Archive for category: Education

Information and stories on education.

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Testing and Poverty: The Role of High-Stakes Exams

testing and povertyDoing away with certain high-stakes exams could help alleviate poverty. The pandemic has forced many to consider alternatives to what was the status quo, including high-stakes exams used in education systems around the world. These popular exams have roots as far back as the selection of civil servants in ancient China. During the past two centuries, the number of educational systems that make use of high-stakes testing has grown. Exams may be useful as a means of helping students, parents and educators understand how the student is doing. However, they become high-stakes when decisions regarding admissions and advancement rely on exam results. Eliminating high-stakes exams could reduce both testing and poverty.

The Positive and Negative Consequences of Testing

Research has shown that there are positive and negative impacts of high-stakes testing. The benefits of high-stakes examinations include concrete educational standards and assistance for students who perform poorly. On the other hand, disadvantages include a narrowed curriculum, cheating and policies that disproportionately impact minority students.

According to the World Bank’s Public “Examinations Examined,” “[It] is difficult to make the case that examinations, whatever the motivation in their introduction, played a major role in the promotion of equity.” With an emphasis on testing and poverty in contemporary education, understanding how high-stakes exams reflect inequity may help educators better assist disadvantaged students.

Testing and Poverty

High-stakes testing puts pressure not just on students, but also on parents, educators, schools and  governments. These pressures affect those with low socioeconomic status the most. Students from low-income families often face cognitive, emotional and social developmental deficits induced by poverty and stunting. The effects of poverty and stunting turn into a 19.8% deficit in adult annual income.

Low-income families also often lack the financial resources to pay for their student’s academic success with tutors, textbooks and materials. Moreover, educators and schools may focus their efforts on more advantaged students. Studies in Zambia, for example, reveal that advantaged students tend to do better than poor students.

Furthermore, public spending on education is higher in wealthier communities. One reason may be because the government rewards schools that perform better in high-stakes exams with additional funding. Many of these schools, comprised of students from high socioeconomic statuses, tend to have more resources than their low-income counterparts.

This lack of spending directly connects testing and poverty, as using testing to measure success gives fewer resources to underprivileged students. A report by the International Commission on Financing Global Education Opportunity reports that 330 million students are in school but are not learning the basics. This may be connected to poor quality teaching or poor resources, which can result from measuring success with tests. Ultimately, being poor has become closely connected to poorer exam performance. Indeed, “Large scale assessments in exam subjects and grades routinely show a steep ‘social gradient’ in performance,” according to the Center for Global Development.

Doing Away with High-Stakes Exams

Education is central to reducing poverty. For example, individual income increases by 8% for every year that one goes to school. More specifically, having a secondary education in Tanzania decreases by 60% the chance that a working adult will be poor.

Recognizing the benefits of education and the consequences of testing and poverty, schools could eliminate some high-stakes exams. Countries such as Kenya and Singapore, as well as most Caribbean countries, use tests to determine a student’s placement in secondary schools. Yet those who made it into secondary schools in Kenya obtained employment benefits, decreasing low-skill self-employment, compared to those who did not. According to the IMF,  “increasing [the] average years of schooling and [the] reducing [of] inequality of schooling” can significantly reduce economic inequality.

If primary and secondary education were universal, extreme poverty could lessen by half. To make this happen, developing countries dealing with the pandemic should consider doing away with certain high-stakes exams. This will allow poorer students to contribute to human capital.

The Good News

While it took 40 years for American girls’ enrollments in education to increase from 57% to 88%, it took Morocco 11 years. Yet, in 2013 there was a disparity in the net enrollment rate in lower secondary education. Though 79% for boys in urban areas were enrolled, the rate was only 26% for girls in rural areas.

Since 2007, Education for All (EFA) has provided girls in Morocco’s rural communities of the High Atlas mountains the opportunity of secondary education. The organization’s provision includes nutritious meals, hot showers, beds and access to computers. EFA has at least 50 girls who are enrolled at university.

While this work is laudable, governments may be able to provide similar results by doing away with high-stakes testing. When exams act as a gatekeeper to advanced education, they reproduce cycles of poverty. All students must have access to equal education in order to escape from poverty.

–  Kylar Cade
Photo: Flickr

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The Akshar School: Plastic Waste for Quality Education in India

Akshar SchoolEducation is one of the most important catalysts for the alleviation of poverty. It equips individuals with valuable knowledge, skills, talents, resources and networks. Although education plays a remarkable role in dictating the future of an individual, not everyone has equal access to education. The Akshar School, also known as the Akshar Forum, strives to combat unequal access to education in India by providing all students with an equal opportunity to attend school.

Education in India

India is home to the second-largest number of impoverished people in the world. However, its large and increasing population of youth presents an opportunity for economic development for the entire Indian population. In India, children must attend school from the ages of six to 14 years old. Although India’s education system includes government-funded public schools, many parents prefer to send their children to private schools.

