Thank you to the authors for sharing this approach. I would add that investing in interventions that produce the highest test scores is no longer - and never really was - a valid approach for education anywhere.
I agree with the authors that we have a long way to go. But let’s also recognize that the commitment that Ghanaian and other African governments took on at independence - to provide quality education to all children, linked to future livelihoods - was brave and massively ambitious. We’ve gone from 7% enrollment rates in sub-Saharan Africa at independence to 80% or more today. Schooling is still the most reliable route out of poverty. Of the three elements of that original promise, there has been great progress on giving all children access to school. The authors are correct in pointing out that quality levels are often unacceptably low, and that the linkage between being educated and being able to earn a living has become weaker, not stronger, over time. The approaches that the authors outline can be helpful in making good on the education promise. But let’s not forget that updating this “education promise” for the twenty-first century is as much a question of political will and economic skill as it is matter of designing new curricula.
I absolutely agree about the need of a whole redefinition of education in developing world. The focus must be in developing skills not in achieving standards, wich at the end ist just having information. I think the challenge is to create innovative and effective pedagogical approaches with their own evaluation methods.
I’m glad to see that there are more people in the world working on this direction.
I wonder how the discussion on the effects of homophobia on education in Africa and countries like Uganda can be addressed. A number of children lose the opportunity to continue their education when their families learn of their sexual orientation. Schools flank students when they learn that students are gay. Such children need alternative scholarship funds that will give them the opportunity to stay in school and become useful to their countries. Can we begin to talk about creating an inclusive, nondiscriminatory model for schools? How often do we even talk about children with disabilities as discriminated and bullied in schools?
I agree with the author on the need for a dramatic change . Seeking out the interventions that lead to the greatest social and economic impact for the poor are critical at this stage. Education in most of developing countries, Tanzania in particular has not been reliably preparing youth for a positive life transformations, that’s why we see a high graduate unemployment in the country. Graduates are uncritical, even the best graduates who scores very handsome grades can not real transform their lives, the lives of their families even communities. Developing Joint Strategic Interventions between Institutions of education at all levels, harmonizing education policies and laws, engaging key stakeholders (parents, students, teachers) are key to deliberate on the way forward for education improvement, both in quality and quality. The community now than ever before requires that education prepares youth for poverty reduction and better livelihood for the whole society and not to an individual who has just attained a good degree.
A change is certainly needed, as training for colonial bureaucracies hasn’t been relevant for over 50 years.
That said, I take issue with the list: “financial literacy and entrepreneurial skills; health maintenance and management skills; and administrative capabilities, such as teamwork, problem solving, and project management.” What do these “skills” represent, other than training for multinational corporate bureaucracies? Why should we replace the colonial status of sub-altern with a new, post-colonial version?
“School for life” makes sense, but let’s make sure the conversation includes visions of “life” that are shared by those in all the “worlds,” rather than imposed on them from the 1st. I want to know what those in the developing world might contribute to changing, and improving, “life” in global civil society. That’s a “project” I could get behind!
I tbink the conversation on education in developing countries should have a very strong vocational component at the high school level. Even in America, youth are most concerned about “how to make a living in a meaningful job.” Each country is so different. The “school for life” is valid, but must also be dedicated to what type of employment can be gained after schooling. Entreprenuership should be at the forefront.
I read this article with great interest. For three years in the mid-sixties I was a Lecturer (my first teaching job) at the University of Nigeria, Nsukka, and I saw the results of the still existent colonial system of education on our incoming students. They did not see the point of learning anything that wasn’t going to be on a test, nor did they understand that memorization was not the point, but learning how to think and develop their analytical skills was. And I was appalled by their notion that science (I am a scientist myself) was something you did in a room called a laboratory which had nothing to do with the natural world they had grown up in. Although I’m sure things have changed in the past 45 years, this article suggests that much more is needed, and I would agree.
I applaud much of the new educational model the authors describe, which introduces development of practical skills useful in everyday life, but also includes development of higher level skills such as problem solving, project management, entrepreneurship, etc.
But I would also argue that another purpose of education, particularly early in life, is the development of character and ethical behavior. I don’t know much about how this can be done at school level, but I do know of one institution which has successfully integrated such ideas into its educational model at university level, namely Ashesi University College in Ghana (ashesi.edu.gh or ashesi.org). Its founder and president, Dr. Patrick Awuah, has done a marvelous job in developing a curriculum that combines business and technology programs with a rigorous liberal arts core, preparing students who are committed to becoming the ethical leaders (with emphasis on the word “ethical”) of a new generation in Africa . I recommend to the authors of this paper, and to the readers of this comment, Awuah’s talk about his motivation in founding this new university, which can be found at http://www.zeitgeistminds.com/videos/spirit-of-the-time-patrick-awuah-at-zeitgeist-americas-2011.
