Is Urbanization in Developing Countries Reshaping the World?

Since 2013, the U.N. has celebrated October 31 as World Cities Day in support of global urbanization and sustainable urban development. This year’s theme of “Innovative Governance, Open Cities” highlights the important role of urbanization as a source of global development and social inclusion. Urbanization in developing countries contributes to poverty reduction, access to sanitation facilities and education equality if managed correctly.

Urbanization is the result of an increase in population in urban areas. Urban areas differ from rural areas due to numerical and occupational differences in population. For the most part, urban areas have more inhabitants with more industrial professions than the less populated, more agriculture-centric rural areas. Each country sets certain criteria to distinguish urban areas; “some countries define any place with a population of 2,500 or more as urban; others set a minimum of 20,000.”

These six numbers represent urban development in the world:

• 54.5 percent
  In 2016, more than half of the world’s population resided in urban areas. From 30 percent in 1950, the urban population of the world has grown rapidly. An estimated 54.5 percent of the globe now resides in urban agglomerates. By 2030, 60 percent of the world is expected to reside in urban areas.
• 33.2 million
  The biggest city in the world today, Tokyo, has a population of 33.2 million. Tokyo’s high population, over 10 million, qualifies the city as a megacity. In 1970, Tokyo and New York were the only megacities in the world. Today, Tokyo is one of 23 megacities, including 13 in Asia, four in Latin America and two each in Africa, Europe and North America.
• $600 million
  UN-Habitat has set aside $600 million to focus exclusively on urbanization issues, including “growth of slums, inadequate and out of date infrastructure and escalating poverty and unemployment.” While urbanization brings many positive changes, the related potential for dislocation and destabilization is the focus of the UN-Habitat for a better urban future.
• 99 percent
  According to the Center for Strategic and International Studies 2015 report, “nearly 99 percent of urbanization between now and 2050 will take place in the developing world.” The report maps out urbanization as an economic opportunity for donors of developing nations, as long as urban challenges are addressed.
• 80 percent
  In 2013, the World Bank reported that over 80 percent of global goods and services are produced in cities. Just the year before, “large cities made up 33 percent of the world’s global population, but produced more than 55 percent of all global economic output.” The amount of goods and services produced in cities exceeds those produced elsewhere in the world.
• 82 percent
  The most urbanized region in the world is Northern America, with 82 percent urbanization, according to the U.N. Latin America and the Caribbean follow with 80 percent urbanization and Europe with 73 percent urbanization. Africa and Asia are urbanizing faster than any other region. While they are mostly rural now, Africa and Asia are projected to become 56 and 64 percent urban respectively by 2050.

Urbanization is spreading across the world at a growing pace. If managed properly, urbanization in developing countries can help lift many people out of poverty by providing better access to jobs, education and services. Supporting this goal is a worldwide effort.

– Eliza Gresh

Photo: Flickr

Education Superpowers and What We Can Learn from Them

In 2015, 72 countries participated in The Organization for Economic Cooperation and Development’s (OCED) triennial Programme for International Student Assessment. The test examines 15-year-olds’ aptitude in reading, math and science. Singapore, China, Japan, South Korea, Estonia, Canada and Switzerland are consistently among the top 10 performing countries in all subjects, with Singapore ranking number one across the board.

Science

1. Singapore
2. Japan
3. Estonia
4. Chinese Taipei
5. Macao (China)

Reading

1. Singapore
2. Canada
3. Ireland
4. Estonia
5. South Korea

Math

1. Singapore
2. China
3. Japan
4. South Korea
5. Switzerland

What makes these countries different from low performing ones? Four notable components emerge from experts’ conversations about what makes education superpowers successful.

1. Equality and a strong education policy
2. High-quality instructors
3. Parental involvement
4. Objectivity

Equality and education policy
There is only a narrow socioeconomic discrepancy between schools in the top-ranked countries, proof of a remarkably consistent educational system. For example, Canadian students score high regardless of being an economically advantaged or disadvantaged student.