During the 2010-2011 and 2014-2015 academic years, enrollment in India’s public schools decreased by 11.1 million. At the same time, enrollment in India’s private schools increased by 16 million. Private schools that charge low fees have seen an especially large increase in enrollment, particularly from low-income families. This is largely because most Indian private schools offer English as a core feature of their curriculum, unlike India’s public schools.

This increase in enrollment in private schools also reflects the poor quality of India’s public school system. Low-income families prefer to pay tuition in order to send their children to schools where they will receive a quality education, hoping that this education will allow them to escape poverty.

The Akshar School

The Akshar School, a private school located in Assam, India, is revolutionizing the Indian education system. It allows students from low-income families to receive a quality education in exchange for plastic waste.

Wife and husband Parmita Sarma and Mazin Mukhtar founded the school in 2016. They were tired of smelling burnt plastic and toxic waste in their classrooms, produced by families living nearby their school trying to eliminate waste. The couple then decided to ask the students at their school to pay their tuition in the form of plastic waste. Tuition for the school is equivalent to 25 pieces of plastic waste collected from a student’s community.

The school then recycles the collected waste into new items, like eco-bricks, at its recycling center. The center offers paid jobs to older teenagers attending the school hoping to also earn an income. Many of these teenagers come from low-income families that depend on their children for an additional source of income, though it is illegal in India for children under the age of 14 to work. In this sense, the Akshar School ensures that older children are able to stay in school and also earn an income for their families.

The students at the school have performed exceptionally well, especially during the most recent year academic year. In addition to affordable tuition, the Akshar School employs older teenagers as coaches for younger children, providing younger children with individualized help that their regular class teachers may not always be able to offer. This program also enables teenagers to gain a source of income, leadership skills and the opportunity to strengthen their own academic skills.

The Akshar Foundation: Expanding Its Reach

Sarma and Mukhtar’s nonprofit organization, the Akshar Foundation, aims to open up 100 schools similar to the Akshar School. Given that attendance at the Akshar School has risen by 500%, they plan to follow the same model for new schools. In addition, the Akshar Foundation intends to offer opportunities for technology-based learning, vocational training, environmental conservation, community leadership and involvement and entrepreneurship. It also plans to offer an its own fellowship for all students in the new schools.

The Akshar Foundation’s educational model attempts to combat the cycle of intergenerational poverty that many Indian families face. By providing all children with an equal opportunity to attain a quality education, the Akshar Foundation presents a model that the Indian government itself should consider adopting and implementing. Given its population and notable economic progress, India has the potential to alleviate much of its existing poverty in the upcoming years. However, India must recognize that education is one of the most important components in ensuring economic stability, progress and overall wellbeing.

– Stacy Moses
Photo: Flickr

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The Beirut Explosion’s Effect on Education Systems

effect on educationFor years, Lebanon has been a great place to go to school. In math and science education, the country of Lebanon ranks fourth in the world, according to the World Economic Forum. The explosion that occurred on August 4th, 2020, however, destroyed about 120 public and private schools in Beirut. The obstruction of schools will inevitably result in the obstruction of the Lebanese right to education and upwards movement in society. This article analyzes the blast’s effect on education, and how a lack of education resources in Beirut may lead to further concerns of poverty.

The Explosion

A lethal blast occurred at the Port of Beirut in Lebanon in early August. The explosion killed at least 200 people, according to the BBC, and injured around 5,000. It began as what seemed to be a warehouse fire, but it soon evolved into a catastrophic, supersonic blast that penetrated a large portion of the city. Before the explosion, Lebanon was already in an economic crisis. Nearly half of the population (45%) lives under the poverty line; the explosion has only worsened this number. Beirut’s governor stated that the financial damage to the city is $10-15 billion. The tragedy’s effect on education is a pervasive concern.

How Schools Are Impacted

Beirut was the education, publishing, and cultural capital of Lebanon, as asserted by Al-Fanar Media. With its well-known universities, Beirut was a place for locals and tourists alike to admire. The destruction to the city, though, is causing a major halt to the flourishing academic hub. The damages done to these universities amount to millions of dollars, according to the media advisor at the Lebanese Ministry of Education and Higher Education, Albert Chamoun.

Lebanon’s only public university, Lebanese University, has seen the worst damage out of all of Beirut’s universities. Given the financial status of Lebanon before the blast, the tragedy has only worsened the state of the university. Permanent closures may cost faculty their jobs, thus threatening them with potential poverty. Moreover, Collège du Sacré Coeur-Frères, or the Sacred Hear-Brothers College, founded in 1894, is another school affected by the blast. Considering that the school had 1,300 students enrolled, the destruction of the building hinders students’ ability to go back to school anytime soon, leaving them at home. The effects on education extend to faculty, students, and students’ families.