Perhaps Ashesi’s model for university education, and the lessons that have been learned there, can be translated to the school level as well.
I appreciate the spirit of the article—highlighting gaps and pointing the way to new approaches. But there is scant attention to teachers: their role, support for and amongst them, their professional development. Teachers are, in the end, the glue that holds a society together and the catalyst for sustainable change. At 59 million, teachers are the largest professionally trained group in the world. It follows that the solutions for education must be grounded in the community of teachers, not done for, around, or instead of them. Though not a new concept, the solutions posed in the article—connecting curriculum to active problem solving for social welfare, health, and entrepreneurship—are all important, indeed. But let’s be careful to listen attentively to the voice of the teacher. They are the ones who make it possible to connect the rubber with the road.
“We fervently believe that what students in impoverished regions need are not more academic skills, but rather life skills that enable them to improve their financial prospects and well-being.” - So do you mean that it is not equally true for children from so-called developed countries? Well, I have a problem with this labeling of developing and developed country. Till the time the developed countries keep looting the developing and under-developed countries, whatever model you suggest, it’s not going to work. But then that’s a separate point of discussion. Coming back to my original query, don’t you think, as writers, you are deciding the fate of a child just because he/she is born in certain geography? Who gave you that right?
Though I personally believe that life skills and cognitive development is far more important than academic development, I really feel sad the way you have presented it. It has a tone of a colonizer and a preacher. Moreover, what you have said in the article has been said 100 times by many educational philosophers be it Gandhi, Tagore, Freire and such. You are not proposing anything new!
Watch Zeitgeist, it may add to your perspective and give you more dimensions to ponder over, before you propose a workable model, that is, if you people, sincerely wish to.
I believe that education in developing countries is a huge issue and needs to be addressed now. Children in other countries need education in order to be successful in life.
As the founder of Teach children build India foundation i have been grooming/teaching about 300 very disadvantaged poor tribal children in remote villages in Keonjhar District of india for last 5 years near their homes in groups of 25 children by 25 voluntary teachers . We have seen great positive changes in these children. Our mission is to groom them upto employable level&also; make them worthy citizens of India with good character. After teaching the children personally for 5 years I feel the present pattern of education will not prepare the children for a fruitful employment & a good living. I feel a drastic change has to come in the syllabus & pattern of studies right from primary school level.
I am learning & I appreciate your ideas which needs lots of refining before we can implement. The biggest problem will be the orthodox mindset of Govt in less developed countries to adopt such a change but we have to bring in the change.
Nowhere on this Earth should it be appropriate to stop anyone from trying to get ahead in life through learning. We have our brains from a reason, and that is to learn and retain information. Millions of children in third world countries are not allowed an education due to many factors. Lack of funding for schools, teaches, and supplies, no internet, and religious beliefs all keep children from attending school. None of these factors should be a topic of discussion. According to globalissues,org, “Based on enrollment data, about 72 million children of primary school age in the developing world were not in school in 2005; 57 per cent of them were girls. And these are regarded as optimistic numbers.” The fact that a little over half of children not attending school in these countries are all girls should appall people. As Nelson Mandela said, “Education is the most powerful weapon which you can use to change the world.” I think that Mr. Mandela would not be happy to hear that nearly a billion people entered the 21st century unable to read a book or sign their name (globalissues.org). As one planet, we need to bring funding and volunteers to these countries, and try everything we can to get these kids an education so that they can succeed. Through education there is power, and if we want to make for a better future, we need to follow in the footsteps of Malala Yousafzai and stand up for free education for everyone.
Glad to see this website and the information about Education for poor kids in 3rd world countries. I am from India and we have a proposal to start a Nursery / Tuition center for about 25 poor kids in South India. We would like to send our proposal out to you by email.
Thank you for sharing this balanced analysis of the education challenge in poorer countries. I would like to complete the Research on Escuela nueva in Columbia by adding to it an aspect that is not included in the current one: I would create the same experience in Haiti , using another documented skill, already documented in the research… I would have the children also work in the school enterprise created by the children and in which the children work to ensure a smooth transition to life, make up for the loss of income when they go to school,and further integrate them in their communities.
