Tag Archive for: Education

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Creating Ways to Continue Education Despite War and Conflict

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Elementary school is a time that is remembered by new backpacks and the smell of fresh pencils and erasers. Small children proudly sport new outfits and seek out new friends in various classes.

This is the idealized picture of what a small proportion of the world’s children is able to enjoy. In war-torn developing countries, though, elementary schools look very different.

A recent article from The Guardian found that “Almost 50 million children and young people living in conflict areas are out of school, more than half of them primary age, and reports of attacks on education are rising.”

Multiple studies done over the years have found that when it comes to war, education is one of the first casualties. War and other such conflicts cause damage to buildings, displaced families, necessary certificates to be lost, and a change in priorities.

While this is often the case, new programs are springing up that provide access to school even amidst such turmoil.

UNICEF, for instance, has been working with the Ministry of Education to find solutions.

In an article focused on Yemen, the UNICEF site stated that they are, “working with the Government to help organize catch-up classes for those who have missed their education and encourage as many children as possible to return to school for the new school year.”

The combined efforts of UNICEF and the Ministry of Education have also worked to help children take exams that were missed due to schools being closed during the fighting.

War Child is another organization that has been working in several war-torn countries to improve education despite war and conflict.

On their site they shared, “In Afghanistan we’re providing education for the street children who use our drop-in-centres. We’ve also opened 20 Early Childhood Development Centres to provide 620 children aged 4-6 with a pre-school education.”

Similar work is being done in the Democratic Republic of Congo, Iraq, Uganda and Syria.

These programs allow for children to receive the education that is needed to help end the cycle of poverty in these developing nations despite the negative impacts of war.

– Katherine Martin

Sources: The Guardian, UNICEF, War Child
Photo: Google Images

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Smartphones Affect Education Gaps in Rural Pakistan

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Throughout rural Pakistan, many teachers don’t have access to quality educational training for a variety of reasons, including cost, distance and family commitments.

Online distance learning could easily fill-in these educational gaps, but limited Internet coverage has proven to be a stumbling block for educators and students alike.

Developments in Literacy (DIL), a nonprofit founded by Pakistani-Americans in order to bring quality education to disadvantaged children in underdeveloped regions, has created a revolutionary solution to end this problem.

Funded by USAID, DIL created a mobile distance learning program known as mLearning. The parameters of the program were straightforward. Teachers were each given a smartphone with video lessons loaded onto them, giving teachers unlimited access to the material.

Once a month, teachers would meet at one of the 23 WiFi hubs DIL established throughout the nations to download more training videos. The 8- to 10-minute videos cover a variety of techniques to engage and inspire students to love learning, especially math and English.

Although the program’s focus is on bettering the understanding of school subjects and the teaching ability of rural educators, the end-game is to inspire children to stay in school. The goal is to have smartphones affect education gaps in rural Pakistan.

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The average number of years that Pakistani children stay in school is only eight years, with most dropping out before age 16. This low level of academic participation has capped the Pakistani literacy rate at 57 percent, with only 45 percent literacy for women.

Because of this, mLearning is aimed at improving the education and opportunities of poor children and at-risk rural girls through better teacher training and learning resources.

During the course of the initial mLearning program, 200 teachers were given smartphones and completed the program from January 2013 to November 2014. Currently, more than 5,000 children benefit from being taught by teachers who have participated in mLearning.

Since the end of mLearning, the educational aid videos have been shared with 40 schools not affiliated with DIL, and countless teachers have shared the videos personally from their smartphones.

That’s the real brilliance behind mLearning using smartphones as its method of delivery. Since DIL owns the majority of the content, teachers are able to share the videos freely.

mLearning’s results thus far have been impressive. Across the board, teachers reported a 30 percent increase in their English skills and a 40 percent increase in their comprehension of mathematics. As the mLearning videos continue to be spread around, DIL is looking to expand the program.

– Claire Colby

Sources: USAID, World Factbook
Photo: USAID
Photo: The Hindu.Com

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Early Childhood Development and Economic Stability

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Early childhood development (ECD), or the time from a child’s birth to turning 8 years old, is considered the most critical window of childhood development.

During this eight-year window, children undergo intensive physical and social growth, shaping their bodies and perceptions of society.