In Macao and Vietnam, students with unfavorable socioeconomic conditions still outperform advantaged students internationally on PISA exams, citing a successful and consistent educational framework as one of the reasons for this.

High-quality teachers
The support and training for teachers in education superpower countries is extensive. These countries tend to have high salaries and comprehensive policy frameworks that support teachers and reflect the importance of teacher quality and preparation.

In a three-year study, the Stanford Center for Opportunity Policy in Education’s leading researcher Linda Darling-Hammond found that countries that best prepare their students focus on two things: building an effective and long-term educational system and professionalizing the teaching career.

The qualifications and training process of becoming a teacher are denser, but systems are in place to make this a more affordable process. In Canada, teachers are paid salaries comparable to that of engineers and other societal professionals. Singaporean primary school teachers earn an average of S$51,000 annually.

Parental involvement
In a comparative study reading parents’ involvement in the learning process between American and Chinese students, Cecilia Sin-Sze Cheung and Eva Pomerantz found that parental involvement was positively associated with the child’s achievement in both countries, especially in the education superpower of China.

Andreas Schleicher, OECD’s education director, argues that Singapore’s success is in part due to the high priority that parents in Asian countries put on education. This ultimately contributes to their child’s educational success and achievements.

Education superpowers don’t buy into the myths
Contrary to popular belief, a high rate of immigrants does not necessarily contribute to a lower success average in schools. In Canada’s case, embracing immigrant students has contributed to the overall success of the Canadian educational system.

OCED acknowledges that counties with high immigrant student populations are not associated with poor student performance.

The cost of being an education superpower
The top-performing countries also rank high on the World Health Organization’s adolescent suicide rate chart. Hong Kong, Japan and South Korea all near the top of both lists. Countries such as Albania and Peru that are among PISA’s lower test performers have a higher proportion of students who enjoy school.

Though preparing students for a global economy and cultivating abilities to compete on a universal level is worth applauding, it may be at the cost of happiness. The most important things for education superpowers to work on are reducing the stress put on students and making their education enjoyable as well as enriching.

– Sloan Bousselaire

Photo: Flickr

The Need for Sustainable Advancement in Developing Countries

More countries are becoming developed, according to the 2016 Human Development Report done by the U.N. Development program. People are living longer, there are more social service programs and more children are enrolled in school. There is still more progress to be made in developing countries but, more than ever before, more countries are making significant advancements. While developing countries start to industrialize, it is important to keep in mind the environmental costs caused by more emissions in the air. To cut down on emission levels, it is important to invest in sustainable advancement in developing countries, so their economies can still grow but they can cut down on pollution at the same time.

According to CAIT Climate Data Explorer, there are a few developing countries – including Indonesia, India and Brazil – that are on the list of top 10 highest emitters of greenhouse gases. Additionally, CAIT’s 2017 report analysis shows that all developing countries contribute 60 percent of global emissions. This means that developing countries are growing industrially, but it also means there is a more negative impact on the environment that comes with this growth. In compliance with the Paris Agreement, developed countries are initiating programs to be more sustainable, so it is important to invest in sustainable practices in developing countries as well.

Sustainable advancement in developing countries is not hard to achieve. For example, the Deep Decarbonization Pathways Project by ClimateWorks is a global collaboration program that identifies problems of carbon emissions and finds solutions, while still sustaining economic growth. Research done by the World Resource Institute shows that 21 countries have reduced their greenhouse gas emissions by using sustainable practices, while still maintaining economic growth.

Knowing how beneficial sustainability can be for economic growth as well as for the environment, the U.N. has adopted Sustainable Development Goals in 2015. These goals are aimed at increasing human prosperity by giving access to education and equal rights, but balancing this with sustainable practices that will protect our planet. By combating these two issues at once, programs such as the Sustainable Development Goals will help developing countries prosper.

