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The State of Education in Peru

Education in Nicaragua
A brief description of Peruvian society is important to understanding the current state of education in Peru. Discussed below are key facts about Peruvian society.

  • The general population is around 30 million
  • 22 percent of the population lives in rural areas
  • 25.8 percent of the population lives in poverty at $2 a day (PPP)
  • According to the GINI Index, Peru ranks 25th for highest income inequality in the world
  • 85 percent of the population has improved drinking water sources
  • The unemployment rate is 9.5 percent
  • 34 percent of children ages 5 to 17 work in the labor force
  • The literacy rate is 90 percent
  • The main exports are minerals like gold and copper
  • 2.7 percent of the GDP is spent on health care

It is apparent that Peru has developed in some areas better than others. To see more comprehensive information on Peru, as well as country comparisons, go to the CIA World Factbook.

 

A Closer Look: Education in Peru

 

The system of education in Peru is somewhat similar to that of the United States. It has basic education (ages 3 to 5 years old), primary (ages 6 to 11 years old) and secondary (ages 12 to 16 years old), all of which are free. However school is only mandatory from ages 6 to 16 years old. There is higher education, but it is not mandatory or free, however, they do have scholarship programs.

Education in Peru has been expanding. The numbers were not all together low to begin with, but since 2005, enrollment has increased to 72 percent for ages 3 to 5 years old; the 6 to 11-year-old age group is at 97 percent and the 12 to 16-year-old age group is at 91 percent enrollment. However, these numbers do not tell the whole story. As stated earlier, 34 percent of children ages 5 to 17 are in the labor force. How can so many be working and going to school at the same time? It would seem that children may be enrolled at school, but do not actually go. Enrollment rates do not equal attendance rates.

Data taken from the National Institute of Statistics shows that since 1994, spending on education has quadrupled. However, Peru only spends 2.8 percent of the gross domestic product on education, which is one of the lowest in the world. It is hopeful to see the increase in spending over such a short period of time, but it is clear the Peruvian government can spend more on education.

There are problems with educating the indigenous population, as bilingual education is often not funded. Almost 46 percent of indigenous students are not provided education in their native language. Problems also arise when trying to educate the rural population. It is often hard for rural students, especially girls, to get to a school, as they come from isolated areas.

One of the biggest reasons Peru might spend more on education is the quality. In 2009, the Program of International Student Assessment ranked Peru near the bottom of the 65 countries studied for reading comprehension and science, while being second to last in math. Spending money is not enough by itself though. Money can be spent in productive ways. For example, in 2012, the government spent $225 million on 850,000 laptops and gave them to schools all over the country. The American Development Bank found that this laptop program did not increase the students’ levels in math or reading.

For children 7 years of age, only 13 percent reached required math levels and only 30 percent reached required reading levels. The laptops did not increase motivation or time spent reading and completing homework assignments.

Since 2003, the number of students at private universities has doubled and in public universities it has increased by 12 percent. This substantial increase in private education shows that the more privileged students are gaining access to higher education. As public university is not free, it is harder for those without money to access it. This makes sense considering Peru has one of the highest income inequalities in the world.

On the surface, it seems as though education in Peru has improved over the last decade. Literacy and enrollment rates are up as well as educational spending. However, when you look deeper, the quality and equal access to education is another story entirely. Increasing spending on education is a must, but investment in education needs to be done properly by way of researching effective policies, government organization, institutional change and societal support.

– Eleni Marino

Sources: UNESCO, CIA, Iberoamerican Universities Universia, INEI, Peru This Week, World Bank 1, World Bank 2, IPS News, The Economist, ICEF, UNICEF
Photo: Friends of Chimbote

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Poverty in French Guiana

Poverty in French Guiana
French Guiana is a small country with an estimated population of 270,000. It is located in South America, bordering Brazil and Suriname. It is a territory of France and therefore follows the French legal system. This means that it follows the French Constitution and is ruled by the French government. Officially, it is called a French Overseas Department.

