.org to offer connectivity to more than five billion people. In developing countries, his Internet.org initiative aims provide the following:

More affordable access

Collaborative efforts between industry titans, such as Samsung and Nokia, will expand mobile access. To decrease the cost of delivering data, companies seek to develop low-cost smartphones and partner with internet providers to broaden the reach.

More efficient use of data

Global partners also plan to invest in products to limit the necessary amount of data. Along with “data compression tools,” these products may offer the enhancement of network capabilities and mobile frameworks designed to reduce the data use of applications.

Assist businesses in increasing access

These companies plan to incentivize the development and manufacturing of affordable devices for developing countries. The partnerships also aim to “localize services,” offering more languages on mobile devices.

Education Online: SocialEDU

Internet access alone cannot address underlying issues in developing nations. Zuckerberg, as a result, will apply Internet.org to education inequities.

Referred to as SocialEDU, this program offers open online courses to students through a mobile application integrated with Facebook.

With a Facebook account, young Rwandans could learn from professors at the Massachusetts Institute of Technology and Harvard. Facebook prepares to combat the digital and educational barriers these students face and expand online education in Rwanda.

This social media platform partnered with “the Rwandan government, a telecom company, a device manufacturer and an educational content provider.” Such collaboration allows the for the following:

  •  Free content and data
  •  A supportive government
  •  Low-cost smartphones
  •  Innovative education on a local level

For one year, Airtel plans to provide the education content at no cost to participants.

Christian de Faria, the CEO of Airtel Africa, understands education drives social and economic growth. As a local carrier, Airtel will fuel this growth by offering a data subsidy.

Nokia has also joined this corporate collaboration, offering affordable smartphones to the region. This improves access to the Internet, enabling more students to join the open online classes.

The Nokia Vice President of Mobile Phones, Timo Toikkanen notes, “Our affordable smartphones help people make the transition from simple mobility to more sophisticated experiences. Playing a role in helping students get access to these experiences, such as social education through the SocialEDU initiative, is truly an honor.”

To promote further corporate innovation, the Rwandan government offers:

  • Trade-in rebates
  • Interest rate subsidies
  • Micro-loan guarantees
  • Targeted use of its Universal Service Fund

In support of corporate social responsibility, the government plans to expand its Smart Kigali program. This offers free wi-fi on college campuses and as a result, more students can access the multi-media SocialEDU content. The government will further support this initiative by adapting course materials to the needs of local students.

These educational apps require a large amount of bandwidth. To combat this, Facebook promises to provide technical assistance and support the app in a low-bandwidth region. Partnering with Ericsson, the company must test the app capabilities in a 2G environment.

Tailoring services to meet the needs of regions across the globe is but one part of the equation. Through such innovation and corporate cooperation, the digital divide gradually closes. With the expansion of online education in Rwanda, Facebook and its global partners will propel the country into a knowledge-based economy.

– Ellery Spahr

Sources: The Verge
Photo: PCI Podium

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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