Education is essential nowadays and it will be more necessary for upcoming world because world develop it self more and more. In past, it is hard to get define education but currently it is so simple as ABC. You just find out the most suitable custom paper writing service from online resources and get complete assistance from them.
I think the Africa region must redesign its curriculum, the leaders of each country must be ready to sacrifice a lot to develop the region. We are at a time in the world were the quest for knowledge and solution to many unanswered questions and problem are sort after.
The region must come up with a vision for its continent and have a plan of how it hopes to solve the numerlus problems before it: proverty, unemployment, diseases etc. The curriculum must be developmental in structure, in line with global trends and standards, but deliberately structured for growth. Critical thinking skills must be developed in our region from early years.
The region must develop its own curriculum and retrain and awaken its educators to see the larger picture and vision. The educators must be given all they need to achieve the set goals and move Africa forward
Every child deserves an education. It’s a tragedy, but one we can all address and begin to change. If we all join together and donate to the building of schools we can offer these children hope and a chance at a better life.
I am very thankful for the notion that things need to chance with regard to educational approaches which is not a new insight after all. I´d like to know what practical experiences and tools are available for users to implement curriculae that fit these standards. Does anybody know?
We started a small primary school in the Darjeeling district near Siliguri in northeast India almost three years ago based on a small NGO called empowerment4all e.V. in Germany. I would be more than happy to use insights in our project.
A lot more kids enlist in institution nowadays than the usual few years ago, an accomplishment introduced about by authority and plan adjustments at the worldwide and country’s ranges. But the assurance of better enrollments might not repay. Write my assignment for me UK
Well the thoughts shared in the article are appreciated and welcome. The proposed new model of education for the developing world sounds fantastic but how to integrate financial literacy with our education system is a bigger challenge. This has been in discussion for quite sometimes now and is identified as crucial life skill for pupils to progress, make decisions and solve problem.
I believe there is awareness among educators and to some extent policy makers that integrative approach to education is inevitable in 21st century education context but what we are not sure what path will lead to such a place. Anyhow what we can do is keep our fingers cross but take practical steps, for instance revisiting assessments and systems of evaluating the learning.
Asa far as the proposed system is concerned, it will ease into the system if assessment is more focused on learning, rather accountability, marginalizing students on the basis of grades, language proficiency or skills, socio-economic status to name a few.
I’m interested in receiving updates on how this is going and would love to learn more about curriculum. I’m an American that has spent most of the last 25 years in Haiti.
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Nowadays, schools, colleges, institutions are just concentrating on making more money rather than giving better education to the students. Parents are just paying high fees in a hope that their children are getting good education. Getting education is not only about earning grades and degrees. A well educated person is one who is not only able to read and write but who can understand the world. Educational institutions should not only help a child to be educated but they should also take care of their character building.
It very important to understand a vital role that education plays in our societies today than before especially the sub-Saharan African and majorly to marginalized communities.Lets embrace the use of technology in solving our education, social and economic issues globally.
good information, thank you, anyway I think The poor in the developing world and those stranded in refugee camps across the world know what they want for their children. Almost all of them recognize that a good education is key to providing a better future for their children and improving their own quality of life. this 100% true.
Developing countries should enhance the skills of their generation to utilize their available resources. The course should must be developed according to the need of the country instead following the pattern of developed countries.
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As if getting an education wasn’t a challenge in itself for children in the developing world, imagine what it must be like for refugees to have hope for a brighter future. A Syrian girl, Muzoon Almellehan offers a letter of hope to fellow refugees in this UNICEF video: https://www.ccfcanada.ca/index.php?option=com_content&view=article&id=701&Itemid=222
Those children in third world countries who are fortunate enough to get some type of education may be getting a late start and more traditional methods must be set aside for a more creative approach in order to connect with the child. The Christian Children’s Fund of Canada has 85 Creative Learning Centres operating in India thanks to donors that support 3,200 children. Learning through play, music and other creative methods makes learning fun.
thank you for sharing this
I am a Ghanaian and I have gone through the education challenges in the country. Your model sounds great. Building an entrepreneurship curriculum is key to our development especially stating at the basics. but for for we need more entrepreneurship innovative models to help the rural poor.
