Poor quality education in South Africa

Written by Natacha Daniel

“South Africa has one of the most unequal school systems in the world. Children in the top 200 schools achieve more distinctions in mathematics than children in the next 6,600 schools combined. The playing field must be levelled,” said Sheila Mohamed, Executive Director of Amnesty International South Africa.

South Africa, a diverse and promising country, is at a crossroads in its educational environment. Despite progress towards educational equality and accessibility, a dark cloud looms over the nation’s schools: a problem of inadequate educational quality. In this article, we will look at three crucial aspects of the South African education system that contribute to poor teaching and learning: poor time management, insufficient attention to text, and shockingly low levels of teacher subject knowledge. This article uncovers a harsh reality: South African teachers and schools lag well behind their notably poorer regional neigbours. 

Education in South Africa

According to The Economist’s 2017 League Table of Education Systems, South Africa ranks 75th out of 76 countries. According to the most recent figures, 27% of pupils who have completed six years of schooling are unable to read.

Only 37% of children who enter school pass their matriculation test, and only 4% go on to complete postsecondary education and receive a degree (The Economist, 2017). According to the Department of Higher Education and Training, 2.8 million residents between the ages of 18 and

24 are unemployed, not enrolled in an educational institution, and are not getting training (Gater & Isaacs, 2012). 

South Africa, according to the Centre for Education Policy Development (2017), has a high-cost, low-performance education system that fails to contrast favourably with education systems in other developing nations. As a considerable proportion of students reside in rural regions with inadequate conditions, both students and the government incur significant financial burdens (ExpatCapeTown.com, 2016). Local governments are seeking to balance the scales. According to UNICEF (2017), South Africa spends a greater proportion of its GDP1 on education than any other African country. Nonetheless, no meaningful improvement in the country’s education difficulties can be seen. According to Govender (2017), 18 South African schools had 0% success rates in the 2016 national senior certificate examinations.

The HIV AIDS Impact on Education

Although HIV Aids has had a world known impact in many countries, great emphasis is placed here in South Africa. Notably South Africa’s education system has had first-hand experience of the detrimental effects of HIV, through the reduction of able, qualified teachers and its continued disruption on the education of many young pupil’s lives. It goes without saying that without continued support and assistance from actors South Africa will see a further delay in its social and economic development. Key issues to be identified is as follows:  

The HIV/AIDS epidemic specifically in South Africa continues to harm educational development; and there is a decline in the supply of educational services due to teacher fatalities and absenteeism. 

Significant medical along with additional costs are being imposed on the educational system for medical care and death benefits for infected teachers, in addition to recruiting and training replacements for teachers lost to AIDS, according to studies in many countries, including Kenya, Malawi, Nigeria, Zambia, and Zimbabwe. The number of school-aged children is decreasing because of HIV Aids. Children who are born with the virus seldom survive long enough to attend school. Orphaned children are frequently neglected and are less likely to attend school than non-orphaned youngsters (cited in Constitution of South Africa, no date). 

The consequences of HIV/AIDS have an adverse effect on the quality of education.  Infected teachers are frequently absent or too unwell to deliver adequate teaching. Substitute educators could fail to possess the necessary expertise or credentials to replace certified teachers. Hence why it is unwise for the government to continue treating HIV/AIDS as a non-serious issue and divert its funding in the fight against the HIV/AIDS epidemic as a result the quality of education is declining notoriously especially towards government schools (Statistics South Africa, no date). 

According to the Medical Research Council, there was an immediate increase of HIV Aids between 1993 and 2000. One potential explanation is that people were distracted by the political turmoil.  HIV Aids was spreading as the South African people and the world’s media concentrated on the country’s political and socio-economic upheavals. Although the outcomes of these political reforms were favourable, the pandemic did not receive the attention it required. It is feasible that a quick response will limit the impact of the outbreak. According to the president of the Medical Research Council, AIDS killed around 336,000 South Africans between the mid2000s and the mid-2006s (Avert, no date). 

Apartheid’s Impact on Education in South Africa

During the apartheid, spanning from 1948 to 1994, and arguably persisting in nuanced forms today, the South African government enforced a discriminatory system that continues to cast a long shadow over the country’s education system. The impact of apartheid on education, particularly for black pupils, has been profound and enduring. Scholars contend that while overt segregation policies may have formally ended, the remnants of this system persist in more subtle, systemic inequalities. This lingering influence raises questions about the true extent of transformation in South Africa’s educational landscape. This section of the study discusses the major characteristics of apartheid’s influence on South African education.

