Archive for category: Education

Information and stories on education.

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New Programs in Tanzania Support Women’s Cricket

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Historically, cricket in Tanzania has not been a sport played by the nation’s indigenous population. Those with backgrounds from countries with strong cricket programs, such as India and the United Kingdom, traditionally dominated the sport. That demographic has been changing, however, ever since 1999 when Zully Rehemtulla, chairman of the Tanzania Cricket Association, and former player Kazim Nasser became set on bringing cricket to all Tanzanians.

In the initial stages, Rehemtulla estimates that only about 150 people in Tanzania played cricket. He and Nasser decided that it was unacceptable for the sport to not permeate the majority of the country and started to focus their attention on bringing the sport to schools in Dar es Salaam, the capital.

Since then, and after about a century of non-indigenous participation in cricket, the sport has taken off, with Rehemtulla estimating that roughly 15,000 people now play in Tanzania. In August 2013, the International Cricket Council ranked the men’s Tanzanian team at 30th in the world.

Women in Tanzania have joined the game too. Though the Tanzanian women’s cricket team was eliminated from the last two World Cups early into qualification rounds, women’s participation has increased significantly.

Rehemtulla and Nasser state that they run into many barriers, due to Tanzania being one of the most impoverished nations in the world, when attempting to boost the participation of adolescent girls in cricket.

Moreover, they state that when girls become teenagers in Tanzania, their families put pressure on them to get jobs and contribute to family income. In order to offset this hurdle, the pair began offering services to girls who wanted to start playing cricket. They offered housing, HIV and malaria awareness classes, as well as, of course, cricket coaching to make them better players and in the future, effective coaches themselves.

The results of this program were very successful, with women not only continuing to play cricket, but also with many attending universities and maintaining lucrative jobs. Nasser and Rehemtulla report that many of the girls in the program are now financially comfortable and can make up to five times as much as low-wage workers in Tanzania.

Nasser explains that he and Rehemtulla have gotten to know the girls in the program and can serve as mentors and aid in their future development.

“We have spent five years with them so we try to do what is best for them. We train them so they get employment instead of going to work as house maids.” Furthermore, he states, “We as an association tried to give them classes and pay the school fees. We tried our best to help them to ensure they have better lives in the future.”

Cricket is also growing in other African nations. There has, for instance, been increased financial investment in cricket programs, including plans to build a new cricket stadium in Rwanda, largely to support the development of its new women’s team. Cricket has already become the second most popular sport in South Africa, whose men’s team, the Proteas, is globally competitive and whose amateur women’s team is gaining recognition.

Though the Tanzanian women’s team has not made it to the cricket World Cup, Tanzania has participated in a World Cup event. In 1975, Tanzanian athletes competed as a part of an East Africa team that included Uganda, Zambia and Kenya.

Tanzania is still far from achieving its goal of having premier, globally-recognized cricket teams, but with programs supporting female athletes and an increased investment in cricket and cricketers, one day Tanzania could prove its athletic prowess.

– Kaylie Cordingley

Sources: BBC Sport, AllAfrica
Photo: BBC News

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The Problems of Dressing for Success in Kenyan Schools

Kenyan Schools
Global access to education should not always be uniformly approached. Many countries have been successful in reducing school fees since the installment of the UN Millennium Goals, and attendance has skyrocketed. However, the expense of the school uniform is still preventing too many children from the benefits of an education.

Kenya progressively eliminated tuition in 2002, under the leadership of President Mwai Kibaki. Yet the strictly enforced tradition of uniforms is still very much in place. Students in the Sub-Saharan African country are required to dress appropriately, or else risk dismissal at the discretion of their teacher.

Even if a child is not sent away, the lack of a uniform greatly inhibits education and encourages drop out rates. Just like in school, environments anywhere else have the pressure to fit in and the fear of ridicule can be crippling for Kenyan adolescence. Stigmatization and reprimand from teachers and peers are highly demotivational in the classroom, leading to attendance and concentration issues.

These sentiments have been proven by ISC-Africa, and NGO that funds the Child Sponsorship Program and focuses on the distribution of school supplies. Since the program began providing annual school uniforms to sponsored children in rural Kenyan schools, drop out rates decreased almost in half, from 15% to 8.6%.

