Archive for category: Education

Information and stories on education.

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Addressing Education Poverty in Sub-Saharan Africa

Education Poverty in Sub-Saharan AfricaAn education is very important especially for children of young ages. Education poverty is a big issue in sub-Saharan Africa In fact, sub-Saharan Africa has low participation rates amongst children going to school which can decrease the chance of continuing school, dropping out and having a low rate of achievements. Sub-Saharan Africa is one of the prominent places that has education poverty. About 6 million boys and 9 million girls in Africa will never go to school at all. Specifically in Mali, Africa, records have indicated that a lot of children are currently not in school. This includes children ranging from 6-17 that are not in school at the moment. 

Causes of Limited Education

Among the population of Mali, more than half of the Mali population, including more than half between the ages of 15 and 24 are illiterate. This can be due to many factors like the absence of textbooks, qualified teachers and low-quality school environment. The lack of access to the necessities and funding to create a good education program for these children to undergo are major issues when it comes to receiving a good education. Due to these factors, Mali students are not able to have basic skills of math and reading. 

Solutions

Many things are occurring to help this issue of education poverty. There have been donors and UN partners that have been a part of making a change when it comes to educational poverty in Africa.

For instance, the UIS has noticed what has been lacking for a proper education for these children like teachers and basic amenities that are necessary. To address that issue, UIS is working on training and recruiting teachers to teach in Africa. When it comes to the amenities, the organization is tracking which schools are lacking things like portable water, textbooks and access to electricity.

There is also another program that the World Bank has implemented called the “Mali Improving Education Quality and Results for All” where they are helping promote access to lower and upper secondary education for the children in Mali specifically. The World Bank mentioned this project is impacting about 4 million individuals in underserved areas as well.

Looking Ahead

While there is no set time to end education poverty in sub-Saharan Africa anytime soon, by what is occurring right now with the help of the government, UNESCO and USI, it is on the right track for giving these children a better education that they deserve. As time goes on, it should be hopeful that these young kids will have the chance to go to school with having access to electricity and having the right teachers to educate them. Time is all that is needed to come up with better ways to give these kids these amenities that they rightfully deserve.

Conclusion and Call to Action

Overall, education poverty is a major issue in Africa, especially in Mali. This can be due to many factors that can impact the effectiveness of the education they are getting. As mentioned before, there are many organizations that are helping the situation currently happening. For example, UNESCO is an organization that is there to give full power of education, science and culture in order to tackle issues that are in the world. In regards to helping the issue of education poverty, UNESCO is tracking the trends in teacher numbers and qualifications. It projects the numbers of teacher shortages so the organization can see where distribution is required to help reduce the shortage. It is slowly helping reduce education poverty and will hopefully continue to do so in the years to come.

– Madison Lam, Elizabeth Alebachew and Fabian Urrutia
Photo: Flickr

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Education, Poverty and UBIs in Liberia

UBIs in Liberia

Universal Basic Income (UBI) is a stipend provided to individuals irrespective of their employment status. It aims to bolster the economy across various demographics and sparks contentious debates. A central inquiry revolves around UBI’s long-term economic stimulation, with education emerging as a critical solution. Education and poverty are intricately intertwined. According to Montgomery County, “In general, average achievement scores decrease as the duration of poverty impact increases.” As academic performance declines, the prospects for a high quality of life also diminish. United Nations Educational, Scientific and Cultural Organization (UNESCO) highlights that proficient reading skills alone have the potential to uplift hundreds of millions of individuals living in poverty from their current circumstances. Education serves as a pathway out of poverty. The debate surrounding UBI has persisted for a significant period, with arguments presented by both proponents and opponents. Each side offers compelling reasons to support or oppose UBI initiatives. Nevertheless, GiveDirectly presents persuasive evidence that UBIs are effective, showcasing their ability to reduce poverty in Liberia significantly.

Some Information: How UBIs Lower Poverty in Liberia

UBIs are easy to understand. They are an amount of money distributed to individuals in a society suffering extreme poverty. Poverty in Liberia falls within this guideline. Over half of the country’s population struggles to survive on less than $2 daily.

UBIs do not discriminate based on employment, age or health concerns. GiveDirectly allocates them to an entire demographic of people. They are “Universal.” The idea is that providing a baseline for an economy on which to grow will bolster that economy enough to jumpstart productivity and ensure long-term growth. GiveDirectly’s UBI also allocates more considerable sums instead of dividing them into small payments over time. Even their name suggests their goal. To “Give Directly” the support people need.

GiveDirectly: The Data

GiveDirectly is an organization fighting poverty in Liberia and other places around the globe. Since 2009, GiveDirectly has afforded more than $700 million to impoverished people. It has had initiatives to fight poverty in Liberia and years of meticulous research to back up its efforts.