Future Poverty

In a country already riddled with poverty, “Lack of access to education is a major predictor of passing poverty from one generation to the next”. Schools and universities, like Lebanese University, are oftentimes young people’s only hope in moving up socioeconomically. Attaining literacy and numeracy skills greatly aids a young person’s ability to get a job in the future. Coupling this with the COVID-19 pandemic, online-learning is also not accessible for all students; many depend on in-person teaching simply because they do not have access to technology nor the internet while at home. The blast only furthered this technology gap, resulting in worse poverty for those involved in the tragic event.

According to Governer Marwan Abboud, about 300,000 people are currently without a home in Beirut. Without the reconstruction of schools, Lebanese children and young people face the lifelong threat of remaining in poverty. Therefore, the blast’s lasting effect on education directly relates to its’ effect on poverty levels in Lebanon.

Taking Action

The tragedy that occurred in Beirut is one that will permeate throughout the country for years to come. The effect on education is just one consequence of the deadly blast. Luckily, there are fundraisers and other efforts in place to help those affected by the Beirut blast, many of which involve education. Linked here is a GoFundMe to raise money for computers for students at Sacred Heart-Brothers College that do not have access to technology at home. In addition, UNICEF is helping reconstruct the damaged buildings in Beirut and aid Lebanese people across the country. They have delivered close to 20 shipments of PPE, nutrition supplies, and other hygiene necessities. They have also provided psycho-social first aid to children affected, along with caregivers that offer health referrals and counseling.

The Director-General of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) has proposed a fundraising appeal called Li Beirut, or “For Beirut.” The purpose of this fundraising is to reconstruct schools and museums that were affected by the blast. This proposal has the potential to help many children and adolescence retain their right to education and to move up in their economic class.

– Anna Hoban
Photo: Pixabay

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GivePower: Solar Technology Alleviating Poverty Worldwide

Solar Technology Alleviating PovertyGivePower, founded in 2013 by Hayes Barnard, is a nonprofit organization whose aim is to use solar technology in alleviating poverty worldwide. The United Nations reports that, as of 2019, “over two billion people live in countries experiencing high water stress, and about four billion people experience severe water scarcity during at least one month of the year.” These water-related stress levels are expected to rise with increased population growth and global economic development. Ultimately, yielding a rise in poverty.

Solar Technology: A Solution to Poverty

Solar technology presents a solution to this growing, global, water crisis. This is because solar technology holds the power to supply clean water and efficient energy systems to communities located in virtually any part of the world. Since 2013, GivePower has worked to help some of the world’s poorest countries gain access to a source of clean, renewable and resilient energy. This has in turn allowed for more readily available, clean drinking water, agricultural production and self-sustaining communities. For example, in 2018 alone, GivePower granted access to clean water, electricity and food to more than 30,000 people in five countries. Since its founding, GivePower has completed projects in the following six countries:

  1. Nicaragua: Though education through the primary stages is mandatory for Nicaraguans, school enrollment numbers are low. During its first-ever, solar microgrid installation in 2014, GivePower, recognized the importance of education. In this vein, GivePower shifted its resources toward powering a school in El Islote, Nicaragua. The school’s enrollment has improved tremendously, now offering classes and resources for both children and adults.
  2. Nepal: In Nepal, access to electricity has increased by nearly 10% for the entire Nepalese population, since GivePower began installing solar microgrids in 2015. Installation occurred throughout various parts of the country. Rural villages now have access to electricity — allowing schools, businesses, healthcare services, agricultural production and other forms of technology to prosper. Part of GivePower’s work in Nepal includes installing a 6kW microgrid on a medical clinic in a rural community, ensuring essential services.
  3. Democratic Republic of Congo (DRC): During 2016, the GivePower team reached the DRC, where civil war has ended in a struggle for both people and the country’s wildlife. The DRC is home to many of the world’s endangered species, making protection of the country’s wildlife essential. GivePower has successfully installed solar panels for ranger stations in one of Africa’s oldest national parks. In this way, wildlife thrives. This power provides a means for rangers to meet their basic needs and increases the likelihood that rangers can protect wildlife.
  4. Puerto Rico: In 2017, Hurricane Maria, a powerful category four hurricane, devastated Puerto Rico. The disaster left many without shelter, food, power or clean water for months. GivePower intervened, installing solar microgrids and reaching more than 23,000 people. The organization provided individual water purification systems to families without access to clean drinking water and installed solar microgrids. In this effort, the main goals were to restore and encourage more disaster relief, emergency and medical services. Furthermore, the refrigeration of food and medication and the continuation of educational services were paramount in these efforts.
  5. Kenya: Typically, only about 41% of Kenyans have access to clean water for fulfilling basic human needs. Notably, about 9.4 million Kenyans drink directly from contaminated surface water. During 2018, using solar technology in alleviating poverty, GivePower provided electricity to Kenyans living in Kiunga. Moreover, GivePower also increased access to clean water through a large-scale, microgrid water desalination farm. The water farm provides clean water for about 35,000 Kenyans, daily. The organization has also reached the Namunyak Wildlife Conservatory located in Samburu, Kenya. There, GivePower installed solar panels to ensure refrigeration and communications at the conservatory.
  6. Colombia: In 2019, GivePower installed solar microgrids in Colombia to preserve one of the country’s most famous cultural heritage sites. Moreover, the microgrids helped to support research conducted in the area. The grids installed have been able to sustain a 100-acre research field and cold storage units.