Uniforms remain an unaffordable luxury, though, for many Kenyan families. The cost could be anywhere between 325 and 550 shillings, or $4.33-$7.33, per outfit. Although their educational purpose is essential, the value of a uniform naturally ranks lower in the household budget than, say, the next meal.

So, if uniforms are so detrimental to the access of education, then why are they still in place? Many parents support them because they encourage good behavior in the classroom and qualify students for reduced fees on public transportation. A more cynical theory speculates that teachers, whose regional assignments are decided based on student test scores, are motivated to exclude the lowest income, and most likely lowest scoring, students.

Cheaper alternatives have been explored such as matching badges or a school color scheme. The fact remains though, that providing education for all is a complicated and multi-faceted issue. The Millennium Goals must take this into account in its approach to reducing global poverty.

– Stefanie Doucette

Sources: World Bank, CESLA
Photo: Rabondo Community Project

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Why the GHIC Should be on Your Calendar

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On April 12, students, professionals and policy makers will come together for the Global Health and Innovation Conference (GHIC).  Taking place on campus at Yale University in New Haven, Connecticut, the conference will discuss methods and means of global healthcare development.

Topics to be addressed at GHIC range from the Key Note Address “Reducing Toxins to Protect Health: A Global Concern” to business innovations in healthcare delivery to student-researched projects about environmental sustainability.  By casting such a wide net of current and prospective advocates and leaders, the conference truly offers a diverse range of perspectives and solutions.

The conference is, furthermore, sponsored annually by Unite for Sight.  Unite for Sight is a nonprofit organization dedicated to providing quality eye care for those who are prevented access to such care.  The organization has helped over 1.7 million patients and performed 66,000 sight-restoring operations worldwide.  As such a dynamic agency for global healthcare, Unite for Sight has hosted the GHIC for the past 11 years.

Past reviews of the conference are overwhelmingly positive.  CNN has called the Global Health and Innovation Conference a “Meeting of Minds,” and as speakers vary from CEOs to undergraduate students, such a convergence seems apt.  The Consortium of Universities for Global Health has even dubbed the conference a “must attend” event.  With such strong praise, it is no wonder the conference is now officially the largest global health conference in the world.

There is something intriguing and engaging for all global health advocates at the conference.  Exhibitions by graduate programs in Public Health and International Affairs, such as Brandeis University’s Keller School of Social Policy and Management, offer wonderful opportunities to learn more about making global development into a professional goal.  Interactive workshops in sustainable architecture and global health writing are also sure to be great draws.

– Taylor Diamond

Sources: Unite for Sight, Consortium of Universities for Global Health
Photo: Pragzter

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4 Impassioned Humanitarian Leaders

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Below is a list of four impassioned humanitarian leaders who are fighting to make the world a better place.

1. George Soros

George Soros has given billions of dollars over the years to humanitarian organizations. He is the financier and founder of the Open Society Foundation, an international foundation that promotes the expansion of human rights and democracy throughout the third world.

Founded in 1998, the group funds and has helped institute health and educational programs while also being driven to provide “greater fairness in political, legal and economic systems” throughout the world. The program touts initiatives such as the Burma Project, which promotes freedom of expression, as well as helping suppressed minority and political groups communicate their human right grievances in the political repressive nation of Burma.

The foundations has various programs throughout countless countries promoting freedom of expression and basic human rights.

2. Jon Hunstman

Jon Hunstman Sr. began his humanitarian activities after being diagnosed with prostate cancer in 1993. Founder of the successful Huntsman Corporation, his donations have accounted for billions of dollars. He founded the Hunstman Cancer institute, a non-profit research company that builds hospitals and develops new cancer fighting techniques.

The Hunstman Corporation regularly donates money to education institutions as well.

For example, the foundation donated 26 million dollars to Utah State University to help expand the Jon M. Huntsman School of Business. They donated another 2 million dollars to enact the Hunstman Awards for Excellence in Education that reward exceptional school teachers and volunteers.

The foundation believes a strong domestic educational system will help enact significant positive change in America.

3. Tegla Laroupe

Female Kenyan runner Tegla Laroupe came to prominence in 2003 after winning 2 interntional half-marathons, attaining multiple world marathon records, and countless other titles. After retiring from marathon running, she devoted all her time to affect change in devastated communities throughout the world.

