Archive for category: Education

Information and stories on education.

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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
Photo: Flickr

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Quality education with Gyan Shala Institutions

gyan shalaEducation is the key. According to the World Bank, “education promotes employment and earnings,” which consequently affects health and helps with poverty reduction. On a larger scale, this enables the country to experience long-term economic growth, innovation, strengthened institutions and better social cohesion. In countries experiencing population and economic growth, such as India, it is therefore critical to invest in education, to make sure that economic gains are translated into better education for all; which could then lead to a self-reinforcing mechanism by which a more educated population could help lift certain areas of the country out of poverty.

Education in India

India ranks 121st out of 163 countries on the U.N.’s Sustainable Development Goals (SDG) Index Rank. The fourth SDG is quality education – which consists in ensuring “inclusive and equitable quality education and promote lifelong learning opportunities for all”. In this domain, challenges do remain and progress is stagnating. There is an obvious disparity between the quality of education offered in private and municipal schools.

Moreover, although India is reaching its target of universal coverage, an absurd amount of children leave school before grade five and studies revealed that most of them had a hard time reading in their own first language. Down the line, they would quickly revert back to illiteracy; which would maintain approximately half the Indian adult population as illiterate in 2025-2030. In other words, there has been some progress in quantity, but not quality.

Gyan Shala

Gyan Shala schools are one of the largest non-governmental school education programs for the poor in India. It covers programs from elementary school, which is free; to middle school and high school education, which take minimal charges.

The NGO tries to reduce disparities between low-income and high-income families. It fulfills this mission by offering high-quality education in urban slums at a low cost, effectively closing the educational gap between the rich and poor in India. To save on costs, the organization keeps its infrastructure minimal and typically rents spaces for 25 students on average.

Social Impact

The organization works in across nine districts and four states and counts more than 45,000 students. On top of that, they have also reached more than 600,000 government school students by providing assistance to 7,300 government schools. Its Affordable Private Schools (APS) model has permitted the organization to offer education at a cost five to 10 times lower than other elite Indian schools. Overall, they have reached hundreds of thousands of children, who have proven to obtain marks 100% to 150% higher than their counterparts in government schools. Students’ gains in learning outcomes have also proven to be 25% to 65% higher.

On top of that the organization wishes to persist, the organization resists, as seen in its annual report for 2021-2022; it reiterates its vision, which is to “become one of India’s most effective NGO programs to address the schooling quality gaps and help India improve its ranking in social development indicators.” Not all heroes wear capes.

– Alexandra Piat
Photo: Flickr

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Educational Support for Orphans in Lesotho

Orphans in LesothoThere are more than 13.8 million children globally between 0-17 years who have lost their parents to AIDS. Lesotho has a high prevalence of HIV/AIDs. This disease has rendered a lot of children orphans leaving more than 200,0000 orphans in Lesotho. As a result of this, orphans are unable to return to school but rather work or beg for survival. Educational support for orphans in Lesotho is important as this allows them to have better chances in life.

Disadvantages of Orphans in Lesotho

Many orphaned children take the roles of their parents in heading households and finding a source of food to survive rather than studying. Also, due to the absence of parental care, some orphans develop behavioral problems.

Orphans, when taken to live with other people often end up in poor living conditions such as poor hygiene, poor nutrition and lack of school materials. This ends up impacting negatively their education and calls for concern.

Although orphans may find it difficult to enroll themselves in school, basic education is necessary. Pre-primary education can yield high returns but despite this fact, little funding from the national budget goes toward education in some countries. In Lesotho, the educational budget was less than 1% some years back.

Educational Initiatives for Orphans in Lesotho

Free access to pre-primary education for every child is Sustainable Development Goal 4.2. In Lesotho, primary education was made free and compulsory in 2010 for all children 6 to 13 years of age. Also, a number of programs aimed at protecting the rights of orphans and vulnerable children in Lesotho emerged. These programs have undergone implementation and are now producing positive outcomes. The programs target educational support, psychological assistance, home support and food security.

The United States Agency for International Development (USAID) Orphan and Vulnerable Children (OVC) program through the U.S President’s Emergency Plan for AIDS Relief (PEPFAR) provides funding for girls’ education to improve access to education from the early stage of education to completion. They further help to improve financial skills and connect them to employment opportunities. This program focuses on orphans, children or caregivers living with HIV and those at risk of contracting HIV. They also collaborate with other USAID-supported initiatives in the area of education, health and economic strength to enhance the resilience of young people.

