Archive for category: Education

Information and stories on education.

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Promoting Virtual Education in Peru

Virtual Education in Peru
“It feels new, well, very new, but we are adapting to the situation,” said the Peruvian child when the CGTN America reporter asked him about his experience with Peru’s I Learn at Home virtual education program. For a country in which only 24% of households have consistent internet access, virtual education is certainly a new experience. Peru launched the Aprendo en Casa (I Learn at Home) program shortly after the Peruvian government closed down schools in 2020 in reaction to the COVID-19 pandemic.

Ever since the program has consolidated various low and high-tech solutions to broadcast an interactive learning environment on multiple media. Here is the story of Peru’s Ministry of Education’s promotion of virtual education in Peru.

Pandemic Challenges

The COVID-19 pandemic hits hard around the globe and Peru is one of the worst-impacted countries in the world. In response to the pandemic, the Peruvian government imposed the strictest shutdown in South America since March 2020. However, the shutdown, compounded with Peru’s low connectivity, imposed a particularly harsh challenge.

Among the many challenges is the challenge in education. Under the shutdown, switching to virtual learning was not as simple as moving classes online. In response to Peru’s particular challenges, Peru’s Ministry of Education launched the I Learn at Home virtual learning program shortly after the lockdown, according to OECD.

In response to the sudden COVID-19 shutdown, the Ministry of Education launched the program with equal rapidity only 12 days after the shutdown, OECD reported. To ensure the constant improvement of the program, Peru’s Ministry of Education collaborated with Innovation for Poverty Action which uses machine learning to survey the needs of hard-to-reach students. The Ministry then used this data to develop the program to ensure maximum outreach and maximum classroom engagement, in the shortest possible timeline.

About I Learn at Home

To ensure the maximum outreach of the program in low connectivity regions, Peru’s Ministry of Education strives to diversify the channel of access to learning materials. According to OECD, the Peruvian government teams up with major private telecommunications companies to produce and broadcast the learning materials on TV and radio, in addition to the internet.

To maximize internet travel to the I Learn at Home webpage, Microsoft and Amazon help design the web page with “web-light” and “mobile-responsive” technologies so that people can access the webpage through smartphones and from areas with slower internet. For parts of the country that lack household electricity access, loudspeakers at community centers broadcast learning materials so kids can hear their teacher giving lectures in their homes.

Through the multi-media platform, the virtual classroom brought children back to an interactive learning environment. Teachers and actors go back and forth on the learning materials with actors asking questions during classes and doing learning activities making it look like a classroom. According to OECD, WhatsApp helps organize teachers and parents into classroom groupings. Teachers distribute homework materials either online or through mailing in print materials. Teachers and families then communicate feedback through those channels.

The Impact of Virtual Education in Peru

The result of Peru’s Ministry of Education’s promotion of virtual education in Peru is significant. OECD has indicated that after a month of the debut of the I Learn at Home initiative, 95% of children reconnected to their education through one channel or another and that another month after that, 82% of the kids expressed happiness about the learning program. According to UNICEF, the innovative joint initiative reached 145,628 children living in hard-to-reach areas. As Peru reopened its schools in March 2022, its precious experience in virtual education showcases how innovation and technology can help education to reach those who are at a material disadvantage.

– Peiyi Yu
Photo: Flickr

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Improving Access To Sex Education in Malaysia

 Sex Education in Malaysia
According to the 2022 United Nations World Economic Situation and Prospects report, Malaysia is listed as an upper-middle-income developing country. However, a large proportion of the country’s population is still struggling with not only absolute poverty but also relative poverty as well as increasing inequalities. Those with low socioeconomic status (SES) have less access to healthcare, which increases their vulnerability to Sexually Transmitted Infections (STIs) and other diseases. Although subjective, factors like income, financial security and educational attainment can determine SES. Economic inequality can impact STI preventative information, infection rates and treatment accessibility. This is where sex education in Malaysia can play an important role in preventing STIs and other reproductive health issues.

The Importance of Sex Education

Between April and May 2022, Durex Malaysia conducted a nationwide Sexual Health and Intimate Wellness Survey online to study Malaysian youths’ knowledge of sexual health. This study surveyed more than 1,000 Malaysians between 18 and 30 years old. The survey found that Malaysian youths are engaging in more sexual relations at 35%. This is an increase from the last 2016 Durex survey which indicated 18.8%. The findings highlighted gaps and misconceptions in their understanding of STIs and women’s reproductive health. The United Nations Population Fund (UNFPA) defines comprehensive sex education as a “rights-based and gender transformative approach” that is taught inside and outside schools. Educators teach it over several years by taking into account age-appropriate information for young people. UNFPA notes that sex education should discuss culture, gender roles, relationships, family life, human rights as well as bodily autonomy and threats such as sexual abuse and discrimination.