In 2003, she established the Tegla Lorupe Peace Foundation, an organization based around helping housing projects and educating children orphaned by political violence. The foundation has built schools throughout Ethiopia, Kenya, Uganda and Southern Sudan.

The organization raises money through various programs, such as the Peace Races. The Moroto-Uganda Peace Race was held in the Moroto district of Uganda and helped raise money for orphaned children in the volatile region plagued by an unstable political situation and “banditry.”

4. Bill Gates

Bill Gates, founder of computer software powerhouse Microsoft, has spent his days of retirement giving back. He founded the Bill and Melinda Gates Foundation, which spends most of their efforts fighting poverty and health risks such as malaria. The organization tackles grave crises through 4 major program initiatives.

The Global Development Division deals with food insecurity throughout impoverished communities, as well as sanitation and housing. The Global Health Division, furthermore, promotes technological and scientific studies such as vaccines and medical treatments throughout the developing world.

Their foundation also tackles domestic issues through the United States Division through supporting higher level education and high school.

The Global Policy & Advocacy Division is, in fact, the strategic portion of the Bill and Melinda Gates Foundation, which works to help advance their policies through national and international frameworks.

– Joseph Abay

Sources: Open Society Foundations (OSF), Huntsman Corporation, Tegla Loroupe Peace Foundation, Bill and Melinda Gates Foundation
Photo: Channels

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Big Impact of Baby Footprints

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In one of the largest countries in Africa, a new program is working to change the outcome of premature births with a simple footprint.  Tanzania is home to an estimated 46,218,000 people who earn an average of $570 per year.  With about one third of its people living below the national poverty line, Tanzania is regarded as a ‘developing country.’  The term ‘developing country’ is described by Princeton as “a nation with a low level of material well-being.”  A common reality in developing countries is the limited or complete lack of access to medical assistance, whether a hospital, pharmaceuticals or a birth attendant.

The latter is an issue that can have devastating consequences.  In low-income countries, about 40% of births are unattended by a trained, medical professional.  Whether or not they are equipped with modern tools and resources, a trained professional is better able to determine the dangers and necessary steps to take before, during, and after birth, especially regarding premature babies.  Of the approximately 10% of infants worldwide born prematurely each year, about one million die, with over 80% of those deaths occurring in South Asia and Sub-Saharan Africa.

At present, Dr. Joanna Schellenberg and a team at Ifakara Health Institute (IHI) in Tanzania are researching a strategy with the potential to have a global impact.  The research began by attempting to solve how to reduce premature infant deaths without requiring entire health systems to be constructed (and funded) first. This is especially important since one of the greatest obstacles facing health care in rural areas is the absence of equipment.  However, the World Health Organization (WHO) estimates that 75% of preterm infant deaths could be prevented without the use of intensive care and modern resources.  Premature infant weights are under 5lb 5oz, yet since scales cannot be assumed to be available, the IHI team came up with another measurement: the size of a baby’s footprint.

Volunteer health workers visit villages with a laminated card picturing two footprints.  The health workers measure infants’ feet against the pictures and determine how to proceed based on their size.  If the infant’s footprint is the same size or larger than the bigger footprint, then the child is not premature.  If the footprint is between the two sizes, it may be premature but not necessarily in danger.

Health workers then proceed with suggestions on how to promote infant health such as holding the child skin-to-skin for warmth, or how to breastfeed effectively.  Finally, if the footprint is smaller than both samples, about 67mm or less, the mother is directed to the nearest health center where the infant can receive potentially life-saving care.

The strategy just described is called “Mtunze Mtoto Mchanga” which translates to “Protect the newborn baby,” a concept that local women have been quick to support.  With the persistent visits and encouragement by the project’s health workers, support has grown into a greater compliance by the public. Though the project will continue for another six months before clear results are available, the team is already poised to implement it throughout Tanzania.

The laminated-card system is not only relatively simple to duplicate, it also demonstrates potential self-sufficiency amongst rural women.  Moreover, once the procedure and subsequent actions are ingrained, the individuals could monitor their babies themselves without the need for health workers help with premature birth testing.

