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KOICA Project “Better Life for Girls” to Fund Girls Education

Girls Education

In order to initiate better girls education around the world, the Korean International Cooperation Agency (KOICA) has worked in several countries to improve access to education. In its most recent effort, it granted $6 million to UNICEF in August 2017. The aim of this grant is to assure better health, protection and widespread education for Jordanian children, as well as Syrian refugee children who have found a new home in Jordan.

The funding will be put to a variety of beneficial uses, such as health education, reliable water sanitation, psychological counseling and amplified education for children with disabilities. In addition, specific psychological help will be given to women and girls who may be victims of gender-based violence, discrimination or child marriage.

The funding comes as part of KOICA’s five-year-long, $200 million program, “Better Life for Girls,” which aims to increase the amount of girls in schools in developing countries, better the quality of the education they receive and ensure that no girl is victim to being treated unfairly or receiving a lesser education on account of her gender.

In July of 2016, KOICA brought the “Better Life for Girls” program to Uganda, pledging $5 million to adolescent girls’ education over the course of two and a half years. They promised an emphasis on technology, educating parents as well as children on the harm of early pregnancy and child marriage and encouraging men and boys to join the efforts in reducing abuse and mistreatment of women.

As KOICA points out, almost 62 million girls cannot go to school. Poor families in third-world countries often prioritize boys’ education over girls, who are forced to drop out of school or forgo attending altogether. Many girls are needed at home, are subjected to child marriage, or become pregnant at a young age, restricting their ability to get an education. The Uganda Demographic and Health Survey states that one in four girls from ages 15 to 19 is pregnant or has a child, meaning that she often cannot go to school.

But it is education that will empower women to be able to make decisions about their own health, to start a lucrative career that will allow her independence, and to contribute to her own future and her society’s future with her intellectual prowess. Not only does KOICA wish to encourage this, the agency wants to spread awareness about the unfair treatment of girls at schools in developing countries and explore their untapped potential.

Another effort from the “Better Life for Girls” program was made in the Gaza strip in February of 2016. KOICA pledged $500,000 to the United Nations Relief and Works Agency for Palestine Refugees in the Near East. The UNRWA’s technical and vocational education and training program helps highlight job opportunities and provides training in those areas to Palestinian refugees in Gaza, particularly women. KOICA’s contribution enabled the UNRWA to reevaluate its program and ensure that it would guide bright and innovative refugees to employment.

The “Better Life for Girls” program serves to remind that there is no limit to the new heights that may be reached with more women at the helm, with more girls learning how to make society a better place, with more female minds behind the world’s newest inventions, political advancements, medical discoveries and more.

Expanding girls education will improve the community and open the world to millions more people who have the potential to lead, create, heal and discover. It will change the world for the better.

– Charlotte Armstrong

Photo: Flickr

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Learn about the Protecting Girls Access to Education in Vulnerable Settings Act.

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New Crowdfunding App for Refugees

Crowdfunding App for Refugees

EdSeed, a new crowdfunding app for refugees, connects education facilities, donors and displaced university students on mobile phones. The app offers refugee students an opportunity to raise the money they need to attend an acclaimed university. It also provides an accessible and reliable method for people and corporations to donate to refugees in a way that will help them become self-reliant.

There is an estimation that, of the 65 million refugees in the world, only 1 percent have access to higher education. At least 200,000 Syrians had their post-secondary education interrupted when they had to flee their home country. No longer on the path to a degree, most of these previous students now find themselves struggling economically in a world that values educated workers.

The app gives students a social media-style profile where they supply details such as degree, university, career aspirations, past academic performance and personalized videos and pictures. Donors can filter their search to find the type of students they wish to support. Individuals can choose between $10 to $100 donations, while corporations can donate from $10,000.

Students can share their edSeed profiles on other social media sites, and the app will also campaign for specific profiles monthly who aren’t receiving as much attention. The students can also monitor their funding process and amounts.

EdSeed partners with universities and scholarship foundations who will verify student profiles and will receive the funds directly, providing a trustworthy platform for donors. The app hopes to raise 6,000 scholarships within three years.

Since its start in April, 500 students have already signed up and 12,000 individual and 3 corporate donors have expressed interest. However, edSeed hopes to accelerate its growth to handle more traffic.