Engaging young people in exploratory discussions helps them to understand and develop positive values about their sexual and reproductive health and rights. Organizations like UNFPA work with governments to apply sex education through community training and outreach. It also advocates for policies and investments for internationally standardized programs. In 2018, the agency published “International technical guidance on sexuality education: an evidence-informed approach.” It acts as a tool for curriculum developers to create comprehensive sexual education curricula as UNFPA described. Schools do not have a comprehensive sexual education curriculum in Malaysia.

Sex Education in Malaysia

There was a 2011 study that analyzed schools’ coverage of sex education in Malaysia. Respondents of the study stated that the effectiveness of instruction depended on the teachers themselves. Ninety-five percent of the respondents expressed vague teaching processes regarding sex education. This is due to incomplete coverage of topics or ineffective teaching methods. Sexual education in Malaysia is most commonly delivered through biology and Islamic study classes. These classes cover physical adolescent development, reproductive development and sex in an Islamic context. Most of the criticisms regarding sex education as taught in Malaysia’s schools stemmed from the lack of a comprehensive syllabus. STIs and HIV/AIDS continue to affect many people in Malaysia.

STIs and Efforts to End HIV/AIDS

A Malaysian medical lifestyle application named Cleadoc reported that the top three common STIs in Malaysia are syphilis, gonorrhea and HIV. There were approximately 82,000 adults and children living with HIV in Malaysia as per the statistics provided by the Joint United Nations Programme on HIV/AIDS (UNAIDS). In 2017, UNAIDS set up “90-90-90”, an ambitious treatment target to help end the HIV/AIDS epidemic by 2020. UNAIDS document mentioned achievable targets stating that 90% of people living with HIV would be aware of their HIV status by 2020. Another 90% of patients with a diagnosed HIV infection would have received sustained antiretroviral therapy by 2020. It also stated that 90% of those who were receiving antiretroviral therapy would have their viral load suppressed by 2020.

As reported in the 2021 Global AIDS Monitoring Report that the Ministry of Health Malaysia’s HIV/STI/Hepatitis C Section produced, there were more than 153,000 reported cases of HIV/AIDS in 2020. The cumulative number of deaths related to HIV/AIDS was 45,450. Malaysia’s progress toward the 90-90-90 treatment target was 87-58-85 respectively. However, organizations in Malaysia have been actively advocating to improve access to sex education.

Advocating For Access to Sex Education

UNFPA works with the Federation of Reproductive Health Associations of Malaysia (FRHAM), one of the country’s three main sexual and reproductive health (SRH) program implementation partners. This partnership focuses on hard-to-reach populations with the help of health screenings, tests, contraceptive access services and general sexual/reproductive advisement. The service-based nonprofit, FRHAM is the leading non-governmental organization (NGO) in Malaysia that also advocates for SRH. It promotes access to information and services on sexual and reproductive health and rights (SRHR). FRHAM also conducts workshops, training and exhibitions to engage with specific target groups to help develop knowledge and skills as “peer educators.” Organizations have been teaming up to improve false perceptions of SRH in Malaysia.

Steps to Improve Sex Education in Malaysia

After Durex conducted its first survey, it teamed up with the Women’s Aid Organization (WAO), FRHAM and AISEC Malaysia to help correct the false perceptions regarding SRH among young Malaysians. Alongside Durex, the government launched an awareness and education campaign in 2013 called Choose2Protect. It was the first program of its kind for youths to educate one another. They receive training on issues concerning reproductive health, including the dangers of STIs. They also receive soft skills training that allows them to share knowledge in culturally and religiously sensitive contexts. The program emphasizes the importance of remaining non-discriminatory and non-judgemental.

The results of the 2022 Sexual Health and Intimate Wellness Survey were revealed with a #COMETOGETHER campaign which promoted open conversations on sex amongst the Malaysian public. The goal was to inform the public with accurate information and help them make informed decisions. This occurred through question-and-answer social media posts, workshops at higher-educational institutions and an “A-Z Pleasure Guide” that influencers and health experts developed. Some are taking steps to address the lack of comprehensive sex education in Malaysia. Organizations like UNFPA, FRHAM, WOA, Durex and the government are working together to close the gaps.