But many children in developing nations lack the nutrition, healthcare and social engagement necessary during ECD to have a strong foundation for future growth and development.

ECD initiatives, ranging from parental training to preschool, have been shown to dramatically improve children’s earning potential and help them to escape the poverty cycle.

In the post-2015 Sustainable Development Goals, the United Nations specifically addressed the value of ECD in Goal 4, stating that by 2030 all children will “have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.”

The British Prime Minister, David Cameron, echoed the importance of providing aid to ECD for the termination of global poverty, saying, “Children have been educated who otherwise would have missed out.”

Through aid efforts, programs are sprouting throughout some of the world’s poorest regions, showing promising results.

The World Bank reports that children in developing nations who have participated in ECD programs have higher levels of cognitive and academic performance than their peers.

Children who have benefitted from ECD initiatives are also more prepared to enter primary school and learn more efficiently while in class. This early success in schools has led to lower levels of dropouts and grade repetitions.

As educational levels rise, so does earning potential. Especially for girls. For every year of primary education a girl receives, her earning potential rises 10 percent to 20 percent, and for every additional year of secondary education, her earning potential rises another 15 percent to 25 percent, empowering her in the workforce.

As the workforces in developing nations expand with more educated and skilled laborers, the population at large benefits from an expanded consumer base.

With increased earning and buying power comes a more complex and stable economy that is less susceptible to shock and a higher gross domestic income.

According to UNICEF, this increase in school attendance shrinks the gap between the wealthiest and poorest families, hoisting children and their families out of the poverty cycle.

– Claire Colby

Sources: The Guardian 1, The Guardian 2 UNICEF, UN, USAID, World Bank
Photo: Sharp School

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The Indonesian Family Hope Program Ends Poverty Cycle

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In 2013, 28 million Indonesians lived below the poverty line. Impoverished families throughout the nation were often too poor to afford healthcare and education for their children, leading to illness and injury that trapped them in generational poverty.

In an effort to break this generational cycle, the World Bank, in combination with the Ministry of Social Affairs, has created the Family Hope Program.

Financial and Developmental Aid

The Indonesian Family Hope Program works through a series of cash transfers. The money is given to parents who agree to participate in health and nutrition training, take their children to clinics when they’re ill and keep their children in school.

The program also provides startup money and skills training to parents. These micro-investments give families the means to become entrepreneurs and run their own family businesses, ensuring economic growth and generational development.

Health

Mothers participating in the program are encouraged to give their children the best possible start to life — beginning in the womb. The World Health Organization (WHO) recommends that women have four antenatal check-ups throughout the course of their pregnancy, thus lowering the risk of complications, infections and other life-threatening incidents through screenings. Yet, few women receive all four visits.

The Family Hope Program has increased the number of antenatal checkups by more than 7 percent. This establishes a precedent of continued family health. As mothers are healthier during and after pregnancy, children are healthier and receive better healthcare as a result. The 7 percent increase in antenatal care resulted in a mirrored raise in child immunizations by 7 percent.

The nutritional aspect of the program has also positively impacted childhood development, decreasing the number of children suffering from stunting by 5 percent. As a result of children being healthier, they are able to focus better and attend school.

Education

Along with the cash grants, more than 11,000 facilitators trained in education and nutrition hold seminars teaching mothers how to manage finances, improve the health of their families and aid their children in their studies.

The program has resulted in increased enrollment and school participation.

Many children from poor families stop attending school after completing their primary education, though not due to a lack of desire to attend. The program has removed financial barriers keeping children from continuing their education for the more than 3 million families that the program has reached.

Children now are 8 percent more likely to go on to secondary education and 10 percent more likely to enroll in junior secondary school. According to the United Nations, more education equals higher earning potential and better health, which are essential to end the generational poverty cycle.

– Claire Colby

Sources: NCBI, United Nations, World Bank, World Health Organization
Photo: PBase

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UK Students Sign Up to “Send My Friend to School”

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Since the United Nations’ decision to focus on education in 2000, approximately 58 million more children have been able to attend school thanks to various governments and organizations like Send My Friend to School banding together.

While this number seems large, that still leaves 58 million children out of school. And that doesn’t account for all of the dropouts that have taken place since.

