Archive for category: Education

Information and stories on education.

How EdTech in Southeast Asia Transforms Learning

EdTech in SoutheastSoutheast Asia is a region that is known for placing importance on education, with parents often enrolling their children in additional after-school tuition sessions to enhance their academic knowledge.

The region is home to 700 million people and 25.7% of the population falls under the school-going age group.
However, due to COVID-19, many educational institutions were forced to adapt and utilize education technology (edtech) to conduct virtual classes for students. Edtech in Southeast Asia utilizes tools such as mobile applications, websites, online quizzes, streaming videos and online tutorials to provide Southeast Asian students with the opportunity to continue studying no matter the circumstance or location.

The Problem of Gaining Access to Quality Education

In rural parts of Southeast Asia (SEA), the lack of development and scarcity of trained teachers result in the problem of children not getting the education they deserve. Teachers are underpaid and classes have high student to teacher ratios, further exacerbating the quality of education that students receive. As a result, public schools are underfunded and poorly-run. Those with the financial ability mostly choose to invest in private education for their children (either in the form of additional tuition or private schooling), however others who do not have the means are forced to study within the existing system, leading to a widening gap in educational inequity.

However, with edtech, not only are many of the physical obstacles (such as distance and lack of school facilities) mitigated but also, edtech lowers the cost and potentially increases the accessibility of quality education for students who have an internet connection.

EdTech in Southeast Asia as the Solution

SEA has high internet penetration rates, and in 2019 alone, 97 million handsets were purchased in SEA, making the region fertile ground for the expansion and adoption of edtech. In addition, over the last five years, Southeast Asia managed to raise $480 million in venture capital funds for edtech startup investments.

Today, there are many edtech startups in SEA such as Topica, (Vietnam), Taamkru (Thailand), Ruangguru (Indonesia) and Classruum (Malaysia) that are hoping to breach the educational gap and increase the quality of education. In particular, Topica, a Hanoi-based edtech startup aims to increase the talent pool by equipping young adults with the skills they need to thrive in a fast-paced working environment in the digital age. Topica has more than 3,000 e-learning courses, in topics such as social media marketing and computer programming, and has trained more than 6,000 students thus far.

Clearly, edtech in Southeast Asia is a burgeoning industry that promotes educational inclusion for many in need. Especially during COVID-19 where many schools have yet to reopen for fears of further spreading the virus, edtech is useful for providing millions of children in SEA with the opportunity to learn during national lockdowns.

– Mariyah Lia
Photo: Flickr

 

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The Remedy for Hunger Pain

Remedy for Hunger Pain
Today, people wear masks. These masks hide people’s faces and protect them from a disease they cannot see, but not all masks are visible. Some masks are invisible. One of these masks is glue and some use it to silence the stomach’s growl. In many developing countries, teenagers use glue as an inhalant drug to quell the cries of their stomach, a remedy for hunger pain. Unfortunately, there is little statistical data readily available on this topic, making any hope of reform nearly impossible. However, research from the National Institute of Health (NIH) has made the effects of sniffing glue evident.

According to NIH, inhalants can cause the following damage to the brain: distorted speech, poor bodily coordination, euphoria and dizziness. The brain is not the only part of the body that sniffing glue negatively affects. Long-term use can result in damage to the liver, kidney and bone marrow. Loss of physical coordination and delayed behavioral development can also occur.

A Prevalent Issue

Kimberly Solórzano, who works at a Honduran orphan care center, spoke with The Borgen Project about how sniffing glue impacts the long-term health of children and adolescents. Solórzano said, “They are just sniffing glue, and that is very common among teens coming out of these kinds of shack communities. They are sniffing glue to stay warm and to feel full when they’re hungry…just kind of becoming oblivious to the world around them due to their addiction.” Solórzano made The Borgen Project aware that many children who find themselves addicted to inhalants are uneducated about the long-term effects.