– Aishah French
Photo: Flickr

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Education Reforms in Bosnia and Herzegovina

Education Reforms in Bosnia and HerzegovinaThe federation of Bosnia and Herzegovina (BiH) is divided across 10 independent cantons, each run by its own government and legislature. Education is split across 14 different ministries within Bosnia and Herzegovina, leading to an immensely complex, decentralized education system, offering unfocused educational goals and initiatives. As a result, many regions with lower budgets operate with outdated infrastructure. Furthermore, cooperation among local governments is rare which hurts enrollment as well as attendance rates.

Direct impacts of these shortcomings were apparent in 2018 data from the Programme for International Students Assessment (PISA) which showed that 15-year-old students from BiH consistently performed below the average proficiency levels across mathematics, reading and science. Data from the same report revealed that the educational standards and development of 15-year-old students in BiH lag three years behind their peers in other OECD (Organisation of Economic Cooperation and Development) countries.

The Reforms

The disruptions during COVID-19 — half a million students were impacted by school closures — presented an opportunity for proactive measures to address inadequacies in education systems. With U.N. support, education authorities assessed existing institutions and then implemented a recovery program, targeting the most vulnerable and marginalized students via a gender-responsive initiative: Re-imagining Education in Bosnia and Herzegovina. The initiative supports public sector education across three administrative units, Republika Srpska entity, West-Herzegovina Canton and Una-Sana Canton, with the overarching aims of developing digital and blended learning facilities across the country, building a resilient education system that is responsive to emergencies and ensuring educational quality and inclusivity.

The advent of digital and blended learning techniques during the pandemic saw many changes in the way education is received, shedding light on the importance of connectivity. U.N. agencies stressed the significance of this in the education reforms in Bosnia and Herzegovina, conducting assessments of the quality of digital learning across all stages of education, and simultaneously addressing the professional development needs of teachers to ensure they are equipped with the digital competency required to provide quality and inclusive e-learning.

The Re-imagining Education initiative funded an information management system in Una-Sana canton in September 2021, supporting the digitization of the education process in the region.

Of note, the Transforming Education Summit in September 2022 saw more than 1,500 representatives from BiH from both the governmental and non-governmental sectors, discussing the problems and proposed changes. Culminating with a drafted declaration, later accepted by education ministers across BiH, this heralds a country-wide policy of education reform and endorsement. Further collaboration with UNICEF and UNESCO is expected to offer support in developing a viable plan of action to achieve the outlined declaration objectives.

The Effects

Within a year of the Reimagining Education initiative, by March 2022, approximately 25% of schools across the country were provided with digital devices and along with it, about 2,500 teachers received training for digital learning.

The efforts could have spillover benefits to other countries. The end of October 2022 saw a joint meeting between Serbia, Montenegro and BiH under the Quality Education for All initiative, where representatives exchanged ideas on their experiences of the current systems, exploring policy reforms and outcomes. The benefit of such collective discourse is significant, offering each country fresh insights into new ways of managing their education systems.

The education reforms in Bosnia and Herzegovina have attracted interest from the European Union (EU) as well. Following extensive support to BiH, the EU is considering strengthening its ties to support further education reforms in Bosnia and Herzegovina through collaboration with local education officials and the U.N. agencies inside the country. Perhaps further success could pave the way for more expansive reforms within the EU, targeting other member states with a struggling education system as well.

Beyond merely advancing the teaching and learning environments of its various cantons, Bosnia has set a powerful example on an international scale, urging other countries with a struggling education system to follow suit, and those with an established one to not get complacent.

– Bojan Ivancic
Photo: Flickr

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Teacher Shortage in Sudan and its Effect on Poverty

Teacher shortage in Sudan
A teacher shortage in Sudan is occurring. More than 6.9 million children do not attend school because of the country’s “lack of sufficient teachers, infrastructure, and … enabling learning environment[s].” However, many more factors play into this shortage of educators and the plunge in school attendance that has taken place in recent years.

Threats Towards Teacher Employment

Many believe that the teacher shortage in Sudan could be a consequence of the South Sudanese Civil War. In July 2011, South Sudan announced its independent statehood from Sudan, sparking a violent war in 2013 and the implementation of the Revitalized Peace Agreement in September 2018. County education director Malish William pins the lack of teachers on the fact that many of the country’s licensed educators escaped to refugee camps in 2016.

However, another factor playing into the lack of educators is Sudan’s economy, as it has struggled immensely since the beginning of the COVID-19 pandemic. The country has lost more than 3,159 citizens due to the pandemic as of December 2021 and the state of the economy has declined especially regarding its “fiscal health and monetary freedom.” Without the funds to send their children to school, many Sudanese families have opted to remove their children from the education system and instead send them directly to work. Arshad Malik, Country Director of Save the Children in Sudan, states that children without access to adequate schooling will cause “more girls and boys will lose their childhoods to [labor], marriage, and other rights violations.”