The versatility of the project only heightens anticipation for the results of the study.  If successful, the IHI project could mean saving up to three-quarters of a million infants each year with just a footprint.

– Katey Baker-Smith

Sources: World Health Organization, Princeton University, United Nations Data, The World Bank, BBC
Photo: Giphy.com

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Life Lessons from The Little Prince

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Published in 1943 amidst the chaos of the Second World War, Le Petit Prince by Antoine de Saint-Exupéry is classified as a children’s book. Being both the most sold and most translated French piece ever written, however, the novella about a peculiar young boy is much more than that. Told from the point of view of a pilot stranded after his plane crashes in the Sahara desert, it is an emotional, deeply meaningful and philosophically-loaded journey.

More than half a century after being written, The Little Prince still has a few things to teach anyone willing to listen. A tale of love, sacrifice, loneliness, greed and the importance of staying true to oneself, it is a profound study of human nature, told in the simplest of jargon and skillfully presented through the unlikely platform of fairy tales.

The Little Prince himself is a confused character: traveling in space away from his home planet, he is driven by heartbreak from caring for someone who was too vain and spoiled to love him back – a beautiful rose which mysteriously came to grow on his planet.

The Prince’s journey takes him to many planets; he encounters various characters who through their actions symbolize vanity, redundancy, close-mindedness and others alike. As shown through the eyes of, essentially, a child, these and other vices seem all the more pointless and illogical. For example, on one of the destinations our hero encounters a drunkard. He tells the prince that he drinks so that he may forget his shame. “Of what?” asks the Prince. “The shame of drinking!” the drunkard retorts. Commenting on the weirdness of adults, our boy leaves the man alone.

Eventually he reaches Earth, where he meets the narrator and later on, a lonesome fox. The Prince always brings up his rose, obviously angry and frustrated, but also increasingly worried about her. The fox comes to tell him a simple truth: “You become responsible forever for what you’ve tamed. You’re responsible for your rose.” The value of this quote can be translated as such: this world is our rose. To neglect any part of it is to betray the ties we’ve established – it’s selfish as it is unthinkable.

Another essential thing the fox tells us is that “the most beautiful things in the world cannot be seen or touched; they are felt with the heart.” That is, materialistic things can never bear the same importance as kindness, selflessness, friendship and affection. If more people could live by these words, issues such as global poverty would doubtfully be as prevalent.

Visiting a train station, the Little Prince gets to witness in awe, the locomotives go by, speeding away in the distance. People are in a hurry to get somewhere, but what important things are they pursuing – he wonders? “’They are pursuing nothing at all,’ said the switchman. ‘They are asleep in there, or if they are not asleep they are yawning. Only the children are flattening their noses against the windowpanes.’” Surely, these passengers have lost their ways. Consumed by greed, or perhaps laziness or conceit, they waste their lives away in an endless road leading to nowhere. Children are innocent, selfless; that’s why they are superior to the adults in this quote’s context.

Inspirational and pure, The Little Prince’s tale should be known to everyone in the world. Too often we are too blinded by materialist concepts to see the beauty of other human beings. Truth is, each and every one of us was once an innocent, hopeful, positive and loving child – channel that child more often and influence others to do the same.

– Natalia Isaeva

Sources: Good Reads, The Little Prince
Photo: Giphy.com

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What U.S. Foreign Aid Does for Education

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The money the United States gives out in foreign aid is usually focused in areas of direct impact, such as food to famine-stricken countries or in disaster relief efforts. Some of the lesser-known impacts are in the field of education. In particular, scholarships in foreign aid have allowed students to attend universities throughout the United States which provide more opportunities than would schools in their home countries.

This form of foreign aid is, however, not unique in the Western world. In fact, just as the United States lags behind in the overall standings for foreign aid, it falls behind its Western allies in funding for foreign scholarships as well. France leads all nations in foreign scholarship aid with 18% ($1.36 billion) of its foreign aid going to education, with Germany ranking second, at 13% ($1.05 billion), according to University World News. The U.S., on the other hand, only gives about 3.5% ($805 million) of its own foreign aid to scholarships.

U.S. foreign aid is directed to a number of other areas, but the one area that outshines all others is foreign military assistance. As it stands, roughly 38% ($14 billion) of the U.S. foreign aid budget goes to foreign military assistance. Comparing this to the budget given to foreign scholarships shows where the aims of U.S. foreign policy lie, as they push their military agendas overseas.