In developing countries, there are still many obstacles getting in the way of a primary education for all children. Disability, cost, work, distance, conflict and a lack of teachers are only a few of the struggles that are still being addressed.

In the United Kingdom, the Global Campaign for Education began a program entitled “Send My Friend to School” in order to help the remaining 58 million children that are currently unable to receive a primary education.

This campaign focuses on allowing the children of the U.K. to participate in the solution. According to the campaign website, “over 10,000 schools and youth groups, and millions of children, have been involved so far in the U.K.”

The focus for these children is to band together and speak out for everyone’s right to an education. By speaking with and reminding leaders about their promise to get every child in school, they are able to keep education a priority.

According to Oxfam, an educational resource site, “Send My Friend to School is asking UK pupils to imagine that they were a world leader and tell politicians what crucial decisions they would make to get every child worldwide into school now.”

Since the campaign’s start in 2005, success stories have built up showing how much these children are capable of.

After the Southfield School campaign targeting MP Philip Hollobone and David Cameron, the two leaders expressed, “I am very impressed by the concern you have shown for the education of children in developing countries. Your colourful drawings demonstrate this as well as your enthusiasm for the campaign.”

Other such success stories have flooded the U.K. news.

The Send My Friend to School campaign has consistently shown that children are excellent advocates for global education needs. When organizations and direction are in place, children are able to accomplish much good.

– Katherine Martin

Sources: Send My Friend, Oxfam, Southfield School
Photo: Flickr

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Focusing on Education for Syrian Refugees

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The Syrian Refugee conflict has been a hot topic globally for months now. Many countries have been accepting Syrian refugees since the climax of the crisis, but once a temporary home has been found, what next?

On average, a refugee will stay in a camp for 17 years. In these crowded and busy communities, individuals and families try to create a semi-normal life.

For smaller children though, living in these refugee camps means growing up without a fair chance to attend school. Therefore, greater focus needs to be placed on education for Syrian refugees.

According to The UN Refugee Agency, UNHCR, the Syrian refugee crisis could be a large contributor to another global crisis. Poverty rates, already at a high, could be negatively impacted if proper action is not taken.

In a study done by the UNHCR entitled “Living in the Shadows,” the organization stated, “Two in every three Syrian refugee households are below the absolute poverty line in Jordan, and one out of six is below the Jordanian abject poverty line…households’ economic vulnerability appears to increase over time.”

While humanitarian aid is a huge part of alleviating this problem, more needs to be done. Refugee education and training in vocational skills are a necessity to combat the struggle of poverty within and outside of these refugee camps.

According to The Guardian, “Globally, over 50% of refugees are children. Yet only one in every two refugee children attend primary school. Only one in four refugee adolescents receive secondary school education.”

It has been proven several times over that educational opportunities are one of the key solutions to eradicating poverty. With education comes new skills, a more secure future, and a more stable country.

Recently, more countries have started to pick up on this trend and are working to make necessary changes.

In Turkey, the refugee educational opportunities for children has risen from 199,000 in 2014 to 299,000 this school year.

Lebanon, the country with the highest amount of hosted Syrian refugees, is providing education opportunities for 200,000 of those children.

According to the University World News, “The University of Copenhagen has asked the Danish government for permission to create extra student spaces for refugees and migrants arriving in the country.”

For refugees, education is everything. It is the key to getting out of poverty and a source of hope amidst hardship. Continuance of improved and increased educational opportunities is one of the top essentials of getting Syrian refugees out of poverty and helping them contribute to society wherever they currently reside.

– Katherine Martin

Sources: UNHCR, The Guardian, Today’s Zaman, Huffington Post, University World News
Photo: Todays Zaman

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Deaf Children in Poverty: A Right to an Education

Deaf Children in Poverty: a Right to an Education
Obtaining an education in a poverty stricken country is hard for most children living in those conditions. It’s almost impossible when that child is deaf and has no access to sign language assisted learning. Millions of children are struggling to learn or not attending school at all because of this fact.

Educational; Disadvantage

In countries like Nepal, Kenya, China and Northern Uganda, parents, teachers and the wider community often see deaf children as mentally impaired or just altogether incapable of learning. So while these children may be lucky enough to obtain cochlear implants or hearing aids, they are forced to miss out on important learning milestones.