Many children in Sudan are already falling victim to these effects. Nine-year-old Zahra Hussein dropped out of school after only finishing second grade in order to help her family stay financially afloat. Hussein stated she was third in her class prior to leaving the school, consistently attending class and proving to be an impressive student.

Uncertainties in Educators’ Salaries

The Sudanese government’s declining economic state also leaves salaries as an uninsured luxury for teachers. Many teachers leave volunteer positions for careers with secure payments, forcing many children to miss important lessons because of the lack of educators. An anonymous teacher in Sudan claimed that many teachers leave the field because of the small salary that they are not promised. She explained that an entire year’s work sometimes does not even reach $100.

UNICEF

It is necessary for young children to attend school, where they are able to learn some of their most valuable lessons. Whether it be learning to read, deciphering shapes or meeting new children, education is vital to young minds.

The United Nations International Children’s Emergency Fund (UNICEF) has chosen to do something about this ongoing problem. UNICEF has supported children and working families in Sudan since 1952. The agency’s Humanitarian Response Plan, proposed in 2021, acknowledges the 13.4 million Sudanese citizens that need assistance and suffer in the country’s current economic state. The plan presents solutions that can help provide for those in poverty.

With the help of the Ministry of Education and the United Nations High Commissioner for Refugees, UNICEF will be working to advance the education system in Sudan and boost school attendance rates for refugee children. It plans to educate more than 1,500 students, encouraging the Sudanese government to rebuild schools and promise salaries for its educators.

– Aspen Oblewski
Photo: Flickr

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Improving Women’s Education In Uganda

Women's Education in Uganda
Gender inequality remains a significant issue in Uganda. The recent COVID-19 pandemic has exacerbated these inequalities, significantly affecting women’s education in Uganda. Even before the pandemic, Uganda saw disparities in male and female literacy rates. According to the World Bank, in 2018, the adult male literacy rate stood at 83% in comparison to 71% among adult females.

Gender Inequality in Uganda

There are about 45.7 million people living in Uganda and 51.71% are female. For the past 20 years, Uganda has committed to a more gender-equal society by promoting women’s empowerment. A series of factors contribute to the marginalization of Ugandan women, including gender norms and lack of skills development and education among females. By improving women’s education in Uganda, organizations can reduce gender inequalities while empowering women and helping them to rise out of poverty.

Education in Uganda

World Bank data indicates that only 54% of primary school-aged girls in Uganda completed primary education in 2017. In 2016, only 57% of females who completed primary school moved on to secondary education. Furthermore, only 25% of females completed lower secondary school in 2017.

Rampant gender inequality in Ugandan society limits the education of girls. Families prioritize the education of boys and girls shoulder the burden of household chores and caretaking, leaving little time for education. Although this issue has lingered for many years, organizations are committed to promoting women’s education in Uganda and advancing women’s rights.

Spreading Sunshine

The Borgen Project spoke with Patricia Stivala, co-founder of an organization called Spreading Sunshine. Patricia and her husband Steve Stivala founded the small organization as a means of bringing light into the lives of disadvantaged people. Part of the organization’s efforts includes supporting the Street Business School in Nakigalala, Uganda. The Street Business School empowers impoverished women by allowing women opportunities to develop their business skills and education so that they can establish small businesses.

Spreading Sunshine donated money to the Street Business School to allow more than 100 women to go through a six-month training program to start their own businesses. Patricia attended the graduation ceremony of these women. From spending time in a large group to enjoying lunch together, she was able to celebrate these women’s successes. She went on to mention the pride and joy these women felt after rising above the societal limitations placed on females.

Other Efforts

Many other efforts are underway to promote girls’ education. The U.N. explains that “Education Plus is an advocacy drive to accelerate actions to prevent HIV and [gender-based violence] with access to secondary school education for girls as a strategic entry point.” Five U.N. agencies are co-leading the Education Plus initiative, working with the leaders of nations across sub-Saharan Africa. The Ugandan government launched the initiative in Uganda in June 2022, showing its commitment to advancing women’s education in Uganda.

In August 2022, the Promoting Equality in African Schools (PEAS) organization launched the #everygirlinschool campaign. Through this campaign, female mentors work to tackle the limitations preventing women’s education in Uganda. By working with the Ugandan government, the organization hopes to strengthen the roles of senior women teachers in the country. An external assessment proves the positive impact senior women teachers have had on the education of young girls. According to statistics, “engaging with senior women teachers increased a girl’s chance of developing reading and writing skills by 264%,” UKFIET says.

