Tag Archive for: Education

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International Education Through the HCED Benefits Iraq

How International Education Through the HCED Benefits Iraq-TBP
Higher education in Iraq has suffered greatly over the past two decades.

Iraq once had a secular, inclusive education system that was both open to women and globally connected. But the university system has effectively collapsed since the international sanctions regime of the 1990s and the US invasion of 2003. The war has left universities stripped of important resources, and the De-Baathification process removed many influential leaders from academia. Countless cultural artifacts and documents have been stolen from universities and often destroyed, and professors have been killed or abducted. Female students have been targeted by extremist groups, keeping them from accessing education. It is estimated that Iraq would need between 1.2 to two billion dollars to restore their higher education system.

To help Iraqi students continue their education in the face of conflict and remain competitive with the rest of the world, Prime Minister Noori Al Malki launched the Initiative in Iraq. The goal of this program was to send 10,000 Iraqi students to foreign universities over five years. To accomplish this, former secretary general of Iraq’s council of ministers Zuhair Humadi formed the Higher Committee for Education Development in Iraq. Since 2009, the program has sent 4,000 students abroad to study for their master’s and doctorates in the US, UK, and Australia. Funding has been secured for thousands more.

So far, the students admitted to the program have excelled. Forty-two were recognized for publishing work in UK science journals, and many have been offered tenure after completing their degrees. Furthermore, Iraq has not experienced a “brain drain” because of the HCED: only 10 of the 300 graduates did not return to Iraq upon graduation.

Some are concerned that the funding for HCED should be redistributed to other areas in which Iraq is struggling, such as the healthcare system. But, education is the key to progress and hope for future generations, and Humadi believes the program’s funding is entirely justified. Other flaws in the program include the fact that women only account for 25 percent of scholars, and students from rural areas are largely underrepresented. HCED can work on expanding their outreach so that young adults from marginalized groups have access to the same opportunities.

Currently, about $200 million in scholarships is available for Iraqi students studying abroad through various programs, from the Fulbright Scholar Program to Holland’s Middle East and North Africa Scholarship Program. With a strong effort towards reviving Iraq’s university system, Iraqi students can continue to better themselves and their country by accessing higher education.

– Jane Harkness

Sources: Brown University, The Guardian, HCED, ICEF Monitor
Photo: UNCG

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Boko Haram’s Threat to Education in Nigeria

Boko_Haram’s_Threat
Nigeria has recently overtaken South Africa as the largest economy on its continent. In spite of its upward trajectory Nigeria still has much further to go. Boko Haram, an Islamist militant organization, has for years terrorized Nigerians by attacking officials, civilians and public institutions. Since 2009 Boko Haram has killed more than ten thousand people and displaced 1.5 million.

The organization was founded by Mohammed Yusef in 2002 in Maiduguri, in the northeastern state of Borno, to transform Nigeria into an Islamic state ruled through sharia law. Back then however, its goals did not include violent insurgency. Rather the group sought to galvanize Nigeria’s northern Muslim population against the alleged corruption in the southern government and to challenge the regional economic disparities between the Christian South and Muslim north.

When Boko Haram protested a motorbike helmet law in 2009 they became targets of armed police brutality which then sparked revolts in many of the Northern provinces. This led to military suppression of the protests, which killed 800 and led to the capture and eventual extrajudicial killing of Yusef and other sect leaders. From there, the violence began and the grouped splintered under its fragmented leadership.

Today, the elusive Abubaker Shekau leads Boko Haram’s insurgency against the Nigerian government in Borno. Shekau holds almost superhuman status; allegedly killed at least three times by the Nigerian military, videos of the enigmatic leader still continue to surface. According to The Council on Foreign Relations, “Nigerian officials and many experts are convinced that Shekau has become a brand adopted by leaders of different factions of Boko Haram, and that the men in the videos are actually look-alikes.”
Last year Shekau’s organization claimed responsibility for the kidnappings of 200 girls from a public secondary school in Chibok, Borno State, in north east Nigeria. Smaller attacks on other schools and universities preceded this tragedy and highlight one of Boko Haram’s most common targets: education. The name ‘Boko Haram’ roughly translates to ‘Western Education is Forbidden.’