Poverty in French Guiana is an interesting topic because so little is reported and few people are interested. It can be easy to focus on the largest populations in poverty in Africa or India, so much so that smaller countries are forgotten. This should not be the case, as all people deserve the right to escape poverty.

The lack of awareness for poverty in French Guiana is highlighted by the mere fact that statistics and data on this subject are hard to find. Since it is a French territory and technically considered part of France, global statistics from the United Nations or the World Bank are not often given for French Guiana individually. This signifies the relative unimportance of French Guiana among the international community. From the little information there is come these poverty facts from French Guiana:

  • In 2010, the unemployment rate was 30.5 percent; it was higher for women, at 36 percent.
  • 26.5 percent of households are below the poverty line.
  • The infant mortality rate in 2008 – 2010 was 11.6 per 1,000 live births.
  • Malaria is endemic, with 3,345 cases in 2009. Yellow fever and Dengue are also endemic.
  • A 2006 study showed that French Guiana has the highest rate of HIV infections in France, with 308 per million inhabitants, as opposed to 150 in the Ile de France region (the wealthiest region in metropolitan France.)
  • Food and living expenses are high because the country imports 90 percent of consumable goods from metropolitan France.
  • Only 7.8 percent of the population held university diplomas in 2010.
  • Only 27.9 percent of households had enough money to be taxed in 2010.

These facts may seem disjointed and random, but that is exactly how information relating to poverty in French Guiana is presented. There is little to no comprehensive data on this tiny French overseas territory, at least in the English language. Most of the raw data was taken from the French National Institute of Statistics and Economic Studies. The data is only available in French, which makes a global discussion of this issue difficult.

Who is going to care about this small community? With so little international discussion on poverty in French Guiana, it will be difficult to rally people around the cause. Action needs to be taken by the French government to fix the high rates of unemployment, infectious disease endemics, HIV rates and poverty levels. It is the responsibility of the French people to appease their government to do the right thing and help French Guiana out of poverty.

– Eleni Marino

Sources: United Nations, Phrase Base, Conseil National Du Sida, The Guardian, INSEE

Photo: PIB

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The Relationship Between Aid and Security

Since the end of World War II, foreign aid and national security have evolved in close proximity. Indeed, in the decade that followed, United States foreign assistance would range between 1.5 percent and 3 percent of gross domestic product (GDP.)

Since then, foreign aid has played an important role in advancing national security through several of its components: “bilateral development aid, economic assistance supporting U.S. political and security goals, humanitarian aid, multilateral economic contributions and military aid and assistance.”

However, during the Cold War, this relation began to change. As the U.S. refocused its foreign policy toward containing the Soviet Union, foreign assistance began to drop as a percentage of GDP. But still many development programs remained in place, working toward bringing about political reform and democratization. The dominant logic that political reform and development would create stable and open regimes that could resist communist ideology.

The purpose of many programs did not changed since then: expanding access to healthcare services and education, reducing infant mortality rates, reducing hunger and even protecting the environment. Following the end of the Cold War, the main purpose was refracted; by then, the main target was no longer to contain the Soviet Union but to foment development and economic growth in poor countries.

This also meant that the share of military assistance versus aid also changed. During the Cold War, almost 50 percent of the foreign aid’s budget was allocated to military assistance. By 2001, it had dropped to 24 percent. While the humanitarian and development aid budget increased from 33 percent to 46 percent. The period between the end of the Cold War and the September 11 attacks is characterized by a shift toward prioritizing economic development and opening access to healthcare and education in poor countries. Although no imminent threat existed at the time, national security consideration always remained at the heart of foreign aid.

After the attacks of September 11, this relation between national security and foreign aid changed once more. By 2005, the war on terror had the U.S. engaged in providing foreign assistance to almost 150 countries. Once more the shift was toward containment, but this time of jihadists and extremist activities. Since September 11, the region that has received the bulk of U.S. aid is the Middle East.

Despite the many ups and downs in the road of U.S. foreign aid, the world still looks to U.S. to provide leadership in response to erupting crises around the world. If we are to take a few lessons from this close relationship between aid and security, they are that no matter what the threats are, a key component of national security is a stable world and the best way to achieve is by bringing people out poverty and giving them access to healthcare and education.