The Ugandan Government’s Efforts

Not only is the Ugandan government working with other organizations that strive to promote women’s education and rights but it also launched a new policy of its own in February 2022. The policy encourages previously pregnant girls to return to school to complete their education. As a result, Margaret Babirye (a 17-year-old Ugandan citizen) is able to tend to her baby during her school lunch break. This is an opportunity Babirye never thought she would have prior to the release of this new policy.

In February 2022, the Committee on the Elimination of Discrimination against Women recognized Uganda’s considerable improvements in both women’s education and human rights. Improvements such as “gender-sensitive educational infrastructure” and strategic laws have led to significant progress.

In August 2022, U.N. Women collaborated with Sweden to launch the Promoting Second Chance Education Program for marginalized young women in Uganda. This initiative provides young women with a six-month course in electrical installation. Atemi Salami, a participant in this program, tells the U.N. that the program has allowed her to obtain a job at an electrical store where she earns a living to support her family.

Looking Ahead

Many efforts are underway to promote women’s education in Uganda. With ongoing commitments, organizations and the government can make strides in reducing gender inequality and empowering women.

– Madison Stivala
Photo: Flickr

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Dignity For Children Fights Child Poverty in Malaysia

Child Poverty in MalaysiaMalaysia, a country in Southeast Asia, has a population of over 33 million people with 639,000 households living in absolute poverty. Poverty rates are higher among households with children, creating a child poverty crisis in Malaysia that leaves children in hostile and dangerous situations. In response to child poverty in Malaysia, an NGO in Kuala Lumpur is actively trying to help. Dignity for Children works to educate Malaysian children to help them find a pathway out of poverty in the future.

Effects of Child Poverty in Malaysia

The coronavirus pandemic tripled the number of households living in extreme poverty in Malaysia, worsening the child poverty crisis. Currently, more than 70,000 children live in poor conditions with no access to public school with those living in rural areas being worse off. The impact of child poverty in Malaysia also has the following ripple effects:

  • Higher child marriage rates, with a minimum marriage age of 16 for girls
  • Rising HIV/AIDS rates in child orphans
  • Sexual exploitation in rural areas
  • Higher instances of child labor or trafficking
  • Rising youth employment as the youth employment rate in Malaysia is 12.4%
  • Extreme malnutrition

Dignity For Children

Dignity for Children, founded in 1998, currently educates more than 1,700 children. This is accomplished through the use of quality, hands-on education. The program uses the Montessori or the “follow-the-child” philosophy. This contrasts with the country’s education mandate, which only applies to children between the ages of 6 and 11. The program provides education for children between the ages of 2-18 through a wide range of schools such as vocational institutions, private-learning centers, international schools and religious schools.

Through its transformational enterprises, Dignity creates well-rounded schooling by combining the classroom with real-world experiences. These transformational enterprises consist of five categories: hairdressing, sewing, eateries, art and wellness. Over six months, teenagers develop their skills in the program of their choice as they work alongside experienced professionals. These children not only gain experience in their desired field, but they also learn how to become self-sufficient and run a business. The program equips students so they graduate from secondary school with an array of skills in their arson. This can be beneficial to securing a job in the future.

Moving Forward

Dignity For Children fights child poverty in Malaysia by using hands-on education to break cycles of poverty and prepare children for a prosperous future. The center continues to operate in Sentul Kuala Lumpur and other poverty-stricken schools in South East Asia to create teacher training programs and further their students’ education. As the organization gains more students, Dignity For Children continues to fight for those who can’t fight for themselves.

– Blanly Rodriguez
Photo: Flickr

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Educational Poverty in Italy

Educational Poverty in Italy
People tend to associate educational poverty with less developed nations. Although Italy is a developed country, according to research in 2006, the education level among Italians ranked as one of the lowest among the OECD countries: average Italian adults only attained just over 10 years of education. The situation remains similar after a decade — according to the 2015 Program for International Student Assessment (PISA), Italy’s “attainment rates in upper secondary and tertiary education” did not reach the OECD average. The figures suggest that educational poverty in Italy is a pressing issue because it directly contributes to and accentuates poverty among the population, in particular, among children. Understanding the urgency of tackling educational poverty in Italy, the Italian branch of the international organization Save the Children partnered with an Italian banking group, Credem, to strengthen educational development among disadvantaged children.