Unfortunately, this is an issue that touches all four corners of the world. In Kenya, estimates determine that 250,000 children sniff glue. In Nepal, a research study found that 88.46% of street children sniff glue and 89.13% were unaware of the effects of the inhalant. These alarmingly high statistics seem to hide the good news. However, there is hope for reform.

Educational Reform

Hope is spelled “education.” Through proper education on the effects of inhalant use and methods for combating food shortages and world hunger, there is hope for drastic change. One organization that fights for educational reform in the area of global hunger is Bread for the World. Bread for the World focuses on sustainable progress, which it defines as “progress that is intended to be, and is capable of being, enduring- depends on addressing all of the issues in an interconnected manner.” Education on various food storage methods echoes sustainable progress. Specifically, Bread takes time to teach farmers in India how to properly contain vegetables, like corn.

Another goal of Bread is to witness the Sustainable Development Goals come to life. Bread states that “Universal secondary education, which is included in the Sustainable Development Goals, would no doubt lead to swifter progress in ending hunger and malnutrition.” Through secondary education for all, the remedy for hunger pain would no longer be inhalants but nutritious food. Education is key and Bread is fully aware of this fact.

Thankfully, Bread is one of many United States nonprofits working to end global hunger. Together, these organizations make a lasting impact by bringing educational and congressional reform on the topic of global hunger, provide nutritious food as a remedy for hunger pain and create a lasting impact from generation to generation.

– Chatham Kennedy
Photo: Flickr

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Essential Education Reforms in India

education reforms in indiaAfter 30 years, the government of India has finally revamped its standards in secondary and higher education. Among the education reforms in India, there has been an increase in socioemotional care, staff qualifications and access to innovative program opportunities in the public school system. These changes are significant for today’s Indian children, who made up 30% of the world’s poorest children in 2016.

Impoverished and Uneducated?

In 2017, 22% of India’s population lived in poverty. Among them, 287 million were unable to read or write: the basic fundamentals of primary education.

India has the highest worldwide rate of illiterate children. Sadly, illiteracy makes many students unable to keep up in classes and causes them to be removed from the public school system. Disproportionately, 78% of the children out of school are girls.

Children who fail out of lower school due to illiteracy are in greater danger of falling or staying beneath the poverty line if their family is already facing hardships. Indian children who are not included in the school community face greater social seclusion and lack of community support. Without support and opportunities from their communities, these challenges greatly stunt a child’s socioemotional and economic growth.

Building the Budget

Although there are difficulties, education reforms in India are growing. In 2019, the Indian government in New Delhi declared the 2019-2020 school year budget for public institutions to be ₹94,853.64 Indian rupees ($1,254). This was a raise of $149 U.S. dollars since the previous school year.

Although the New Delhi government is increasing its budget with the funds it can spare, India spends nowhere near the U.S. $64 billion yearly budget for public education.

Building the budget for public education in India means much more than funding for materials and updating technological services in school buildings. Along with a lack of access to education, many children in India are malnourished, making it more difficult to focus during school.

The budget has also increased the amount allocated for the lunchtime meal plan to ₹11,000 Indian rupees. Thus, students receive more services than classroom instruction while in the school building. This betters the overall physical and mental health of a student.

Three Initiatives of Public Education Reforms in India

  1. Happiness Curriculum: The implementation of the Happiness Curriculum in 2018 created requirements to include meditation and mental exercises in the public schools’ daily programs. The 45-minute daily “happiness” period takes students into a deep reflection and meditation. As a result, students reduce feelings of anger, anxiety and fear – all emotions that stunt students’ physical and mental growth.
  2. No Detention Policy: In the vital years of middle school, students in grades fifth through eighth are now able to retake their final examinations if they fail for their grade level. Following the 2017 Right of Children Act and immense community advocacy for struggling students this bill was written; the legislation was put into action for the 2018 school year.
  3. Ph.D. Required for College Professors: The New Delhi government has increased the required level of education to a Ph.D. for university staff. This requirement raises the level of education that students at public universities will pursue and receive. By 2021, the government plans for all college-level professors to have received a Ph.D. and undergone a month’s worth of induction training. The training teaches innovative ways to structure the professors’ school year. For example, teachers learn the tools to use two hours of their days for mentoring and extracurricular activities. This change has created layers of education reforms in India.