The Borgen Project consulted Yonah Lieberman, GiveDirectly’s Senior Manager of Communications and Press, to gain insight into how Liberians utilized their monetary allocations. Lieberman responded by presenting a comprehensive breakdown, allowing the figures to speak for themselves.

33% of the funds went to education, 20% for food expenses, 14% for constructing new houses and 9% for home upgrades or structural improvements. Recipients set aside 8% of the funds for purchasing clothes and furnishings to improve comfort and quality of life. The remaining 4% of the funds were invested in agriculture, covering expenses related to seeds and fertilizers. GiveDirectly’s website provides extensive information about research methods and the outcomes of its UBI initiative.

Poverty in Liberia: Education

The numbers were impressive and the first item on Lieberman’s list encouraged the data further, i.e., education. Knowledge is power, an old maxim but a tried and true one. Many of the fears surrounding UBI stem from its longevity and sustainability. Naysayers argue that UBIs in Liberia are short-term fixes, bandaids on a wound that needs direct treatment. Nevertheless, the data from GiveDirectly combats that argument.

Education is among the highest concerns and a statistic continually linked to poverty. Wherever one reads tables and graphs measuring poverty, one also comes across that region’s deficit in educational resources. When it comes to poverty in Liberia, the case is no different. Education contributes more than 25% of the factors governing the country’s overall Multidimensional Poverty Index (MPI). In layperson’s terms, this means that a significant portion of the general reasons poverty in Liberia rates so high is because of Liberian’s lack of educational resources.

The Good News

On GiveDirectly’s webpage, visitors can discover numerous personal accounts detailing the impact of the organization’s support on education. Jennifer shares her experience of being able to cover her children’s school fees after receiving an initial sum of $111. Sarah recounts how she used $150 to settle school fee debts for her children from previous terms and enable her daughter to obtain certificates, paving the way for her college education. Meanwhile, Masha shares her journey of enrolling in college as a part-time student to pursue a course in masonry.

These stories are regularly updated and showcased in a dynamic feed on GiveDirectly’s website, offering real-time insights into the progress made by individuals. Visitors are encouraged to revisit the site for ongoing updates on GiveDirectly’s UBI initiative and its significant impact on poverty alleviation in Liberia throughout the year.

– Antonio Muhs
Photo: Flickr

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Improving Primary School Teaching Deployment in Zambia

Improving Primary School Teaching Deployment in Zambia A recent United Nations International Children’s Emergency Fund (UNICEF) report highlights Zambia’s significant strides in expanding its education system. However, in the same report, the organization outlines that improvements to education quality have not kept pace in the same way. The country faces a teacher shortage, exacerbated by unequal teacher distribution. Improving teaching deployment in Zambia therefore seems to be of the utmost priority in ensuring an improvement in overall education quality.

The Government of Zambia has made the strengthening of recruitment and placement of teachers a key priority within the Ministry of Education (MoE). As such it has committed to the deployment of tens of thousands of new teachers across the country.

Key findings of the report

UNICEF outlines key findings during its analysis of the current education system of Zambia:

  • Inequitable Distribution of Teachers. The inequitable distribution of teachers contributes to significant disparities in learning conditions and class sizes. The data concludes that larger class sizes are associated with a more negative performance for students at the Grade 7 level.
  • Teachers Allocation. Teacher distribution across Zambia suffers both nationally and locally. While national data examines teacher allocation in large provinces, a closer look at individual districts reveals a more severe problem. Approximately one-quarter of all districts face significant teacher shortages, with pupil-to-teacher ratios reaching 80:1, double the MoE’s target. This disparity highlights the need for targeted interventions to balance teacher distribution and address educational inequalities.
  • Gender-equitable education Access. Remote and rural schools experience severe teacher shortages, with an even more acute scarcity of female teachers. This shortage significantly impacts gender-equitable education access, as UNICEF emphasizes the crucial role of female educators in encouraging the enrollment, retention and education of girls.
  • Pupil-to-teacher ratios (PTRs). Disparities in pupil-to-teacher ratios (PTRs) exacerbate inequities across different grades within schools, notably disadvantaging younger children. The report indicates that lower grades experience significantly higher PTRs compared to higher grades, undermining the quality of teaching for younger students. This disparity severely impacts the development of foundational learning skills at a critical stage in a child’s educational journey.
  • Primary School Teaching Deployment. The Zambian government, recognizing the critical issue of primary school teacher deployment, has taken steps through the Ministry of Education to address it. In 2022, it allocated 30,496 additional teachers and committed to increasing this number in the coming years to meet educational needs.