Our Innovative model called EDUPAY which won the recent UNESCO GAP Global Youth Citizen Entrepreneurship Competition: https://www.entrepreneurship-campus.org/ideas/14/5639/
we believe is what most African local communities need now
pls read a highlight of the Model
In Ghana and many other countries a.0cross Africa, private actors have established Rural Low Cost Private Schools (RLCPSs) to fill the access gap in education. However, the associated cash and carry school fees payment structure vis-à-vis the fact that majority of parents (usually mothers who are single parents) operate petty trading businesses earning lower than $5 a day, militate against this intervention. For this reason RLCPSs record very high school fees payment default rates by poor parents who are willing but unable to pay. This poses significant challenges; huge shortfalls in RLCPSs’ revenue targets and substandard classroom blocks & facilities. Children are frequently sacked from school to put pressure on parents to pay school fees affecting academic performances. This project is designed to strengthen and expand EDUPAY to;
• abolish the cash and carry system which threatens businesses of poor parents
• Introduce a flexible payment system based on a traditional saving model (susu); which works in our context by the parent paying below $ 0.7 for a 60 day period.
• Channel improved RLCPSs’ revenues into improving their infrastructure and facilities
• Student academic performance monitoring and mentoring
• Scholarships for children of teenage mothers living below $2 per day PPP.
• Create decent jobs through this innovative approach
The programme builds upon lessons learned from our ongoing successful pilot program involving five RLCPSs in the PHD district of Ghana. This concept if well-resourced can be replicated across rural communities in developing regions where women engage in petty trading.
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I completely agree with this article. I think it is very interesting how they discuss why kids are dropping out. Many people are focused on getting an education to every child, which is important, but no one usually gives time to children once they are in school. I had never thought about the Western model comment until now, but I completely agree with it. Students in different parts of the world need to learn about different topics. School should be about whatever will help you in the long run, whether that is cultivating skills to use in the work force or whether that is learning about safe habits, which this article discusses. Many statistics I have read concern the rates of children not in school, but I wonder how many of those kids went to school but had to drop out? Or if those numbers do not even count the kids that went to school and dropped out, meaning that there are thousands more that are not receiving an education?
In many developing countries, only a few children finish secondary school, and many do not even finish primary school. In most developing countries, according to statistics, only 50% of children graduate from grade 5, and less than half of children can understand a simple paragraph of the text. The UNESCO program “Education for All”, which, within the framework of the development goals set forth in the declaration, aims to ensure free, universal access to primary education, has successfully led to a sharp increase in the number of students. But, according to annual reports, many children still drop out of school until they graduate.
Good day, I am living in Africa, in Namibia to be specific. I agree that lifeskills are needed, these should be rather practical life skills like building furniture and agriculture or building work, things that are hands-on.
Is it also very important to teach a value system. The basic attitude is sometimes really frustrating, people are so used to be given donations here and there, that they do not understand what growth means and how to make a living. They just survive and that is enough for them.
The life skills needed in an informal settlement are definitely not management skills and admin work. Just reconsider that.
COMMENTS
BY Lisa DiCarlo
ON February 9, 2012 11:48 AM
Thank you to the authors for sharing this approach. I would add that investing in interventions that produce the highest test scores is no longer - and never really was - a valid approach for education anywhere.
BY Peter Laugharn, Firelight Foundation
ON February 9, 2012 02:05 PM
I agree with the authors that we have a long way to go. But let’s also recognize that the commitment that Ghanaian and other African governments took on at independence - to provide quality education to all children, linked to future livelihoods - was brave and massively ambitious. We’ve gone from 7% enrollment rates in sub-Saharan Africa at independence to 80% or more today. Schooling is still the most reliable route out of poverty. Of the three elements of that original promise, there has been great progress on giving all children access to school. The authors are correct in pointing out that quality levels are often unacceptably low, and that the linkage between being educated and being able to earn a living has become weaker, not stronger, over time. The approaches that the authors outline can be helpful in making good on the education promise. But let’s not forget that updating this “education promise” for the twenty-first century is as much a question of political will and economic skill as it is matter of designing new curricula.
BY Cornelio B. Reformina Jr.
ON February 10, 2012 02:32 AM
This article supports the work my family education foundation is doing to a rural school in Albay, Philippines.
BY Ana
ON February 10, 2012 03:03 AM
I absolutely agree about the need of a whole redefinition of education in developing world. The focus must be in developing skills not in achieving standards, wich at the end ist just having information. I think the challenge is to create innovative and effective pedagogical approaches with their own evaluation methods.
I’m glad to see that there are more people in the world working on this direction.