Is Socioemotional Learning the Future?

India has invested in enhancing the level of mental and emotional growth that a child can have at school. This includes self-enhancing and enlightening engagement from the school curriculum and staff. The benefits of these initiatives implemented by the government are making many nations around the world start to question the benefits of investing in their children’s emotional and social well-being during the school day.

– Nicolettea Daskaloudi
Photo: Flickr
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Mobile STEM Labs Bring Hands on Learning to Remote African Villages

mobile STEM labsSTEM (Science, Technology, Engineering and Math) classes train the innovators of tomorrow to cultivate their problem-solving abilities and to be curious about the world around them. In remote villages throughout the continent of Africa, however, students often go through school without access to rigorous STEM training. As a result, many lack the tools to succeed in higher education and in the modern workplace. Mobile STEM labs have now presented a solution to this problem.

STEM on Wheels

Mobile STEM labs travel to schools in custom vehicles that can accommodate up to a full classroom of students. The labs often specialize in topics that under-resourced communities struggle to provide. Some of the most popular topics include electronics, computer skills and even 3-D printing.

The organization STEMpower manufactured its first mobile STEM lab in Ethiopia. The lab’s inaugural visit to a public high school 45 kilometers outside of Addis Ababa. During the visit 14 students participated in a three-hour Arduino microcontroller training session. Meanwhile, 22 others learned coding on laptops provided by STEMpower.

STEMpower reports that the students engaged in the lab programming with enthusiasm and perseverance. In addition, it found that the mobile experience closely mirrors that of stationary STEM centers. As it begins to prepare for expanded coverage and a sustainable future, the organization hopes that the next mobile lab will run on solar power.

More than Microscopes

Many labs also extend their work beyond the classroom. When the Togolese-owned company MOBILELABO travels to under-resourced schools and conducts experiments with the students, for example, it prioritizes community outreach as well. The company hosts science fairs, launches science clubs and sponsors radio/television series dedicated to answering scientific questions.

While the mobile labs themselves eventually move onto other villages, each leaves a lasting influence in its wake. MOBILELABO alone has installed permanent laboratories in 10 schools. Additionally, the organization has sold over 500 science kits demonstrating the basic principles of physics, chemistry and biology. The company also provides rigorous teacher training in each school that it visits.

As of now, MOBILELABO has prompted over half a million disadvantaged students throughout Togo and Benin to pursue the sciences. Founder and director Dodzi Aglago says that his company will continue to work toward its goal of reaching as many communities as possible and establishing permanent laboratories in all African schools.

Though the COVID-19 pandemic has brought a temporary halt to STEM lab travel, many lab teams have shifted their focus to designing and distributing medical equipment to local hospitals. They hope to resume full operation in schools as soon as possible.

STEM and Economic Growth

Mobile STEM labs have paved the way for new opportunities across the continent. The African Union (AU) recognizes the importance of STEM education as a means to promote long-term economic growth. According to Aspiration 1 of Agenda 2063, the organization intends to reform classroom curricula as part of its 50-year development plan. These changes will highlight hands-on learning and the real-world applications that mobile STEM labs emphasize.

Continuing the work of mobile STEM labs across the continent, the AU aims to see students armed with the tools to lift themselves and their family members up out of poverty. In the future, the organization hopes that more African graduates will start taking positions in STEM industries.

As STEM education begins to take off in African school systems, leaders envision generations of students animated with creativity, curiosity, self-reliance and a desire to make their world a better place.