Through strong arm tactics, Boko Haram has made education in northeastern Nigeria all but impossible. In the wake of the kidnappings, most secondary schools in Borno have closed. This move is particularly advantageous for Boko Haram. Closing schools leaves boys more vulnerable to its recruitment methods and perpetuates poverty. Likewise, out of school girls are more likely to be married as teens. In total, 10 million children out of a population of 160 million are not attending school. This figure represents the largest number of out of school children in the world.

However, Boko Haram is not entirely responsible for the dismal state of education. The Nigerian government has done little to improve its country’s education system. Although it is the largest economy on the continent, Nigeria spends less on education than almost every other African country. Common practice dictates that government spending on education should represent 6 percent of a country’s GDP and 20 percent of its budget. In comparison, Nigeria spends only 1.5 percent of its GDP and 6 percent of its budget on education. Despite meager spending, Nigeria’s budget could allow for three times its investment in education.

With nearly a third of the population between the ages of 10 and 24, a stronger spending in education could radically improve life in Nigeria. However, with schools closing throughout the country, the Nigeria must also focus on rooting out Boko Haram and providing better security for its students. If done in tandem, Nigeria will experience the undeniable benefits of an widespread effective education system.

– Andrew Logan

Sources: Al Jazeera 1, Al Jazeera 2, The Brookings Institute, Council on Foreign Relations, The Economist, The Guardian
Photo: Flickr

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40% of African American Children Living in Poverty

African_American
For the first time since the United States began keeping Census records, the number of African American children in poverty has surpassed that of white children. As of 2013, there were reportedly 4.2 million African American children living below the poverty line versus 4.1 million white children. What makes this statistic even more alarming is the fact that white children outnumber African American children under the age of 18 by three to one.

According to an article by USA Today published on July 16 of this year, “The poverty rates for Hispanic, white and Asian children improved as the United States emerged from an economic recession, but for African-American children, little changed. Poverty is defined as living in a household with an annual income below $23,624 for a family of four.” African American children have suffered more than any other demographic in the United States over the past few decades.

Location is largely to blame for the disparity among African American children. Poor black neighborhoods have remained in poverty for decades without any real sign of improvement. The poverty numbers are highly concentrated in these primarily urban, black areas. Detroit has emerged as a hot-spot for African American children.

In the Michigan city, roughly 60 percent of these children are in poverty, significantly higher than anywhere else in the area. An excerpt from CBS reporting on the matter says, “In Detroit, the jobs have left, the good schools have left, there is poor transportation, high insurance rates, and difficulty getting reasonably good paying jobs.” African American children in poverty suffer as a direct result of their environment.

This trend will continue to increase and spread rapidly across the country if real change does not come soon. More African American children are continually falling behind because of a lack of proper education and social reform. The numbers will continue to grow until the government begins to take this situation seriously.

– Diego Catala

Sources: USA Today, CBS Global
Photo: Flickr

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Chinese Woman Receives Global Recognition For Education

Global Recognition_For_Education
On July 2, Dr. Betty Chan Po-king received her third honorary degree in Bath, United Kingdom, from the University of Bath, granting her global recognition for education efforts from three continents.

At the summer graduation ceremony for the University of Bath, an honorary graduate award was presented to Po-king for Doctor of Laws. After her fifteen-year relationship with the university, the accolade was given to her for her commitment to providing and stimulating education, cultural diversity, and leadership.

This honor is one of three given to Po-king in the span of five years. Po-king initially earned an honorary doctorate in Humane Letters from the University of Illinois at Urbana-Champaign, U.S., her first intercontinental accomplishment in her professional career.

Four years later, she received a second award in China, Asia. The Honorary Fellowship by the Hong Kong Institute of Education was presented to Po-king in acknowledgement of her grand involvement in education in Hong Kong and beyond.