Education Under Apartheid

The educational landscape in South Africa was marred by racial segregation during the apartheid era. The Bantu Education Act of 1953 entrenched a system of stark inequality for Black South Africans. In contrast to their White peers, Black students were subjected to an inferior education, characterised by meagre resources and underqualified instructors.

Apartheid systematically limited access to quality education for non-White South Africans. Black students oftentimes were taught in their native languages, and the curriculum aimed at channelling them into low-wage occupations, thereby perpetuating socioeconomic disparities.

These disparities created a stark contrast between White and Black schools. While White schools enjoyed increased government spending, improved infrastructure, and well-qualified teachers, whilst on the other hand Black schools suffered from overpopulation, insufficient resources, and deteriorating infrastructure. This inequality prompted significant resistance, with students, teachers, and community leaders staging protests, notably during the 1976 Soweto Uprising.

The enduring effects of apartheid on education are still evident today, as educational disparities persist. The government is actively addressing these historical injustices by striving to provide more equitable educational opportunities for all South Africans. Apartheid’s lingering effects may still be seen in modern South Africa, presenting a complicated legacy in the field of education. Permeating educational disparities exist, posing a problem that the government is working to address to rectify past injustices and provide more egalitarian opportunities for all.

The dedication to building a more equitable education system demonstrates a determined attempt to address apartheid’s lingering impacts, recognising the necessity for comprehensive and long-term approaches that transcend historical inequalities. As South Africa continues its path towards educational equity, the determination to remove gaps remains a critical component of the country’s commitment to a more inclusive and just future. 

Policy recommendations

Among the intricate tapestry of difficulties plaguing South Africa’s education system, it is imperative to recognise that an exhaustive and nuanced strategy is required for effective reform. This strategic approach demands a thorough analysis of certain aspects, such as skill development, to identify specific areas of intervention. The next policy suggestions, for example, will examine the national skills development strategy controlled by SETA (sector education and training authority). These proposals aim to effect significant improvements by taking a focused position on recognised challenges, building an inclusive and efficient educational landscape that overcomes past imbalances in South Africa’s learning institutions.

Enhancing Skills Development Strategy for Improved Education:

In the pursuit of elevating the national skills development strategy, particularly the industrial training program currently under the oversight of SETA (Sector Education and Training Authority), the aim is to optimise its efficacy. The primary goal is to foster a heightened level of competitiveness within the business sector and enhance the overall efficiency of the state. Regrettably, the current performance of SETAs falls short of the government’s articulated mission, prompting imminent reforms in the coming year or two. The recommended reforms are poised to rejuvenate and align the skills development strategy with the nation’s objectives for a more robust and competitive educational landscape.

Quality Improvement and Development Strategy in South Africa:

South Africa’s pursuit of an impartial and high-quality education system demands an aggressive strategy centred on continuous improvement and development (Department of Basic Education, 2021). Multiple groups and organisations contribute to this effort, displaying a deliberate effort to minimise educational challenges. The Department of Basic Education’s Curriculum Evaluation Policy Statements (CAPS) provide a comprehensive framework for curriculum creation and evaluation.

In addition, efforts like those made by the South African Institute of Distance Education (SAIDE) actively contribute to improving the quality of education (SAIDE, 2021). SAIDE’s emphasis on new distant education approaches corresponds with the larger objective of improving educational accessibility and inclusion. Adherence to international standards is a vital component of this strategy. The South African Qualifications Authority (SAQA) aligns educational degrees with worldwide benchmarks, increasing global competitiveness and the legitimacy of South Africa’s education system (SAQA, 2021).

In a ground-breaking move, the government is set to allocate a substantial R12.5 billion investment over the next five years to spearhead a transformative education program aimed at redressing the enduring impact of apartheid on the educational landscape.

The initiative involves the identification of five thousand underperforming schools situated in remote areas, serving as a direct response to the legacy of apartheid. Substantial resources, including libraries, laboratories, and teaching materials, will be allocated to these schools. Additionally, educators will benefit from targeted support through education development programs and dedicated development teams, as outlined by Hoogeveen and OzIer (2004).

