The Case Study Of Ethiopi What About Preservice Teacher Training?

There are millions of impoverished and malnourished children all over the world. Not only are these children at risk for not receiving an education, they may tragically die

However, there are limits to the reach and timeliness of early childhood education. First, children in the poorest quintile are still three times as likely to be out of school than those in the richest quintile (Richmond, 2008). Research has shown that access itself is not a guarantee of literacy. Completion of five to six years is a critical threshold for mastery of basic competencies such as literacy. However, the poor are often unable to attend for this length of time for various reasons, leading to completion rates 10-60% below enrollment rates (The Global Challenge of Education for All, 2002). On top of this, by definition, early childhood education cannot reach the 800 million illiterate adults. As a result, the best case scenario of funding universal childhood education will not eliminate illiteracy for a couple of generations.

Last Decade governments and high ranking officials from across the globe came together under the magnanimous principles of The Universal Declaration of Human rights giving birth to the millennium development goals.The 8 goals and 21 targets capture ambitious promises such as eradicating poverty and hunger and achieving universal primary education by 2015. (UN.org) Yet with just a few months away from the deadline this historic chapter will close in tragedy.The setting for this tragic tale is Sub-Saharan Africa where 50 million children and youth still remain out-of-school.Despite extraordinary progress in enrollment stark disparities still remain. Poor children across the region are victims of an insidious “lottery of life” where the family they are born into means everything and nothing. (efa governance matters)For a poor child born into poverty the chances of that child finishing school once they start are slim, and if that child happens to be female she can only dream of what it’s like inside a classroom. Experts have declared Africa’s education crisis a state of emergency as dangerously low completion rates, and poor learning achievement have left an indelible stain on educational goals. Africa’s education crisis is a result strong socio-economic and cultural barriers which have created major stumbling blocks in both access to education and learning outcomes.Consequently millions of of children and youth are being robbed of their futures.

Early childhood education lays the foundation for future success. Therefore, primary education is a basic right that every child should be entitled to. However, in sub-Saharan Africa, one in five children received a primary education in the past and the proportions have considerably increased now to 59%. But even with this considerable increase to children who receive a primary education, literacy rates haven’t improved due to the inadequate quality of education. Therefore, lack of an adequate primary education is a problem in sub-Saharan Africa because it causes low literacy rates that harm the overall welfare of those countries and it could be best solved with a better internal education system and some external monetary aid.

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

In west Africa, after an eleven year civil war, the Republic of Sierra Leone took part in a school building project funded by the World Bank. Unfortunately, due to caps placed on public sector hiring, there were not enough educators to adequately satisfy student demand resulting in students not being admitted to school (Marphatia, A. A., Moussie, R., Ainger, A., Archer, D.,2007, p. 9).

For many countries which have laws even on the federal and constitution level providing for education, access to children continues to be an issue worldwide and many countries fall short with regard to actual implementation of these laws often for social and economic reasons. For example many countries in sub-Saharan Africa have laws which are to provide education for all students, however due to transportation issues and other socioeconomic reasons many children do not receive the education they desperately need. Many child must stay at home and help with the family farm or business. There are no

Once of the most significant differences between the Ugandan educational system and the American educational system that I saw was that access to education was so limited in Uganda. In 1997 Uganda initiated what they called Universal Primary Education (UPE), which aims to decrease poverty by making primary (elementary) school free, there by more accessible to it 's students. (Bategeka and Okurut, 2006). The problem with UPE is that the government decides what schools will be part of the UPE program. Which means, the more remote areas may not have a school that is supported by UPE in walking distance. There is no other form of transportation for these students, it is highly uncommon for a family to own a car, and if they 're extremely fortunate they may own a bicycle. This forces the students to go to a boarding school (Outreach Uganda, 2009). The boarding fees are around $2.00 in U.S. currency a semester. At first appeared to be very manageable to me until I was told while in Uganda that $2.00 in American currency converted to the Ugandan currency was roughly 2700 shillings That is more than my college tuition that theses families

Education is considered as the critical software for development as it shapes the destiny for every society. Currently the initiative is driven by the Millennium Development Goals and the goals of Education for All. The MDG’s with direct reference to women education are Goal 2: Achieve universal primary education and Goal 3: Promote gender equality and empower women. This means that everybody in the society should be given a chance to attend school, women included (Anne Syomwene , 2015)

In the education and teaching field there are countless amounts of issues that occur on an everyday bases, whether the issues are big or small. For instance, some of the minor issues would be the lack of parent support, technology, and poor attendance rates. On the other hand some bigger issues would be the low teaching salaries, lack of funding for schools, and the overall problem of dealing with the common core standards. Common core was established in 2010 to set a certain learning foundation in each state. Specifically, the foundation is to keep every kid in America on a target goal and to be working at the same pace when the standards came to the end of year testing. Many scholarly sources have recognized the issue and has brought the subject into numerous articles. In the following review the sources will discuss the relationship on how the CCSS affects the educational system in the teaching field.

“Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.” Education is important because a more educated society will be more successful. It is urgent that education is compulsory and free in Africa, including after primary school because the youth needs to have the basic skills and be educated enough to live successful and productive lives. The children represent the future of the country, and if they are educated, the country is set to become more prosperous in the future.

Taking aside the legacy of colonialism and racial and ethnic inequalities in some of these countries, a number of other factors explain the continuing disparities in learning between rural and urban schoolchildren in sub-Saharan Africa. In light of the implication of rural poverty throughout the continent, it should come as no surprise that rural schoolchildren are the most deprived from a socioeconomic viewpoint when it comes to the path to a good education. Rural schools usually have less qualified teachers and an insufficient number of teachers for the number of children enrolled in school. This is very noticeable in the diminished number of teachers-per-school and the overflow of students per teacher in most rural African regions. The rationale for these low numbers in rural Africa are numerous and greatly linked to poverty and other discriminatory and socioeconomic conditions. For example, teachers generally choose urban to rural schools because urban areas offer greater opportunities and higher incomes. There is also a better quality of life

Since independence in, Kenya has had its share of the struggle to make it possible for its population attains education for all. This was out of the realization that education of the population would help fight ills that faced the society, among them included; poverty, ignorance, and disease. In fact, the government treated education as a basic right for every Kenyan child. Education has ever since been regarded as a fundamental factor for human capital development. In response to this urge, government developed policy documents that sort to expand access to education for its citizens. It is internationally recognized that everyone has a right to education, as agreed upon at various international conferences. Kenya tried to

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

After attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy. In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies.” Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in