Archive for category: Education

Information and stories on education.

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Access to Education in Sub-Saharan Africa

Access to Education in Sub-Saharan AfricaMany see education as one of the most important variables when it comes to a country investing in its future. The proliferation of educational institutions, resources and syllabi contribute to a well-rounded, literate populace capable of working in a wide range of fields and actively participating in their local communities. Unfortunately, there have been difficulties with access to education in Sub-Saharan Africa in recent years, particularly in the face of the COVID-19 pandemic.

COVID-19 Challenges

The technological solution to the challenges that the COVID-19 pandemic posed is uniquely impacting sub-Saharan Africa, as more than half of the region does not have access to electricity. A 2018 UNESCO Fact Sheet revealed that nearly 20% of primary school-age sub-Saharan children are not in school, with that number rising to 58% for upper-secondary age (high-school-aged students). UNESCO predates the onset of a global pandemic that made it difficult for schools to continue to supply quality education to students, even with the support of technology. The low educational participation rate in sub-Saharan Africa, coupled with the technologization of education worldwide, has made this region of the globe an important focus of educational development going forward.

Despite advancements in technology that have supported the education of millions of students worldwide, it is difficult to argue that technology could adequately replace the teacher’s pedagogical relationship with their students when operating in person. With the closing of schools during the COVID-19 pandemic, there was a rise of “private operators” in sub-Saharan Africa. These groups exist outside of government-funded compulsory education programs and take advantage of parents concerned about the education of their children.

For example, in Cameroon, private operators created tools “for the sole purpose of generating profit, to the detriment of the public education service.” This may be profitable in the short term, but it could ultimately harm the public education system by promoting state disengagement. This practice ignores the need to preserve education as a universally accessible public good, rather than a privilege afforded to the wealthy and elite.

UNESCO and SDG4

The rise of private operators poses a hindrance to UNESCO’s goal, which aims to make universal primary and secondary education accessible by 2030. When a country starts to rely on private education to provide support for national literacy and civilian competence, it could lead to the reallocation of government spending away from education and into other sectors. This is precisely what happened in Cameroon when private operators became increasingly popular during the COVID-19 pandemic. Sustainable Development Goal 4 (SDG4) is UNESCO’s initiative that focuses on education, leveraging partnerships with governments, policy guidance and monitoring to meet the goals listed on its roadmap.

SDG4 is a bold and ambitious undertaking, and yet all the more important due to the global educational setbacks that the pandemic posed. Despite the recent complications, a broader overview of the development of education in sub-Saharan Africa shows the positive trend the region has been on for the past few decades. From 1970 to 2010, the percentage of children who were able to complete primary school increased by around 50%, from 46% to 68%. Furthermore, the incorporation of research-based educational strategies, such as increased teacher accountability, structured, predetermined teacher guides, scripted lesson plans and school-provided food programs have all had positive impacts on literacy rates in countries like Kenya and Uganda.

Looking Ahead

Access to education in sub-Saharan Africa has come a long way in the past 50 years. With African participation and cooperation in programs such as UNESCO’s SDG4, as well as the incorporation of new pedagogical methods based on research findings, there is room for optimism toward the future of education access and quality, an essential preliminary step to combating a range of other social challenges, from job insecurity to political stability.

– Lucas Bunting Giordano
Photo: Flickr

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Michelle Obama’s Girls Opportunity Alliance

Girls Opportunity AllianceDuring her time as first lady, Michelle Obama took part in many charitable causes. Her work promoting children’s health is the most well-known, but there were many other issues she was advocating for as well. Domestically, she has supported many charities like Partnership for a Healthier America and the Entertainment Industry Foundation. In 2015, the Obama administration began a global initiative named Let Girls Learn, promoting education for girls and women all over the world. After serving as First Lady, Michelle Obama continued this work, founding the Girls Opportunity Alliance.