Recommendations for Policymakers

UNICEF has also outlined some key recommendations for dealing with the problems associated with the key findings of its report:

  • Localized Data. Use localized data in decision-making rather than broader data sourced from the provinces. This will in turn give a more realistic picture of the primary school teaching deployment in Zambia.
  • Teacher Recruitment and Retention. Give greater priority to teacher recruitment and retention in rural Zambia. This can be done by strengthening financial incentives for prospective teachers as well as addressing the physical constraints of living a more remote life.
  • Female Teachers. Address the lack of female teachers in rural areas by encouraging these teachers to move to remote areas by improving safety and security, difficulties in mobility as well as hygiene and sanitation needs. These measures may only be mitigated by additional investment in school infrastructure.
  • Teacher Deployment. Prioritize teacher deployment in the earlier grades by providing policy guidance for the school leaders and incentivizing teachers to spend more time in these classes.
  • Localized Teacher Transfers. Ensure that teacher transfers are localized to districts rather than across the country. This will ensure an equalized teaching standard for that district as well as reduce the risk of displacing teachers, increasing the likelihood of them staying at their assigned schools.
  • Local Authorities. Decentralizing educational powers empowers local actors and community members to be heavily involved in local schooling. These people will have greater one-to-one knowledge of teachers, parents and children and can tailor their needs and preferences. This personalized experience will ensure much better on-the-ground decision-making when it comes to teacher transfers and compliance.

Looking Forward

The Zambian government estimates a need for more than 115,000 more teachers to serve primary-level students adequately. UNICEF hopes its report and recommendations will support the country’s efforts to meet this critical demand for teaching deployment in Zambia.

– Domenico Palermo
Photo: Flickr

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Revolutionizing Education in Rural India with Mobile Schools

Revolutionizing Education in Rural India with Mobile SchoolsIndia, with its vast and diverse rural expanse, faces significant challenges in providing quality education to every child. Geographic isolation, socio-economic barriers and a shortage of infrastructure often leave rural children with limited or no access to schooling. In response to these challenges, innovative mobile schools emerge as a beacon of hope, transforming education in rural India.

Moreover, operating from buses outfitted with educational materials, technology and dedicated teaching staff, these schools bridge the gap, make education accessible and contribute to the fight against poverty through education. This article explores the inception, impact and future of mobile schools in India, underlining their significance in societal betterment and the innovative approach of mobile classrooms.

The Significance of Education in Societal Betterment

Education is universally acknowledged as a fundamental pillar for societal development and poverty alleviation. In India, where a significant portion of the population resides in rural areas, the disparity in educational access exacerbates the cycle of poverty.

The United Nations Educational, Scientific and Cultural Organization (UNESCO) emphasizes that education is crucial for sustainable development, as it empowers individuals with the knowledge, skills and values needed to live and work sustainably. Mobile schools in India embody this principle by extending educational opportunities to marginalized communities, thus playing a vital role in societal upliftment.

The Innovative Approach of Mobile Classrooms

Mobile schools in India utilize buses converted into classrooms to reach remote villages. These buses are equipped with learning materials, digital technology and a team of educators, offering a comprehensive curriculum ranging from basic literacy and numeracy to environmental education and digital literacy. The Ekal Vidyalaya Foundation, for instance, operates with the vision of holistic education and development in rural and tribal India, running numerous mobile schools that serve as a model for nonformal education.

One innovative example is the “School Bus Project” by the NGO Round Table India, which has successfully converted buses into mobile classrooms to provide education to children in slums and remote villages. These mobile schools are not only about academic learning but also focus on extracurricular activities and health education, ensuring a well-rounded development for the children.

New Developments in Mobile School Initiatives

The mobile school initiative in India is continually evolving, integrating new technologies and pedagogical approaches to enhance the learning experience. Some mobile schools incorporate solar power and satellite internet connectivity, exemplifying this evolution and enabling the use of digital learning tools and resources in areas without electricity or internet infrastructure.

Furthermore, partnerships with tech companies lead to the development of customized educational apps and platforms tailored to the needs of rural students, enabling personalized learning experiences.

Challenges and Limitations

Despite their success, mobile schools in India face several challenges. These include the maintenance of vehicles, scalability to more remote areas, and the adaptation of curriculum and teaching methods to the diverse linguistic and cultural backgrounds of rural students. Additionally, it is crucial to sustain funding and support from governmental and nongovernmental organizations for the long-term impact of these initiatives.

Looking Forward

Mobile schools in India represent a remarkable innovation in education, offering a lifeline to children in rural areas who are otherwise deprived of learning opportunities. By overcoming geographical and socio-economic barriers, these mobile classrooms play a pivotal role in the fight against poverty through education.

