Date: July 6th, 2015
To: John Smith, UNESCO chairman
From: Mboy Embanglian Gabriela
Subject: Improving Education in developing countries
Mr. John Smith, attached is a recommendation on how to improve education in most developing countries. After making some researches and reading several educational articles, I recommend the implementation of the following strategies mentioned below to enhance education in developing countries. In case of any questions, I will be much honored to arrange a meeting with you at your convenience with other members of interest.
Mboy Embanglian Gabriela
Mr. John Smith,
Seventy five percent of children in developing countries suffer from malnutrition, which result in development disorder. Consequently, the
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In addition to the above mentioned, job opportunities in developing countries is very low, even after completing higher education. Hence children in developing counties prefer to forgo their education, and completely invest in farm work or earn a trade (Yuthas, Epstein, & Kristi, 2012).
To continue, most teachers in developing countries lack training, hence the children are limited to knowledge in sense that even the ones who succeed to complete primary school may lack the basic skills in reading and writing (The situation in developing countries, 2015). Mostly outdated methods of learning are implemented. However, the teachers that have the training are not well paid, and they work under unfavorable conditions. They mostly teach several shifts a day with a large population of children. All this summed up does not encourage them to come for their classes
Also, schools in developing countries have little or no equipment to help in the students’ education; such as computer labs, boards. There is also no funding to cover some utilities such as water, electricity or transport for the children (The situation in developing countries, 2015).
The brilliant student in developing countries have the disadvantage of not been able to further their education due to lack of higher education, hence they end up working in the farm not having the opportunity to make use of their knowledge.
To
In fact, there are still some countries struggling to offer education because they are still in development. Countries in Africa, such as Sudan, are primary victims. According to a research paper, “education is one of the main priorities for the people of South Sudan. As recent studies show, many communities in South Sudan view education as the most important peace dividend.” (Barnaba). After the analysis of school enrollment and completion rates in Sudan, results were rather low. Sudan, a third world country, currently is going through the state of being the most illiterate country in the world. It has placed education as its top priority and may will be finding ways to encourage families to send students.This ultimately has been caused through the poverty of the parents and thus requiring help in supporting the health of the family making education a second priority. Due to that reason, the country is still developing. A huge gap separates the developed countries from the developing countries solely based on the education systems. The paper states, “there is also concern raised on lack of attention to education quality and its failure to reach the marginalized as contributing to the learning crisis”(“Fix the Gaps in Our Education System [column]”). There is a weak management of schooling in many third world countries, which is a primary reason to why they have not developed yet. This is the reason for the gap and
Due to the (1) significance of education for each child on the planet, the (2) existing barriers to education around the world and the fact that (3) education is a lifelong learning process for everyone, this essay argues that it is essential to make sure that everyone in the world gets an education.
The limited schooling that takes place in lower-income countries reflects the national culture. In some schools there is bullying and violence. Some students do home schooling because they do not like being around hundreds of people or because they do not feel like they learn anything in a class full of students. In some schools, they do not have enough student because of budget cuts or because they are mostly in magnet/charter schools. There is also adult education, as in parents or elders want to continue
Education is a key factor to reduce and prevent global poverty. If someone in poverty graduated from college they would have a 86% chance to move up the income ladder. Education is emphasized by Mathabane in the text Kaffir Boy when he states “Education will open doors where none seem to exist” (par.1). Education is an important way to keeps kids off the streets. Going to school and recieving homework gives kids something to do rather then them being on the streets where they could possibly end up joining a gang. Mathabane adds another element to the idea of education by asserting that “An education will get you a decent job. If you can read and write you’ll be better off than those of us who can’t” (pg.11) People who have been educated have more chances of getting a job than those who haven’t. Although education may be an important aspect in order to escape poverty, more may be
Growing up in a third-world country sometimes can be lots of hard work and sweat: taking care of farm animals, growing crops, and assisting in the house, and on top of that, you still have to focus on school and try to get the best education possible.