Solar Technology Alleviating Poverty: Today and Tomorrow

Renewable, clean and resilient energy has granted many populations the ability to innovate. In this way, other basic, yet vital human needs are met. Using solar technology alone in alleviating poverty has been enough to create water farms that provide clean water to thousands. With water and energy for innovation — agricultural production flourishes. This, in turn, addresses hunger issues while also working toward economic development. Having already touched the lives of more than 400,000 people, GivePower and solar technology present a promising solution in alleviating global poverty.

– Stacy Moses
Photo: Flickr

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Schooling During COVID-19 in Impoverished Countries

Schooling During COVID-19As COVID-19 started spreading, schools around the world shut down. For countries with already poor schooling systems and low literacy rates, the pandemic created even more challenges. The world’s most illiterate countries are South Sudan with a 73% illiteracy rate, Afghanistan with a 71.9% illiteracy rate, Burkina Faso with a 71.3% illiteracy rate and Niger with a 71.3% illiteracy rate. Schooling during COVID-19 has only increased the struggles these countries face as they try to promote literacy.

Literacy is an important aspect of reducing world poverty, as countries with the lowest levels of literacy are also the poorest. This is because poverty often forces children to drop out of school in order to support their families. Since those children did not get an education, they will not be able to get a high-paying job, which requires literacy. Thus, a lack of education keeps people in poverty. If countries with low literacy rates make schooling harder to access due to COVID-19, the illiteracy rate will increase, and the cycle will continue. Below are the ways that the four least literate countries are continuing schooling during COVID-19.

South Sudan

After almost a decade of fighting due to the South Sudanese Civil War, literacy rates are already low in South Sudan, as the war inhibited access to education. The government-imposed curfew in response to COVID-19 forced children to stay home. This especially challenges girls, whose families expect them to pick up housework at home due to gender norms. The government provided school over the radio or television as a virtual alternative to schooling during COVID-19. However, impoverished children who lack access to electricity, television and radio have no other option. This lack of access to education for poor Sudanese children will further decrease literacy rates. As a result, children may be at risk of early marriage, pregnancy or entrance into the workforce.

Afghanistan

In Afghanistan, there was already a war going on when the COVID-19 pandemic struck, creating a barrier to education. In 2019 alone, 200,000 students stopped attending school. COVID-19 has the potential to make this problem worse. Importantly, Afghanistan’s schooling crisis affects girls the most; by upper school, only 36% of students are girls. Further, 35% of Afghan girls are forced into child marriages, and not being in school makes them three times as likely to be married under 18. If they do not finish school, there is a high chance they will never become literate.

COVID-19 may exacerbate girls’ lack of access to school. When schools shut down, the schooling system in Afghanistan moved online in order to continue schooling during COVID-19. But only 14% of Afghans have access to the internet due to poverty. Since many parents are not literate, they cannot help their children with school. School shutdowns may also decrease future school attendance, especially for girls. As such, COVID-19 will perpetuate illiteracy in Afghanistan, with many children missing out on school due to poverty.

Burkina Faso

In Burkina Faso, school shutdowns have put children at risk of violence. Jihadist violence, tied to Islamic militants, has increased in the country. Violence forces children out of school, with many receiving threats, thus decreasing the literacy rate. Though school was a safe space for children, COVID-19 is making this situation worse.

As an alternative for schooling during COVID-19, Burkina Faso has broadcasted lessons on the radio and TV. However, many students do not have access to these technologies. Even if they do, staying at home does not protect them from violence, which could prevent them from going to school. In Burkina Faso, many children also travel to big cities to go to school. But without their parents being able to help them economically, many are now forced to get jobs, entering the workforce early. This lowers the number of children in school as well as the country’s literacy rate.

Niger

In Niger, 1.2 million children lost access to schooling during COVID-19, lacking even a television or radio alternative. Schools have since reopened, but children still feel the impacts of this shutdown. Before COVID-19, at the start of 2020, more than two million children were not in school due to financial insecurity, early marriage or entrance into the workforce. COVID-19 forced many children to give up schooling forever, as they had to marry or begin work and fell behind in school. As a result, this lowered the country’s literacy rate.