The pedagogical approach within these schools will prioritise the acquisition of vital content and academic skills, with a keen focus on imparting crucial literacy and numeracy skills to learners. Importantly, the progress of both learners and their respective schools will undergo regular monitoring and assessment, reflecting a commitment to ensuring sustained improvement and accountability in tackling the prevailing challenges in South Africa’s education system.

In a significant development, government funding for the Higher Education (HE) system in South Africa has witnessed a remarkable doubling since 1996. The restructuring of these institutions is strategically aligned to enhance the country’s capacity to educate and train a workforce characterised by both skills’ excellence and global competitiveness, meeting internationally accepted standards of quality. The paramount focus is on expanding access to the education system.

The South African Qualifications Authority is mandated with the mission “to ensure the development and implementation of a national qualifications framework.” This framework plays a pivotal role in fostering the comprehensive development of each learner and contributing to the social and economic advancement of the nation. The framework operates as a set of principles and guidelines facilitating the registration of learner achievements, promoting national recognition of acquired skills and knowledge, and encouraging a seamless, lifelong learning system.

Outlined in the South African Qualifications Authority Act (No. 58 of 1995), the objectives of the National Qualifications Framework encompass the creation of an integrated national framework for learning achievements, facilitating access to and mobility within education, training, and career paths, enhancing the overall quality of education and training, accelerating redress for past unfair discrimination, and contributing to the holistic personal development of each learner and the broader socio-economic development of the nation.

To reach these objectives, the South African Qualifications Authority commits to establishing a national learners’ records database, overseeing the quality assurance process, and developing a regulatory framework for the standard-setting process. Aligned with the strategic plan for Higher Education, there is an envisioned increase in enrolment from 15% to 20% of school leavers within 15 years. Notably, the plan outlines a shift in enrolment patterns within five years, with declines in humanities and rises in Business and Commerce, as well as Science, Engineering, and Technology.

Closing remarks 

Ultimately, South Africa’s effort to confront the fundamental educational difficulties formed by its historical context, particularly the persisting effect of apartheid, demonstrates a commitment to transformative reform. The strategic goals and policies addressed here are part of a larger effort to create a more inclusive, equitable, and high-quality education system. South Africa’s commitment to accessible, high-quality education for all remains steadfast as it navigates the complexity of this educational landscape.

While obstacles remain, the coordinated investments and reforms demonstrate a resilience that reflects the country’s commitment to developing an informed, competent, and internationally competitive population. South Africa’s education system is a dynamic environment that represents a continuing conversation between past injustices and the aim of a future in which every learner can prosper regardless of their colour or native language.

As the country develops in its own way, it is critical to constantly analyse and adjust policies, drawing inspiration from successful tactics, promoting cooperation, and ensuring that the educational journey corresponds with the changing demands of South Africa’s varied and dynamic community. The goal of this collaborative initiative is to pave the way for a future in which education serves as a beacon of empowerment, breaking down barriers and unlocking the full potential of every student.

REFERENCES

Cover Image by Trevor Samson / World Bank via Flickr

  • Avert. (No date.). South Africa HIV statistics. Available from: www.avert.org/safricastats.htm  (Accessed date: 19th November 2023).
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  • https://alison.com/blog/looming–gap–in–the–education–sector–in–sa (Accessed 19th November 2023).
  • Bhorat, H. (2004) The development challenge in post-apartheid South African education. In: L. Chisholm (ed.) Changing education and social change in post-apartheid South Africa. 
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  • Decomposing shifts in labor demand in South Africa. The South African Journal of Economics 67(3): 348 – 380. 
  • Education and Training Unit. s.a. Government programmes and policies: education policies: school fees. Available from: http://www.etu.org.za/toolbox/docs/government/ schoolfees.html (Accessed 19th November 2023).
  • Gater, R. & Isaacs, D. 2012. Spending on school infrastructure does matter. GroundUp, 25 May. Available from: https://www.groundup.org.za/article/spending-school- infrastructure-does- matter/ (Accessed 19th November 2023). 
  • Gater, R. & Isaacs, D. 2012. Spending on school infrastructure does matter. GroundUp, 25 May. Available from: https://www.groundup.org.za/article/spending-school- infrastructure-does- matter/. Accessed 19th November 2023). 
  • Govender, P. 2017. Matric results 2016: 18 schools obtain 0% pass rate. Mail & Guardian, 5 January. Available at https://mg.co.za/article/2017-01-05-matric-results-2016-18-%20schoolsobtain-0-pass-rate ( Accessed 19th November 2023).
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Educational Challenges in Togo