Child Poverty and Educational Poverty

Child poverty and educational deficiency have an intricate relationship. In 2021, about 1.3 million children in Italy lived in conditions of absolute poverty, according to the Italian National Institute of Statistics.

The COVID-19 pandemic exacerbated educational poverty in Italy due to a lack of technology to access remote education. According to UNICEF, in a survey of 1,028 families conducted during the lockdown in Italy in June 2020, about 27% of households did not have access to “suitable technology” and about 30% of parents reported a lack of time to “support their children with remote learning” due to work and other responsibilities. Across the world, this inaccessibility and disruptions to education have caused learning losses among children.

Without an education, children are unable to attain the skills and knowledge required to access higher-paying, skilled jobs, meaning cycles of poverty continue.

Credem explains that child poverty severely affects “the educational development of many children and adolescents: it compromises their performances at school, reduces their ability to learn and develop skills, talents and aspirations and deprives them of sources of stimulation.” This impacts both their mental and physical well-being, social abilities and future opportunities.

Save the Children Italia and Credem

In 2014, Save the Children Italia launched a project called “Illuminiano il futuro,” meaning “They light up the future.” In collaboration with Credem, a local bank group that had been in partnership with the organization for more than a decade at the time, the two-part project targeted impoverished children in Italy between the ages of 6 and 16. The two parts consisted of:

  1. An individually personalized program, “Dote Educativa.” This strategy “consists of providing children that live in extreme poverty with personalized educational tools and services according to their age and specific requirements.” This includes financing for the purchase of essential education supplies and resources, funding to cover transport costs and extracurricular activities plus access to computers and the internet. Additionally, children would receive extra education support from volunteers.
  2. A community-regional program, “Punto Luce.” These are centers for socio-educational purposes. With 23 centers in 18 cities in Italy, the volunteer-run centers provide parents and children with essential services. For example, homework support, workshops, technology training, educational sessions for parents and more. Gradually, the centers became a crucial part of the children’s lives, allowing them to discover their interests and potential. In turn, some students who had considered leaving school began to understand the importance of studying and decided to continue their education.

Every country has social issues. In Italy, educational poverty is one. The lack of education among the population also reveals the increasing child poverty in the country. In fact, the two have an inseparable relationship. Understanding that children are the future of Italy, Save the Children Italia and Credem worked together to tackle the issue. By setting up socio-educational centers across Italy, Save the Children and Credem encouraged children to believe in themselves and their futures.

– Mimosa Ngai
Photo: Flickr

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Education in Norway and Poverty Reduction

Education in NorwayAccording to the World Bank, Norway’s poverty rate stood at approximately 13% in 2019 and, in 2021, the unemployment rate stood at just 4%. Norway has made commitments to reducing poverty by prioritizing education in the nation. Education in Norway is also key to maintaining high employment rates. In 2018, Norway spent 7.6% of its GDP on education, exceeding the recommended allocation of 4-6%.

More About Education in Norway

Education in Norway is state-supported and even college is cost-free. Students in Norway generally go through three levels of education before the college level:

  1. Elementary school (ages 6-13)
  2. Lower secondary school (ages 13-16)
  3. Upper secondary school or “high school” (ages 16-19)

Attending primary and lower secondary school is compulsory in Norway and high school is “a statutory right.” There is no upper age limit to entering high school, but most students start at age 16. According to statistics from 2019, about 80% of Norwegians have completed upper secondary education, which is higher than the Organization for Economic Cooperation and Development (OECD) average.

Different Types of Learning for Different People

There are several options for education in Norway, depending on one’s background and needs. Below are some of these options:

  • Adult learning. Adults ages 25 and older have the right to finish upper secondary school and/or vocational training as well as the right to have an education program custom-fit to their needs. Additionally, “for newly arrived immigrants,” the state provides classes in social studies and the Norwegian language. According to the OECD in 2004, Norway had one of the highest vocational training participation rates among European countries.
  • Folk schools. Norway also has the option of folk schools. Folk schools are for learners who want to focus on a specific subject and put their learning into practice. There are no tests or curricula and teachers do not give grades. Students are eligible to attend these schools after finishing high school. However, for folk schools, students have to pay room and board and purchase any required learning supplies.
  • The Qualification Program. The Qualification Program, a two-year program introduced in 2007 that is still active today, helps build vocational skills for people who are “at risk of prolonged unemployment.” By working with a counselor, the program is personalized for the individual’s needs. Participants may also receive benefits, financial aid, holiday entitlements and childcare assistance.