The military agenda of the United States looks toward the promotion of friendly democracies in places that the United States does not currently have allies. This can be seen in the United States invasions of Afghanistan and Iraq, as well as support given to rebels in Syria and Libya.  In hopes of achieving these goals, the United States pumps dollars towards friendly foreign militaries in hopes that they will create functioning democracies, with informed and supportive citizens.

In a recent Seattle Times Article, columnist Thomas L. Friedman took aim at this disparity by comparing the figures of foreign military aid for Egypt ($1.3 billion) and foreign scholarships for Jordan ($13.5 million). Friedman wrote that, “merit-based college scholarship program promote(s) tolerance, gender and social equality and critical thinking.”

These qualities of ideal democratic citizens that the United States is hoping to instill in foreigners would be much better fostered through foreign education aid, according to the first-hand observer, Friedman. While Egypt remained in a state of flux during 2013, Jordan has dedicated itself to working towards a state of democracy.  The comparison put forward by Friedman is an informative one for a casual observer, as one can see the benefits that current education aid gives and the potential of what the United States could do.

– Eric Gustafsson

Sources: National Priorities Project, University World News, Seattle Times
Photo: Giphy.com

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Digital Green and Nutrition Education

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In 2006, a non-governmental organization called Digital Green was created as a spin-off from Microsoft Research India’s Technology for Emerging Markets Team.  Digital Green operates with the purpose of “integrat[ing] innovative technology with global development efforts to improve human well being.”  Teams of trained mediators are assembled in various target villages in order to educate community members on locally relevant health and agricultural practices using low cost and adaptive equipment.

Digital Green has already produced over 2,600 videos and has shared these videos with more than 150,000 households in India and throughout Africa.  Each video is content and context specific, based on the community’s individual needs. Digital Green’s efforts have noticeably improved agricultural development efforts in these areas.

Due to the success of the video project, Digital Green is teaming up with Strengthening Partnerships, Results, and Innovations in Nutrition Globally (SPRING) – USAID’s global nutrition project – to try to use similar methods in a new project.  The initiative includes using videos to endorse maternal, infant and child nutrition and hygiene practices.

Digital Green, SPRING and other partners have already made 10 videos designed to educate on nutrition and hygiene techniques in developing communities.  The videos are shown at small women’s groups on a projector.  Participants are encouraged to give feedback, exchange ideas and engage in discourse to improve conditions based on the experiences of others.

SPRING hosted a webinar on December 17, 2013 to highlight and examine Digital Green’s video methods.  Through nutrition education, the process is a testament to how the collaboration between technological innovation and the ability of communities to work together improve quality of life for developing regions.

The Digital Green and SPRING collaborative videos on nutrition can be found at the following links:
Digital Green, Collection of Maternal and Child Nutrition Videos
SPRING Webinar, “Seeds of Change: Leveraging Community Video for Agriculture and Nutrition Behavior Change in South Asia and Sub-Saharan Africa”

– Daren Gottlieb

Sources: USAID Blog, Digital Green, SPRING Nutrition
Photo: Vintage 3D

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5 Initiatives Fighting Illiteracy

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Technology has, over the years, come to run our lives.  We rely upon it for anything ranging from healthcare innovation to entertainment.  Even now, you are reading this article that was composed on a computer for you to read on the Internet.  No paper newsletter for you.

It is precisely because technology is so all-encompassing for us that the following statistic is so shocking: 1 billion adults worldwide are illiterate.  Equaling 26% of the world’s total adult population, there are 1 billion people who cannot partake in the reading of this article, which you may be taking for granted.

Technology may have made reading and writing even more accessible in our sphere but in lesser-developed areas, such advancements are not seen.  According to UNESCO, the entire continent of Africa has a literacy rate of less than 60%.  Compare that to the 99% literacy rate in the United States.

However, there is hope.

Numerous organizations are dedicated to eradicating illiteracy. Here are five of the top literacy initiatives worldwide.

