Developing A New Generation Of Empowered And Informed Individuals

When students think of educational schooling, they think of grueling hours of sitting in a classroom and getting lectured about things they do not believe they will ever apply to the real life. Maybe it is just me. Not many students in the more richer and developed countries will ever realize how privileged they are. It is so easy to say that they do not like or want something even when it is presented to them. However, there are still places that are not given the opportunity to improve their lifestyles because they do not have an access to schooling. Access to education is a very important factor to bridge the gap between developed and underdeveloped countries. It is also the reason that humans have gotten this far in history. Without teaching

Maternal mortality, prostitution, and economic empowerment become global struggles due to lack of education and financial ability of both the country itself and individuals living in these countries. Families are following a pattern by neglecting to dedicate time, attention, and money to their children’s education. These people are living in the moment and do not

The most important issue facing the world today is still education. We may think that everyone in the United States has an education because of public schools which provide free education. But, that is not true, because around 1.2 million students drop out of high school every year in the U.S. At a worldwide scale, around 31 million students drop out of elementary school in 2012. In addition to that, around 70 million kids in the world don’t have an education in 2010.

In addition to empowering individuals, effective education systems strengthen communities by building bridges between people, thus preventing conflict and ignorance. Most importantly, our education systems cannot simply cater to the powerful and privileged. In making donations and investments, we must look to those who are most vulnerable in the world – women, those from developing countries, and many others who are often relegated to the shadows when governments think about the public they serve. In doing so, we can build a more well-educated, prosperous, and socially just

The proportion of children who are enrolled in primary schools has increased from 49% to 77% in the past decade in sub-Saharan Africa. This increase in enrollment is due mostly to the initiative of the governments from these regions to improve universal primary education. However, much remains to be done because even though enrollment has been made a possibility in a lot of these countries, there are a lot of other variables at play that still prevent children from receiving a quality education. Things such as poverty, cultural traditions, gender violence, and the incidence of early marriage are a major reason for disadvantaged groups, particularly poor girls, not making as much progress in enrolling

Approximately 75 million children around the world have no opportunity to attend primary school. Of the 75 million, most of them are girls due to tradition or parents that hold them back from attending ("Main Navigation"). Other factors that affect children from going to school is because of conflicts and wars that result in schools to be destroyed and families to flee the country. Lack of education is a growing crisis due to many factors in developing countries but it has the power pull a country out of poverty and make them economically stable and attract other countries to trade, therefore it should be seen as a priority. Developed countries are involved to help countries increase their education because every child should have the

When doing the research I was surprised to learn that the United States and Kenya were in close relation. I was even more surprised that they had the main similarity of their education system yet so many differences beyond that. It was hard for me to understand that Kenya was similar to the United States but yet was ranked so low in the education world. After doing my research I see the reasons why. Education is hard for wealthy countries and even harder for countries in poverty. Money, space, resource, and teachers are a huge factor in determining the succession of the education world. It would be hard for me to teach in Kenya due to the wealthy vs poor issues. I see students as humans I don’t look at them and assess their economic standings. However, I am truly surprised and impressed but how much growth Kenya has. They have grown so much and changed their education world. Most importantly, people in Kenya are trying. They may not have the best education system but they are trying to change every

Educational attainment in middle income countries is restrictive, for most citizens education beyond primary school is beyond their grasp. Although it is well established that one of the strongest predictors for a country’s economic growth is the education level of its population many middle income countries simply can not afford to make the necessary changes to their respective countries education systems. Education reform would require a monstrous amount of funding, with issues like infrastructure improvement, and financial market instability on these countries policy agendas, education reform isn’t the focus. (de Haan, 1996)

Every single child has the opportunity to go to public school for free. In Kenya, my parents had to pay money in order to go to school and it also included uniforms and supplies. I missed a year of school because my parents didn’t have enough money so I had to be homeschooled that year. I was surprised and pleased at the same time when I heard that public school was free here. I didn’t think that there was such thing as “free education”. That means my future children can go to school without me having to pay for it. They don’t have to go through the hardships like I did.