EdSeed hopes to expand beyond higher education and provide funding for apprenticeships, mentoring organizations and other types of degrees that will provide refugees with a quicker route to economic independence. This crowdfunding app for refugees is on its way to help thousands of students worldwide.

– Hannah Kaiser

Photo: Flickr

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Ghana Code Club Helps Educate Students After School


As the world grows increasingly connected and technological, the tide of calls for people to work in the technology industry grows every day. In fact, according to the Bureau of Labor Statistics, 70 percent of science, technology, engineering and mathematics (STEM) jobs created in 2015 were in computer science – almost seven million of them.

With this in mind, it is easy to understand the push for more students to learn coding and other computer science-related skills. Even the U.N. Secretary General has called for “greater investments in computer science.” Investments in these occupations also present a great opportunity for developing countries to move forward technologically and socioeconomically.

One organization in Ghana helps increase the number of students interested in computer science and teaches children coding. In 2016, the Ghana Code Club began in order to teach children in Accra computer programming skills. Because the school curriculum in Ghana does not include technology, this club addresses the learning gap through after-school programming. Ernestina Appiah, the club’s current CEO, founded Ghana Code Club and also organizes the activity at multiple schools.

After working as a secretary in IT, Ernestina Appiah realized how valuable basic coding skills could be. Then, she learned how to design a few of her own websites. Soon after, she founded the organization as a project in partnership with the iSpace Foundation. Now the Ghana Code Club serves students between the ages of eight and 17 in different areas of Ghana after school.

Students who participate in the after school program gain valuable skills they can use in any career path. From building and designing websites with HTML to game creation using Scratch, students who participate in the after school activity can explore all of their interests. Girls, especially, have the opportunity to gain a foothold into the world of technology.

Programs run by trained volunteers and ICT teachers operate in 13 schools across the country. IT professionals train volunteers and primary school teachers who have no prior coding experience. Teachers and volunteers then team up to teach participants. Young children who participate get an early introduction into the world of computers, while older children learn Python, HTML and CSS. All students have the opportunity to learn and work with Scratch.

The Ghana Code Club also cycles through different schools, community centers and libraries to further expand its reach. With its dedicated CEO, team and board, it shows no signs of stopping.

By helping students gain important skills by promoting coding in Ghana, the Ghana Code Club increases the competitiveness of students entering the workforce. As the program expands, more and more children will have the opportunity to impact their communities and make a better future for themselves by learning these invaluable skills.

– Selasi Amoani

Photo: Flickr

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Why Education in Singapore Is So Good

Education in Singapore Good
Education in Singapore has been receiving a lot of praise. When Singapore gained independence from the British, it was a low skill labor-driven market. However, over a period of 50 years, the government managed to create an incredibly advanced education system, where graduates went on into highly skilled jobs. How did this happen?

A Success Story: Education in Singapore

In 2015, the Organization for Economic Cooperation and Development (OECD) rated Singapore as having the best education system in the world. OECD director Andreas Schleicher says that students in Singapore are especially proficient in math and the sciences. In English, the average Singaporean 15-year-old student is 10 months ahead of students in western countries and is 20 months ahead in math. Singaporean students also score among the best in the world on international exams.

Education in Singapore is superior because the classes are focused on teaching the students specific problem solving skills and subjects. The classroom is highly scripted and the curriculum is focused on teaching students practical skills that will help them solve problems in the real world. Exams are extremely important and classes are tightly oriented around them.

Authorities in Singapore are also constantly trying to reevaluate and improve the education system. Recently, many students have reported rising levels of overstress and psychological problems brought on by academic rigor. In response, Singapore has stopped listing the top-scoring student on the national exam in order to ease some of the pressure students may feel. The country has also incorporated a strategy called Teach Less, Learn More, which encourages teachers to focus on the quality of education, not the quantity.

Another reason the education in Singapore is so excellent is simply the Singaporean culture. Parents play a crucial role in their child’s education. The “talent myth,” which states that some kids are naturally smarter than others, is non-existent in Singapore. A local newspaper, The Straits, reported that 70 percent of parents sign their children up for extra classes outside of their regular school hours. In local bookstores, over half of the store is dedicated to educational material.