The more educated a population is, the less likely they are to experience poverty. When personalized approaches to education are available, learners can focus their studies on what is most important for them and advance their natural skills and abilities, thereby improving employability.

Diversity

The systems of education in Norway are diverse. In fact, the country has some of the most socio-economically diverse schools in the world. Norway is also doing well with regard to closing the gender gap, ensuring equitable access to education and creating a diverse workforce. In 2017, the World Economic Forum ranked Norway as the most inclusive advanced economy in the world.

To further explain how education in Norway reduces class barriers, The Borgen Project interviewed Ingunn Jakobsen, a veteran senior high school teacher of English and Norwegian with 40 years of experience. Jakobsen states that every year, secondary schools evaluate their progress in terms of providing equal opportunities to all socioeconomic groups. She explains that these schools then “apply statistics where each school is measured in its contribution to [raising] pupils from lower income groups to a high-performing group of pupils.”

Regardless of what country workers live in, Indeed states that having a diverse workforce means a wider recruitment pool, better decision-making in the workplace, improved employee satisfaction and expanded profits.

Impact on Poverty Reduction

When education is made accessible to poor populations, it breaks the cycle of generational poverty by opening doors to greater employment opportunities. Additionally, learning skills such as reading, writing and math significantly increase marginalized groups’ incomes and strengthen the economy.

– Ava Ronning
Photo: Unsplash

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The Milaan Foundation Educates and Empowers Girls in India

The Milaan Foundation
According to the World Bank, the latest official estimates from 2011 indicated that almost 22% of India’s population lived below the national poverty line. The demographic most vulnerable to poverty is the 120 million adolescent girls in India who are more likely to discontinue their education at a young age and face child marriages. The Milaan Foundation in India recognizes these hardships and helps young girls secure their futures in education and outside of child marriages.

Issues Young Indian Girls Face

Women suffer discrimination and gender-based violence at notable rates in India. According to the National Crime Records Bureau of India, “every hour, at least two women are sexually assaulted and every six hours, a young married woman is beaten to death, burnt or driven to suicide.”

The results of this discrimination have led to deteriorating mental health, high poverty rates and isolation. These gender-based issues start at a young age and are costly for a young girl’s education. According to UNICEF, about 43% of Indian girls have discontinued their secondary education early due to an array of reasons, with child marriage having a significant influence.

India has a significant number of child brides, with about 1.5 million Indian girls committing to marry before the age of 18. Of these girls, 7% are under the age of 15. These child brides lack the maturity and development to handle marital duties, yet their parents see no alternatives, often because marrying off daughters eases the economic burden on the family.

While child marriages appear to be the route toward security and stability, many girls end up enduring early pregnancies. Nearly 14% of adolescent Indian girls in both rural and urban areas have begun childbearing. These pregnant girls’ lives and health are at risk because young mothers are more susceptible to maternal mortality and complications during childbirth.

The Milaan Foundation in India

The Milaan Foundation in India originated in 2007 to aid impoverished girls between the ages of 12-18 regardless of religion, color or caste system. The organization prides itself on having a diverse team with 60% of its board members and 90% of its team members being women from all walks of life.

Partnering with more than 40 organizations and donors, the organization focuses on four goals: continuation of secondary education for girls, prevention of child marriages, prevention of gender-based violence and adolescent health. Overall, the Foundation has impacted more than 40,000 adolescents in four different Indian states.

The Milaan Foundation and Education

The Milaan Foundation consistently encourages girls to continue their secondary education through its Swarachna School. The school is purposely placed in the Sitapur district as 84% of the district’s population lives in poverty. The school currently educates 350 children, all with a passing rate of 100% in 12th-grade board examination classes. The 12th-grade board examinations, also known as the SSC, are crucial for students in India looking to reach higher education and apply to universities.

The Milaan Foundation’s Girl Icon Program

The largest program funded by the Milaan Foundation is its Girl Icon Program. Founded in 2015, the Girl Icon Program is a girl-led leadership program that encourages Indian girls to speak out, spread awareness of gender-based issues, diversify their skillsets and become independent. Indian girls who pass through the program are called Girl Icons with duties to inspire and evoke change.

For example, Kushboo Rasheed, a 2015 Girl Icon, went out into her neighborhood and coaxed parents who doubted the value of education to send their children to school. In the end, she recruited 20 kids to attend school and also tutored these children in her spare time to ensure that they did not fall behind. Rasheed shows the program’s domino effect: Girl Icons learn, they thrive, then, they recruit more Girl Icons who do the same.

