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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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The Global Education Gap Remains Despite Education Numbers Surging

Education Numbers Surge, but Global Education Gaps RemainThe number of children across the globe attending primary school at the beginning of the 1800s: 2.3 million. This number has surged to 700 million today. But despite this gigantic increase, primary school children across the developing world still face one major problem: a global education gap between developed and developing countries.

A new Brookings Institution report details just what this problem is: a 100-year gap in the quality of education between developed and developing regions of the world. This means that the average level of education in many poor countries today is the same as the levels of education in places like Europe and North America were in 1900.

Not only is there a 100-year gap between global education in the developed world and the developing world, but the developing world also lags 85 years behind when it comes to educational attainment. It will take average-scoring students in the developing world six generations to catch up to the same scoring students in the developed world today.

Ninety percent of primary school-aged children are enrolled in school around the world – that success should not go unnoticed or without applause. At the end of World War II, only 1 million children attended primary school. In 65 years, this has increased to 7 million. This “going to scale” of education across the world is incredible. The next step, however, is catching the developing world up to the education levels the developed world enjoys today.

How did it get behind in the first place? The idea of mass schooling is available to all young people and not only those with the resources to access it became a mainstream idea in the middle of the 1800s in areas like North America and Europe. Only in 1948, almost 100 years later, with the Universal Declaration of Human Rights did this become a concept applied to children across the whole world.

Even with the large enrollment number victory, if the data is broken down in specific regions, the picture is not as pretty. In Sub-Saharan Africa, less than 80 percent of school-aged children attend school.

Another way to examine the gap is by looking at the average number of years of schooling adults have. In 1870, adults in the developed world completed an average of 2.8 years of schooling, while adults in the developing world completed under half that time – 0.5 years.

The average lagged behind, usually with adults in the developing world completing under half the years of education that their counterparts in the developing world did until 2010. For every 12 years that adults in the developed world completed on average, adults in the developing world complete an average of 6.5 years – just over half.

It is imperative that this gap is reduced and eventually banished for good. Besides the idea that morally all children deserve the opportunity to develop in order to thrive in the modern age, there are a couple of other reasons why action should be taken immediately. First, ending the 100-year gap holds the possibility for reform and improved global education. New ways of thinking about education in the developing world have the potential to be helpful to education systems in the developed world and benefit all young people.

Second, there is a skills deficit that has already started – between 2010 and 2030, 360 million people over the age of 55 will retire. At the same time, a 60 percent increase in the global labor force will come from places like Africa, India and other South Asian countries, all places in the developing world. These young people should not be affected by the global education gap, so they can seize their place in the world economy left by the well-educated retirees that came before them. If nothing is done, the 100-year gap will continue into eternity. Changes must be made to ensure this does not happen, for the sake of the world’s children and perhaps the world’s economy as well.

– Greg Baker

Sources: Brookings, BBC MG Africa
Photo: Africa Business Conference

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Pencils of Promise

Pencils of Promise
Pencils of Promise’s programs have impacted more than 300,000 lives. Its schools have served more than 31,240 students and its scholarship recipients are two times more likely to progress to secondary school than the regional average.

Founder Adam Braun was a college student backpacking across the globe when he asked a small boy begging on the streets of India what he wanted most in the world—the answer? A pencil. Braun reached in his backpack and handed him his pencil as ‘a wave of possibility washed over him.’ Over the next five years, Braun backpacked through more than 50 countries handing out thousands of pens and pencils across six continents.

These pencils led to powerful conversations with local parents and children across numerous cultures and languages. In October 2008, PoP was founded. What began with a mere $25 deposit has now built more than 200 schools, breaking ground on a new school every 90 hours.

“We’ve learned that education is a living, breathing entity that with the right nurturing, evolves into something spectacular,” Braun writes on the website.

“We’ve learned that every piece of its growth is a challenge and that each pencil, each dollar, each supporter is essential. Pencils of Promise is now a global movement of passionate individuals, many of which are the most dynamic and impactful leaders we have ever seen. They are committed to supporting a world with greater educational opportunity for all. Thousands have joined us, making contributions through acts both large and small.”