BY Val Kalende
ON February 10, 2012 05:13 AM
I wonder how the discussion on the effects of homophobia on education in Africa and countries like Uganda can be addressed. A number of children lose the opportunity to continue their education when their families learn of their sexual orientation. Schools flank students when they learn that students are gay. Such children need alternative scholarship funds that will give them the opportunity to stay in school and become useful to their countries. Can we begin to talk about creating an inclusive, nondiscriminatory model for schools? How often do we even talk about children with disabilities as discriminated and bullied in schools?
BY Bishnaga Dorosella
ON February 10, 2012 05:37 AM
I agree with the author on the need for a dramatic change . Seeking out the interventions that lead to the greatest social and economic impact for the poor are critical at this stage. Education in most of developing countries, Tanzania in particular has not been reliably preparing youth for a positive life transformations, that’s why we see a high graduate unemployment in the country. Graduates are uncritical, even the best graduates who scores very handsome grades can not real transform their lives, the lives of their families even communities. Developing Joint Strategic Interventions between Institutions of education at all levels, harmonizing education policies and laws, engaging key stakeholders (parents, students, teachers) are key to deliberate on the way forward for education improvement, both in quality and quality. The community now than ever before requires that education prepares youth for poverty reduction and better livelihood for the whole society and not to an individual who has just attained a good degree.
BY Timothy R.W. Kubik, Ph.D.
ON February 10, 2012 10:32 AM
A change is certainly needed, as training for colonial bureaucracies hasn’t been relevant for over 50 years.
That said, I take issue with the list: “financial literacy and entrepreneurial skills; health maintenance and management skills; and administrative capabilities, such as teamwork, problem solving, and project management.” What do these “skills” represent, other than training for multinational corporate bureaucracies? Why should we replace the colonial status of sub-altern with a new, post-colonial version?
“School for life” makes sense, but let’s make sure the conversation includes visions of “life” that are shared by those in all the “worlds,” rather than imposed on them from the 1st. I want to know what those in the developing world might contribute to changing, and improving, “life” in global civil society. That’s a “project” I could get behind!
BY david a french, Orbis Institute
ON February 10, 2012 07:54 PM
I tbink the conversation on education in developing countries should have a very strong vocational component at the high school level. Even in America, youth are most concerned about “how to make a living in a meaningful job.” Each country is so different. The “school for life” is valid, but must also be dedicated to what type of employment can be gained after schooling. Entreprenuership should be at the forefront.
BY Idris Bello
ON February 13, 2012 03:40 AM
Great article and approach by Prof Epstein and team. This is part of the inspiration for my work in Global Health http://idrisbello.com/2011/10/07/why-are-you-getting-a-degree-in-global-health/
BY John Gaustad
ON February 15, 2012 08:19 AM
I read this article with great interest. For three years in the mid-sixties I was a Lecturer (my first teaching job) at the University of Nigeria, Nsukka, and I saw the results of the still existent colonial system of education on our incoming students. They did not see the point of learning anything that wasn’t going to be on a test, nor did they understand that memorization was not the point, but learning how to think and develop their analytical skills was. And I was appalled by their notion that science (I am a scientist myself) was something you did in a room called a laboratory which had nothing to do with the natural world they had grown up in. Although I’m sure things have changed in the past 45 years, this article suggests that much more is needed, and I would agree.
I applaud much of the new educational model the authors describe, which introduces development of practical skills useful in everyday life, but also includes development of higher level skills such as problem solving, project management, entrepreneurship, etc.
But I would also argue that another purpose of education, particularly early in life, is the development of character and ethical behavior. I don’t know much about how this can be done at school level, but I do know of one institution which has successfully integrated such ideas into its educational model at university level, namely Ashesi University College in Ghana (ashesi.edu.gh or ashesi.org). Its founder and president, Dr. Patrick Awuah, has done a marvelous job in developing a curriculum that combines business and technology programs with a rigorous liberal arts core, preparing students who are committed to becoming the ethical leaders (with emphasis on the word “ethical”) of a new generation in Africa . I recommend to the authors of this paper, and to the readers of this comment, Awuah’s talk about his motivation in founding this new university, which can be found at
http://www.zeitgeistminds.com/videos/spirit-of-the-time-patrick-awuah-at-zeitgeist-americas-2011.
Perhaps Ashesi’s model for university education, and the lessons that have been learned there, can be translated to the school level as well.