Responding to crisis world wide does not have to entail military might. While development and economic aid results can be longer term than military intervention, the long history of the U.S. as a major aid contributor shows that it certainly pays off.

– Sahar Abi Hassan

Sources: Foreign Aid and Foreign Policy: Lessons for the Next Half-Century, The Foreign Policy Initiative
Photo: ForeignPolicy

Are Global Standardized Tests Hurting Education?

Academics from around the world are questioning the validity of global standardized tests. This concept is not new. Standardized tests have been the center of educational controversy for years. This time, however, a specific global standardized test is being targeted as unfair to the students taking it and detrimental to the education systems administering it.

The Program for International Student Assessment (PISA) is an exam given to 15-year-olds as a way to determine the strengths and weaknesses of education systems. PISA is administered every three years, and it focuses on reading, mathematics and science. It is examined on a national level, allowing countries to evaluate their education systems and make changes based on their students’ performance.

PISA was created by the Organization for Economic Co-operation and Development (OECD). The initial goal of the survey was to allow countries to learn from the educational policies of other countries that scored well. OECD claims that because the exam is not curriculum-based, it should allow for a true testing of how students can apply their knowledge to real-life situations.

Academics worldwide, however, believe that PISA is hurting the education systems around the world by making countries compete for the top rankings and decreasing the value of education in the long run.

In an open letter to Andreas Schleicher, the President of PISA, academics and school activists from around the globe express their concerns with the test and its consequences on education. The letter has received over 115 signatures.

The letter addresses many concerns about PISA and its long-term effects on education systems. The signatories believe that the rankings provided from the results of the exam cause countries to take drastic action to improve their ranking in three years. This may provide short-term results for a school system, but an entire education system cannot be improved in three years. It can take decades for educational policies to prove their effectiveness. PISA is causing schools to take short cuts to get higher in the rankings instead of creating real policies that can improve the education their students are receiving.

The academics opposed to the test also believe that PISA is causing schools to focus on preparing their students for the workforce, and therefore teaching a very narrowed curriculum. A strong point in their argument states that the goal of education should be “to prepare students for participation in democratic self-government, moral action and a life of personal development, growth and well-being.”

PISA is also being accused of diminishing the importance of the arts, increasing the idea of “teaching to the test” and taking away the freedom of teachers to teach how they choose.

The competition spurred by the exam means that PISA is not doing what the OECD intended for it to do. Instead of learning from other education systems, nations are attempting to drastically change their policies to get ahead in the educational race. As the PISA committee prepares for the 2015 exam, academics hope that a reevaluation of the consequences of the exam will bring a change to the assessment.

– Hannah Cleveland

Sources: Desert News, Diane Ravitch’s Blog
Photo: enseignons

5 Most Successful Education Systems

Successful Education Systems
Most countries around the world claim to make education a priority for their children, but some countries outshine others. The education group, Pearson, created a list of the top 20 most successful education systems. Factors like international test scores, graduation rates, amount of people pursuing higher education and other things are considered. But what is it that differentiates these nations from the average ones? What characteristics of the systems of the top five countries award them their ranking? Let’s take a look at the characteristics of the best of the best.

 

Top 5 Education Systems in the World

 

1. Finland- Finland’s success begins with its teachers. They are chosen from the top 10 percent of college graduates and are required to obtain a master’s degree in education. In the classroom, teachers are entrusted with the success of their students. There is not a strictly outlined curriculum; instead, teachers are able to do what is necessary to see their students improve. In Finland, 30 percent of students receive special tutoring .

2. South Korea- South Korea has invested heavily in education over the past decade. By making education a priority, young people are more willing to pursue higher education. The value of an education in South Korea is highly revered. Young people understand that obtaining a degree is the best way to ensure success later in life. A lot of pressure has been put on South Korean students, creating a competitive atmosphere in which each student wants to thrive.