The education system in Singapore is, in many ways, superior to the education system in the Western world. This is largely due to the country’s culture and first-rate educational leadership. Singapore has a lot to teach the rest of the world; if other countries would adopt some of Singapore’s strategies, there would surely be improvement in education around the globe.

– Bruce Edwin Ayres Truax

Photo: Google

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Improving the Education System in Ghana

Education System in GhanaThe education system in Ghana is well known for maintaining the ignorant practice of marginalizing children, especially disabled children, from getting an education. Children who are girls, disabled, of an ethnic minority, and/or of the lower class are consistently neglected by the education system. Approximately 100,000 Ghanaian kids aged six to 14 have a disability. More than 30 percent, or 16,000, of those 100,000 kids are not getting an education.

The United Nations Children’s Fund (UNICEF), the Ministry of Education, and the Ghana Education Service have created a 45-page document called the Inclusive Education Policy. Launched to combat special education discrimination, its mission statement is straightforward, saying: “inclusive schools must recognize and respond to the diverse needs of their students, accommodating both different styles, rates of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resource use and in partnerships with their communities.”

Among other documents, the Inclusive Education Policy is anchored in the 1992 constitution of the Republic of Ghana, the Disability Act and the Education Act and will be reviewed every five years. The Inclusive Education Policy calls on parents, teachers, community leaders, government officials and the wider Ghanaian society to reevaluate deep-rooted, misguided ideas. It aims to change systems, create mechanisms, equip schools and perpetuate the beliefs that all children can learn, have a right to learn and learn differently. The education system in Ghana is working to ensure that children with and without disabilities have an encouraging physical, social, emotional and psychological environment to learn in. Despite the Inclusive Education Policy, kids with disabilities are still at risk of stigma, misunderstanding and discrimination in their local communities.

Under the Ghana Education Service, the Special Education Division started implementing Inclusive Education Policy fundamentals in the Greater Central Accra and Eastern Regions. In 2011, the policy covered 529 schools in 34 Ghanaian districts. In the summer of the following year, UNICEF implemented the policy in 14 more schools. In early 2017, UNICEF and the United States Agency for International Development provided 21 kindergartens across 11 districts with child-sized wheelchairs, crutches, complete spectacles, hearing aids, Snellen charts, tossing rings, tennis balls, basic screening materials, drums and assistive devices for assessment centers and schools.

– Tiffany Santos

Photo: Flickr

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Africa Pushes Teaching Soft Skills

Africa Pushes Teaching Soft SkillsThe MasterCard Foundation and the African Bank have created programs to teach students soft skills needed in their futures. In this way, Africa pushes teaching soft skills in secondary schools to prepare youth for employment.

The MasterCard Foundation’s Skills at Scale urges educators to create curricula focusing on soft skills that will increase students’ economic potential, e.g., communication, teamwork and problem solving. Its Akazi Kanoze Youth Livelihoods Project, funded by the United States Agency for International Development, helps strengthen students’ interpersonal communication and leadership abilities. Its focus on soft skills enriches students’ personal development and success in the modern job market, including increased productivity and achieving individual and organizational goals. The initiative also links students to local employers for entry-level jobs, internships and apprenticeships. Since 2009, Akazi Kanoze has prepared more than 37,000 youths for work, with more than 65 percent in the initial round of training employed six months after graduation.

While Africa pushes teaching soft skills to strengthen students’ professional and social abilities, it also teaches the tools students need for success in higher education.

The African Bank’s mentorship program, launched last year, equips students for life after graduation. In addition to helping students choose a higher education institution, meet entrance requirements and get financial assistance, the mentorship program teaches soft skills, including public speaking and managing finances. Students meet with experts from the fields they are interested in, take career guidance assessments and receive feedback on their strengths and where they have potential. Last year, the students were all female and the top achievers in the three schools the African Bank selected for the program.

Career mentorship and soft skills training during secondary education prepare youths for life outside of education and in a professional, multicultural environment. As Africa pushes teaching soft skills, students become well-rounded, influential communicators. The MasterCard Foundation and the African Bank’s work testifies to the importance of soft skills teaching for growing professional leaders and empowered citizens.