About the Alliance

The Girls Opportunity Alliance is a program of the Obama Foundation, founded in 2018 after the Obamas left the White House. It is a philanthropic organization that anyone can donate to and promotes others who look to advance female education. It works with GoFundMe to distribute these donations. Those in poor and underserved communities receive the most amount of money.

Organizations

On GoFundMe, the Alliance is listed as a project and hosts a network of many different organizations for donations. One is Chhori, which means “daughter” in Nepali. This nonprofit supports girls who are survivors of gender-based violence in the country and helps them advocate for themselves.

Based in Colombia, Origin Learning helps indigenous and migrant women in the La Guajira region achieve their goals using modern technology. Many of these women have the ambition to achieve higher goals but face poverty-related issues in the region.

There is also the Secondary Education for Women’s Advancement in Tanzania, part of a more extensive female empowerment campaign in that nation. A boarding school began its journey in 2008 for girls who could not afford education and it offers services to the beneficiaries as they get older.

Success Stories

Despite the fact it began in 2018, there are already great testimonials on the Girls Opportunity Alliance website. The first comes from Kiran, a girl from Northern India, who could not attend school after her mother died. Dr. Urvashi Sahni, who was helped by the Alliance, accepted Kiran into the girls‘ school she founded.

In Vietnam, Mang Thị Hay is able to go to school, which is, unfortunately, a rarity for girls in her village. She got help from the Rock-Paper-Scissors Children’s Fund, another organization that the Alliance supports.

Thuba Sibanda is a soccer coach for younger girls in Namibia and is looking to attend university. In addition to working with Physically Active Youth Namibia, Thuba was selected to participate in the Obama Foundation’s Leaders Program in 2019.

Looking Ahead

The Girls Opportunity Alliance may need some time to fully develop, as it is a new program. However, with the successes it has already had in helping local organizations, there are promising signs for the future. And the accomplishments of girls that benefitted from the Alliance continue to be a source of hope for even more progress.

– Josh Sobchak
Photo: Flickr

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Education and Poverty in Jordan

Education and Poverty in Jordan
It is well-known that investing in children through education can drastically alleviate poverty in the long term. The Global Partnership for Education (GPE), for example, found that if all children left school with basic reading skills, 171 million people could be lifted out of extreme poverty. It also reported that “for each $1 invested in an additional year of schooling, earnings increase by $5 in low-income countries.”

A worthy investment, this is a core reason the United Nations International Children’s Emergency Fund (UNICEF) has advocated for the education of more than 600 million children worldwide who have not had access to basic education. In Jordan, the Government and UNICEF Jordan are working to reduce the impact of poverty on children’s access to education.

Education and Poverty Levels in Jordan

Quality of education and poverty in Jordan, like many other countries, go hand in hand. Currently, 97% of children are in school in Jordan. However, inequality within the education system means that children have different experiences with respect to the quality of education, and this is primarily due to differences in socioeconomic background. Out of Jordan’s 3.16 million children, one-fifth live in poverty. Children who are in poverty have disabilities or suffer child labor and are at much greater risk of lacking access to education.

The pandemic has also made matters worse. The 2022 UNICEF report revealed that already vulnerable households are more likely to send their children to work to reduce the economic hardship that COVID-19 brought on. As a result of reduced in-person learning, fewer children have had the time and resources to engage in education. Overall, these trends suggest that education and poverty in Jordan have clear links.

Addressing the Relationship Between Poverty and Education

With the pandemic and the knowledge that education is vital in the alleviation and long-term reduction of poverty, both the government and NGOs have taken several initiatives to address this problem. Primarily, the Government of Jordan has been working with UNICEF to make education both more accessible and inclusive and to ensure better quality education to increase the future prospects of children.

The government also released its Education Strategic Plan for 2018-2022 (ESP). It outlines its Priority Domains which include Early Childhood Education and Development, Access and Equity, System Strengthening, Quality and Human Resources and Vocational Education. It outlines the situation of poverty a lot of children are facing and how this impacts their education. Its ESP takes into account that many children do not have access to education due to poverty and integrates initiatives aimed at tackling poverty into the Plan. For example, it affirms the School Feeding Program that has been ongoing since 1999 in its importance in providing a daily meal for children in underserved areas. The Plan ultimately aims to support children and ensure that they have access to education.