There are three main things that set PoP apart from other organizations. PoP is 100 percent for-purpose, 100 percent direct giving and has a 100 percent success rate. It is a unique organization  because it blends the head of a for-profit business with the heart of a humanitarian nonprofit— by covering operational costs through private donors, events and companies, 100 percent of every dollar donated online goes directly into its programs to educate more children. Furthermore, it does not just “build a school and move on.” PoP monitors and evaluates every project it undertakes— ensuring that every school it opens is fully operational and educating students daily.

On its website, one can donate various amounts of money, each detailing exactly how much of an impact it would make— $100 to keep children healthy, $250 to educate a child, $500 to train a teacher and $25,000 to build a school.

Pencils of Promise is true to its word in terms of a functioning education system. PoP’s students score three times higher on language literacy tests than their peers and the teachers enrolled in PoP’s teacher training program attend school with 97 percent frequency. Additionally, 85 percent of PoP’s teachers report student literacy increases, 88 percent of the teachers report student numeracy increases and an astonishing 90 percent of the teachers report increases in student engagement due to its programs.

PoP can also be credited with being extraordinarily innovative. PoP works to provide schools with smartphones, e-readers, long-range radio and creative materials in order to reach the most under-served communities in the countries where PoP works. One e-reader provides a student with 50 books in both English and the local language. Smartphones deliver interactive audio lessons to provide expanded access to learning and a mobile learning kit contains books, phonic games and creative educational tools for teachers.

This  organization not only trains teachers, but also teaches and trains students about WASH (water, sanitation and hygiene). Students miss 272 million school days due to preventable illness and the international WASH program has allowed PoP to train more than 5,040 students since 2009. Pop does this via a three-step approach: building bathrooms and hand washing stations, teaching students and tracking behavior change.

The Huffington Post reported that the program has brought hope to children around the world in the form of 10 million hours of education as of March 2014.

As Braun writes in his book, “Take the first small step, and chase the footprints you aspire to leave behind.” To take this first small step, visit https://pencilsofpromise.org/.

– Eastin Shipman

Sources: Pencils of Promise 1, Pencils of Promise 2, Pencils of Promise 3, Pencils of Promise 4, Huffington Post,
Photo: Pac For Kids

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Education in Sierra Leone

Education in Sierra Leone has been a challenge. The devastating Sierra Leone Civil War that lasted from 1991 to 2002 took the nation’s education system as an early casualty, wiping out 1,270 primary schools and forcing 67 percent of all-school aged children out of school in the year 2001. More than a decade later, education in Sierra Leone is still recovering from the destruction caused by the conflict. The first nine years of education are compulsory, but this law remains virtually impossible to enforce due to the shortage of facilities left in the war’s wake. The West African nation continues to struggle with its school system and the difficult tasks of rebuilding schools, training teachers, and educating children who have never stepped foot inside of a classroom.

The system of education in Sierra Leone comprises three basic levels: primary, junior secondary and senior secondary. All six years of primary education are free of cost. Students begin junior secondary school around the age of 12 and remain at that level through age 15. Girls living in rural areas typically have the toughest time reaching this level of schooling due to cultural beliefs that often discourage their participation. Students enroll in senior secondary schools from the ages of 15 to 18, and it is at this level that they may choose to between continuing their academic education with plans of proceeding to university or focusing on vocational training. Most vocational education programs focus on agricultural skills, followed by other proficiencies like mechanics, carpentry and bricklaying. Students wishing to pursue a university degree in Sierra Leone have two options to choose from: Njala University and the University of Sierra Leone.

The Hurdles Facing Sierra Leone’s School System

Despite these opportunities, education in Sierra Leone continues to face significant hurdles. More than 40 percent of primary school teachers are untrained. There is also a massive shortage of textbooks, and it is not uncommon for four or five students to share a single book. The literacy rate among 15 to 24-year-olds is below 60 percent, and the total adult literacy rate is even lower, at about 43 percent. Secondary school participation is low, with a net attendance ratio from 2008 to 2012 of 39.9 percent for boys and 33.2 percent for girls.