3. Hong Kong- Hong Kong provides 12 years of free public schooling for every student. These schools are very structured and organized, ensuring that each student is receiving the same education. Teachers, administrators and the government are all invested in student success. Hong Kong school systems put a lot of emphasis on parent and community participation in the education of their students. Parents are devoted to helping their children both in the classroom and outside the classroom, including helping with homework and studying for exams.

4. Japan- The Japanese education system is based heavily in producing well-rounded students. From an early age, students take classes in all the regular subjects, but also take art, homemaking, music and physical education. By putting an emphasis on these subjects, students are able to learn a wide range of skills and to apply them to other subjects. The pre-high and high school years are the most important for Japanese students, as this is a time when many exams are taken to secure entrance into the best high schools.

5. Singapore- Much of Singapore’s education system consists of high-stakes examinations. Teachers are encouraged to teach what is going to be on these exams and to do it in a way that students will understand. Students from all of Singapore receive the same education because they take the same exams. Teaching is coherent and effective. Singapore also makes education a financial priority, allowing schools to have the best resources and teachers possible.

– Hannah Cleveland

Sources: CIEB, Education in Japan, Huffington Post, ICEF Monitor, MBC Times, Smithsonian Magazine, The Conversation
Photo: Smithsonian

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Solutions For Ending Extreme Poverty By 2030

Currently, 1.3 billion people around the world live in extreme poverty. These people live on less than $1.25 per day, which roughly equates to enough money to purchase food, clean water and fuel for two meals.

The Development Committee of the World Bank set the goal of ending extreme poverty by the year 2030 and there has been some progress toward helping those who live in poverty. In the last 30 years, the proportion of the world’s population that lives below the global poverty line has been cut in half.

This was a steady decline, going from 52 percent in 1980, to 43 percent in 1990, 34 percent in 1999 and the latest numbers state that the percentage of people living in poverty was last at 21 percent.

In sub-Saharan Africa, the number of people living in poverty has declined from 58 percent in 1999 to 49 percent in 2010.

“Eradicating poverty in a generation is an ambitious but feasible goal,” stated the United Nations General Assembly.

The decline from 1.9 billion to 1.3 billion is a great change, but there are still 1.3 billion people living without the means to properly support themselves and their families.

However, there are tools that can help elevate people from poverty, including education, health care, water and sanitation, economic security and child participation.

When children receive a quality education, they gain the knowledge and life skills that they need to break the cycle of poverty. Studies have shown that a better-educated workforce, along with a highly trained workforce, is more likely to enjoy higher earnings. This can also allow them to access better healthcare.

Poverty and poor health are “inextricably” linked. The causes of poor health for those around the world can be rooted in political, social and economic injustices. Poverty increases the chances of poor health, which then in turn can trap communities into poverty. Marginalized groups and individuals who may be vulnerable are often affected the worst, deprived of information, money or access to health services that can help them prevent and treat diseases.

Diarrhea, pneumonia and malaria account for nearly half of all child death globally, and many other diseases, including HIV, tuberculosis and malaria, have affected over a billion people worldwide, thanks in part to poor water and sanitation.

“Sanitation is a cornerstone of public health,” said World Health Organization Director-General Dr. Margaret Chan. “Improved sanitation contributes enormously to human health and well-being, especially for girls and women. We know that simple, achievable interventions can reduce the risk of contracting diarrhoeal disease by a third.”

Preventing the spread of diseases also helps improve education for children, allowing them to be an added asset to their community. When children take part in their community, it helps engage them as citizens and aids them toward a higher economic prospect.

Allowing people to grow by giving them what every person should have allows them to grow economically, but by also providing ways to prevent and treat preventable diseases, the economies of developing countries will grow as well — thus shrinking the number of people who live in extreme poverty around the world.

– Monica Newell

Sources: Heath Poverty Action, Global Citizen, Prospect, WHO, New York Times
Photo: UN Foundation

 

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Why Promoting Education in Maldives is Crucial

Maldives has made significant strides in creating a robust and effective education system for its young students. In 1978, the government of Maldives created a unified state education system. As a direct result, the literacy rate of the nation has increased from 70 percent in 1978 to 98 percent today. Additionally, the literacy rate is now even for men and women while primary education is universal throughout the nation.