BY Fred Mednick
ON February 15, 2012 05:36 PM
I appreciate the spirit of the article—highlighting gaps and pointing the way to new approaches. But there is scant attention to teachers: their role, support for and amongst them, their professional development. Teachers are, in the end, the glue that holds a society together and the catalyst for sustainable change. At 59 million, teachers are the largest professionally trained group in the world. It follows that the solutions for education must be grounded in the community of teachers, not done for, around, or instead of them. Though not a new concept, the solutions posed in the article—connecting curriculum to active problem solving for social welfare, health, and entrepreneurship—are all important, indeed. But let’s be careful to listen attentively to the voice of the teacher. They are the ones who make it possible to connect the rubber with the road.
BY Rohit
ON February 20, 2012 03:43 AM
“We fervently believe that what students in impoverished regions need are not more academic skills, but rather life skills that enable them to improve their financial prospects and well-being.” - So do you mean that it is not equally true for children from so-called developed countries? Well, I have a problem with this labeling of developing and developed country. Till the time the developed countries keep looting the developing and under-developed countries, whatever model you suggest, it’s not going to work. But then that’s a separate point of discussion. Coming back to my original query, don’t you think, as writers, you are deciding the fate of a child just because he/she is born in certain geography? Who gave you that right?
Though I personally believe that life skills and cognitive development is far more important than academic development, I really feel sad the way you have presented it. It has a tone of a colonizer and a preacher. Moreover, what you have said in the article has been said 100 times by many educational philosophers be it Gandhi, Tagore, Freire and such. You are not proposing anything new!
Watch Zeitgeist, it may add to your perspective and give you more dimensions to ponder over, before you propose a workable model, that is, if you people, sincerely wish to.
BY Tyler
ON February 3, 2014 04:33 PM
I believe that education in developing countries is a huge issue and needs to be addressed now. Children in other countries need education in order to be successful in life.
BY AMIYA KUMAR BEHERA
ON October 7, 2014 07:09 AM
As the founder of Teach children build India foundation i have been grooming/teaching about 300 very disadvantaged poor tribal children in remote villages in Keonjhar District of india for last 5 years near their homes in groups of 25 children by 25 voluntary teachers . We have seen great positive changes in these children. Our mission is to groom them upto employable level&also; make them worthy citizens of India with good character. After teaching the children personally for 5 years I feel the present pattern of education will not prepare the children for a fruitful employment & a good living. I feel a drastic change has to come in the syllabus & pattern of studies right from primary school level.
I am learning & I appreciate your ideas which needs lots of refining before we can implement. The biggest problem will be the orthodox mindset of Govt in less developed countries to adopt such a change but we have to bring in the change.
BY Lucy
ON January 11, 2015 03:26 PM
Nowhere on this Earth should it be appropriate to stop anyone from trying to get ahead in life through learning. We have our brains from a reason, and that is to learn and retain information. Millions of children in third world countries are not allowed an education due to many factors. Lack of funding for schools, teaches, and supplies, no internet, and religious beliefs all keep children from attending school. None of these factors should be a topic of discussion. According to globalissues,org, “Based on enrollment data, about 72 million children of primary school age in the developing world were not in school in 2005; 57 per cent of them were girls. And these are regarded as optimistic numbers.” The fact that a little over half of children not attending school in these countries are all girls should appall people. As Nelson Mandela said, “Education is the most powerful weapon which you can use to change the world.” I think that Mr. Mandela would not be happy to hear that nearly a billion people entered the 21st century unable to read a book or sign their name (globalissues.org). As one planet, we need to bring funding and volunteers to these countries, and try everything we can to get these kids an education so that they can succeed. Through education there is power, and if we want to make for a better future, we need to follow in the footsteps of Malala Yousafzai and stand up for free education for everyone.
BY Stephen Gnanaraja
ON January 13, 2015 09:40 AM
Glad to see this website and the information about Education for poor kids in 3rd world countries. I am from India and we have a proposal to start a Nursery / Tuition center for about 25 poor kids in South India. We would like to send our proposal out to you by email.
Waiting to hear from you.
BY Marie Ginette Prosper
ON January 26, 2015 09:09 AM
Thank you for sharing this balanced analysis of the education challenge in poorer countries. I would like to complete the Research on Escuela nueva in Columbia by adding to it an aspect that is not included in the current one: I would create the same experience in Haiti , using another documented skill, already documented in the research… I would have the children also work in the school enterprise created by the children and in which the children work to ensure a smooth transition to life, make up for the loss of income when they go to school,and further integrate them in their communities.