Above all, as this initiative continues to grow and evolve, it holds the promise of shaping a brighter future for rural India, where every child has access to quality education. Moreover, the success of mobile schools underscores the importance of innovative solutions in addressing educational disparities and highlights the transformative power of education in societal betterment.

– Hosna Hossain
Photo: Unsplash

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The Lost Boys: Rebuilding Literacy in South Sudan

The Lost Boys: Rebuilding Literacy in South SudanLiteracy in South Sudan is a significant challenge, with many women, girls and children queueing daily at wells to fetch water for their families. The program, Literacy at the Well, transforms their waiting time, often exceeding an hour, into a learning opportunity. This innovative initiative offers reading and writing lessons, effectively utilizing the time spent at communal water sources for educational purposes.

Literacy at the Well is an unconventional literacy program. It has been recognized by the United States Library of Congress as a best practice program in the area of Gender Equity and Maternal Literacy. The Literacy at the Well program, launched by the nonprofit organization Lost Boys Rebuilding Southern Sudan (LBRSS), aims to teach South Sudanese women to read and write. Founded in 2005 by South Sudanese refugees, known as the Lost Boys, LBRSS targets the critical literacy challenge in South Sudan.

The Lost Boys

In the 1980s, civil war in Sudan displaced or orphaned 26,000 children, ages 5 to 15, from the Nuer and Dinka ethnic groups. Of those who fled Sudan, only 13,000 reached the Kakuma Refugee Camp in Kenya a year and some 1,000 miles later. They became known as the Lost Boys of Sudan because they arrived at the camp without their parents and separated from their families. These boys spent most of their childhood in refugee camps before resettling in the United States (U.S.).

In 2001, nearly 4,000 of these boys found refuge in the U.S., with many settling in Chicago. The International Rescue Committee assisted hundreds of them in starting new lives in cities across the country. The film “The Good Lie,” released in October 2014, highlights the physical, emotional and educational journey of the Lost Boys.

Literacy Rate in South Sudan

As of 2021, South Sudan holds the lowest adult literacy rate for individuals aged 15 and older, with more than 70% of its population under 30 years and half unable to read or write. The country also has approximately 2.8 million children out of school, representing the highest global proportion of out-of-school children. Moreover, a lack of education could keep South Sudan from developing, realizing its citizens’ full potential and breaking its dependency on external support.

The Vision Becomes a Reality

LBRSS raised funds to build schools and provide education in South Sudan. Yet, upon the completion of the first school, no girls attended. Recognizing that girls play a crucial role in spreading education within their families and communities, Ms. Wendi Dwyer, LBRSS’s executive director, joined the effort after meeting Arkangelo, a Lost Boy and founding member of LBRSS, who sought her assistance.

As LBRSS prepared to open a primary school, it found the building filled with women and girls seeking shelter from the sun while waiting to fill their water jugs. Upon being asked if the girls wished to learn to read and write, nearly all responded affirmatively. Thus, Literacy at the Well came into existence.

The Cost Explained

Providing a community with a teacher costs $4,000. Every dollar supports teacher training, salaries and supplies. South Sudan communities contribute by recruiting, training and hiring residents as teachers. Furthermore, these educators rely on students to extend their instruction by sharing lessons with neighbors, children, sisters and husbands.

Currently, LBRSS has 6 sites in 6 communities. Each site serves more than 200 women and girls. In addition, it has built the Malualkon Community Learning Center where more than 400 students attend classes each day.

Looking Ahead

The Literacy at the Well program in South Sudan is pioneering a transformative approach to education, turning everyday chores into opportunities for learning and empowerment. By tapping into the communal spirit at water wells, this initiative is not just teaching women and girls to read and write but is also fostering a culture of education that resonates throughout communities. Above all, the promise of literacy beckons a future where knowledge flows as freely as the water, enriching lives and nurturing the seeds of development and equality.

– Pamela Fenton
Photo: Unsplash

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Education for Sustainable Development: The Renken Onlus Story

Education for Sustainable Development: The Renken Onlus Story In 2006, a transformative journey began when a group of young friends, inspired by a chance encounter in Senegal, decided to establish Renken Onlus. Emerging from a serendipitous idea to fight global poverty through education, it led to the simultaneous creation of sister associations in Italy and Senegal. Claudia Nicola, the president, reflects on its dual foundation: “It all started somewhat by chance, sparking a shared mission to empower communities.” Education for sustainable development became a central theme of its mission.

At the moment, Renken Onlus embodies a pioneering approach to education for sustainable development that extends beyond traditional classrooms, aligning closely with UNESCO’s global citizenship education (GCED) framework. By integrating these principles, which focus on preparing learners for inherently global challenges, the organization’s initiatives promote a sense of interconnectedness across cultures and geographies.