Making Progress

The government also supports UNICEF’S Non-Formal Education initiative and delivers education to those aged 9-20 that do not have access to formal education. Part of this initiative includes the Catch Up program that targets 9-12-year-olds that have missed three or more years of school or have never attended school. Since 2016, almost 5,000 children have taken part in the program and 1,700 children have reintegrated into formal education as a result.

UNICEF is also working with the Government of Jordan to build inclusive education by training 1,600 Education Ministry teachers. This initiative aims to make education services inside public schools more accessible and inclusive. The organization is also supporting the enrolment of 4,000 children with disabilities.

Looking Forward

Efforts to address the relationship between poverty and education in Jordan are showing progress. The government, along with UNICEF, has implemented various initiatives to make education more accessible, inclusive and of better quality. These include non-formal education programs, training for teachers, and support for children with disabilities. By prioritizing education and tackling poverty, Jordan is taking positive steps toward providing a brighter future for its children and breaking the cycle of poverty.

– Rosie Lyons
Photo: Flickr

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USAID Programs in Morocco

USAID Programs in MoroccoMorocco is an economic powerhouse in Africa and according to the African Development Bank, it ranks as the second-largest economy on the continent. Interestingly, the country hasn’t always had such successes. Before the year 2000, Morocco scored poorly on many social, economic, environmental and institutional indicators. Life expectancy was below average, unemployment was high and only 32% of people had access to proper sanitation services.

Morocco has seen positive growth in all aspects of society, due partly to help from international institutions like the United States Agency for International Development (USAID). The role of USAID programs in Morocco is evident in the achievements and improvements of the country’s education system. The number of out-of-school children went from more than 200,000 to just above 14,000.  

The following is a brief look into a number of USAID initiatives that focus on providing accessible, quality education in Morocco.

Enhanced Educational Attainment for Children at the Primary Level

According to USAID, ensuring lasting and quality education is vital for eradicating global poverty. It is important to provide a strong education as soon as possible in order to maintain steady attendance throughout primary and high school.

Morocco’s Ministry of Education (MOE) is working closely with one of the USAID programs that focuses on strengthening reading comprehension levels in primary school. The goal of this program is to improve overall education and “learning achievement.”

This initiative had incredible success within just one year of the small pilot experiment, which USAID and the government later expanded into the National Program for Reading. According to USAID’s reports, nearly 700,000 primary students benefited from improved reading comprehension and language lessons.

Higher Education Partnership

Morocco once lacked educated teachers and educational staff. In recent times, however, the country has been working with the MOE to provide quality education and “pre-service training” to teachers and staff. The MOE is utilizing the Higher Education Partnership for Morocco (HEP-M) USAID program to start a five-year partnership. This program aims to assist the MOE by providing and building expertise in teacher training, helping develop an undergraduate program for future primary school teachers and enhancing overall higher-level education at Moroccan universities. Both USAID and the MOE are expecting sustainable and positive impacts within this five-year period, set to end by 2024.

Inclusive Education Teacher Training

USAID programs in Morocco have greatly improved the country’s education system, but it still faces accessibility issues for students with disabilities. These students have access to the same education as the rest of their peers, but don’t have the required accommodations for optimal learning. Students with disabilities tend to drop out of school around sixth grade, and this negatively impacts their “socio-economic well-being” in the long term.

USAID and the MOE are working together to improve access to education for deaf and hard-of-hearing children through adequate teacher training. The USAID program includes providing Moroccan Sign Language (MSL) training and certifications to teachers, training in deaf education and promoting deaf and hard-of-hearing education within communities.

Moroccan education has seen success with the USAID Program Improving Deaf Children’s Reading through Technology. This initiative went on from 2015 to 2018. MSL has earned recognition as a language and teachers and administrators have received the necessary training. In addition, deaf and hard-of-hearing students have received quality reading materials.