The University of Bath facilitated her third academic accolade in Europe. Honorary degrees are the most esteemed awards given by this university and are set aside for people of noticeable excellence.

Po-king originally earned her doctorate at The Union Institute and University in Vermont in 1985 and went on to acquire experience for teaching. She then became the Director of Yew Chung International Schools in China and California, which was founded by her mother, Madam Tsang Chor-hang.

In addition to her several doctorate degrees, Po-king has also served in numerous leadership positions for her educational efforts.

She has served as the Treasurer of the Pacific Early Childhood Education Research Association, the Chairperson of Child Education and Community Services Discipline Board of Vocational Training Council and the adviser of the Center for Child Development.

Po-king has served as a Member of Standing Committee on Language Education Research, a member of the Education and Manpower Bureau and a member of Appeals Board (Education) in Hong Kong, as well. She was also appointed as a Hong Kong Convention Ambassador of the Hong Kong Tourism Board and the Advisory Committee on Teacher Education and Qualifications.

Po-king’s educational ability has also presented her with unique opportunities as a Chinese female educator.
She became a member of one of the first groups of female life members of Phi Delta Kappa Educational Foundation. In addition, she was the first Chinese Keynote Speaker at the 2004 Alliance for International Education Conference in Dusseldorf, Germany.

Po-king has traveled all around the world for her educational experience. According to China Education Development, where she is a founder, “she has integrated the essence of the Eastern and Western education and has accumulated rich experience in teachers’ training.”

With her extensive knowledge of education, Po-king could very well earn additional award in another continent, but for now, her global recognition in Europe, the U.S., and Asia will continue to propel her career and enhance global education.

– Fallon Lineberger

Sources: China Education Development, PR Newswire, University of Bath 1, University of Bath 2, Yew Chung International School, Yew Wah Education Management
Photo: South China Morning Post

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US Spends Millions on ‘Ghost Schools’ in Afghanistan

ghost_schools
Since 2001, enrollment numbers for education in Afghanistan have increased due to international aid for ‘ghost schools’ from the U.S. as well as other world governments. In 2013, USAID reported that attendance reached eight million students—an immense increase from the 900,000 students in 2002.

So far, the U.S. has spent $769 million on education and ghost schools in Afghanistan in order to increase the number of schools, teachers and students. However, recent reports show the number of students enrolled may be exaggerated, causing many people to question if taxpayer dollars are being wasted.

Canada is not concerned with the allegations and believes the aid makes a difference in enrollment numbers along with the construction of new schools. So how many ‘ghost students’ are attending school?

John Sopko, U.S. Special Inspector General for Afghanistan Reconstruction, reported that Afghan officials counted absent students for enrollment. According to Sopko, the number of absent students in 2014 listed as “enrolled” was 1.55 million students, which means enrollment figures have still increased since 2001.

Despite the allegations or possible exaggerations, aid to education in Afghanistan is still an effective way to increase primary school enrollment numbers.

The U.S. has only spent one percent of its total rebuilding budget in Afghanistan on education. In that time, more than 13,000 schools have been built with the help of USAID and other donors. More than 180,000 teachers have been trained to support higher enrollment for school-aged children. Literacy rates in Afghanistan have increased by five percent since 2008 and about 38 percent of the population above the age of 15 is literate.

Any allegation about false data in the enrollment numbers for education in Afghanistan needs to be taken seriously, but not without recognizing the many successes created in Afghanistan’s education system.

There are many challenges to setting up an efficient educational system in Afghanistan that is sustainable. Due to low economic output and U.S. military involvement in Afghanistan, it is a more difficult environment to work in.

USAID and the World Bank have been working with the Ministry of Education to improve data reliability and improve education policies. The National Education Strategic Plan III that runs from 2014 to 2020 strives to improve education through areas such as General Education, Science and Technology and Teacher Education.

In order to protect investments and the improvements of education in Afghanistan, USAID and other organizations committed to education need to improve the way that data is reported. Also, Aid needs to continue in order to help rebuild Afghanistan and improve the lives of school-aged children within the country.