Improving Literacy Rates During COVID-19

While COVID-19 did prevent many children from accessing the education they need, many organizations are working to help them meet this challenge. One of these organizations is Save the Children. It is dedicated to creating reliable distance learning for displaced students, support for students and a safe environment for students to learn.

COVID-19 has left many students without access to education, jeopardizing the future for many. In the countries with the highest illiteracy rates, a lower percentage of children with access to education means a lower percentage of the population that will be literate. Improving literacy rates is key reducing poverty, as it allows people to work in specialized jobs that require a higher education, which then leads to higher salaries. If literacy rates drop, poverty will only continue to increase. This makes the work of organizations like Save the Children crucial during the ongoing pandemic.

– Seona Maskara
Photo: Flickr

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Innovative Solutions for Period Poverty in Uganda

 

Period Poverty in Uganda
Uganda’s Ministry of Education reported that, as of 2019, nearly one in every four Ugandan girls between ages 12 to 18 will drop out of school once they begin menstruating. For those who do attend school, girls’ absence rates triple from 7% to 28% during their periods. Dropping out of school decreases their likelihood of escaping the cycle of poverty and increases their chances of early marriage and motherhood. Like many other international leaders, the Ugandan minister of higher education, John Chrysostom Muyingo, stresses the importance of girls’ school attendance, adding that this must include proper menstrual health practices. He articulates that period poverty in Uganda seriously jeopardizes Uganda’s likelihood of reaching many of the UN Sustainable Development Goals (SDGs), especially those which concern gender equality, education and health care.

Understanding Period Poverty in Uganda

The definition of period poverty is inadequate access to menstrual health care and sanitation, as well as the stigma and shame surrounding menstruation that prevents menstruating women from fully participating in society. Poverty, education and a lack of waste and sanitation management exacerbate the global problem of period poverty.

In 2015, the Ugandan government rolled out an initiative to work alongside NGOs and schools to improve access to menstrual care. However, reports indicate that Uganda’s school system has failed to improve these rates. Poor washing and hygiene facilities that make product removal and privacy difficult, as well as the embezzlement of funding for pads and sanitation infrastructure improvements, have hampered the initiative’s success. A profound stigma surrounding menstruation also exists as people often perceive it as dirty and a private matter. This makes educating girls and boys on the matter difficult without proper funding and insistence. Additionally, despite a 2017 tax removal on sanitation products, they still cost around $2 USD per package, unaffordable for those living in poverty.

Developing Sustainable Solutions

Fortunately, several organizations are working tirelessly to combat period poverty in Uganda. The Red Cross and AFRIpads, a local manufacturer, have partnered with the Ugandan government for the Keep a Girl in School Initiative to provide girls with sanitation products and educational services. AFRIpads’ reusable pads help tackle the problems of waste and affordability. The Binance Charity Foundation uses cryptocurrency donations to directly reach women in need to circumvent corruption within the school systems. To date, the organization has helped over 1,400 girls in Uganda pay for sanitation pads.

PLAN International has worked with schools in Torono, Uganda by adding doors to toilets for privacy and creating “menstrual hygiene management clubs.” Both girls and boys between the ages of 11 to 18 learn about periods and make reusable products for the girls to take home. The clubs use songs and other fun activities to create a positive culture surrounding menstruation, using roleplay to combat social norms. Educators have been highly supportive of this initiative and noticed a change in boys’ attitudes and support and girls’ attendance.

Men Making an Impact

This is not the only initiative that has stressed the role of men in creating supportive environments for girls’ health. One church in Mulatsi, Uganda, realized that period poverty was the biggest problem the community reported. One father, Milton, became motivated to improve the situation for his daughters but noted the high cost of pads. With a church organization, he and his community work to educate and make reusable pads, which cost only $1.50 USD and last an entire year. Other men judged Milton for his involvement in this but Milton has insisted that fathers must involve themselves in reducing period poverty in Uganda for their daughters’ sake. The project’s success inspired more churches to join the movement, which has educated 4,800 boys and girls about periods and proper feminine care.

The Ganda Boys are another male group supporting the cause. This group, made up of male musicians, has helped over 2,000 girls gain access to menstrual products using donations they received from their performances. After moving to the U.K., the men give back by working in refugee camps to improve menstrual hygiene education.

Period poverty in Uganda is far from being solved, and it presents a threat to Uganda’s SDGs. Yet, it has presented several opportunities for innovative solutions that can be learned from. While funding for supplies and sanitation improvements may come from all over the world, local communities are working to untangle deep-rooted stigmas. The inclusion of men and boys in educating about women’s and sexual health has contributed to the success of these projects. With continued government and INGO support, period poverty in Uganda can reduce, and more girls can continue their education.