– Katie Painter 
Photo: Wikimedia

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International Theatre Project Inspires Children   

Education is an essential tool to guide the next generation and prepare them for success. In South Africa and Rwanda, education is vital, and a good portion of government spending goes toward education. In 2013, South Africa invested 19.7% of its national budgets toward education, while Rwanda invested 11%. Both South Africa and Rwanda recognize that education impacts the success of their citizens. A mode of education that can transform the way children learn is through theater. The International Theatre Project aspires to teach children in South Africa and Rwanda the building blocks of theater to ignite their confidence. Teaching theater in Africa can produce a new generation of leaders who are passionate about their heritage.

What is the International Theatre Project?

 The International Theatre Project began as a test to see how new programs would impact students. In 2005, two professionals experienced in theater arts, Stephen DiMenna and Marianna Houston, decided to conduct their project in Tanzania with 21 pupils. DiMenna and Houston had the students write a play in English and perform the piece for their community. The play reflected the students’ aspirations for the future. Producing the piece had a profound impact on the students. The 21 pupils who worked on the project tended to score higher on English exams than their peers. Seeing the positive impact of theater on young students, DiMenna and Houston returned the following year, thereby founding the International Theatre Project.

Since then, the International Theatre Project has held programs in Ethiopia, Indonesia, Rwanda, South Africa and India. The students who participate in the programs often lack opportunities in education, and poverty presents even more barriers. According to the International Theatre company, 90% of their students continue their education into college, 80% of students have job opportunities after graduating high school, 100% score higher on their English exams and 100% are inspired to educate others in their communities. The company’s most recent accomplishment is having students perform their original piece in Cape Town, South Africa. A former ITP alumnus, Calvin from Tanzania, states how his experience with ITP, “…gave me the confidence to be more than I think I can be. I can deliver and I never knew that before.”

Programs Offered by ITP

Since its founding, the International Theatre Company has developed several unique programs. For instance, Rising Voices is a program specifically for teaching theater in Africa. Students in this program have the opportunity to write and perform their own pieces. If a student has been with the program for more than four years, they can participate in Leading Acts, where they become mentors for other students. The International Theatre Project also has two opportunities based in New York. Open Doors is a program where recent immigrants can develop the skills necessary to adjust to a new way of life. Alternatively, the Stefan Nowicki Camp Treetops Scholarship Program provides two ITP students from South Africa or Rwanda to participate in a seven-week summer camp held in upstate New York. All four of these programs create ways for children to learn theater as well as develop their leadership skills.

Why Theater Education is Beneficial

Theater emphasizes freedom of expression, and through that expression, one can benefit immensely.  According to a psychological study written by Sydney Walker, there are many advantages students gain by participating in theater. For one, students improve their self-esteem through participation and self-expression. When interacting with others in the theater, students can connect on a deeper level and create an outlet for their emotions. Theatre also allows students to identify conflicts and create resolutions.

Teaching theater in Africa presents students with a new way to learn and participate in their communities. Furthermore, it allows students to create relationships with one another and communicate their own emotions. Organizations like the International Theatre Project create ways for theater to be shared and taught to anyone, regardless of their circumstances.

– Brooke Young
Photo: Unsplash

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The Impact of Education on Poverty in Uganda

education in uganda
Education has an incredible impact on poverty all over the world. When ways to grow and develop become available, poverty decreases. For education in Uganda, the story is no different. While income inequality, gender disparity and regional issues come between many Ugandans and improving their lives, many have used education to push themselves into brighter futures. Through governmental improvements, private school options, and the sheer desire of the Ugandan people for education, progress is being made.

Public Education

In 1997, Uganda implemented the Universal Primary Education Policy, which waived the fees for any student attending the first seven years of school— primary 1 to primary 7. Attendance remained voluntary, and the parents still needed to provide important supplies for the students and labor to build the schoolhouses. Even so, primary school attendance increased 145% in the first six years after the policy was put in place. The program expanded to include secondary education in 2007. The increase in attendance is a testament to the desire for education in Uganda.