– Sarah Dunlap

Photo: Flickr

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Caribbean Education System Seeks Improvement

With a long history of providing insufficient schooling for children, the Caribbean education system is making progress in improving its conditions. According to former Minister of Education Ronald Thwaites, Caribbean countries are in need of “a new kind of school.”

The 13th biennial conference of the Schools of Education of the University of the West Indies took place on June 20 to June 23. During this conference, educators from the United Kingdom, the United States and the Caribbean discussed the changes that are to be made to the Caribbean education system. The theme of the conference was “Envisioning Future Education: Cross-Disciplinary Synergy, Imperatives and Perspectives,” which addressed the importance of improving the state of the Caribbean education system for future generations.

In past years, governments throughout the Caribbean focused on increasing the enrollment rates of primary and secondary schools; however, this improvement in quantity did not have the same effect on the quality, making future education quality a main focus of development.

Caribbean governments are increasing funding for their education systems, as well as developing curriculums to better prepare students for issues facing the economy, climate change, food security and water conservation. They hope these efforts will help make the Caribbean more sustainable.

Also, parents throughout the Caribbean are being encouraged to put greater importance on their childrens’ education by preparing them well ahead of their school years and educating them on prominent concepts and defining features of the Caribbean.

The Caribbean education system has consistently lacked proper safety measures throughout its schools, so Caribbean governments are putting an emphasis on improving safety conditions. The Caribbean Disaster Emergency Management Agency (CDEMA) has developed a toolkit to test vulnerabilities of schools throughout the Caribbean. Additionally, schools are implementing safety policies and hazard risk data assessments to understand how they might be at risk of damages due to natural disasters and other hazards. Thus, schools will be better prepared in the case of an emergency and staff and students will be aware of these potential threats and how to handle them.

With the precautions taken by CDEMA and the efforts being made by governments throughout the Caribbean, it is expected that the education system will soon see improvements. This “new kind of school” will provide students with a better understanding of the issues Caribbean countries are facing and ways to improve them for future generations.

– Kassidy Tarala

Photo: Flickr

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Education and Reintegration Against Boko Haram

Education and ReintegrationSince 2015, Niger has been subject to attacks by jihadist group Boko Haram. In 2016, Niger launched a new political initiative: a de-radicalization and reintegration program based on education and participation for the captured Boko Haram fighters. This strategy, also known as disarmament, demobilization and reintegration (DDR), can be effective during violent times. It is the means to achieving post-war goals and maintaining order in society.

DDR, now seen as a useful tactic to countering violent extremism, has become a political strategy, one that supports education and vocational training rather than violence and imprisonment. Rather than fighting violence with violence, the idea is to stimulate peace by instilling conventional development goals for society. Despite the de-radicalization classes and vocational training in the DDR camps, jobs are scarce and poverty is still rampant, making extremism more attractive to civilians.

Structural issues in the prison system and reintegration issues in society create more obstacles for the government in maintaining peace. Niger lacks the proper legal mechanisms or sorting criteria for prisons and the DDR program. No set standards exist for distinguishing between the detainees and escapees sent to prison or to the DDR program. Without these legal processes, the Boko Haram ex-insurgents are still legally terrorists. The U.N. excludes Niger and refuses to provide them with international assistance; the U.S. also does not grant them foreign material aid.

There is a need for supporting this method at the community level as well. Many ex-insurgents find it hard to reintegrate into a society that rejects them. People need to understand that in order to thwart the threat of extremism, it is necessary to destroy the ideology and punish those who spread it, not those who were a product of it.

This initiative has been pioneered by the southern town of Diffa. Diffa governor Mahamadou Lawaly Dan Dano has requested that the University of Diffa help build the community for those in the program. With 150 people in the program, including fighters’ wives and 28 young boys, conditions in Diffa became poor. After an escape attempt, it was relocated to a refugee camp in Goudoumaria where it can expand. They now have food, water and even a small infantry.

Despite not having schools until the 1990s, this region is now receiving 12 EU-funded vocational training centers and is set to put this into action. Another DDR program is working with this effort to release some of the 80 minors detained on both sides of the border to transit and orientation centers in Diffa.

Limiting risk through a national acceptance of the larger enemy and incentivizing peace through a collaborative systematic process are how education and reintegration could save Niger from Boko Haram.