Looking Ahead

With the help of USAID programs in Morocco, the country increased the number of children in school and improved literacy and comprehension rates in both primary-aged and deaf and hard-of-hearing children. While there is still room for progress in closing the education gender gap, the country’s commitment to improving its education bodes positive signs for the future.

– Kathryn Kendrick

Photo: flickr

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Education system in Cameroon

Education system in CameroonCameroon is a lower-middle-income country that showcases Africa’s rich geographic and cultural diversity. Its population of around 27 million people inhabits tropical rain forests, vast deserts as well as its volcanic highlands and bustling big cities.

It is home not only to a diverse geographic landscape but also a complex cultural landscape that has been deeply scarred by its colonial past. Since 2017, the English-speaking minority has been waging a war against the Francophone-dominated government. The U.N. estimates that more than half of the population in the Anglophone regions are in need of humanitarian support while about 600,000 children are not able to access standard education because of the conflict.

The spread of COVID-19 across Cameroon brought with it many challenges and forced the entire population to change their habits. With the disruption to normal routines and face-to-face activities, people have become more aware of the importance of technology and how much Cameroon’s education system can benefit from these alternative solutions.

Existing Problems

Cameroon has had a complicated past; following the end of World War I, the League of Nations divided what was then German Kamerun into two new sections, with France ruling most of modern Cameroon and the Western Fifth (today’s Northwest and Southwest regions) under British rule. Tensions between Anglophone and Francophone regions have been consistent since the beginning and education has often been a key battleground in the conflict. In 2019, UNICEF reported that 855,000 children in the Northwest and Southwest regions were out of school.

These social fractures inherited from years of colonial rule have made it hard to create a coordinated countrywide curriculum, with the education system in Cameroon divided between the Anglophone and Francophone systems.

The government does not exactly consider education to be a priority. In 2020, Cameroon spent just 3.2% of its GDP on education, well below the world average of 4.5%.

Attacks that the terrorist organization Boko Haram led mainly targeted schools in northern Cameroon, and involved the killing and kidnapping of thousands of school children and the closure of hundreds of schools.

There is a marked gap between the education of the rural and urban population, boys and girls and rich and poor. The COVID-19 pandemic only exacerbated this and forced schools to close and resort to other alternatives.

The Impact of COVID-19

As in the rest of the world, the pandemic has had damaging effects on Cameroon’s education system. This has led to worries that more people could fall into poverty, and this could further intensify the gap between rich and poor.

On the bright side, the pandemic has also been a chance for Cameroon to demonstrate its desire for technological advancements. The closure of all schools and universities in March 2020 forced students to continue their learning from home. For those with a stable internet connection and television, access to learning resources was more simple; the government transformed the national television channel, CRTV, into a classroom during certain time slots in the day and students were able to send SMS messages (in theory) for any queries they had. Unfortunately, many people, especially those in rural areas were not able to access these classes. This is because around 35% of Cameroonians do not have access to electricity, highlighting the need for other learning alternatives. In light of this, Cameroon adopted a software program known as the Avicenna Virtual Campus Network (AVCN), showing its eagerness to embrace technological solutions.

Avicenna Virtual Campus Network

In July 2019, as part of the response to the Anglophone conflict in the North West and South West regions, the United Nations Educational, Scientific and Cultural Organization (UNESCO), with the support of Education Cannot Wait, implemented an Emergency Response Plan to provide education to all children in the area. Only 20% of formal schools have been able to remain open since the beginning of the conflict. This suggests that home learning initiatives such as the Avicenna Platform have been essential in the continuation of education in Cameroon.

The aim of AVCN is to support the promotion of a more equitable education system in Cameroon with its online and offline learning platform (its Mobile Virtual Avicenna Classroom works without electricity or the Internet). The system comprises a Nano-server, a Nano-projector and solar tablets that allows students to learn even in the most isolated regions of the country. The closure of all schools across the country in 2020 meant that the Avicenna Platform became even more relevant, reaching over 21,000 children who would have otherwise struggled to continue learning.