Kenyan Natha Yare recalls being denied her right to an education growing up because she was deaf. Natha talks about how her quality of education was compromised even though she was able to attend a school for the deaf, which was a 15 hour trip by bus.

The teachers there did not know Kenyan Sign Language. They simply wrote on the board, expecting the children to copy down what they saw, which they did. The children were then allowed to play, never actually gaining an understanding of what had been copied.

USAID Provides Resources to Deaf Children

USAID is dedicated to changing the way deaf children in poverty are treated in many countries worldwide. Many poverty stricken countries simply do not have the funds or even the resources to provide sign language teachers or aids.

USAID has helped to promote the implementation of sign language projects in several countries including Ecuador, Georgia and Morocco.

It is important for deaf children to learn sign language in order to allow them the opportunity to be able to express themselves, communicate and learn. In order to ensure this, teachers who are qualified to teach national sign language, and at all educational levels, must be hired.

Deaf children who never learn sign language are highly likely to develop into adults who have a hard time communicating with family, friends and the larger community. This will make it very hard for them to achieve true independence and to lead fulfilling, successful lives.

Education is Always the Key

Every child deserves to have access to a proper education and “the right to education in sign language for deaf people is safeguarded by the United Nations Convention on the Rights of People with Disabilities.”

By safeguarding this right, especially for those children living in extreme poverty, we give each deaf child the opportunity to reach their full potential and break the cycle of poverty.

– Drusilla Gibbs

Sources: USAID, HRW
Photo: Pixabay

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Kio Kits: A Modern Education Solution

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On a continent where electricity, let alone an internet connection or data coverage, is never a given, bringing technology to the classroom has proven to be a challenge in rural and poor urban regions of Africa.

A BRCK Initiative

But, the African software developers, engineers and technologists of the Kenyan company BRCK have recently rolled out an educational pilot program of tablets, specifically designed to combat connectivity problems.

The program, BRCK Education, comes from the creators of the original BRCK. A router and modem system boasting a built-in global SIM card, internal storage, surge protection, more than 8 hours of battery life, adaptable charging for solar panels, car battery and computer or wall outlet, BRCK grants access to the Cloud from anywhere.

BRCK Education’s pilot Kio Kit, which holds 40 tough Kio tablets, a set of headphones for each student, an original BRCK and wireless charging docks for the Kio, is designed to be a “holistic education technology solution that turns every classroom into a digital classroom,” according to BRCK.

Inside the Kio

The Kio Kits, which look like rugged, plastic suitcases, are not solely made for transporting and recharging the water and drop resistant Kio. The case houses an offline “micro-Cloud” server.

When the case is turned on, the micro-Cloud is activated, giving children and teachers access to the preloaded interactive content saved on the server, without the expense of having to connect to the internet.

Kio, meaning “window” in Swahili, kits are designed to give African school children the same quality education that their technologically more connected peers already enjoy.

The preloaded content is updated remotely, currently by four Kenyan education content companies and the international curriculum giant Pearson. This ensures that all children using the Kio are receiving the most up-to-date information.

But Pearson isn’t the only big-name backing the Kio Kits. Intel, Mozilla, and the African companies JP, e-limu and eKitabu are all getting in on helping the Kio Kits become a success.

Hope For Expansion

The pilot program is currently being run in schools in Kenya, Tanzania and Uganda. The African Wildlife Fund has also purchased Kio Kits to distribute to schools in Ethiopia, Congo and others.

If the pilot program goes well, BRCK is already designed to be used throughout the globe, making it a viable option for other developing nations.

The BRCK Education team hopes to positively change the lives of children who have little or no access to technology through the Kio Kits, in Africa and beyond.

The BRCK team is confident that their system will succeed in changing education for the better. As they claim on their website, “If it works in Africa it will work anywhere.”

– Claire Colby

Sources: BRCK 1, BRCK 2, Forbes, htxt.Africa
Photo: Potentash

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Social Safety Nets Save Malnourished Children in Togo

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A large number of children in Nadjote, a small village located 18 km from the city of Dapaong, suffer from serious malnutrition. In order to combat this suffering, the Togolese government has established a safety net program aiming to financially help the most vulnerable households.

Specifically, the government set up a cash transfer program to provide financial assistance to households with malnutrition-suffering children in Togo.