1. ProLiteracy

The mission statement of ProLiteracy is a perfect articulation of why literacy should be on the forefront of global advocacy: “…when individuals the world over learn to read, write, do basic math and use computers, the more likely they are to lift themselves out of poverty.”  The organization makes literacy for women in developing nations as a top action addressed by their donations and programs.

2. UNESCO Institute for Lifelong Learning

UNESCO hosts a “LitBase” website, which chronicles programs worldwide that have been successful in combating illiteracy.  In doing so, UNESCO hopes to have a go-to source for advocates interested in starting or joining the cause.

3. World Literacy Foundation

The World Literacy Foundation was founded in 2003 to promote awareness of illiteracy by bringing together various government organizations and NGOs.  Some of the programs championed by the Foundation include the Write On English writing competition in Azerbaijan, founding the Centre of Hope computer center in Uganda and the USAID-supported Fantastic Phonics computer program.

4. Global Literacy Project

A key program of the Global Literacy Project is the shipment of books and basic educational supplies throughout Africa, Asia and the Caribbean.  The Walk-for-Literacy fundraiser housed at Rutgers University is run through the Global Literacy Project as well.

5. Literacy.org

Founded at the University of Pennsylvania through a partnership with UNESCO, literacy.org (formerly the Literacy Research Center) has been training teachers and advocates of literacy since 1983.  Literacy.org also hosted a summer intensive workshop in Philadelphia for mid-career professionals interested in promoting literacy in developing countries.

– Taylor Diamond

Sources: ProLiteracy, UNESCO LitBase, World Literacy Project, Global Literacy Project, Literacy.org
Photo: Vintage 3D

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Why PISA Scores are Deceptive

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For many nations, the recent revelation of the Program for International Student Assessment (PISA) results were a call for celebration. For others, they were a sign that their nation might be falling behind—and, perhaps, cause for outright embarrassment.

PISA is a standardized test designed to evaluate the scholastic performance of 15-year-old students in math, reading and science. Ideally, nations will be able to use these results in order to develop better, more comprehensive curricula and learning strategies.

However, this program is not without its flaws, critics claim.

While the results speak to the scholastic achievement, it fails to account for other educational outcomes. Critics suggest that not only are PISA results not enough to determine the quality of education reliably, some argue that such a task might not even be possible.

Svein Sjøberg of the University of Oslo believes that PISA is comparing apples and oranges in most cases. For Sjøberg, the contextual differences between nations trouble PISA’s fundamental assumption: it is possible to create a universal test that validly measures student achievement across the borders of language, culture and curriculum.

As far as problems go, he argues, this is the tip of the iceberg. A perhaps even more important concern lies within how these scores are interpreted—how they might be used to express the success or failure of an entire system that might have other larger problems.

In Vietnam, for instance, there can be little doubt that their recent ranking was an immense success. Vietnam was ranked 17th overall out of 65 nations, beating many larger industrialized nations.

However, Christian Bodewig of the World Bank has called into question the validity of such scores. He argues that there is other relevant data that PISA largely ignores.

Bodewig says that while many of the students participating in the PISA evaluations did perform well, their performance is not a perfect reflection of the state of education in a given nation. The primary reason for this is that enrollment numbers between nations vary enormously and, in poorer nations in particular, this sort of tabulation can be misleading.

In the case of Vietnam, only some 65 percent of school age children are actually enrolled in school. Compare that with the nearly 90% enrollment rate of the US and the picture of Vietnamese education becomes a bit fuzzier.

The Economist reports that the problems for Vietnamese education are legion, ranging from corruption to homogeneity.

So, what do PISA rankings actually tell us?

Professor Svend Kreiner from the University of Copenhagen in Demark, argues that they don’t tell us that much. In fact, his analysis of the PISA testing model suggests that rankings are largely arbitrary and based on what amounts to luck of the draw.

Depending on which questions a particular set of students receive, their global ranking can fluctuate dramatically.

Still, the Organization for Economic Co-operation and Development (OECD) stands by their methodology as the best and most accurate measure of global scholastic achievement available.

It is also clear that participating nations continue to see the value in PISA. Despite its flaws, PISA still helps nations make decisions with regard to the robustness of their systems of education—even if it doesn’t paint a complete picture.

– M. Chase

Sources: The Economist, Sjoberg, Tes Connect, OECD
Photo: Vintage 3D