Looking Ahead

The pandemic has highlighted the importance of developing digital solutions for the education system in Cameroon. Although there is still a lot of work necessary, the rate of digital penetration since the outbreak of COVID-19 has increased by 10%. The ongoing conflict, which has claimed the lives of more than 4,000 civilians and displaced millions of people is now the main problem facing further advancements in the education system. Focusing efforts on technological advancements could be a key part of ensuring a more positive future for the country’s education system.

– Almaz Nerurkar
Photo: Flickr

How War Impacts Education in Ukraine

Education in UkraineThe war in Ukraine, initiated by Russia’s invasion in November 2022, has inflicted severe consequences on the lives and education of numerous children. UNICEF reports indicate that more than 5 million children have encountered disruptions to their education as a result of the conflict. This further compounds the challenges already presented by the COVID-19 pandemic and the prior war in eastern Ukraine. Moreover, the war has led to the displacement of more than 6 million Ukrainians, including approximately 665,000 students and more than 25,000 educators. These individuals now face difficulties accessing education services in their host countries or regions. The aforementioned accounts underscore that the impact of the war on education extends beyond a humanitarian crisis; it also jeopardizes the future of an entire generation of Ukrainians, who may endure learning setbacks and diminished prospects.

The Impact of War on Education in Ukraine

The war has left children without the necessary education. During wartime, schools and other educational facilities became targets of Russian attacks. According to the official report of the Ministry of Education and Science of Ukraine, 3,246 educational institutions, including kindergartens and universities have been damaged. In Eastern Ukraine, the destruction is most significant. The most affected educational institutions are in the Zaporizhzhia region where Russians destroyed 175 institutions. Russian troops tore down 69 institutions in the Donetsk region, 52 in the Kharkiv region and 23 in the Kherson region.

Air raid sirens during the day force pupils to go to the basement and continue studying there. When classes are online there are problems with the Internet due to regular blackouts. The situation in the east of Ukraine is unstable. Russians force Ukrainian teachers to conduct classes in Russian language and narrative. As a result, parents preferably choose not to let their children go to classes.

Ongoing Efforts

As a part of a solution to help maintain an educational level in the country, the Ministry of Education and Science of Ukraine launched an initiative that aims to support children and parents and ensure that every kid gets an opportunity to learn. UNICEF also made provisions for 1,000 schools across Ukraine and help each one get ready for the winter period.

Ukrainian volunteers together with the Ministry of Education and Science of Ukraine have launched SchoolToGo. The project is offering free online school classes to everyone from 1st to 11th grade. The lessons developed by the teachers and psychologists are fully accredited and comply with a basic school program. Also, SchoolToGo offers psychological support for children if they need it. SchoolToGo defines its mission as “so that every Ukrainian child, with the help of our platform, gets into a class with Ukrainian-speaking teachers and classmates again, and does not feel lonely.”

Looking Ahead

Despite the devastating impact of the war in Ukraine on education, ongoing efforts by the Ministry of Education, UNICEF, and volunteers aim to provide support and opportunities for children. Initiatives like “Together to Study” and SchoolToGo offer shelter goods, winter preparation and free online school classes to ensure access to education. These projects prioritize the well-being and academic development of Ukrainian children, striving to overcome the challenges posed by the conflict and promote a sense of community.

– Anna Konovalenko
Photo: Flickr

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Improving Children’s Learning in Ghana

Children's Learning in Ghana
In 1970, Ghana’s educational system was among the most highly developed in Africa. The Ministry of Education (MOE) predicted that all untrained teachers would be removed from the educational system by 1975. Gross enrollment ratios increased significantly, as 60% of primary school teachers received training. However, the country’s economy declined dramatically in the late 1970s, leading to a near collapse of the educational system. The following is an overview of children’s learning in Ghana.