The Good News about Education in Sierra Leone

However, this is not to say that Sierra Leone has failed to improve from the initial damage left by the war. Education in Sierra Leone has experienced notable advances in recent years. Just after the conflict, a mere 55 percent of children were finishing primary school. That number has since jumped to 76 percent of students finishing primary school, and 77 percent of those children advancing to the junior secondary level. The youth literacy rate jumped a full percentage point from 2009 to 2010. The government of Sierra Leone spends 14 percent of its national budget on education and half of that figure is devoted to primary education.

With generous funding from the government of the Netherlands, teacher-training programs have been greatly improved in recent years with more than 3,000 teachers now enrolled in first-time or continuing courses. UNICEF’s Cross Border Schools Project, which trains teachers and school managers, is in the process of curtailing the high numbers of out-of-school children throughout the nation’s border regions.

Girls’ Education in Sierra Leone

An especially serious problem that continues to plague education in Sierra Leone is the challenge of girls’ education. Although girls’ educational access is improving, class completion remains scarce with high dropout rates and consistently low enrollment in secondary school. Early pregnancy, gender-based violence, child marriage and cultural biases propagate the cycle of gender inequality. Sierra Leone has one of the world’s highest adolescent pregnancy rates, a phenomenon that is largely responsible for the high dropout rate among girls. Girls in Sierra Leone often get married as early as age 11, and more than 60 percent of girls throughout the country are married before the age of 18. Early marriage further hinders these girls’ abilities to pursue an education and gain independence. Shortages of facilities, supplies, and quality instructors have made it virtually impossible for all children to enroll in school, and a preference for boys’ education remains dominant. Girls are often instructed to stay home and perform domestic responsibilities while their brothers head to the classroom.

While education in Sierra Leone still has a long way to go, the progress made so far has been encouraging.

– Shenel Ozisik

Sources: Global Partnership, UNICEF 1, UNICEF 2, Classbase, CIA
Photo: Wikimedia Commons

Learn about poverty in Sierra Leone.

SUNY Korea Fosters Global Education

suny_korea
On March 3, 2012, South Korea founded its first American university with a goal to bring degree programs to international universities in hopes of fostering global leaders.

Now, two years later, the school has exceeded expectations, attracting students from 20 countries around the world, including China, Iran, Kenya, Ghana and Uzbekistan.

The State University of New York (SUNY) Korea is one of the campuses of Stony Brook University to open at the Incheon Global Campus (IGC), followed by George Mason University Korea, University of Utah Asia Campus and Ghent University Global Campus. Universities at the IGC are “extended campuses” of universities that are part of a global hub that fosters an atmosphere of industry-university-research cooperation and East-West intellectual and cultural exchange.

At SUNY Korea, students are offered degree programs comparable to prestigious schools in the U.S. where they can enjoy the American education while still being engaged in dynamic Korean culture. In spring 2013, the school saw its first undergraduate class of 38. This fall, the undergraduate enrollment is 133 students.

Still new in development, there’s not much to base statistics off on in order to tell what the graduation rate might be for undergraduates, masters and Ph.D. students. In fact, no undergraduate students have received their diplomas yet; however, this is expected to change in 2016. As the top educational hub in North East Asia, the IGC hosts universities and research institutions in hopes of fostering a diverse population of students from around the globe to become leaders in their fields.

Though SUNY Korea follows that same mission, students can only get degrees in computer science, mechanical engineering and technology systems management. Graduate students, however, can move forward by advancing their fields toward robotics or computational fluid dynamics.

This is not the only difference students are presented with when it comes to a unique university structure. Rather than taking a mix of major requirements and DECs each semester, students may only take major-related courses during their freshman, junior and senior years. However, as sophomores, students are required to spend the year at the Stony Brook campus where they can take a combination of both DECs and major courses.

SUNY Korea is expected to see the Fashion Institute of Technology that will serve as their art program. There’s also a possibility of opening a business program for students down the road, but that is yet to be confirmed.

Since its launch two years ago, SUNY Korea has been able to reach students across the world to foster a technology-driven global hub that brings a whole new level to global education and interconnectedness. As of October 2014, the school has a total population of 230 students, over 30 percent of them international. By 2021, they hope to increase that number to 2,000 students.