– Tucker Hallowell

Photo: Flickr

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Defeating Human Trafficking in Guatemala

Human Trafficking in GuatemalaEach day, 33 people become entrapped by human trafficking rings in Guatemala. Nearly 60 percent of the 50,000 victims of human trafficking in Guatemala are children, according to a report by UNICEF and the International Commission against Impunity in Guatemala (CICIG). The report estimates the industry to be worth $1.6 billion a year – this number represents 2.7 percent of Guatemala’s gross domestic product.

Guatemala’s pervasive culture of gender inequality – coupled with extensive sexual abuse in the home – promotes trafficking. Often, human trafficking affects families that have already experienced domestic and sexual violence by fathers and stepfathers. The violence they experience prompts boys and girls to run away from home, leaving them prey to sexual exploitation by traffickers. Mothers who sell their children into the sex trade are often victims of trafficking or domestic abuse themselves.

In Guatemala, very few sex trafficking cases are actually detected each year – about 3 percent. Although Guatemala has adopted numerous programs and laws to tackle human trafficking, only two prosecutors work on sex trafficking cases across the country. Therefore, the number of trafficking convictions in Guatemala remains low, according to the United Nations Office on Drugs and Crime (UNODC). In 2014, the Guatemalan authorities convicted only 20 human traffickers, according to the 2015 U.S. Department of State report on human trafficking.

Education is a key factor in eliminating human trafficking; in Guatemala it occurs largely due to the absence of family education. Illiterate or uneducated children and adults are more vulnerable to abuse. Traffickers target poor, uneducated and unemployed women and girls, luring them with promises of earning money as a waitress or model. Girls as young as 12 work in brothels and are forced to have sex with up to 30 customers a day.

Just as it plays a large role in preventing human trafficking, education also plays a critical role in helping survivors of human trafficking to escape the trauma they experience after victimization. Instruction and counseling are immense steps toward rehabilitating the survivors and reintegrating them into society. When survivors are provided with education, they gain an opportunity to “reprogram” their lives by increasing their knowledge.

All members of society in Guatemala being more educated and knowledgeable on human trafficking is essential for the defeat of traffickers. Every avenue must be explored on how to raise awareness about the nature of the crime, its causes and the damage human trafficking inflicts on its victims.

– Heather Hopkins

Photo: Flickr

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Education Access for Children With Disabilities in Ghana

Children With Disabilities in GhanaAround the world, children with disabilities are faced with many challenges that can hinder their success and well-being. In Ghana, children with mild to moderate disabilities are often denied access to education simply because of basic impairments. This creates a sense of isolation and lack of motivation among these children, and diminishes their quality of life. Fortunately, in recent years several programs led by a variety of humanitarian organizations (such as UNICEF) have begun improving education access for children with disabilities in Ghana.

With one in three children who are not in school being withheld simply because of a disability, this problem is affecting Ghana’s children significantly. Children with disabilities such as cerebral palsy are often hidden in their communities, unable to or not allowed to go to school. Parents of children with these mild to moderate disabilities often recognize their child’s intelligence, but lack local schools with the support required to care for their needs.

This is changing, however, with the help of initiatives from UNICEF and the Campaign for Learning Disabilities (CLED).

UNICEF, in partnership with USAID, has led this mission by creating and supporting inclusive schools where children with disabilities are welcomed and can get assistance. The goal of creating inclusive schools was pursued by a community outreach program where parents were encouraged to hear about how all children, regardless of ability, were entitled to an education.

From UNICEF’s initiative, more than 450 teachers have been trained in inclusive education, and children with mild to moderate disabilities have access to over 83 basic schools that provide an inclusive learning environment.

CLED has also improved education access for children with disabilities in Ghana. CLED is a non-profit organization that helps communities by equipping teachers and parents with the tools needed to best support children with disabilities, as well as by providing specialized tutoring for children with disabilities. CLED has also acted as an advocate for this issue in Ghana by leading monthly radio talk shows on inclusive education. So far, CLED has donated 2850 school supplies, provides tutoring programs in 30 schools, and has trained 2292 teachers.

While many children with disabilities still lack access to proper education, the solution to this problem will require better understanding and support from communities. However, through these initiatives led by UNICEF and CLED, more and more disabled children are able to learn and express themselves in inclusive schools.

– Kelly Hayes