Education in Ghana

The quality of education in Ghana faces significant challenges that impact children’s learning. Almost 80% of children lack basic literacy and numeracy skills. A particularly negative issue is the poor delivery of education across the nation, impacting mostly public schools in rural areas. New research urges immediate action to increase access for all children and improve the reading, writing and math skills of primary school pupils.

Solutions for Improving Children’s Learning

In October 2020, the MOE launched a report that offered an in-depth analysis of fundamental learning in Ghana’s primary education. The report, titled “Spotlight on Basic Education Completion and Foundational Learning: Ghana,” is one of five reports and a continental report in Africa. It was produced in collaboration with the Global Education Monitoring Report of UNESCO and the Association for the Development of Education in Africa. This project offers an analysis of the current state of fundamental education and identifies important solutions for improving children’s learning in Ghana, including:

  1. Improving School and Teacher Training: Introduce organized resources and assistance for professional development sessions, emphasizing phonics and teaching at the appropriate level. All basic education schools should receive structured leadership training, and basic-level school teachers should have a diploma.
  2. Investing in Textbooks: Provide children with textbooks and materials in school.
  3. Decentralization of Education: Increase and promote a more responsive approach to educational needs. Education management, administration policy and finance can transfer some duties to schools, parents, districts and communities to give them authority over how schools are run. It is expected to assist all children in Ghana with a baseline of high-quality education.
  4. Infrastructure Expansion: Expand infrastructure by building new schools and developing STEM and Arts facilities across the country.
  5. Removing Levies: Stop levying schools for extracurricular activities to fund sports, culture and mock exams. Doing so would reduce the amount of funding needed for school improvement and assist low-income families who cannot afford the extracurricular charges.

Looking Ahead

The report has made significant progress in providing accessible and high-quality education in Ghana. Estimates show that 77% of children now complete primary school. The country implemented ambitious reforms, such as making senior high school free for all students. It also introduced the “One Teacher, One Laptop” initiative, where school staff received laptops from the government. In 2003, more than $500 million of donor funding went to Ghana’s educational system. From 1986 to 1994, the World Bank helped fund school infrastructure and the provision of textbooks. It also provided additional funding to cover expenses for head teachers’ housing. Despite the challenges that Ghanaian students face in their education, the Ministry of Education commits to prioritizing the aforementioned five main policy areas to improve children’s learning in Ghana.

– Lilit Natalia Manoukian
Photo: Flickr

A Look at World Bank Education Programs in Mozambique

World Bank Education Programs in MozambiqueIn 2020, the World Bank approved a grant of $104 million from the International Development Association (IDA) in support of the Mozambique Improvement of Skills Development Project. World Bank education programs in Mozambique aim to improve Technical Vocational Education and Training (TVET) and Higher Education subsystems. This is to foster qualitative educational opportunities and skills development training in Mozambique.

The project aims to enhance employability and skill development, particularly among young people. Nearly three years after the program’s launch, the following is an evaluation of its impacts, successes, failures and the way forward for improving skills development in Mozambique.

Successes

According to recent data, there has been a significant rise in student enrollment in Higher Education since December 2018. At that time, the baseline value was 20.00, but as of March 2022, it had increased to 33.62. According to projections, the baseline value will reach 45.00 by December 2024.

The project also increased the number of students enrolled in TVET qualifications endorsed by the private sector. This had a baseline value of 35.00 in December 2018 and increased to 43.00 as of March 2022, with plans to reach 75.00 by 2025. As a result of these trends, young people are able to acquire skills in high demand in the job market.

The initiative has also created a more gender-inclusive TVET and Higher Education environment. In higher education, female students make up 45% of total enrollment, marking a notable increase from 38% in 2001. Although they tend to concentrate mostly on social areas, their presence in other fields is also growing. Additionally, the number of female students in TVET also increased from 36.2% in 2015 to 45% in 2017.

Additionally, the partnerships between the private sector, the government and civil organizations helped adjust and align the skills development programs with the current labor market needs. The Mozambique Improvement of Skills Development Project of the World Bank also supported advancing entrepreneurial skills and self-employment opportunities for young people in Mozambique.