From scholarships to cultural integration and ecovillage development, Renken has unveiled a spectrum of projects that not only illuminate the path to sustainable development but also exemplify the profound impact of integrating education with actionable change across communities.

Local Leadership and Sustainable Development

Central to Renken’s success is its commitment to local leadership and community-driven initiatives. Ms. Nicola emphasizes the importance of equality in partnership and the avoidance of external imposition, ensuring that “everything is managed by the very communities they aim to support.”

This approach has led to significant strides toward financial autonomy, with a noteworthy shift from reliance on international funding to substantial local support, underscoring the effectiveness of local management in fostering sustainable outcomes. The World Bank and OECD recognize the impact of community-driven development and local empowerment as crucial to achieving sustainable development goals.

3 Community-Driven Development Goals

  1. From Scholarships to Building A School in Malika. In Malika, a suburb of Dakar, Renken Onlus has made remarkable strides in improving educational access and quality. From initiating scholarship programs to constructing a school managed by the local Senegalese Renken, the organization has established a sustainable framework for long-term academic support, even welcoming internships for teachers from other nations and student exchanges (despite critical challenges with the current VISA system). Renken embodies the global recognition of the importance of family engagement and comprehensive support systems in achieving sustainable development and economic independence – as highlighted by the National Association for the Education of Young Children (NAEYC) and UNICEF. Renken’s holistic approach to education for sustainable development extends to building strong family relationships and providing comprehensive support systems – including health and welfare assistance such as mosquito nets, mattresses, microloans and rent assistance, to ensure that economic challenges do not hinder educational development. “We personally know all 100 children…as well as all 40 mothers and all 40 fathers,” Ms. Nicola shares.
  2. Cultural and Culinary Integration in Turin. Meanwhile, Renken promotes African culture and cuisine in Turin. “We began by wanting to bring a more truthful image of Africa to Italy than what is commonly portrayed. We started inviting artists of various types, filmmakers, musicians, writers, to tell their own stories about the Africa everyone talks about.” The Jigeenyi circle was born from these cultural events, offering professional cooking training to African women and organizing cultural festivals. These initiatives not only facilitate job integration but also challenge stereotypes, promoting a nuanced and authentic perspective of African cultures. “Another objective is job integration and inclusion” through professional training courses mainly for foreigners, especially Afro-descendant women. This constitutes a crucial step in the current cultural diplomacy framework, whereby fostering cultural understanding via place-based arts and cultural practices, or creative placemaking, plays a crucial role in driving economic independence and leadership, employing education for sustainable development. In fact, it is by highlighting the economic significance of cultural diplomacy and creative industries that Renken’s initiatives support job creation and gender equality.
  3. The Ecovillage and Agroecology. Since 2017, Renken’s ecovillage in southern Senegal has intertwined tourism, job creation and environmental sustainability. This project, in a region called Casamance, not only fosters job opportunities and practical training in sustainable agriculture but also enhances awareness through immersive experiences that differ markedly from typical tour operator offerings. Aligning with the United Nations Environment Programme (UNEP) efforts to embed environmental sustainability within the Sustainable Development Goals (SDGs), Renken is set to demonstrate the crucial role of environmental stewardship in holistic development. By engaging in activities like agroecology and the cultivation of Moringa—a plant heralded for its nutritional properties against malnutrition—Renken extends its educational mission. “In Senegal, malnutrition is not due to lack of food but to lack of food variety”: the initiative addresses malnutrition with innovative solutions, serving as a permanent training center for sustainable practices and offering practical lessons in sustainable agriculture that resonate with a growing European interest in agroecology.

Looking Forward

Renken’s model offers a compelling blueprint for development that prioritizes economic independence, local leadership and sustainable growth. By centering the voices and leadership of those directly impacted, Renken not only addresses immediate needs but also lays the groundwork for long-term resilience and empowerment, demonstrating how innovative educational strategies can address the multifaceted challenges of global poverty and foster interconnected, sustainable communities.

As the organization looks to the future, making the ecovillage independent and stabilizing the new school in Malika, its commitment to education for sustainable development and community empowerment remains a guiding light. In an interconnected world, Renken stands as a testament to the transformative power of education in building more equitable communities.

– Matilde Liboni
Photo: Courtesy of Renken Onkus

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Educate Girls’ Drive for Education Equality in India

Educate GirlsWith the persistence of socioeconomic disparities, Educate Girls has decided to fight for education equality across India’s rural populations. This nonprofit organization, was founded with a vision to bridge the gender gap in education. It works hand in hand with the government, communities and a dedicated team of volunteers known as “Team Balika.” Educate Girls is committed to ensuring that every girl, even in the remotest parts of India, has access to primary schooling and receives a quality education.