– Donald Gering

Sources: Globe and Mail, NBC News, NPR, Social Progress Imperative, USAID, Vice News
Photo: The Huffington Post

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Good School Toolkit Reduces Violence in Uganda

Good School Toolkit Reduces Violence in Uganda-TBP
In the Luwero District of Uganda, the nonprofit organization Raising Voices has implemented the Good School Toolkit in local schools in the hopes of combating violence in educational environments. It was developed as a direct response to the fact that 60% of schoolchildren in Uganda experience continuous violence at school.

The toolkit consists of three packages to guide schools through steps to establish safe and nurturing learning spaces. These packages include information about what it means to be a good teacher, strategies for positive discipline in lieu of the traditional corporal punishment and methods to develop a healthy school culture for all children.

It is accessible and effective because it does not require any monetary expense. The kit relies on the determination of students and teachers to improve the school environment; without their motivation and effort, little to no improvement will be seen. A few of the tools include posters and cartoon booklets that explain how to discipline children in a positive manner to avoid a culture of violence.

The followup study of this program indicated significant changes in the 450 schools that have used the toolkit. There was a 42% reduction of the risk of physical violence by teachers and staff against children. In addition, children were more likely to associate positively with their school, with increased feelings of safety and belonging.

Raising Voices, in partnership with the London School of Hygiene & Tropical Medicine, Makerere University and the Luwero District Education Department, believe that the project created significant change because of shifts in teacher-student relationships, opportunities for student participation and accountability of the school administration.

Moving forward, there is an opportunity for the Ministry of Education and Sports to implement the toolkit in all Ugandan schools. A reduction in violence in schools may correspond with reduced violence in family homes, ultimately fostering healthier, more productive lives in Uganda.

– Iliana Lang

Sources: The Lancet, Raising Voices
Photo: Raising Voices

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Should I Sign the Up for School Petition?

Up_for_School_Petition
At the time of this posting, eight million people and counting have signed the Up for School Petition. These people want to make sure that children all over the world get an education — a good one. One that will help end the cycle of poverty.

This includes children displaced due to natural disasters or wars. This includes children living in poverty so bad that their parents cannot afford to send them to school, and the children themselves are forced to work. This includes girls who are married off as children or who are unmarried but get pregnant while still of primary or secondary school age or who have their period but no appropriate way to take care of the blood.

Up for School, a petition sponsored by A World at School, demands government leaders to fulfill their promise made at the U.N. in 2000, which guarantees all out-of-school children will be in school before the end of 2015. As Hellen Griberg, A World at School Global Youth Ambassador, reminded world leaders of the Up for School Petition at the Oslo Summit for Education Development on July 7, 2015, “We know that nothing changes without pressure. Therefore, we have been building support in every corner of the world.”

In 2000, 102 million primary school children were out of school. By 2011, the number dropped to 57 million. Progress was being made in developing countries. Primary school enrollment reached 90 percent. Literacy rates were on the rise and gender gaps were narrowing. In 2012, however, the number started rising again to 58 million children out of school. The number is still rising and has now reached 59 million.

Along with this increase in numbers is a decrease in funding. International aid to basic education started falling in 2011 for the first time since 2002. In 2014, only one percent of overall humanitarian aid went to education. Now progress is stalling, placing the 2015 target at great risk.

Yet education is crucial to overcoming poverty. The United Nations Children’s Fund considers education to be critical in achieving all the Millennium Development Goals. Education provides future generations with the tools to fight poverty, disease and gender disparity — all issues that need work in order for the world to improve the environment, the economy and our security. From the midst of today’s primary school children, our future leaders will emerge — our educators, doctors, scientists, economists, heads of state and all the others who will be needed to support a developed world. We may not know them by name now, but one day they will be making decisions about our world.