This program is intended to provide a brighter future for children from the most disadvantaged families. Moreover, this program encourages households to obtain birth certificates for their children, offer them with education and health care.

Abna Kolani is one of the beneficiaries. She gave birth to seven children, but three of them died of malnutrition. As a beneficiary, during the past 12 months, she has received monthly financial assistance of 5,000 CFAF—around $9—for the children’s feeding and education.

According to the World Bank article, Abna noted that “With the money I receive each month to provide my youngest child with better nutrition, I can provide healthier food for all my children. I see a big change in their physical condition— their health and hygiene conditions are much better than before.”

“When they are sick, I can take them to the health center to receive care. In addition, the program has allowed me to send my eldest child to school and now all four have birth certificates.” Abna continued.

The project was launched by the Togolese government in 2013 and supported by the World Bank and the Japanese government.

Cooperating with the United Nations International Children’s Emergency Fund (UNICEF), the program is aimed for parents with children between the ages of 0 and 24 months in the Kara and Savanes regions where malnutrition rates are extremely high.

Nanifei Lardja is another mother living in Nadjote mentioned in the World Bank article. Naniferi has five children, and she says, “I buy corn for 2,000 francs, soap for 1,000 francs, and small fish for 1,000 francs. I have my small plot for the vegetables I need and put aside the remaining 1,000 francs for other possible expenses.”

The program gives her not only material support but also confidence for a better future with her children.

“We are very pleased to note that the support activities organized, in particular the educational talks on the rights of children, nutrition, health and basic family practices have produced largely positive effects,” said Joachim Boko, a Social Protection Specialist at the World Bank.

According to Pounpouni Koumaï Tchadarou, the Regional Director for Social Action in the Savanes region and Program Coordinator, this program offers much more than mere financial assistance. Besides the 5,000 francs supplement, this program also provides a range of services, such as reminders of regular prenatal care and children’s register.

“We do everything to ensure that school-age children attend school. We also do home visits to heighten the awareness of the beneficiaries regarding the role played by good hygiene in improving the health of their children,” said Tchadarou.

“One day, you will come back here and see that the children you have helped have become teachers, nurses, and doctors,” said Yom Kouloukitibe, one of the 14,016 recipients to date of this financial assistance.

– Shengyu Wang

Sources: World Bank 1, UNICEF, World Bank 2
Photo: Flickr

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The Philippines Education System Improves

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The Philippines was granted independence by the United States in 1946. In the Postcolony modern world, the country is still struggling to compete in the modern economy, particularly with regards to its education system.

World Bank statistics placed the Philippines in the bottom 10 percent of all educated countries in 2013. A report put out this year by the United Nations Education, Scientific and Cultural Organization has shed light on the challenges currently faced by the Philippines.

UNESCO’s latest report shows that the Filipino Government is complying with UNESCO and implementing the necessary reforms to raise the standard of education in its country. However, the Filipino Government is still struggling to raise the standards of education in the country.

In particular, the safety of students is of the foremost concern to UNESCO. This year, the Anti-Bullying Act addresses the issue of students’ safety. The Filipino Government has implemented several key pieces of legislation addressing issues that have been affecting education.

As part of the Philippines Development Plan put out by UNESCO, the Philippines’ Department of Education will make it mandatory for everyone to complete basic education, and the Philippines have made great progress in this respect.

The World Bank has reported that in 2013, the participation for 6- to 11-year-olds was at 95.24 percent, which marked a significant increase since 2005.

In the same report, overall enrollment improved from 13 million to 14.4 million that year. The Philippines has made significant progress in improving the condition of education in the country. Despite a great deal of progress the Philippines has made, 42 percent of the country still remains below the poverty line making roughly $2 a day.

UNESCO and USAID are working with the Philippine Government to improve the conditions of education. USAID reports an average 7 percent growth in education and attributes this to the weak government in the region. UNESCO attributes the challenges in education to internal conflict and is working to broker a lasting peace in the region.

The Philippines Development Plan laid out the goal for 2011 to 2016, and with one year left, only time will tell if the Philippines will meet its goal.

– Robert Cross

Sources: Asian Scientist, ICEF Monitor, UNESDOC, USAID, USAID Reform Efforts, World Bank
Photo: Google Images