– Elizabeth Stankovits
Photo: Flickr

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Education for Syrian Refugee Children in Jordan, Turkey and Lebanon

Education for Syrian Refugee Children in Jordan, Turkey and LebanonOver 2.5 million children have been displaced by the ongoing refugee crisis in Syria. About 1.5 million children live in the neighboring counties of Turkey, Jordan and Lebanon. These children have experienced fear, terror, poverty, hunger and uncertainty. Once settled in their new homes, over half still do not have access to the formal education they need. A high cost for tuition and materials, lack of transportation to the school and a language barrier all prevent these children from receiving the education they deserve. Universal education for Syrian refugee children has become a daunting and essential task for Turkey, Jordan and Lebanon.

The governments of these three nations and other organizations such as the United Nations High Commissioner for Refugees (UNHCR) and the Human Rights Watch are working to ensure that each of these 1.5 million children receives the education they deserve. Here are some of the steps providing education for Syrian refugee children in Turkey, Jordan and Lebanon.

Educating Syrian Children in Turkey

The 2016-2017 academic year was the first year in Turkey in which more Syrian children were in school than out of it. Roughly 490,000 children or 60% of the population received some form of formal education. Upon arrival in Turkey, these children attend a UNICEF-supported program called the TEC (formally Temporary Education Center, now the Transitional Education Center). These centers exist both inside and outside the refugee camps. In addition, it educates 64% of Syrian children in school in Turkey and offers courses in their native language. Sometimes the courses are at low or no cost to the families.

The Turkish Ministry on National Education (MoNE) is slowly integrating children who attend TECs into Turkish state schools. The issue of language barriers continues to be addressed and MoNE plans to fully assimilate Syrian children into Turkish schools by the end of 2020. This is a goal that was established prior to the COVID-19 pandemic.

Educating Syrian Children in Jordan

Jordan has made great strides in recent years, with only 10% of Syrian children not receiving primary school education. The government and other organizations such as Program Aid, Islamic Relief and Human Rights Watch have worked together to ensure that each child receives formal education in some form.

However, this support ends when the children grow older. The enrollment rate for Syrian students drops significantly, from 90% in primary schools to less than 30% in secondary schools. In June 2020, a 61-page report entitled “I Want to Continue to Study: Barriers to Secondary Education for Syrian Refugee Children in Jordan” came out. It details the struggles of refugee children once they transition out of primary school. Additionally, Human Rights Watch encourages Jordan and other countries to take action to ensure that every Syrian children’s education continues after primary school.

Educating Syrian Children in Lebanon

Roughly 57% of the 448,000 school-aged Syrian refugee children in Lebanon are enrolled in public school. This number is growing each academic year. The Lebanese Ministry of Education and Higher Education (MEHE) has received financial support from UNHCR, the United Nations Children’s Fund (UNICEF) and other organizations. As a result, this enables MEHE to provide free education for Syrian refugee children (as well as Lebanese children) through the twelfth grade. This program, entitled Reaching All Children With Education (RACE), initiated a sharp increase in enrollment. In addition, MEHE opened 376 new schools between the 2015-2016 and 2016-2017 school years. UNHCR also provides resources for children not yet enrolled in school, both in the community and in the schools themselves. This is to ensure that children receive the education they need.

Many Syrian refugees still remain out of school. However, Turkey, Jordan and Lebanon have all made great strides in making education more accessible for Syrian children. Ensuring education for Syrian refugee children has not been an easy task. Yet, these countries have worked hard to make it possible for these children to receive the education they deserve.

– Daryn Lenahan
Photo: Flickr

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MLB’s Grand Slam Against Poverty

Grand Slam
Major League Baseball (MLB) player Adam Wainwright is a two-time World Series champion. Additionally, Wainwright is a three-time All-Star, two-time Gold Glover, and Silver Slugger Award winner. In 2013, the Saint Louis Cardinals’ star found another use for his work ethic, leadership and passion by founding the Big League Impact (BLI) to fight poverty in the global community. He believes, “As an athlete, you only get a few years to have a platform like this. You might as well stand on it.” This article discusses some of the organization’s successes, highlighting why founding the organization was a grand slam against poverty.

The BLI began as a family fantasy football fundraiser. Today, this organization hosts campaigns and collaborates with fellow non-profits, athletes, musicians and other public figures. For example, the organization has taken Kyle Gibson into the ranks; the pitcher for the Texas Rangers who now serves as Vice President.