So far, the program has implemented 953 social action projects and impacted more than 10,000 adolescent girls, 375 of whom have become Girl Icons. In 2021, all of the Girl Icons continued their secondary education and 80% looked to pursue higher education. As a result, 95% of girls delayed early marriage due to educational ambitions.

The Milaan Foundation and the Pandemic

Due to the coronavirus pandemic, 10 million Indian girls dropped out of secondary school. Despite the pandemic, The Milaan Foundation in India continued its Girl Icon Program, moving its classroom online from January 2021 to March 2021. The Girl Icon Program Virtual Leadership Training proved to be a great success as it reached 5,000 adolescent girls and awarded 201 education scholarships to its girl leaders to support their upcoming projects.

Outside of the Girl Icon Program, the Milaan Foundation has also provided medical resources across India. As the second deadly wave of the pandemic hit India in January 2021, the Milaan Foundation delivered more than 26,000 medicine kits and 39,000 medical consumables to those in need.

Future Visions

By 2030, the Milaan Foundation hopes to impact more than 10 million Indian girls and raise a new generation of girl leaders who leave the world better than they found it. The Foundation also plans on continuing to recruit more children for its Swarachna School and aims to host another Girl Icon Leadership Summit in late 2022.

– Blanly Rodriguez
Photo: Flickr

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Rebuilding Education in Myanmar

Education in MyanmarWith the junta taking control of schools, education in Myanmar is one sector that suffers greatly, particularly in rural areas where the military crackdown is the most violent. However, teachers and parents in these areas have found ways to keep their kids educated while still standing against military rule.

Military Rule

In February 2021, Myanmar’s Tatmadaw staged a coup and declared military rule, and claimed that the National League for Democracy’s (NLD) win in the November 2020 general election was illegitimate. The civil war and rife with humanitarian crises are still a part of everyday life in Myanmar. As of September 2022, over 2,000 civilians have been killed and more than 15,000 have been arrested. Adding on to the crisis, the kyat is also at an all-time low. Numerous workers and public servants have opposed junta rule through strikes and boycotts under the Civil Disobedience Movement (CDM). This has taken a toll on the availability of resources and public services across the country, but much of Myanmar’s population perseveres through this toilsome protest for the sake of democracy.

Threats to Education

In 2020, the government canceled schools and universities for a year due to the pandemic. Upon reopening last June, only 10% of students enrolled again, as many took part in the movement against a “military slave education.” The education ministry of the exiled National Unity Government supported the movement. On April 26, the group encouraged education staff not to return to university or school until the junta has been ousted.

In March 2022, the Myanmar Teacher’s Federation estimated that three-quarters of education ministry staff were participating in the CDM. Many have gone into hiding for fear of arrest – the junta has killed at least three teachers and five students.  Direct danger has also deterred parents from sending their children to school, with Save the Children stating that there have been at least 260 attacks on schools between May 2021 and April 2022.

More recently, a junta attack on a Township school in the Sagaing Region left 11 children dead and many others injured. The U.N. Secretary-General condemned this attack, stating: “even in times of armed conflict, schools must remain areas in which children are granted protection and a safe place to learn.”

COVID-19 closures followed by CDM strikes have effectively taken two years off children’s school lives. Although the military regime persists, communities are persistent in not canceling a third year of education in Myanmar by establishing new school systems outside the Tatdmadaw administration.

Efforts to Keep Kids in School

Myanmar’s eastern Karenni State has seen 170,000 people internally displaced, with the military combating resistance forces through airstrikes and artillery fire, according to The New Humanitarian. Amidst the violence, the Karenni Education Department is running 129 schools under an ethnic revolutionary organization and is currently educating more than 12,000 students. Despite a lack of funding and resources, the schools continue to persist in former government schools and churches. Volunteer teachers typically run the schools and and furnish them with tables and chairs made of bamboo. In areas without buildings, some schools even make do outdoors.

Similar scenes are unfolding in the northwestern Sagaing region, where the junta burned villages and killed civilians, but these schools stay open under the National Unity Government. A teacher at one of the 148 schools running in the Kani township claims that military attacks lead to teachers and students often having to hide in forests for days at a time. He says, “While we are fleeing, we cannot teach formally; we can only teach stories and poems to younger children,” The New Humanitarian reports.

With the Tatmadaw holding its power tight, Myanmar’s journey back to democracy will be arduous and bloody. However, citizens refuse to give up their fight and refuse to sacrifice children’s school lives along the way. This is exemplified by the actions of rural communities that are finding ways to protect education in Myanmar amidst mass boycotts and civil war.

– Imogen Scott
Photo: Flickr