With more expansion, SUNY Korea will fulfill their mission in becoming a pioneer of a new global education paradigm without borders.

– Chelsee Yee

Sources: SB Statesman, Korea Herald, SUNY Korea, Scholarship SUNY
Photo: Asia Pacific Regional IGF

Education Leaves Room for Improvement

Education
Humans of New York photographer, Brandon Stanton, has been on a 50 day world tour, visiting 10 countries and photographing each of the countries inhabitants. If close attention is paid, an underlying theme of education is present in many of the captions that accompany the posted photos.

This theme of education can be seen in photos from Iraq with young men telling of their dreams to become doctors and of another young man’s journey in the Master’s program at the University of Damascus. It can be seen in Jordan with a man’s story of giving up his chance of an upper division degree because he went to work to help pay for his brother’s education. It can be seen in various countries in Africa of children whose dreams are to become lawyers, nurses, pilots and engineers. The theme of education can be seen when parents who, wanting a better life for their son, hiked with him over mountains for a month and left him in India for better schooling, a sacrifice that has kept the family apart for the past 20 years.

Examples like this and many more merely show the importance and desire for education in developing countries. Just as inhabitants of developing countries wish for education for their younger generations, those in developing countries wish to give children the chance to learn, to one change the face of their countries and make changes for the better.

This wish can be seen through the efforts being made in the Millennium Development Goal of universal primary education. This particular endeavor has made progress and was a joyous victory until a new report written by Geeta Rao Gupta, UNICEF Executive Director for Programs, this past July shows progress in helping children receive an education has come to a standstill.

Gupta reported from a new data released by United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Statics and Education for All Global Monitoring Report reveals, “an estimated 250 million children in the world cannot read, write or do basic math … ” Research shows more often than not, children not receiving an educational opportunity are girls. Currently there are over 30 million school-aged girls who do not have the privilege of simply attending school.

This staggering number calls for a move to action. Girls need to be given a chance at an education. CNN released a report on the benefits of educating girls, reporting educating a girl not only benefits herself, but her family, community and country. UNESCO informs that a child with a literate mother is 50 times more likely to survive past the age of five. CNN also reports of a World Bank study, “ … every 1 percent increase in women with secondary education boosted a country’s annual per capita income growth rate by about 0.3 percentage points.”

Studies like this bear out the importance of giving girls a chance to learn. In response to stalled universal primary education, UNICEF announced policy pledges, including “[increased] access to quality early learning opportunities for all children” and “[focused] efforts on expanding education for girls … ”

Though the road ahead is rough in ensuring all children receive a quality education, Gupta said, “We know that when we bring educational opportunities to the hardest to reach areas, we win a number of battles: learning improves, community engagement is reinforced, and children, particularly girls, can exercise their right to an education.”

– Kori Withers

Sources: UNICEF, Humans of New York, UNESCO, CNN
Photo: Tipton

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How Direct Cash Transfers Can Help End Poverty

give directly
People who make it their life’s work to end poverty have honorable intentions. But just because someone is honorable and attempts to do “the right thing,” doesn’t necessarily mean they know the best way to accomplish these goals.

The debate over what policies and initiatives work best for ending poverty often becomes heated, as thousands of aid organizations and nonprofits have conflicting ideas of what is best.

A common debate is over whether giving impoverished people direct cash transfers is better than working on top down development policies.

The basic arguments against direct cash transfer are that recipients will squander the money, spend it on “unnecessary” items, continue to expect more in the future or become lazy and not work.

It is also believed that impoverished people do not know how to lift themselves out of poverty and simply giving them money won’t teach them how to take care of themselves in the long term.

Over the past decade, proponents for cash transfers have begun to come forward with evidence that it might be a viable option in the fight to end global poverty.

The trend started in 2000 when a few Latin American countries started giving out conditional cash transfers (CCTs). Governments would give poor families a small amount of money with the “condition” that their children stay in school.

GiveDirectly is one organization arguing for the benefits of direct cash transfers. It works exclusively in Kenya and Uganda using mobile electronic transfers to distribute money.