However, there are unique challenges in further improving access to education in Maldives. One of the toughest challenges is a matter of geography. There are 192 inhabited islands in Maldives, many of which are isolated and difficult to travel to and from. While secondary and special education is particularly strong in the capital city of Male, 70 percent of students live on islands far away from Male, so access to these institutions is difficult.  Furthermore, two-thirds of teachers on these islands are untrained and do not have proper facilities or resources to hold classes. And recruiting teachers from other islands or teachers from abroad is tough.

While Male has flourished as a contemporary cultural center, there is a distinct disconnect between the city and the rural areas of the country. Students from islands deemed too small to even host a secondary school must make costly and time-consuming travel arrangements to schools in larger areas. This leads to families hesitating to send their children off to school. It also creates a gender gap in secondary schooling.

Only 65 percent of the population attends secondary school and only seven percent attend a university. The result is a workforce that is not qualified for an industrial and technological job market that can further improve and diversify the economy of Maldives. And with 35 percent of its population under the age of 18, Maldives will face a significant amount of young people entering the job market as under-qualified.

To combat these issues, organizations such as UNICEF and Microsoft are partnering with the government of Maldives to create innovative solutions.  UNICEF is in the process of creating 20 “Teacher Resource Centers,” which will give rural teachers Internet and satellite access to online databases and curriculum.  Microsoft is launching the “Coding Your Way to Opportunity” grant program to encourage youth in Maldives to participate in computer programming.  These programs are crucial steps in helping Maldives continue to develop a sustainable education system.

– Taylor Diamond

Sources: UNICEF, World Bank, UN Development Program
Photo: EDC Online

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The Unwanted Women in China

Over the past few years, Chinese media has been portraying the image of an unwanted leftover woman. The term leftover woman, has been used in the media to persuade women to be less career-minded, ambitious and be more centered on matrimony. The prospect of an educated, successful women in her late 20s is made to appear more like a death sentence than a good thing.

There has been a recent backlash over the past few decades against women’s rights in China. Recent gender inequality is beginning to rear its ugly head again and perpetuating the idea that women are not focused on the traditional way, which is marriage and motherhood. Less than half of China’s women are employed and that rate continues to drop each year. The Gender Gap report stated that an average income for women is 67% of men’s income while the nation is ranked 50 out of 137 countries for equal wage. Female employment has gone down over 10% through the past 10 years, due to the gender based view of the unwanted, over-achieving women in China.

A woman facing the business marketplace in China endures discrimination based on her gender and measuring up to the beauty standards placed on women in the professional world. Some Chinese women are told from a young age not to pursue certain careers like those in the medical field, because that would make them seem undesirable to a man. The pressure increases as women finish school and grow into their mid-twenties to settle down and have a family. There is also the pressure to maintain a perfect figure instead of embracing the normalcy of aging. Women that do not fit these molds and instead gain higher education are blamed for the high numbers of unmarried men.

Leta Hong Fincher, author of “Leftover Women,” states that “the image of the left over women is everywhere and in the end it is insulting.” In her book, she explains that the Chinese government is blaming these women for the high number of single adult males. The fear is that those unmarried men will cause problems relating to the social stability in China. Moreover, problems like bride kidnapping and prostitution are increasing each year the marriage crisis continues.

The traditional view of men and women, that men are superior to women, has molded the Chinese culture today. The Chinese government passed the one child law in the 1980s and gender-based abortions have skyrocketed since 1995, when gender-confirming technology was introduced. The fact is that Chinese families prefer a son over a baby girl. This supports the overwhelming number of men under the age of thirty in China today.

China’s rapidly-changing economy is changing how women view their positions in society. Women want access to the same positions as men, and are doing so by obtaining higher degrees such as masters and PhDs. These degree programs require more time spent in school and women are not looking to marry until later in their twenties. The traditional mind-set of these women is fading and marriage is no longer the focal point. The market in China continues to be flooded with men, but the future of  highly-qualified women reaching the same opportunities is changing China’s structure and providing women with more rights.