The Better Early Learning and Development at Scale Initiative

An initiative, the Better Early Learning and Development at Scale initiative (BELDS) in Lesotho focused on improving the delivery of early childhood educational environment and services.

The Global Partnership for Education and UNICEF have partnered with the BELDS initiative to ensure proper planning, financing and implementation of the early childhood education program.

The Roger Foundation School Readiness Initiative started in June 2020 and should last until December 2025 aims to ensure that vulnerable children in Lesotho have access to pre-primary education and early childhood development. It is expected to reach at least 60,000 children in 800 schools. In addition, the Roger Federer Foundation developed a tablet for offline use. This tablet, called the early learning kiosk, helps teachers in early childhood education to access beginner topics.

Looking Ahead

HIV/AIDS has turned a lot of children into orphans and also made them attain adult roles. However, various organizations have made education more easily accessible to them, even when it may have become the last priority. These initiatives not only focus on education for orphans but also on supporting them psychologically and financially in their communities and homes.

– Chidinma Nwoha
Photo: Pixabay

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SOS NPO Educates to End Hunger

End Hunger
While food and water insecurity remain issues in many parts of South Africa, one nonprofit is taking a new approach to transforming the situation for the better. The Save Our Schools Non-Profit Organization (SOS NPO) engages local school students in projects that teach everything from agricultural skills to the science behind rainwater harvesting. Its initiatives are not only helping eliminate resource scarcity but also ensuring that coming generations have the necessary skills to remain employed and end hunger and reduce the poverty rate in South Africa.

Poverty in the Western Cape

Cape Town is a world-renowned tourist destination that has earned love and admiration for its picturesque beaches. Yet, it is located in a province that is still home to a high number of residents living in poverty. As of 2019, an estimated 46% of residents in the Western Cape earned less than 1,227 Rand (about $70 USD) per month.

Although the province has the lowest expanded unemployment rate in South Africa at 31.3% as of August 2022, the low wages lead to rising levels of food insecurity. The most recent data from the Food Insecurity Experience Scale (FIES) found that more than 10 million South Africans experience moderate to severe food insecurity. In the Western Cape specifically, this number is expected to rise due to lowering dam levels.

The province gets its water supply via 44 dams, but low amounts of rainfall and an increasing population are keeping dam levels around 50%. Previous droughts led to restrictions on agricultural water use. Now, with less freshwater from the dams available to farmers, there are rising problems with food availability. Given this, SOS NPO considers the experiential education of the next generation as one of the effective ways of alleviating the issues.

SOS NPO

SOS NPO is dedicated to supporting impoverished schools in the Western Cape through initiatives that improve Water, Sanitation and Hygiene (WASH). The nonprofit often provides resources that include non-potable water and transportation services to schools. It has also helped in installing rainwater harvesting systems throughout the province. However, the primary focus of its projects is sustainable education, particularly in the Bloekombos community.

One such initiative is the SOS Farming Academy, a program that provides agricultural education to young people in a bid to create employment opportunities. Students of the program live on the SOS NPO farm for a year, gaining valuable skills that guarantee them job placements upon leaving the program.

The organization also hosts the SOS Youth Club which was founded in 2020 and centered around the 17 Sustainable Development Goals (SDGs). At each of the six schools in the Bloekombos area, students volunteer to be Goal Leaders for one of the SDGs. If elected, the Goal Leader is responsible for organizing a project related to their goal and getting other students involved. SOS NPO then provides resources and funding for each project.

Most recently, the nonprofit launched an initiative at Bloekombos High School that allows students to maintain vegetable gardens via rainwater harvesting.

How the Water in the Sky is Helping End Hunger

In March, SOS NPO recruited student volunteers to assist with the harvesting of a soccer-field-sized vegetable garden as part of its Water in the Sky initiative. The garden, planted near Bloekombos High School, uses a rainwater harvesting system installed earlier this year. In an interview with South African news outlet News24, SOS NPO spokesperson Amy Burrow announced that students who join the project “will be receiving agricultural training and education surrounding the maintenance of water-conscious vegetable gardens.”

With funding from brands like Nestlé, Puma and Hallmark, there is also the hope of expanding to other schools in the area. Additionally, the project could provide the community as a whole with a steady source of food and water.

The Mark of Progress

SOS NPO is doing work with the potential to end hunger and water insecurity situations in South Africa.  It is also leaving a legacy that can transform the lives of the next generation of South Africans through its education and empowerment of young people.

– Rachel Smith
Photo: Pixabay