The organization was established in 2008 and bases its operations on the idea that direct transfers will “empower the poor to set their own priorities” instead of experts deciding what is best for the poor based on their personal ideology.

On its official website, GiveDirectly cites a study by Innovations for Poverty Actions that shows the benefits of direct cash transfers.

Evidence from this study shows that, with direct cash transfers, assets increased by 58 percent. Assets include things like livestock and home improvements. There was a 42 percent decrease in the number of days children lived without food.

GiveDirectly also cites a 2011 review by the UK Department for International Development of studies on direct cash transfers. The review found that direct cash transfers can increase future income, with recipients earning 41 percent more than those who did not receive money.

Direct transfers helped children stay in school. Children experienced less psychological stress and were generally healthier.

Recipients did not spend the money on alcohol or gambling.

The review concluded that “the proposed programme [direct cash transfers] is “good.” It effectively achieves intended goals of reducing poverty, helping families to improve their livelihoods, or facilitating essential economic reforms. Transfers that benefit children and the elderly are generally seen as worthwhile by the general population.”

Another study by Johannes Haushofer and Jeremy Shapiro from the Massachusetts Institute of Technology found similar results.

In a recent article funded by the nonprofit charity evaluator Give Well, Jacob Kushner interviewed people in Kenya who were recipients of direct cash from GiveDirectly.

One of the recipients, Victor Ochieng, used $1,000 to buy a new irrigation system for his corn farm. This allowed him to triple his corn production, which gave him the idea to buy chickens. He can feed the chickens the extra corn and in turn have chickens and eggs to feed his family for many years.

Ochieng prefers the direct cash to traditional aid models because he feels it gives him control. “It is more respectful for someone to give me the cash and let me use it the way I wish,” said Ochieng. This is opposed to aid organizations coming in and directing how aid money is used.

Many recipients used the money to fix their roofs, something that doesn’t necessarily help increase their future income, but does save them money in the future by buying a stronger, longer-lasting roof once instead of having to replace the roof every year.

Recipeint Caroline Alouch Ogutu fixed her roof, paid for her children to go to school and bought some pigs.

GiveDirectly uses 90 percent of its budget for direct cash transfers. Charity rating websites like Give Well and The Life You Can Save claim the organization is legitimate and “top rated.”

There are of course critics who question the real effects of direct cash transfers. The Stanford Social Innovation Review argues that it is too soon to tell if they will have long lasting affects. It is possible that one or maybe five years from now those who received money will still be impoverished and show minimal improvement in their situation.

Stanford believes that “excitement about unconditional cash transfers is perhaps more a reflection of the sorry state of development aid overall than of the real impact of the cash itself.”

Other critics claim that direct cash transfers still don’t address the root causes of poverty. They don’t change the political and social situations most impoverished people find themselves in.

Direct cash transfers are not necessarily the absolute solution to ending poverty.

Direct cash transfers can, however, be supplemented with other types of aid. Traditional aid organizations can continue to build schools and medical facilities, promote good saving practices and teach farmers the value of water conservation.

Regardless of which type of aid makes a bigger impact or is “right,” how the cash transfer allowed Ochieng to feed and take care of his family is evidence that cash transfers can be beneficial and contribute to the reduction of poverty.

– Eleni Marino 

Sources: GiveDirectly, UK Department for International Development, Take Part, The Life You Can Save, Give Well, The Economist, Stanford Social Innovation Review

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The Need for Education in Malawi

education in malawi
This week marks Malawi’s 50-year anniversary of independence from Britain. While this is quite a milestone, the country is still in desperate need of improvements, including education.

Malawi is considered to be one of the least developed countries in the world. Up to 40 percent of the country’s budget is funded by donors and outside sources. The United Kingdom is their main sponsor, funding programs for social development, health, education and agriculture.

According to UNICEF, 61 percent of Malawi’s population lives below the poverty line of less than $1.25 per day. Malawi has fallen behind its neighboring countries, as many of them have moved from the low-income bracket to middle-income.