The Genesis of Educate Girls

Educate Girls was established in 2007 by Safeena Husain to address the stark gender disparities prevalent in India’s education system. Husain was inspired by the belief that educating girls positively impacts families, communities and the nation. This has led the initiative to take its place among strong global organizations. Husain created the organization to stand out from other foundations. He added that “while there are other credible nonprofits in India and globally that are doing credible work for girls’ education, our program model and approach are entirely different. Educate Girls perhaps is the only NGO that has systemic reform as its program model.”

Educate Girls has enrolled more than 1.4 million young girls in school. All this while encouraging 18.6 million children to gain an education through the Indian government’s education system. Over the years, the organization has collaborated with more than 21,000 gender champions in various disparaged villages. The team has worked in more than 24,000 villages in numerous Indian states, including Rajasthan, Uttar Pradesh and Bihar. Using the government’s education funding, Educate Girls’ team members identify girls who cannot receive an education and help enroll them in community schooling to gain basic literacy skills.

Team Balika – The Force of Change

At the heart of Educate Girls’ operations lies Team Balika, a network of community and village-based volunteers. They passionately work towards the organization’s goals. These volunteers are equipped with the knowledge and tools to engage with families, schools and local authorities, acting as catalysts for change. Team Balika fosters community involvement and ensures the transformation is sustainable and ingrained in the social fabric.

Development Impact Bonds

Development Impact Bonds were a product of Educate Girls’ partnership with UBS Optimus Foundation and Children’s Investment Fund Foundation. The project, launched in 2015, links monetary funds to tangible results, offering an innovative investment approach backed by evidence of outcomes. Under Husain’s leadership, the team agreed to improve literacy and numeracy and school enrollment rates among girls aged 7 to 14 in Bhilwara, Rajasthan.

Based on Educate Girls’ success rate, the Children’s Investment Fund Foundation (CIFF) would pay the organization’s funders $270,000 in addition to extra returns. Over three years, Educate Girls surpassed both target goals, achieving 160% of its learning and 116% of its enrollment targets. Education levels for students studying in program schooling increased by 79%, with 768 young girls enrolled.

Project Pragati

In India, 66 million girls aged 15 to 25 are at risk of never pursuing an education beyond 8th grade. A host of factors hinder many girls’ education past a certain age. These include child marriage, early motherhood, poverty and lack of access to higher education. Project Pragati aims to build pathways for girls to complete at least a 10th-grade education to push towards employment, job training or university education.

Geetika Tondon, Project Pragati’s leader, builds upon the girls’ agency to make their own decisions, stating that “we do this by enabling access to quality education through open schools and by connecting them to skilling and livelihood opportunities. We conduct learning camps in the villages at the doorstep of the girls.” Camps provide exam preparation and a safe space for girls to be themselves while aspiring for more than a traditional role.

Collaborations and Future Endeavors

Educate Girls aligns its efforts with various government initiatives and programs, seamlessly integrating its strategies with existing frameworks. The organization maximizes its reach and effectiveness by leveraging the strengths of both nonprofit and governmental sectors. India, with one of the highest poverty rates globally, presents unique challenges to education equality.

Educate Girls navigates through these hurdles by employing a multi-pronged approach. This includes community mobilization, awareness campaigns and innovative teaching methods to make education more accessible and appealing to girls. As the program continues to break barriers and transform lives, its impact resonates far beyond the boundaries of the classroom, creating a ripple effect that reverberates through generations.

– Megha Gupta
Photo: Flickr

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Teacher.AI Revolutionizes Sierra Leone Education System

Teacher.AISierra Leone is a developing country in West Africa with potential for economic growth. However, more than 57% of its population lives in poverty, leaving many children to work instead of pursuing education. This unfortunate cycle conversely causes an influx in poverty in the country despite the number of people active in the work field.

Despite introducing the “Free Quality School Education” initiative in 2018, Sierra Leone’s education system faces many challenges. One is the spike in students attending schools after the initiative, leaving one underqualified teacher to 40 or more students.

Sierra Leone Education

Sierra Leone’s education system struggles immensely with not only getting kids to school with a 40% enrollment rate but also having a high-caliber teacher force to manage the ones who do have the opportunity to learn. The spike in students attending school after the introduction of “Free Quality School Education” caused a need for more supplies, space and teachers to go around for everyone.

This influx, however, has resulted in a scarcity of crucial one-on-one interaction between students and teachers, a vital element for individualized attention and correction. Compounding the issue is the fact that one in three teachers does not have the standard qualifications to be genuinely effective.

Moreover, a significant portion of educators, likely native to the area, may not have completed their secondary education, with statistics indicating that 65.8% of girls and 44.4% of boys fail to complete lower secondary school.