BY Sarah Hamilton
ON March 16, 2015 03:03 AM
Education is essential nowadays and it will be more necessary for upcoming world because world develop it self more and more. In past, it is hard to get define education but currently it is so simple as ABC. You just find out the most suitable custom paper writing service from online resources and get complete assistance from them.
BY Elizabeth Bakare
ON June 23, 2015 05:40 PM
I think the Africa region must redesign its curriculum, the leaders of each country must be ready to sacrifice a lot to develop the region. We are at a time in the world were the quest for knowledge and solution to many unanswered questions and problem are sort after.
The region must come up with a vision for its continent and have a plan of how it hopes to solve the numerlus problems before it: proverty, unemployment, diseases etc. The curriculum must be developmental in structure, in line with global trends and standards, but deliberately structured for growth. Critical thinking skills must be developed in our region from early years.
The region must develop its own curriculum and retrain and awaken its educators to see the larger picture and vision. The educators must be given all they need to achieve the set goals and move Africa forward
BY Tammy Corbett
ON August 26, 2015 12:13 PM
Every child deserves an education. It’s a tragedy, but one we can all address and begin to change. If we all join together and donate to the building of schools we can offer these children hope and a chance at a better life.
BY Kirshan Kumar
ON September 23, 2015 01:23 AM
nice stuff to learn valued topics
BY Emily
ON September 23, 2015 02:47 AM
nice article
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BY Holger Reichert
ON December 2, 2015 02:32 AM
I am very thankful for the notion that things need to chance with regard to educational approaches which is not a new insight after all. I´d like to know what practical experiences and tools are available for users to implement curriculae that fit these standards. Does anybody know?
We started a small primary school in the Darjeeling district near Siliguri in northeast India almost three years ago based on a small NGO called empowerment4all e.V. in Germany. I would be more than happy to use insights in our project.
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ON December 7, 2015 11:23 PM
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BY FNawaz
ON December 27, 2015 07:47 PM
Well the thoughts shared in the article are appreciated and welcome. The proposed new model of education for the developing world sounds fantastic but how to integrate financial literacy with our education system is a bigger challenge. This has been in discussion for quite sometimes now and is identified as crucial life skill for pupils to progress, make decisions and solve problem.
I believe there is awareness among educators and to some extent policy makers that integrative approach to education is inevitable in 21st century education context but what we are not sure what path will lead to such a place. Anyhow what we can do is keep our fingers cross but take practical steps, for instance revisiting assessments and systems of evaluating the learning.
Asa far as the proposed system is concerned, it will ease into the system if assessment is more focused on learning, rather accountability, marginalizing students on the basis of grades, language proficiency or skills, socio-economic status to name a few.
BY johnengle, Haiti Partners
ON January 3, 2016 11:29 AM
I’m interested in receiving updates on how this is going and would love to learn more about curriculum. I’m an American that has spent most of the last 25 years in Haiti.
BY Samantha
ON March 17, 2016 04:42 AM
It`s such a pity that in our modern, technologically advanced world there is too little interest for children from developing countries!
BY Archana khadka
ON May 10, 2016 06:35 AM
why developing countries should spend large money for develpoment of education
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ON May 14, 2016 12:08 AM
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BY SERI
ON August 29, 2016 05:47 AM
Nowadays, schools, colleges, institutions are just concentrating on making more money rather than giving better education to the students. Parents are just paying high fees in a hope that their children are getting good education. Getting education is not only about earning grades and degrees. A well educated person is one who is not only able to read and write but who can understand the world. Educational institutions should not only help a child to be educated but they should also take care of their character building.
BY LOREE PETER
ON December 5, 2016 01:01 AM
It very important to understand a vital role that education plays in our societies today than before especially the sub-Saharan African and majorly to marginalized communities.Lets embrace the use of technology in solving our education, social and economic issues globally.
BY rayhan
ON December 16, 2016 11:30 AM
good information, thank you, anyway I think The poor in the developing world and those stranded in refugee camps across the world know what they want for their children. Almost all of them recognize that a good education is key to providing a better future for their children and improving their own quality of life. this 100% true.
BY Farrukh Abbas Naqvi
ON January 5, 2017 04:14 AM
Developing countries should enhance the skills of their generation to utilize their available resources. The course should must be developed according to the need of the country instead following the pattern of developed countries.