– Deanna Wetmore

Photo: Flickr

Kenya’s Female Literacy Rate Continues to Improve

In September 2017, a BBC News correspondent reported a 60-year old woman from East Africa, Florence Cheptoo, learning to read for the first time. This feat is surprisingly uncommon for Cheptoo’s demographic in Kenya.

Although Kenya is one of the “best-educated low-income countries in sub-Saharan Africa,” the literacy rate among females, particularly the elderly, are lower than males. According to Global Ageing Campaign, “literacy rates among older people – especially older women – remain low and are often lower than for the population as a whole.”

The literacy rates among women have increased exponentially within the last 30 years, since the National Literacy Campaign launched in Kenya in 1979. During this time, according to a study from the International Review of Education, around 35 percent of males 15 and older and 70 percent of females in the same age group were illiterate. Furthermore, 93 percent of women over the age of 55 could not read.

In 1993, women comprised 70 percent of those enrolled in the adult literacy programs in Kenya, due to a lack of available educational opportunities for girls. Prior to the National Literacy Campaign, Cheptoo, who was born in 1957, did not receive support from her parents for education, encouraged instead to get married and have children. This is typical in sub-Saharan Africa, where females are often persuaded to marry early and are “unlikely to find any professional opportunities that enable economic self-sufficiency,” according to Daraja Academy.

Today, the female literacy rate is 74.9 percent, compared to the literacy rate of males at 81.1 percent, a stark difference from the literacy rates of the past. The female literacy rate is continually increasing with the support of secondary schools for girls including Daraja Academy and Oprah Winfrey’s Leadership Academy, which allow females of the future generations to secure an education.

Adult literacy programs are bridging the education gap for women who did not receive proper schooling in their youth. These literacy programs are a turning point for women, like Cheptoo, and provide them with learning opportunities to increase their knowledge of the world that surrounds them.

– Ashley Howard

Photo: Flickr

Harvard Program Teaches the Importance of Global Education

There are several nonprofit organizations whose missions are to better education in developing countries so that every student has access to equal opportunities. A lot of these programs include funding for teacher associations to ensure that schools are not just well equipped with supplies, but with qualified teachers as well. The Harvard Graduate School of Education is one university whose graduates are qualified to teach any group of students around the world. Their program teaches the importance of global education and prepares students who have an interest in teaching internationally.

The program is called the International Education Policy (IEP) and its aim is to teach students a wide variety of understanding so that graduates can help multiple groups of students around the world. Students learn things from how to improve girls’ education to ways to deliver HIV/AIDS education. Students also learn to design their own innovative programs for schools and how to effectively use those programs to improve the quality of education. Other things that the students learn is how to promote peace, teach about relevant issues and empower students.

Some IEP graduates work with nonprofit organizations such as UNICEF, Save the Children and the World Bank. As education specialists within these organizations, they are policy makers for education worldwide. Some graduates also act as social entrepreneurs and create their own organizations to help with global education.

One graduate of the program, Sara Ahmed, co-founded the Elm International School in Alexandria, Egypt. Ahmed started the school with three goals that she wanted the school to meet. She wanted it to be a student centered environment, use technology as a tool and be internationally minded while still being locally rooted. Ahmed said in an interview, conducted by the Harvard Graduate School of Education, “I wanted a school that I would dream of for my own children.”

Another graduate, Jeff Decelles, started a program called Ragball International, which is based in South Africa. This program takes soccer balls that are created with thrown away plastic by local youths and sells them internationally. The youths making the ragballs also participate in a program that teaches them how to save and set financial goals. The program also teaches students the importance of recycling and re-enforcing the positive impact that reusing has on the environment.

There are many more positive steps that graduates of the IEP program are making towards global education. The most important outcome of this program is that it promotes the importance of global education. With more teachers equipped with knowledge and initiative to make a difference in global education, they can help improve education for students worldwide.

– Deanna Wetmore

Photo: Google