According to Lawrence Bategeka and Nathan Okurut— analysts in Kampala, Uganda— “The UPE programme in Uganda demonstrates that a poor country with a committed government and donor support can fight poverty through ensuring universal access to education for its citizens.” Unfortunately, the UPE had limited impact on poverty. According to John Ekaju, “this ‘UPE centric’ approach ignored the precarious situation of the large number of illiterate children, youths and adults.” He recommends that the policy be reevaluated. He predicts that improved higher education could half the poverty rates.

Secondary and Higher Education

Education in Uganda is incredibly competitive. Rigorous tests after primary school determine secondary education opportunities. Often times, this results in schools choosing the best students in order to “improve their grade average and national standing.”

While attendance has improved in Uganda’s public education, the quality of the actual education has not. Because there are more students than resources, teachers often have 100 children per class and not nearly enough materials or space. With this many students, teachers burn out quickly, and students lack the individualized instruction that has the greatest effect. This means that students who want a good education must turn to expensive private schools.

Private Education

Boarding schools and private schools offer higher quality education to the families who can afford it. These schools often have better teachers who can offer more individualized time with students. While this is a positive alternative for some families, those stuck in poverty are left on the outside.

According to Transforming Uganda, because many families live on less than $2 a day and “typical annual primary school required costs range from $50 to $150 for day schools,” many families cannot feasibly afford to send their children to these schools. According to the Initiative for Social and Economic Rights, the fees that the private schools require are “bound to result in discrimination by keeping more children out of school, particularly those from low income households.”

Though improvement has begun, Uganda’s educational fight is far from over. In order to close the gap, better education and more opportunities need to arise. As the education in Uganda improves, poverty will decrease and more people will feel empowered to take control of their futures.

– Abigail Lawrence
Photo: Flickr

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Companies Providing AI Tutoring in Africa

AI Tutoring in Africa
With AI technology exploding as a form of aid and disaster relief in developing countries, innovative ways to de-escalate education poverty are underway in Africa’s most vulnerable regions. One of the most prominent issues affecting impoverished African societies is a lack of education. In 2014, The United Nations Educational, Scientific and Cultural Organization (UNESCO) published a report stating that “more than 7 in 10 African countries don’t have enough teachers.”Accompanied by a rising population of children who need schooling, Africa as a whole has an 86.1 pupil to qualified teacher ratio. With poverty rife throughout the continent and education prioritized for young children, Africa will require an estimated 17 million teachers by 2030, yet the means to find and educate qualified adults to teach is lacking. So where does AI technology come into play? Two major companies, Daptio and Eneza, are closing the gaps with computer programs and adaptive learning to make AI tutoring in Africa a widespread resource.

Daptio

After realizing that the University of South Africa only had a 15% annual pass rate, Daptio founder Tabitha Bailey saw a need for full-scale reform. With no human teachers available, Bailey looked to “cloud-based adaptive learning,” an AI classroom software that adapts to the needs of an individual student – almost like the Khan Academy of Africa.

Bailey launched Daptio in 2013 in Cape Town, South Africa. Described by its founder as “the first content agnostic adaptive learning platform in Africa,” Daptio is also unique in its partnerships with content creators that provide the learning tools for South African students. Daptio is not just an online learning platform; rather, the software learns the education level and knowledge of the student and gathers content from various creators to best accommodate the student.

The platform is largely structured on video learning, with individual sections for students, teachers and content creators. It also adapts to students who do not have access to stable data connectivity to watch videos.

Eneza and TeachMobile

Based out of Ghana, AI tutoring software Eneza Education has developed a web-based education program that provides on-call teachers for students online. Individual teachers operate TeachMobile but receive aid from AI in similarly assessment-based computer programming. The software is complete with learning materials and lessons for any teachers to access, and the platform similarly assesses a student’s abilities so that it can tailor coursework to their needs.