“Sometimes we wait for others and think that a Martin Luther [sic] should raise [sic] among us, a Nelson Mandela should raise [sic] among us and speak up for us. But we never realize that there are normal humans like us, and if we step forward, we can also bring change just like them,” asserted the Nobel laureate, Malala Yousafzai, on the June 18, 2015 airing of The Daily Show. Yousafzai is the survivor of the Taliban’s assassination attempt in 2012 for openly supporting girls’ right to education.

Why should I sign the Up for School Petition? I cannot think of a reason why anyone should not — or cannot. Most of us may not have had a voice at the Oslo Summit for Education Development on July 6-7, 2015 or at the International Conference on Financing for Development in Ethiopia on July 13-16, 2015. We also will not have the opportunity to speak at the U.N. Summit to adopt the post-2015 development agenda on September 25-27, 2015. What we can do, though, is visit the Up For School Petition website to sign the petition now. I just did. It took three minutes.

– Janet Quinn

Sources: United Nations 1, United Nations 2 UNICEF, UpWorthy, A World at School 1, A World at School 2
Photo: A World at School

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The Global Teacher Shortage Crisis

Teacher-Shortage
There have been huge gains in global education recently. Schools have been built, enrollment numbers have soared and equality has risen. While much of the focus has been on these factors – schools and teachers – there is another that needs more attention.

Teachers. Love or hate them, they are key to education anywhere. But there is a problem associated with them in the developing world: there are not enough of them in many places. Ninety-three countries around the world do not have enough teachers. United Nations estimates suggested that the world needed four million teachers by this year in order to meet the 2015 Millennium Development Goal of primary education for all. Of this four million, 2.6 million were needed to replace teachers either retiring from or quitting the profession.

Even more teachers will be needed for the next round of development targets set for 2030. Up to 27 million teachers are needed to meet the goal of universal primary education for all by 2030. India alone will require three million new teachers and Sub-Saharan Africa will need 6.2 million.

One issue that comes with the need for more teachers, is that for every teacher trained and put to work, more children are born. This is especially true in Africa, where many country’s populations are expected to explode if they are not already. For every 100 primary school-aged children in 2012, there will be 147 in 2030. This is why out of the 6.2 million new teachers needed, 2.3 million will be completely new positions at schools around Africa. This presents another problem: to pay for all these new teachers, $5.2 billion will be needed for their salaries.

Fueled by desperation for more teachers, many countries fail to train their teachers to the required standards. One in three countries with data available shows “less than 75 percent of primary school teachers were trained according to national standards; and less than 50 percent in Angola, Benin, Equatorial Guinea, Guinea-Bissau, Senegal and South Sudan.” This means that for every one trained teacher in Chad, there are 101 students. In the Central African Republic, the ratio is even worse: 138 students for every trained teacher

It could be said that simply training teachers and putting them into school is not actually that daunting of a task. But the real issue at the root of the global teacher shortage is the rate that teachers are leaving the profession. Teaching in the developing world, where survival comes before everything, the pay is not enough. It is for this reason that 24 of the 28 million teachers needed by 2030 will serve to replace other teachers leaving the profession for.

To combat this, countries are trying a whole range of different tactics. In Indonesia and Benin, the governments have raised teachers to civil service status, and in Korea seasoned teachers are enticed to stay with salaries more than double what new teachers make.

Addressing the global teacher shortage is extremely important in the fight against poverty. Education is a gateway out of destitution, but more properly trained teachers are essential for this to be true. “An education system is only as good as its teachers.”

– Greg Baker

Sources: Worldwide Learn, BBC, The Guardian, UNESCO
Photo: The Recruiting Times

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Human Rights and Gender Equality on the Rise in Central and West Africa

Human Rights and Gender Equality on the Rise in Africa-TBP
Recently in Dakar, Senegal, UNAIDS and the Alliance Nationale Contre le Sida, or ANCS, held a three-day capacity workshop. This workshop was designed to discuss the continued political, legal, cultural and social challenges that hinder efforts addressing the HIV epidemic in Africa.