The World Bank also aims “support the African Union’s Digital Moonshot for Africa, an initiative that seeks digital breakthroughs for every African individual, business and government by 2030. It is underpinned by five pillars: digital infrastructure, digital platforms, digital financial services, digital entrepreneurship and digital skills.”

Failures

The Mozambique Improvement of Skills Development Project had a primary focus on urban areas, resulting in rural areas missing out despite having high needs for TVET. The World Bank provided $4 million for small and medium-sized enterprises, targeted training courses for underserved groups in rural areas and grants for public and private TVET institutions in priority sectors.

Another challenge is the lack of coordination between stakeholders in skill development and training. Primarily focused on technical and vocational education and training (TVET), the project did not consider the informal sector, where most jobs emerge and exist in Mozambique. This has resulted in a mismatch between the skills acquired by the graduates and the needs of the labor market. According to the International Labor Organization, in 2016, 86% of the labor force worked in the informal economy.

The Way Forward

Fortunately, on March 31, 2023, according to the World Bank, “the Board of Directors approved a $300 million credit for the Mozambique Access to Finance and Economic Opportunities Project or Mais Oportunidades project, spanning six years (2023-2029), financed by the International Development Association (IDA).”

This project aligns with the World Bank Group’s Partnership Framework (CPF) for Mozambique, which is a strategic plan that outlines the goals and the work for the next five years (2023-2027). After the Mozambique Improvement of Skills Development Project of the World Bank was implemented, another project was also established later in 2021. The project, Improving Learning and Empowering Girls in Mozambique, received $299 million in funding from the World Bank. Its aim is to increase girls’ access to basic education in underserved areas of Mozambique.

Although World Bank education programs in Mozambique have achieved some positive results, the impact has been limited, particularly in rural areas. Moving forward, the World Bank is implementing new trends and initiatives that focus on having more widespread effects in the country over the next five years. This approach will focus on the informal sector and aim to increase resources to facilitate future success.

– Lorraine Lin
Photo: Flickr

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Improving Living Conditions in Uganda

Living Conditions in UgandaUganda is a sub-Saharan country located in East Africa. Its capital is Kampala, and the country has a population of over 47 million. Living conditions in Uganda vary, with the poorest demographics suffering due to poor education and a subpar health care system. On the bright side, charitable organizations continue making efforts toward improving the living conditions in the country.

Accessibility to Water and Sanitation

As presented by WaterAid, 21 million people in Uganda lack access to clean water and eight in 10 do not have access to decent toilets. To improve hygiene quality in the country, WaterAid is supporting the Ugandan government’s plan to ensure clean water access for all by 2040.

Water.org is also making efforts to improve sanitation in the country. Since 2009, the organization has partnered with sector organizations such as Water and Sanitation for the Urban Poor as well as national governments and stakeholders. Its aim is to provide financing for water and sanitation projects in Uganda. As a result of the organization’s work, 517,000 Ugandans now have access to safe water and sanitary facilities at home.

Education

Uganda’s education shows a large divide between the richest and poorest parts of the country. According to the United Nations International Children’s Emergency Fund (UNICEF), secondary enrollment is five times higher for the richest 20% compared to the poorest 20%. Other factors, including teenage pregnancies and early marriage, cause many girls to miss out on their education. To combat these high levels of school absence, UNICEF supports various projects to make education safe, affordable and accessible for Ugandan children. The organization also focuses on future employment, with plans for 2025 that aim to provide adolescent boys and girls with active citizenship and career options.

Housing for Children

Currently, there are approximately 2.7 million children living in Uganda who lack any form of parental care. The organization estimates that 1 million children have lost their parents to AIDS.

SOS Children’s Villages is a nonprofit social development organization that aims to improve living conditions in Uganda by giving vulnerable children a safe home. In 2015, the organization aided 8,000 people through workshops covering topics such as parenting skills and the rights of children.