TeachMobile is also unique in its availability to students. With only one physical teacher available for approximately 86 African students, on-call virtual teachers are available via chat through an Ask-A-Teacher setting. The software is also useful for teachers to connect and share resources with each other via social messaging.

After laying its footing in Ghana, Eneza and TechMobile have expanded to Kenya and the Ivory Coast with plans to keep growing. Over 6 million people have used Eneza since its beginnings, and Eneza’s programs have shown a “23 percent improvement in academic performance after learning with Eneza Education for nine months.”

Effectiveness and Future Plans

Extensive research and study of Intelligent Tutoring Systems (ITSs) and AI tutoring at the University of Michigan have shown that computer-based, adaptive learning is highly effective. With more patience and time than a normal human teacher, the ITSs can be beneficial to both students and teachers and can more accurately gauge a student’s individual needs.

For now, AI tutoring in Africa is still in its infancy. However, with the beneficial track record of web-based learning laying the foundation for children across the continent, AI tutoring in Africa can hopefully assist in bringing advanced education to impoverished communities across the continent.

– Grace Ganz
Photo: Wikipedia Commons

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Learn About Poverty in Chad

Poverty in Chad
Located in Central Africa, the country of Chad is the fifth largest landlocked state and has a poverty rate of 42%. With a total population of approximately 15.5 million, a lack of modern medicine, dramatic weather changes and poor education have riddled the country with deadly diseases and resulted in severe poverty in Chad.

Poor Health Conditions in Chad Lead to Disease

The most common types of disease and the primary causes of death include malaria, respiratory infections and HIV/AIDS. Malaria, usually spread through mosquito bites, is a potentially fatal disease and is quite common in the country of Chad. Due to poor sanitation, Chadians are more susceptible to malaria; the most recently estimated number of cases was 500,000 per year.

Along with malaria, lower respiratory diseases contribute to Chad’s high mortality rate – the most common and deadliest of those being meningitis. Lower respiratory tract infections occur in the lungs and can sometimes affect the brain and spinal cord. A lack of available vaccinations in the country has increased susceptibility to meningitis. Meningitis is most deadly in those under the age of 20, and with a countrywide median age of 16.6 years old, Chad has seen a rise in total meningitis cases and overall deaths.

As of 2015, there were an estimated 210,000 Chadians living with HIV. According to UNAIDS, there were 12,000 AIDS-related deaths just last year, along with 14,000 new cases. Those living with HIV/AIDS are at a higher risk of death with their compromised immune systems. They are unable to fight off diseases and, with the preexisting severe risk of malaria and meningitis, they are more susceptible to death.

Harsh Weather and its Role in Food Insecurity and Disease

Due to its geography, Chad is one of the countries most severely affected by environmental challenges. Approximately 40% of Chadians live at or below the poverty line, with the majority relying heavily on agricultural production and fishing. The drastic change in rain patterns and the consequent frequency of droughts have placed a significant strain on their food supply. Fishing in particular has been sparse. Lake Chad, the country’s largest lake, has diminished by 90% in the past 50 years. The rising temperatures in Chad have caused a decrease in both crop yields and good pasture conditions, placing more strain on those who depend on Lake Chad for food and the nutrients it adds to farming.

In addition to affecting poverty in Chad, intense weather patterns have also increased the number of infectious diseases. The infrastructure of the country has not been able to keep up with the rapidly growing population in urban areas. This results in poor sanitation. The sanitation services are overwhelmed during floods, which contaminates the water supply.

Lack of Education Affects Poverty in Chad

Despite the relatively large population, less than half of school-aged children attend school. With attendance rates so low, the literacy rates in individuals between the ages of 15 and 24 fall; currently, they only reach 31%. According to UNICEF, attendance rates are astonishingly low; 8% for children in upper secondary school and 13% for lower secondary school. With education rates so low, income inequality, infant and maternal deaths and stunting in children continue to rise; as a result, the overall economic growth of the country declines.