Teacher.AI

Teacher.AI is an advanced artificial intelligence created to aid teachers in under-resourced areas and give students the quality education they deserve. Teachers within Sierra Leone’s education system have had limited experience with technology since only 8% of schools have internet access. However, access to 2G is more prevalent as 86% of schools are in the range of said coverage.

The AI uses a WhatsApp-integrated chatbot for teacher support, upheld by the 2G coverage available to most developing countries, including Sierra Leone. Teacher.AI allows educators to put facts and organization behind their lesson plans and student questions.

Since the financial means to hire strong candidates is not within view for places like Sierra Leone, Teacher.AI has teamed with EducAid and developed plans to train and implement this tool in Sierra Leone classrooms.

The Affect of Teacher.AI

In April 2023, EducAid helped Teacher.AI train 1,000 teachers to use the tool successfully to their advantage. About “10% of the 116 teachers who used the chatbot on their phones during that session have continued to use it regularly since then.” Since many educators in areas like Sierra Leone have little experience using advanced technology, it will take longer for something like this to be seen as beneficial for the community.

Looking to the Future

Poor education in Sierra Leone leads to a cycle of poverty as it limits the employment opportunities for young people, forcing many into low-paying manual labor jobs like agriculture. However, with proper education, children could access higher-level jobs, offering more stability and potentially decreasing poverty rates.

Educated individuals can contribute to economic growth and urbanization, benefiting businesses and government. Moreover, they can use their knowledge to advocate for improved education systems, breaking the cycle of poverty for future generations. Investing in education now is crucial as it empowers children to improve their lives and positively impact their communities.

– Tristen Jerkins
Photo: Flickr

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Higher Education in Venezuela

Higher Education in VenezuelaStudents aspiring to pursue higher education in Venezuela encounter numerous challenges, including low salaries, insufficient funding, limited supply access and more.  The ongoing political crisis in Venezuela makes it difficult for young adults to focus on or harbor hope for their future. This crisis has garnered the attention of other nations and a few organizations are providing aid for Venezuelan students.

Venezuela’s Higher Education Crisis

The political unrest in Venezuela has forced people to leave their homes since 2015. Approximately 1,600 professors have left institutions searching for higher-paying positions due to the sharp decline in faculty salaries in 2017. For those who have stayed, the ongoing inflation is a significant hardship. Inflation has rendered it exceedingly challenging for young adults to pursue higher education. Numerous people have felt compelled to abandon college or even high school to assist their parents in supporting their families. The economic downturn has already led many students to relinquish hope for their future.

Those who can afford university need help with the outdated curriculum. A report from Université Cheikh Anta Diop (UCAD) and Universidad Metropolitana (UNIMET) conducted in 2017 revealed corruption in the Venezuelan higher education system. In his presentation, UCAD rector Francisco Virtuoso reported that it had been ten years since the Consejo Nacional de Universidades (CNU) allowed universities to revise and renew curricula at the undergraduate or graduate levels. There has been constant meddling in the internal affairs of public universities, for example, in the selection and admission of new students and new professors. Many students have taken strike in light of these affairs.

Providing Aid for Venezuelan Students

The higher education crisis in Venezuela has garnered the attention of various organizations committed to aiding Venezuelan college students and professors. The Institute of International Education (IIE) is a global program supporting threatened and displaced scholars worldwide. In response to the crisis in Venezuela, IIE has stepped up its efforts by assisting college professors and researchers, as reported by Elliot-Meisel in 2020. The institute facilitates the relocation of a $25,000 grant for scholars facing challenging circumstances. These fellowships enable scholars to continue their research or teaching endeavors in Latin America or any chosen location.

IIE has extended its support to Venezuelan students grappling with the crisis, offering 59 grants to assist them. These students are seamlessly transitioned to American educational institutions and receive financial aid from the Emergency Student Fund (ESF), amounting to $3,000-$5,000. This funding helps cover tuition fees, accommodation expenses and the purchase of necessary supplies. Moreover, host institutions go the extra mile by providing work-study opportunities to these students throughout their studies. The United States (U.S.) has emerged as a preferred destination for these fleeing students, with nearly 8,400 opting to pursue their education there during the 2017-2018 academic year.

Despite grappling with corruption and economic turmoil, the Venezuelan government remains resolute in its commitment to keep every university operational, with new ones even being established. Notably, Venezuela boasts the most diverse higher education system in the region. Reports indicate many recent high school graduates enrolling in free programs across various fields. However, the absence of current official figures to substantiate this trend raises concerns and lingering uncertainties surrounding the sustainability and quality of these new educational institutions.