However, Malawi has seen some improvements over the past few years. In 2008, Malawi had the second-fastest growing economy in the world. In 2009, the economy recorded a 9 percent annual growth. Despite these few victories, the country as a whole is still declining.

The largest barrier for Malawi in continuing its growth and  development is the country’s lack of education.   Only in recent years has education become a focus for the government. During the 2012-2013 fiscal year, 24 percent of Malawi’s budget was allocated specifically for education. Within this percentage, over half of it was set aside for progress in primary education.

A lack of resources, however, makes it difficult for the money to go toward a good use. Schools are lacking in qualified teachers, and classrooms are filling up with 100 students at a time. Education standards are impossible to keep high when there are no sufficient resources.

Increasing education in Malawi will be a huge step toward improving the country’s development. Having an education can increase a person’s income significantly, thus allowing families to help bring themselves out of poverty.

Additionally, education can change major life outcomes, especially for women. UNESCO reports that if all women in sub-Saharan Africa completed primary education, the maternal mortality rate could drop by up to 70 percent. Education also encourages women to wait until a later age to be married, which increases their potential for success.

Malawi would benefit immensely from increasing its education system. It is the key to reducing poverty and spurring developmental growth for the country. Without education, Malawi will be at the same state when the country celebrates its 100-year anniversary of independence.

– Hannah Cleveland

Sources: The Guardian, Al Jazeera
Photo: GOAL Malawi Education

Education in Swaziland

education in swaziland
Swaziland is a lower middle-income country with a population of about 1.2 million people. Most citizens are ethnic Swazis. The official languages are both Swati and English. Its ruler, King Mswati III, is one of the world’s last absolute monarchs, and a man who is not too keen on handing his throne over entirely to parliament.

About half of Swazis live in poverty. Forty percent of Swazis are unemployed and 70 percent of the workforce is employed in sustenance farming. In 2009, there were 0.17 physicians for every 1,000 people.

But it’s not all bad news. Roads are well-paved and far-reaching. The literacy rate is over 91 percent, which might be expected when 8.3 percent of the GDP is spent on education.

Primary school education in Swaziland is not compulsory, but is fully government-funded. Students receive textbooks, stationary, exercise books, meals and school furnishings free of charge. At age 6, students begin Grade one, followed by two and then followed by Standards one through five. At the end of the seven years, children take the Primary School Examination, which determines eligibility for future schooling. Over 90 percent of children in Swaziland complete their primary school education.

From there, things become a little bleaker. Many students forgo secondary education in favor of working to support their families. Only 20 percent of students who attend primary school go on to Forms one through three. There are two main goals of secondary education. The first is to complete schooling and join the skilled workforce in an entry-level position. The second is to take and pass the exams for the Swaziland or International General Certificate of Secondary Education. Both exams are accredited by the Cambridge International Examination and certify preparedness for university.

A tertiary education is a rare thing indeed. Just 5 percent of students go on to attend university. Students looking to stay close to home have the choice of three main universities, all government sponsored. The University of Swazliand offers bachelors, masters, and Ph.D. degrees in education, commerce and science, as well as health science and agricultural fields.

Swaziland’s Department of Education manages curriculum and assessment procedures. Education is so centralized that it can ensure the implementation of its policies. It is not responsible, though, for its budget. That is allotted by the Ministry of Finance, which has caused internal friction.

Still, Swaziland’s educational system seems to be improving. Achievement scores have, in the past, been quite low. In 2000, 76 percent of grade six students read below a grade six level. Ninety-six percent were below grade six level in math. This has improved significantly in recent years. In 2007, the 76 percent in reading decreased to 62, while the 96 percent of struggling math students dropped slightly, to 94 percent. These are projected to continue dropping.

From the investment of the Swazi government in education, to the monitoring of test scores, there are many things that Swaziland is doing right. One of the best things has not yet been mentioned: There is virtually no gender disparity among students. Education is clearly a priority in Swaziland, so improvement seems happily inevitable.

— Olivia Kostreva

Sources: Swazi Legacy, SACMEQ
Photo: Flickr

Are Global Standardized Tests Hurting Education?

Global Standardized Tests
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