Enrollment is low in Chad due to the lack of resources in schools. With the country in severe poverty, schools remain under-resourced, both in access and infrastructure. Some schools have no classrooms and no teaching materials. Furthermore, students often outnumber teachers 100:1. As a result, the quality of learning decreases, as does the overall attendance rate.

As of now, only 27% of primary-school-age children complete their schooling. According to UNESCO, if adults in low-income countries completed their secondary education, the global poverty rate would reduce by half. Even learning basic reading skills could spare approximately 171 million people from living in extreme poverty. Educated individuals are more likely to develop important skills and abilities needed to help them overcome poverty. Education also decreases an individual’s risk of vulnerability to disease, natural disasters and conflict.

Poverty in Chad is widespread, and the rate of impoverished people will continue to grow if it is not addressed. Poor health conditions and a lack of education are just a few of the many problems people face; while the living conditions may seem dire in Chad, a gradual decrease in overall poverty rates proves that there is hope.

– Jacey Reece
Photo: Flickr

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Planting Trees of Knowledge: A Way to Make Education Accessible

Trees of KnowledgeSub-Saharan Africa continues to face high rates of education exclusion. Across the region, nearly 34 million children do not attend school due to inadequate funding, geographical distance and lack of educational staff. Children living in impoverished areas often have treacherous commutes to school and may experience teacher absenteeism upon arrival. Other children cannot attend school because they must work to support their family or tend to their livestock and land. Trees of Life is working to address the issues limiting access to education.

Education Challenges in Zimbabwe

In countries like Zimbabwe, the problem is pronounced. Most children in Zimbabwe receive primary education but only 49% of high-school-aged Zimbabweans attend secondary school. Furthermore, economic challenges have tightened funding for public and boarding schools, causing a steep increase in the cost of attendance. As a result, communities have taken to creating make-shift alternative schools run by locals to save on expenses. These schools remain unregistered in order to avoid fees and therefore do not undergo government inspections.

These challenges, however, are not unique to Zimbabwe. There is an urgent need to improve access to education in many communities throughout Sub-Saharan Africa. Experts have suggested that the implementation of technology into educational services may be a more cost-effective route than building physical infrastructure. Additionally, much of the population has access to basic smartphones or mobile devices. In fact, Sub-Saharan Africa is the world’s fastest-growing region in terms of smartphone adoption, estimating an addition of 167 million subscribers by 2025.

However, inconsistent and expensive data coverage as well as limited electricity for charging limits internet connectivity for many devices. Zimbabwean AI expert and entrepreneur, William Sachiti, has recently taken up this challenge with an idea for improving access not only to the internet but also to educational tools in rural areas. The project is entitled Trees of Knowledge, which reflects the common practice of gathering under the shade of a tree for class.

Technological Solutions

The Trees of Knowledge technology allows a tree or other landmark to broadcast a Wi-Fi signal. Any device within a 100-meter radius can connect to the network and access a pre-loaded server of educational content. The signal is produced by a micro-computer molded into the tree to protect it from damage. The module is powered by a small rechargeable battery that can run for several years without maintenance. The system also includes a solar-powered charging station that users can plug their devices into.

Any content can be uploaded to the educational server, but Sachiti hopes to eventually transition toward including lessons from local educators, making the content specific to each region. This would allow teachers to work with each country’s department of education to ensure that the curriculum is appropriate.

Trees of Knowledge has the potential to improve educational opportunities for rural and excluded communities. This highly integrated solution could mitigate long commutes to school, which can span from five to 1o kilometers. The system provides access to educational content as well as guidance for those unfamiliar with these new resources. As an open-source technology with no patents or intellectual property regulations, the logistics behind Trees of Knowledge are available to be shared and replicated. Since its publication in 2019, several large NGOs in Africa have picked up the idea.