So then, why are human rights and gender equality so important? According to UNICEF, “A lack of respect for human rights fuels the spread of HIV and exacerbates the impact of the epidemic … at the same time, HIV undermines progress in the realization of human rights and hampers the scale-up of high-impact interventions.” Without proper education of human rights and gender equality, atrocities like gender-based violence not only increase the vulnerability of the area, but also the likelihood of transmitting the HIV infection.

The discussions focused on the fact that human rights, gender equality and the involvement of people living with HIV were rarely factored into the national programs and planning aimed at reducing or preventing HIV. In the few instances where human rights, gender equality and the involvement of people living with HIV were included, they were not addressed at the cost and budgeting phase; with little ability to track progress, these programs were not evaluated or taken to scale.

Over fifty participants from ten countries across Western and Central Africa, including Burkina Faso, Cameroon and Chad, participated in the workshop.

Participants stressed the importance of different approaches and tools for ensuring the inclusion of programs to advance human rights and gender equality. Each country elaborated on individual national action plans with specific commitments to integrate these human rights and gender programs into their national HIV/AIDS response.

Leopold Zekeng, deputy director of the UNAIDS Regional Support Team for West and Central Africa, said, “Unless the legal and social environments are protective of the people living with and vulnerable to HIV, people will not be willing or able to come forward for HIV prevention and treatment. Human rights need to be at the core of our Fast-Track efforts towards ending the AIDS epidemic in the region.”

At the end of the meeting, the delegation concluded that human rights and full access to services for everyone in West and Central Africa should be the core of the “Fast-Track” declaration, now named the Dakar Declaration, which aims at scaling up the HIV response in West and Central Africa. With this new plan, one hopes to see positive and significant change—such as erasing AIDS from the region by 2030.

– Alysha Biemolt

Sources: UNICEF, UNAIDS, HRW

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How Poverty Affects Children’s Language Skills

How Poverty Affects Children’s Language Skills-TBP

Decades worth of research has shown that children from low-income families are at a higher risk of entering school with poor language skills compared to more privileged students. On average, they score two years behind on standardized language development tests.

New research has shown that this achievement gap could begin at as early as 18 months, and by the age of two, children from low-income families show a six-month gap in language proficiency. By the age of three, the difference in vocabulary can be so large that children would have to attend additional schooling to catch up. Furthermore, poor children have more difficulty understanding abstract language and possess lower reading and writing skills, which increases the odds that the child will drop out of school in the future. They often struggle with phonological awareness skills: the ability to consciously manipulate a language’s sound system.

There are many factors that contribute to this trend. Birth to the age of three is a critical period for language development, as the brain is rapidly growing and developing. Parents who are less educated may not know the importance of consistently using language with their baby, which can cause a delay in early language skills. Parental engagement from birth can help bridge this gap, regardless of income level.

Parents who are struggling financially may not have the time or resources to devote to reading to their children. This affects a child’s emerging literacy skills. Building a foundation for strong literacy skills must begin early, and the process of acquiring these skills begins at birth, so it is imperative that parents make an active effort to read to their children.

The vast difference in vocabulary between children of different income levels relates to their exposure to varied vocabulary at home. In the span of one year, children from poor families are exposed to 250,000 utterances at home, while children from wealthy families hear four million. Discussion in low-income households is often focused on daily living concerns, such as what to eat, what to do and other practical topics. Therefore, children may be unprepared for a different type of discussion in a school setting.

There are various strategies that educators and parents can use to close the achievement gap. Early education and intervention are extremely important. High-quality preschool programs produce the best results, particularly when children begin such programs during infancy. Equally important is educating and empowering families. Teaching parents the importance of reading to children, talking with their children as much as possible and building vocabulary by giving words meaningful context can lead to positive outcomes. Working with multiple generations of the family is the best way to promote literacy and language skills at home.

Language connects us all; therefore, it is necessary to foster children’s communications skills from a very young age. With the appropriate combination of early intervention and parental engagement, it is entirely possible for children from low-income families to overcome the language achievement gap.

– Jane Harkness

Sources: American Speech-Language-Hearing Association, Global Post, Stanford News
Photo: Flickr