– Rachel Cannon

Sources: The Telegraph, The Economist
Photo: Ministry of Harmony

Gender Inequality in Nepal’s Education System

Nepal’s education system has faced many problems since the mid 1800s. The first education system in Nepal was only available to elite families, and Nepali people did not have access to education until 100 years later in the 1950s. Current day education in Nepal is still in the developing stage and did not really start integrating the use of technology in the classroom until 2007.

One of the biggest problems in Nepal’s education system is female education. This issue has been neglected since the 1950s. In fact, there is an extreme inequality in the literacy rate between men and women. In Nepal, 71 percent of men can read and write, whereas only 44 percent of women can. This is a staggering inequality for women’s education and is a direct link to areas of poverty in Nepal.

Another issue in relation to women’s education is that parents do not have enough money to ensure their children have access to proper education. The issue of poverty is taking a toll on Nepal’s education system. The public school scores are very low; in 2013, 72 percent of students from those schools failed their exit exams. This leaves 335,912 public school students with no access to a future or hope in achieving their dreams. Furthermore, statistics provided by the Teach for Nepal foundation, which is aimed at giving these students access to educational resources, stated that 85 percent of first graders will drop out of the school system and 25 percent of the students left cannot count to double digits.

To illustrate the issues that Nepal’s public school systems face, the children need access to clean drinking water while they attend school as well as at home. Nepal faces extremely hot temperatures and school buildings are covered by a tin roof. This makes the thirsty children endure unbearable heat while attending school. This includes nurseries, kindergarten and lower grades as well. The lack of water and high temperatures result in the children having difficulty concentrating and comprehending the material at hand. Thus, this combined with child malnutrition in Nepal, children in public schools do not have an advantage to performing well and tend to fall behind or drop out of school.

Given these facts, Nepal’s school system is indeed fairly new and continuing to develop, but there is still limited access to public schools. This limited access is a result of isolation of women from continuing education which leads families into poverty. Also, Nepal’s social structure discourages people from pursuing teaching professions and is more geared towards STEM subjects like math, science and engineering. Once those problems are solved, Nepal can move forward with the developing public school system and continue to rise in human development as well.

– Rachel Cannon

Sources: Global Issues
Photo: Travel to Teach

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3 Innovative NGOs in Education


Education is one of the key weapons to combatting poverty around the world. Several non-governmental organizations (NGOs) have come up with unique programs and solutions to allow greater access to education in developing countries.

1. Barefoot College was founded in 1972 in India and works to build skills in rural villages. The founders of Barefoot College wanted to apply traditional knowledge to modern day problems by teaching locals specialized skills. They believe that literacy is learned in school, but education is gained from “family, culture, environment and personal experiences, and both are important for individual growth.” Their entire campus is powered by solar energy, teaching the local community about sustainable energy. Barefoot College teaches the local community about modern technologies and women’s empowerment, to help them grow as human beings.

2. Room to Read was founded in 2002 to increase literacy and gender equality in Africa and Asia. This organization aims to improve the habit of reading among elementary school children and increase the number of girls who stay in school beyond elementary school. It has become one of the most well known international education programs, with 50 chapters in 16 countries. The organization relies on a model that creates programs to support girls financially and mentally, building new schools and libraries, and providing books. Since 2002, Room to Read has encouraged around 7.8 million children to read more.

3. Tostan was founded in 1991 and is dedicated to community development education and ending female genital cutting. Located in 8 African countries, this organization combines education and development goals in a “three year nonformal education program.” Instead of conforming to a standardized model of development, local communities can create own programs that suit their own needs. A facilitator is appointed to live and work with each rural community for three years, teaching them human rights concepts, health habits, reading and mathematics, project management and income generation ideas. Out of the democratically elected 17 members Community Management Committee, who carry out development projects, women must hold 9 of the positions. This ensures that the women in their community have their voices and problems heard. Since 1991, over 200,000 individuals have directly participated in Tostan.

– Sarah Yan

Sources: International Relations Online, Tostan
Photo: Tostan