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ON January 8, 2017 04:07 AM
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BY Tammy Corbett
ON May 30, 2017 12:14 PM
As if getting an education wasn’t a challenge in itself for children in the developing world, imagine what it must be like for refugees to have hope for a brighter future. A Syrian girl, Muzoon Almellehan offers a letter of hope to fellow refugees in this UNICEF video: https://www.ccfcanada.ca/index.php?option=com_content&view=article&id=701&Itemid=222
BY Tammy Corbett
ON June 21, 2017 05:48 AM
Those children in third world countries who are fortunate enough to get some type of education may be getting a late start and more traditional methods must be set aside for a more creative approach in order to connect with the child. The Christian Children’s Fund of Canada has 85 Creative Learning Centres operating in India thanks to donors that support 3,200 children. Learning through play, music and other creative methods makes learning fun.
BY John F
ON July 9, 2017 10:09 AM
Education in developing countries is a very important issue. We have to help and contribute as much as possible to help them success.
BY hamza
ON July 18, 2017 11:26 AM
nice info thanks for sharing
BY Emmanuel Douglas
ON October 31, 2017 08:00 AM
thank you for sharing this
I am a Ghanaian and I have gone through the education challenges in the country. Your model sounds great. Building an entrepreneurship curriculum is key to our development especially stating at the basics. but for for we need more entrepreneurship innovative models to help the rural poor.
Our Innovative model called EDUPAY which won the recent UNESCO GAP Global Youth Citizen Entrepreneurship Competition:
https://www.entrepreneurship-campus.org/ideas/14/5639/
we believe is what most African local communities need now
pls read a highlight of the Model
In Ghana and many other countries a.0cross Africa, private actors have established Rural Low Cost Private Schools (RLCPSs) to fill the access gap in education. However, the associated cash and carry school fees payment structure vis-à-vis the fact that majority of parents (usually mothers who are single parents) operate petty trading businesses earning lower than $5 a day, militate against this intervention. For this reason RLCPSs record very high school fees payment default rates by poor parents who are willing but unable to pay. This poses significant challenges; huge shortfalls in RLCPSs’ revenue targets and substandard classroom blocks & facilities. Children are frequently sacked from school to put pressure on parents to pay school fees affecting academic performances. This project is designed to strengthen and expand EDUPAY to;
• abolish the cash and carry system which threatens businesses of poor parents
• Introduce a flexible payment system based on a traditional saving model (susu); which works in our context by the parent paying below $ 0.7 for a 60 day period.
• Channel improved RLCPSs’ revenues into improving their infrastructure and facilities
• Student academic performance monitoring and mentoring
• Scholarships for children of teenage mothers living below $2 per day PPP.
• Create decent jobs through this innovative approach
The programme builds upon lessons learned from our ongoing successful pilot program involving five RLCPSs in the PHD district of Ghana. This concept if well-resourced can be replicated across rural communities in developing regions where women engage in petty trading.
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BY Taylor Nichols
ON December 3, 2018 03:45 PM
I completely agree with this article. I think it is very interesting how they discuss why kids are dropping out. Many people are focused on getting an education to every child, which is important, but no one usually gives time to children once they are in school. I had never thought about the Western model comment until now, but I completely agree with it. Students in different parts of the world need to learn about different topics. School should be about whatever will help you in the long run, whether that is cultivating skills to use in the work force or whether that is learning about safe habits, which this article discusses. Many statistics I have read concern the rates of children not in school, but I wonder how many of those kids went to school but had to drop out? Or if those numbers do not even count the kids that went to school and dropped out, meaning that there are thousands more that are not receiving an education?
BY Tom aCoolWriter
ON March 13, 2019 03:20 AM
In many developing countries, only a few children finish secondary school, and many do not even finish primary school. In most developing countries, according to statistics, only 50% of children graduate from grade 5, and less than half of children can understand a simple paragraph of the text. The UNESCO program “Education for All”, which, within the framework of the development goals set forth in the declaration, aims to ensure free, universal access to primary education, has successfully led to a sharp increase in the number of students. But, according to annual reports, many children still drop out of school until they graduate.
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BY Britz
ON August 31, 2020 03:56 AM
Good day, I am living in Africa, in Namibia to be specific. I agree that lifeskills are needed, these should be rather practical life skills like building furniture and agriculture or building work, things that are hands-on.
Is it also very important to teach a value system. The basic attitude is sometimes really frustrating, people are so used to be given donations here and there, that they do not understand what growth means and how to make a living. They just survive and that is enough for them.
The life skills needed in an informal settlement are definitely not management skills and admin work. Just reconsider that.