A large problem of childhood poverty is malnutrition. Since these children are growing up in poverty, many of the parents have a hard time supplying food for their kids. Surprisingly, there
In third world countries, education is difficult to receive and to teach. This is because there could be no classrooms, lack of funding, little learning materials, country at risk of conflict, and the distance from home to school. Children who live in a country or area
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
Education comes with social benefits as well which can improve the situation of the poor, such as lower fertility and improved health care of children ("Poverty and Education"). "Poor people are often unable to obtain access to an adequate education, and without an adequate education people are often constrained to a life of poverty." - Servaas Van Der Berg. The absolutely poor in developing countries have low education levels. Some may not even have access to primary education or may not have completed their primary education, not realizing that it is important to reduce poverty. Education is often poorly measured, and the impacts do not always show up as statistically significant in cross- country growth regressions (Levine & Renelt, 1992). Africa’s education crisis makes media headlines and analysis by the Brookings Center for Universal Education (CUE) explains why this needs to change. Progress towards universal primary education has come to a halt and learning levels of children who are in school are poor as well. Using a Learning Barometer, CUE estimates that 61 million African children will reach adolescence lacking even the most basic literacy and numeracy skills, this will deprive a whole generation of opportunities to develop and escape poverty ("Poverty, Education, & Opportunity").
The Education issue is not as easy as just building more schools in more places, no, it is more than that, building more schools will make it more available for some children yes, but what about all the children that are forced to work instead of being able to go to school or al the kids that are forced to provide water for there families. To completely solve the issue of education one will first have to solve the issue of clean drinking water. By doing this many children who would have otherwise had to fetch clean water everyday will instead be able to go to school to receive an education. Next you will have to solve the issue of child labour which, is no easy feat on its own, currently 35% of children are forced to work from a young age due to their families financial state, so by solving child labour more kids will be able to go to school but only if the schooling is cheap (which is where the rest of the world will come into it), a simple charity can be constructed, this charity will take all money given to it and give it to kids in Côte D’Ivoire (and other countries) to help them afford the costs of going to school. As time goes on each new generation is more likely to go to school if the generation before it went to school,
In today’s world people need to compete globally for jobs and one of the most important factors in getting a good paying job is education. However, even the best schools cannot overcome some of the obstacles placed in front of the students that walk through their doors. Poverty, chaotic home environments, discrepancies in exposure to technology, and lack of funding for schools all negatively impact the effort to educate children.
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).
Many scholars have argued that education, with emphasis high quality instruction by educators, will help combat poverty and illiteracy- the major stumbling blocks to development. I argue otherwise, high quality instruction may be the answer to the challenges facing education in developed nations however it may fail to achieve the desired result in developing nations.
Of those children, 9 million children have never been to school in Nigeria. In comparison to other countries, Nigeria has the most out of school children in the world. The youth are not learning in Nigeria because of crammed classes, lack of supplies, and incompetent educators. In Nigeria, there is an average student to teacher ratio of 49:1. Because of the scarce amount of teachers, the students cannot be focused on individually and are less likely to learn in class. In Nigerian schools, about 80 percent of children to not have textbooks for all subjects. How can students expect to learn if they do not have the sufficient supplies to do so? The teachers in Nigeria aren’t exactly helping with this issue. In fact, 40 percent of primary school teachers in Nigeria are not qualified for the job. The students will have an even tougher time learning if the teachers cannot instruct their class effectively. This problem is most distinct in northwest and northeast Nigeria. When all of these factors are amassed, it is very challenging for a child in Nigeria to grow up and live a happy, prosperous life.
Many communities, particularly rural areas do not possess adequate school facilities. Even when schools are sometimes available, they are too far away, difficult to reach, unaffordable or the quality of education is so poor that parents wonder if going to school is really worth it. In government-run primary schools, even when children show up, government-paid teachers do not show up 25% of the time. The 2008 ILO study suggests that illiteracy resulting from a child going to work, rather than a quality primary and secondary school, limits the child's ability to get a basic educational grounding which would in normal situations enable them to acquire skills and to improve their prospects for a decent adult working life. An older report published by UNICEF outlines the issues summarized by the ILO report. The UNICEF report claimed that while 90% of child labour in India is in its rural areas, the availability and quality of schools is decrepit; in rural areas of India, claims the old UNICEF report, about 50% of government funded primary schools that exist do not have a building, 40% lack a blackboard, few have books, and 97% of funds for these publicly funded school have been budgeted by the government as salaries for the teacher and administrators. A 2012 Wall Street Journal article reports while the enrolment in India's school has dramatically increased in recent years to over 96% of all children in the 6-14 year age group, the infrastructure in