Future of Venezuela’s Students

Venezuelan students demonstrate remarkable resilience in adversity as they pursue education. Among them is Camille Covarrubias, who fled Venezuela during her sophomore year of nursing school amid pervasive corruption in her village. She relocated to the U.S. on a student visa for further studies in 2017. Camille remained undeterred despite the setback of not transferring her previously earned credits. She persevered through the support of college programs, dedicated professors and her peers. As of 2023, she is now advancing toward her master’s degree in nursing.

Conclusion

Given the state of the economy and government, the road to improving higher education opportunities for young adults in Venezuela is long and challenging. Students require assistance obtaining essential supplies financial support and ensuring their safety throughout their academic pursuits. Fortunately, there are organizations dedicated to providing aid for Venezuelan students like Camille, who are determined to pursue further education despite the challenges posed by corruption within the Venezuelan school system.

– Heather Gisi
Photo: Pexels

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Education for the People of Guyana

Education for the People of Guyana In 2023, the United Nations Educational, Scientific and Cultural Organization (UNESCO) initiated a significant educational reform in Guyana. Funded by a System Capacity Grant from the Ministry of Education, this reform aims to enhance the skills of school and district leaders and to overhaul the mechanisms for allocating resources to schools and districts. This initiative seeks to provide further education for the people of Guyana.

The Evolution of Educational Media

The technical lead of UNESCO’s reform includes placing middle-tier actors in the space of education systems including classrooms. Alongside these actors, maybe having a television system can help provide education for the people of Guyana. In the 1950s, Boston University President Dr Daniel L. Marsh warned about the television craze turning young Americans into a nation of morons.

However, National Educational Television (NET) emerged just four years after his claim, challenging its uniqueness. Educational television aims to blend learning with entertainment and as of 2024, social media has surpassed television as the primary learning source for the youth. Popular children’s programs like Sesame Street and Bluey now offer educational content through YouTube channels, granting free access to young viewers.

Technology Gaps in Guyana

Unfortunately, many areas do not have access to the internet or a television license. The country of Guyana, whilst it does have access to both TV and the internet, is reportedly below the regional benchmark for example despite a significant increase from 13.8% in 2007 to 37.3% in 2019 the overall internet usage is minimal indicating a gap in technology advances between Guyana and other countries.

In many countries, a television license is not required unless one watches taxpayer-funded or local television, such as the BBC in the U.K. or Fox News in the USA, which is available for free viewing.

Guyana’s primary television network, Channel One, offers its audience news, talk shows and events at no cost. The nation also features a variety of channels available either through subscription or for free. While areas like Guyana’s capital, Georgetown, enjoy relatively better access to technology and current events, rural regions face significant challenges. These hardships are often a result of poverty exacerbated by climate change impacts on the natural environment and oil spills in Guyana’s waters.

Bridging Guyana’s Educational Gap

For regions impacted by poverty with limited access to technology, such as televisions or the internet, portable televisions equipped with VHS or DVD inputs can prove invaluable. Video-based learning enhances communication skills through visual and auditory stimulation and supports the acquisition of fundamental academic skills in reading, writing and mathematics.

The Common-Sense Census: Media Use by Tweens and Teens reports that television media educates and entertains 62% of children globally, with 58% of teenagers also acquiring many of their skills from television. Despite a minor decrease, a significant majority of young people worldwide still rely on television for learning. Therefore, equipping educational settings with a DVD or VHS player connected to an electric cable can provide access to numerous educational videos without the need for Wi-Fi or internet access.

The country of Guyana makes primary education mandatory with approximately 1000 students enrolled a year. The idea of using visual materials in education seems to be becoming a reality as in 2011, Guyana’s Ministry of Education set up an organisation called the Guyana Learning Channel which became widely available to Guyana families providing them with a mixture of physical and virtual education content.

The Learning Channel, unlike private schools in Guyana, offers its educational services for free, dedicating itself to enhancing resources through the recruitment of teachers and community outreach that involves students’ families. Since 2020, the Learning Channel has broadened its curriculum beyond basic math and literacy to include science, chemistry and language classes. During the COVID-19 pandemic, it offered online classes for students with Wi-Fi access and with support from the Guyana Ministry of Education, it provided radio and television programs for students without internet access.

Looking Forward

The education of young people is considered worldwide as a vital importance as it goes beyond teaching Maths and Literature. It also provides them with social interaction, promises them a higher-paid job in the future and keeps them away from destructive influences. Education for the people of Guyana is also receiving a focused push.

The ongoing efforts by the Guyana Ministry of Education, alongside partners like Learning Channel and UNESCO, shine as crucial steps toward securing a brighter future for Guyana’s youth. By investing in education, these initiatives not only aim to reduce poverty and criminal activity but also open up global opportunities for all children. As this collaboration continues, it holds the promise of crafting a safer, more prosperous world for the next generation.

– Phoebe Vaughan
Photo: Unsplash