Teamwork Helps Puerto Rico Recover After Earthquake

Following two devastating earthquakes in 2019 and 2020, the BLI raised $30,000 for communities in Puerto Rico. This money went to two foundations: The Happy Givers and Yadier Molina’s Fundación 4. The Happy Givers has endeavored to improve lives in Peru, Tijuana and Puerto Rico. It used donation proceeds to provide power, clean water, emergency supplies and shelter to earthquake survivors. It gave further support by supplying backpacks packed with essentials for survival: whistles, hand sanitizer, toilet paper, flashlights, towels, water bottles, first aid kits and cereal bars.

Fundación 4, meanwhile, has focused exclusively on helping Puerto Ricans. BLI’s contributions went to children suffering from abuse, neglect, as well as diseases such as cancer. Fundación 4 also distributed necessities including food and water to Puerto Rican communities.

Fundraiser Drives Away Poverty and Hunger

Gateway Bronco (GB) is a company based in St. Louis, MO, that designs and restores Ford Broncos. This organization worked with the BLI and Omaze, an online fundraising platform, to fight against poverty. GB offered a classic Ford Bronco and $20,000 cash to bring in donations. This campaign raised $431,378.09 to benefit four charities:

  1. Crisis Aid International: Crisis Aid International serves to combat famine, disease, natural disasters and sex trafficking by serving families in East Africa and the U.S.
  2. Water Mission: Water Mission provides sustainable safe water solutions to people living in developing countries and facing natural disasters.
  3. Food for the Hungry: Food for the Hungry supplies clean water, medical aid, food, equal educational opportunities to children in over 20 countries.
  4. Help One Now: Help One Now fights poverty in developing countries by empowering entrepreneurs, educating and providing restorative care.

El Mogote is No Longer Parched for Safe Water

In 2019, Nick Ahmed, a shortstop for the MLB Arizona Diamondbacks, partnered with BLI. He traveled to El Mogote, Dominican Republic to open a water treatment center. With the help of Striking Out Poverty and Food 4 the Hungry, Mr. Ahmed was successful in providing 1,200 people with clean water. While there, Ahmed also played baseball with the children, saying, “their passion and joy for the game was so incredible!” Ahmed donated 31 pairs of New Balance cleats to the kids, allowing them to safely continue playing the game.

Healthy Competition for Global Health

Baseball and Football fans alike are encouraged to join the BLI fantasy football league. Entry requires a donation to the organization, ranging from $250 to $1500. Higher donations unlock additional prizes.

In 2020, Ahmed and starting pitcher Luke Weaver of the Arizona Diamondbacks will compete for the cause. Weaver is looking forward to the competition, “I’m excited to defend my title as the best fantasy footballer ever, but I’m welcome to all challengers in that and I hope somebody tries to take me down.” Ultimately, the winners are those in need around the world.

Looking to the Future

To date, BLI has raised over $5.2 million for charitable causes and foundations. Now, Wainwright is mobilizing and advising his fellow athletes on starting their own charities and nonprofits. He says, “What we want to do at Big League Impact, one of our biggest missions now is empowering other players to go out into their communities and into the world and do what they feel like means something to them. Something that hits home.”

– Heather Babka
Photo: Commons Wikimedia

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The Education System in China

Education System in ChinaThe People’s Republic of China has a reputation for excellence in its education system. China has around 1.3 billion people in population and has one of the largest education systems in the world. It has more than 500,000 schools alone. The education system in China is not only substantial but also diverse. There are more than 300 million students and over 14 million teachers.

How The Education System in China Works

It is mandatory in China that every child has to have at least up to nine years of the required education. In addition, education is state-run. This means it has a very small association with private providers. Education is divided into three main groups: basic education, higher education and adult education. The basic education for children in China includes primary school which starts from age six to around age 11 or 12 for the average Chinese resident. Thanks to the “Law on Nine-Year Compulsory Education,” all basic education is tuition-free. After the nine required years, there is a modest fee for tuition during middle and high school.

Moreover, junior secondary school which starts from age 12 to 15. After junior middle school students have finished their mandatory education requirement, they have the option to continue with senior secondary education which is usually a three-year program. These can be followed by other adult educations such as a university for a bachelor’s degree or master’s/Ph.D. program.

Development of The Education System in China

The Chinese education system is not only rigorous but extremely competitive. It has developed at an alarming speed over the last two decades. In addition, the education system in China offers their children many opportunities to thrive in the future. However, it did not always start this way. In the 1950s, the enrollment rate in Chinese elementary schools was below 20% and only 6% for junior secondary school. The country’s main form of education was similar to the Soviet education system. However, as the Soviet paradigm declined China started to change its education style.

By 1978, there were almost 1.3 million primary and secondary schools, a vast improvement just a mere few decades ago. But the steps toward modernization were not yet completed, there were still only about 600 higher learning organizations with only around 117,000 students. Thus, the education system in China was reorganized yet again to the system the country has today. By 1986, the “Compulsory Education Law of the People’s Republic of China” was born. It began executing laws for mandatory education for nine years of a child’s life.