Future Steps

The concept behind Trees of Knowledge is highly adaptable and can be applied to other uses. Similar technologies have recently been implemented by some national parks and nature preserves, who are using interactive digital programs to teach visitors about the ecology of an area. In rural communities, this technology could provide tutorials on first-aid skills, health and hygiene. On remote trails or routes, it may be used to offer critical safety information and orientation.

By removing the obstacles of cost, data coverage and power consumption, Trees of Knowledge is a highly sustainable idea aligned with the goal of minimizing climate change and habitat destruction. This new technology can provide a variety of educational resources by seamlessly integrating into the environment, yet leaving it unchanged.

– Sylvie Antal
Photo: Wikimedia

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Education Development in Burkina Faso

Education in Burkina Faso
Frequent terrorist attacks since 2016 have impacted many sectors in Burkina Faso, especially education. The high cost of education prevents many in poverty from going to school. This is particularly true for girls, as parents are more likely to prioritize the education of their sons. Education remains a challenge for the West African country since Burkina Faso’s education spending relies heavily on aid. Furthermore, violence in the Sahel region displaced more than 765,000 people and caused more than 2,000 schools to close in March 2020. School closures continue to affect about 300,000 students and 11,000 teachers. Although recent violence has impacted education in Burkina Faso, organizations are stepping up to provide aid.

Education to Reduce Poverty

An educated society helps reduce poverty. Burkina Faso has a poverty rate of 40.1% and affordable education could benefit its people. Affordable education could also improve the country’s poor infrastructure and communication. Further benefits include the diversification of knowledge, allowing individuals to better change the world around them. All these benefits encouraged the OPEC to sign a loan of $20 million to Burkina Faso in support of its education development in 2019. A reported 18,500 on-campus University of Ouagadougou students will benefit from expanded facilities.

The loan also helps the government finance its Agricultural Value Chain Support Project, which focuses on poverty reduction and agricultural productivity. Director-General of the OPEC Fund Dr. Abdulhamid Alkhalifa said, “Ensuring inclusive and quality education for all – and promoting lifelong learning – is a fundamental ingredient to sustainable development. To see such a project come to life is inspiring and I believe this university will enable many people – young and old – to play a role in advancing the development of Burkina Faso, and more generally, in contributing toward a more equal global society.”

Improvements in Girls’ Education

Education for children continues to improve although the achievement gap between boys and girls still remains large. For females age 15 to 24, the literacy rate is only 33% in contrast to a 47% rate for boys in the same age range. In the Sahel region, girls’ education is particularly grim. Girls are two times more likely to drop out of primary school than their female counterparts nationally. About half of the girls in the Sahel region are married and give birth before the age of 19. This has created a high-drop out rate of around 30% during the final year of lower secondary school. If tests are not taken during this time, girls cannot move up to upper secondary school, both of which are barriers to furthering education for girls.

In response to these conditions, Education Cannot Wait provides emergency aid to countries without access to proper education. Education Cannot Wait, hosted by UNICEF, allocated $6 million in July 2019 to help children in the Sahel region. This came as a response to the widespread violence in the region that affected 2.3 million children. The organization provides emergency education assistance throughout the world, benefiting 187,000 children through its assistance. Its goals in the Sahel region for 2020 include constructing and rehabilitating classrooms for about 41,000 children who are out of school, distributing learning material for 94,000 children and mobilizing 83,000 community members to help support secure learning environments.

The 12-month plan also includes hygiene promotion, which includes menstrual hygiene management for more than 68,000 students. Sexual violence against women, child marriage and exploitation in the region are common, so a safe environment, such as a school, can help provide safety to student girls and female teachers in spite of the recent violence.

Moving Forward

Education remains of vital importance to a country’s wellbeing, both socially and economically. Burkina Faso continues to experience widespread violence, yet aid from outside the country is helping provide education to children and adults. However, more can be done to not only improve education but also increase economic development. Continued efforts are needed to reduce poverty and improve education in Burkina Faso.

– Lucas Schmidt
Photo: Flickr