Medical Facilities

Although the overall health care system in Uganda has improved in the past few years, a scarcity of hospitals and doctors leaves many ill people lacking medical attention. The World Health Organization (WHO) recommends a doctor-to-patient ratio of 1:1,000. However, Uganda suffers a ratio 25 times worse than this recommendation, with a 1:25,000 doctor-patient ratio.

The low number of doctors is particularly an issue for residents living in rural areas, as most hospitals in the country are located in big cities, forcing ill people to travel miles on foot to seek medical attention.

Uganda experiences some of the highest infant mortality rates in the world due to a lack of support for pregnant women. In response to this, SOS Children’s Villages has opened three medical facilities in the country, providing antenatal and postnatal care. The organization has also created mobile clinics to provide medical support for people living in remote rural areas.

Looking Ahead

Although living conditions in Uganda have been challenging, charitable organizations operating in the country continue to make progress in bettering the situation. Also, there are plans in place to continue with the ongoing work in hopes of achieving even more progress. The success of these efforts can potentially transform the education and health care systems in Uganda and enable Ugandans to access better living conditions.

– Freddie Trevanion
Photo: Flickr

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Vocational Education and Training in Palestine

Vocational Education Training in PalestineSeeing the role vocational education could play in Palestine, the League of Vocational Education and Training started operations in the early 2000s. The organization now has 16 members throughout Palestine, offering learning opportunities to students from various backgrounds. With Vocational Education and Training in Palestine, students have a chance to work toward a better future for themselves and their families.

United Nations Relief and Works Agency (UNRWA)

The UNRWA is a U.N. agency that supports Palestinian refugees. The agency offers its support through vocational training and education offered to young Palestinian refugees. It manages eight training centers with semi-professional, trade and short-term courses in a variety of specializations that aim to prepare students for local employment. The region’s economic and social stability benefits from the specializations which include construction, nursing, hairdressing and fashion. The program has recorded significant success, reaching more than 123,000 graduates as of 2020. Even more, graduates of the program enjoy high success rates in finding employment or self-employment.

The UNRWA also supports young women through its training program. Out of the 7,930 trainees who graduated from the program in 2021, more than 3,500 were female.

Lutheran World Federation Vocational Training Program

The Lutheran World Federation in Jerusalem runs another initiative tagged the Vocational Training Program (VTP). This initiative has served as one path for Palestinians to receive vocational training, even through programs specifically designed for blind students, since 1949.

The VTP works actively to strengthen gender equity in the region by providing culturally accepted training to young women. One such example is training in electronics and telecommunication. The graduating class in 2015, which had 227 students, was 20% female.

With two training centers in Ramallah and Beit Hanina, the VTP is able to train about 210 students every year in fields such as carpentry, auto mechanics and telecommunications. There are even on-site boarding options available for students who have difficulty accessing the schools due to checkpoints and the Separation Wall. Short courses are also available in villages and refugee camps.

East Jerusalem YMCA

The YMCA operates a Vocational Training Center in East Jerusalem that aims to reduce poverty and provide Palestinian youth with opportunities for personal and professional growth. In addition to vocational courses, the center offers career counseling, dormitory space and a daycare nursery. These amenities are particularly beneficial for young women seeking enrollment in the program.

Graduates of Vocational Education and Training in Palestine have improved expectations for their future. In fact, 82% of graduates expect a better chance of finding employment while a higher 88% expect to start earning income after completing their programs.

These high expectations happen to be evident in employment rates too. While roughly 30% of Palestinian youth are employed or seeking employment, the number is 90% for Vocational Education and Training graduates.

Hope for Palestinians

Providing individuals with access to education and training could help in reducing poverty, as it presents an opportunity for personal and professional growth. In Palestine, education and vocational training play a vital role in providing youth with the means to build a better future. The region boasts several vocational training centers that offer equal opportunities for young Palestinians of any economic, disability or gender status to become qualified for employment within their communities.

– Christina Albrecht
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