In 2007, the state passed a law that students who were in rural areas were given free tuition for their mandatory nine-year education life. The following year this law was extended to urban living children as well. As of 2018, China has more than 29 million students enrolled in higher education alone, drastically boosting their economy.

COVID-19 Response

COVID-19 being an extremely widespread pandemic has posed some serious challenges for education everywhere. Being one of the first countries to get hit, China took immediate steps to try and solve the education issue during this pandemic. When China got hit, China immediately released an “epidemic prevention, control and containment” response plan. The goal was to handle the pandemic in the smartest and safest way possible, including how education would be affected.

China shut down schools in late January and started advancing their online virtual classes. Along with the new innovation, China did to its online platforms, the country also delays college entrance exams. It banned teaching a new curriculum until the next semester. The country hopes students who had difficulty in accessing online courses would not be hurt by this dramatic change.

Schools currently are open in China, but that may change depending on the state of COVID-19. Until then, China is taking extra precautions with temperatures taken before children go to school. Once they get to school, masks are required and the desks are all three feet apart.

– Katelyn Mendez
Photo: Flickr

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Update on SDG 4 in the Dominican Republic

SDG 4 in the Dominican Republic
The Dominican Republic has made progress in reaching SDG 4 in the Dominican Republic. To reach this goal, the country aims to achieve inclusive and equal lifelong learning for all in Quisqueya, a nickname for the small Caribbean nation.

The Situation

The Sustainable Development Goals’ site claims that the rate of net primary enrollment is going up with 92.7% of kids attending primary school. However, that rate has been falling since 2015 when it was 93.5%. The country’s education system includes three sections, much like the ones in the U.S.: Pre-school (Nivel inicial), Primary School (Nivel basico) and Secondary School (Nivel medio). For pre-school, only the final year is mandatory for children. Meanwhile, primary school is compulsory for all the kids. However, while the country legally mandates it, schools and authorities do not enforce attendance.

Baseball and Education in the Dominican Republic

In New York City, the Truancy division of the NYPD seeks kids who skip school. The Dominican Republic has no such system in place. Baseball is a big part of Dominican culture and many see it as the only way to get away from the island and onto a better life.

The MLB has a major recruitment presence in the country and many boys leave their schooling to train with MLB recruiters in hopes of reaching the major leagues. However, very few of those kids ever make it to the MLB and do not garner a proper education to carry them through life. Even those boys who are fortunate enough to make it to the MLB end up with limited education and have very little resources to establish a second career after retirement or injury.

In his paper “Children Left Behind: The Effect of Major League Baseball on Education in the Dominican Republic,” Adam Wasch proposes two solutions for this problem. The first is for the MLB to establish an international draft with the same education standard as the American draft so that the international recruits must have at least up to high school education. The other solution is for the MLB to create a Child Labor Corporate Code of Conduct. The Code of Conduct would denounce the use of child labor and rearrange the recruitment and training program so that it would not interfere with the children’s education.

Improvements in School Attendance and Literacy

Fortunately, the country’s lower secondary completion rate has been steadily increasing for the better part of the last decade, which bodes well for SDG 4 in the Dominican Republic. Since 2013, when the rate sat at 77.92%, it increased to 89.34% in 2018. This means that more kids are completing at least a Primary School education than ever before. Education has taken more of a focus in the Dominican Republic. In 2016, the literacy rate for youth (15-24 yrs old) was 98.8%, which is a 5.1% difference from the adult percentage where 93.7% of the adult population is literate. Both demographics have been steadily improving throughout the last decade, meaning that not only are kids receiving a better education, the adults are also seeking out improved education.

Poverty in the Dominican Republic

Poverty in the Dominican Republic is on a decline. In 2015, it was 21.70% and decreased three years later to 13.80%. The undernourished population of the country has also reduced. In the one-year span of 2017-2018, the poverty rate decreased by 0.9%. According to the Medina Administration, from 2012-2019, 1.5 million Dominicans left poverty and 650,000 Dominicans left extreme poverty. The middle class jumped from 22.6% to 30% in the same time span. The Administration also claimed that it created 823,389 jobs in those seven years.

The Dominican Ministry of Education receives up to 22.6% of the Dominican Republic’s budget spending, making it a priority of the Dominican Republic’s government in the last few years. In the budget that received approval for the year 2020, the government assigned the Education Ministry more than RD$194,523 million. The state must spend 4% of the GDP on pre-university education.

As the new ruling political party, the Modern Revolutionary Party, settles in, the international stage is looking to the new party to see how it will continue the upward trend of education in a country that has historically struggled with providing proper education to all its citizens. Hopefully, it will continue to help the country on its path to reaching SDG 4 in the Dominican Republic.

– Pedro Vega
Photo: Flickr