As a result of poverty and marginalization, more than 72 million children around the world remain unschooled. Sub-Saharan Africa is the most affected area with over 32 million children of primary school age remaining uneducated. Central and Eastern Asia, as well as the Pacific, are also severely affected by this problem with more than 27 million uneducated children. In addition, these regions must also resolve continuing problems of educational poverty (a child in education for less than 4 years) and extreme educational poverty (a child in education for less than 2 years) (Omwami & Keller, 2010).

Some of the world’s poorest countries, with some of the highest child labor and illiteracy rates lie in Sub Saharan Africa. People generally associate the region only with poor economic conditions and all of the social disorder that goes along with 3rd World Status. While some of this reputation is deserved, many people are also failing to see the vast potential for this part of the world. There are several factors that African governments should look into if they want to effectively and efficiently revamp this areas quality of life. One way to do so is by improving the more crucial aspects to healthy functioning region, for example, allowing children to possess their natural rights to a decent education. This could influence an increase

The intertwined nature of poverty and education, as well as the interplay between the two has constantly been raised in the literature and research of development (Arnove1980; Deininger 2000; Don 2001 & Torres 2003), inter alia in search of the way for achieving universal primary education (UPE) in the Millennium Development Goals (MDGs). It is also the focus of international cooperation since UPE is one of the major objectives of international development aid (Aiglepierre & Wagner 2013). The year of 2015 is approaching but the issues such as global poverty and education inequality still persist in many developing countries. An inevitable question arises: has the international aid been a contributory factor to those recipient countries in

In general, what is at stake is not the description of the population numbers, but concerns about the quality of education for Tanzanians children. Honestly, the growing number of children in Tanzania as (Woods, 2009) alerts, is a clarion call for the country, not only to invest in education, but also excessively in other public services. Comparable to other poor countries as Jeffrey Sachs and Easterly (2006) highlighted, the poor people live entangled in inadequacy, “in which taking to account the global abuse of children, poor wellbeing, learning, and poor arrangement reinforce “one another” (p. 10 ). It is incontestable that children are the eyes of the future of any nation, consequently financing beyond their education quality would be the ultimate investment for their development. This is to say, parents, teachers, and communities need to ensure the safety of children and monitor what they learn in classrooms, while paying a distinctive attention to the marginalized children likely to be victims of quality education and exclusion.

Kenya’s school systems were in amazed because the government didn’t expand or add on any classrooms to any school. The government only passed the law making education free but didn’t consider how many children will now enroll in schools. There was a shortage on teachers and there were no desks or chairs for all the new enrolled students. Basically all what the extra students could do was sit on the floor or stand in the back of classroom and listen. Some classes still had over the limit of students and it was getting a little claustrophobic at one point in time. The teacher-student ratio was enormous and it did not make sense to keep all these students enrolled because they are not getting the proper education that they deserve. After the government realized what was happening they didn 't do anything at all. In fact, all of this kept happening at the school for a few weeks but finally everything settled down. A lot of parents started realizing that the quality offered in the public schools was very poor and even some parents decided to change their children from public to private primary schools. Now the private primary schools have more children than they ever did before because of the parents moving their children from the free primary education. This is where people can find single minded quality of education for their children. Private schools are mostly church owned in Kenya and they are mainly owned by Christians. Therefore your child will learn what Christians feel

In signing the UN Convention on the Rights of a Child (Office of the United Nations High Commissioner for Human Rights, 2004), Ethiopia agreed to implement free, compulsory, universal primary education by 2015. The abolition of school fees for primary schooling in Ethiopia was integrated into the Poverty Reduction Strategy Plan (PRSP) in 2002. This change was viewed as a positive development by various stakeholders, including parents, teachers, and government representatives. However, in Ethiopia, the effects of the abolition of school fees saw a minimal increase in enrolment rates. Thus, the goal of UPE in Ethiopia is especially challenging considering, “current access to such education is about 67% for primary school-age boys and 47% for primary school-age girl…[and]…enrollment rates in rural and remote regions, where 86% of the population resides, are even lower because of the absence of schools near these communities.” However, although the abolition of school fees saw some improvements in enrolment rates, the lack of proper educational planning and capacity building in Ethiopia has caused other burdens in the educational sector. Thus, although many countries have decided to abolish school fees, the experiences in Tanzania and Ethiopia, has proven that many challenges remain leading to consequences on the quality of education delivered. In the case of Ethiopia, the biggest barrier to achieving