https://www.flickr.com/photos/thomsonreutersfoundation/23177205770/in/photolist-nzTumY-4WNvz2-2kh9bFK-2m2LTit-ngfV4C-5vSCGb-4WSN4L-8nM8hw-4WSN5s-nxLv9o-ngfLEK-nvGBf3-nxKuWT-ngfVfG-b7TnKg-bYGPoG-9rc4wU-8gev1B-d1EWhj-ch3XPG-5vQ7VA-ch3Z1J-9tq7qZ-5vNisa-aoCQM7-og9EnD-Bj6eN3-5vSCVN-5vSCRf-5vNivi-diuqm1-24ZJHtP-7pwwCy-yCuEf7-4WSN4b-2kVthJT-9tt4JY-ANGPas-9tq7W6-2mB5DuR-vwwcF-2nSiEcm-d1EV5C-9tt4v1-ovBuSW-9tq7eD-dAvHto-9tt56h-4xVcSP-2njDVZS

Written by Mamta Rao

Children in class in Lome’ Togo photo by michndb via Flickr.

Togo, officially known as the Togolese Republic, is a small tropical nation on Africa’s west coast. It is bordered by Ghana, Benin, and Burkina Faso and is home to approximately 8.5 million people. Despite its scenic coastal location along the Gulf of Guinea, Togo remains one of the least developed countries in the region, with significant disparities between rural and urban areas.¹

This article aims to delve into several significant challenges confronting the education system in Togo.
Education is an essential part of Togo’s national development roadmap for 2020–2025. While crises in Togo have hindered progress in education, the government has committed to developing effective education strategies. The development of Togo’s education system includes addressing numerous challenges.²

Poverty

Upon the culmination of primary school, over 50% of children in low- and middle-income nations struggle to read and comprehend a basic story. This learning crisis threatens countries’ efforts to build human capital and achieve the Sustainable Development Goals (SDGs), undermining sustainable public disclosure. The poverty level is twice as high in rural areas (58.8%) as in urban areas (26.5%) in Togo. This disparity largely stems from concentrated economic growth in modern sectors and limited access to quality services. Notably, poverty is more prevalent in female-headed households, with a rate of 45.7% compared to 45.2% in male-headed households. Women face greater vulnerability due to limited access to economic opportunities, education, healthcare, and other essential socio-economic amenities.

Togo’s Human Capital Index (HCI) score, standing at 0.43, reflects the concerning reality that children born in Togo today will only achieve 43% of their potential productivity as adults due to limited access to essential services such as healthcare, education, and proper nutrition. The experiences children have in early childhood significantly impact their lifelong development. Providing nurturing care during this crucial period is essential. Pre-primary education is recognised as a vital intervention in early childhood.³

Primary Education Expenditure

Primary education expenditure per child of primary education age in Togo is USD 297 (PPP), 47.2% below the average for the Sub-Saharan Africa region and 65.3% above the average for low-income countries. Togo’s education sector suffers from chronic underfunding, leading to insufficient resources for schools, low teacher salaries, and inadequate infrastructure. This affects the overall quality of education and limits the government’s ability to address other educational challenges effectively.⁴

In Togo, some private elementary schools (e.g., École Française and the American School of Lomé) have computer laboratories, but the school fees are not within the reach of the average Togolese family. Some private secondary schools, particularly those following the French education system and participating in external French examinations, provide computer laboratories for their students’ use., but only about 5% of Togolese youth know how to use computers.⁵

Learning Poverty

Togo, as well as many other African countries, is facing a learning crisis. Learning poverty is one of the factors contributing to low educational attainment. As per the World Bank and UNESCO estimations, 82% of children are not able to read and understand an age-appropriate text by age 10. Boys are less likely to achieve minimum proficiency at the end of primary school (81.5%) than girls (79.8%) in Togo. Notably, learning poverty rates are higher among boys than girls in Togo. In Togo, data from large-scale student learning assessments reveals that 81 per cent of children fail to reach the Minimum Proficiency Levels (MPL) by the end of primary school, as indicated by statistics from grade 6 in 2019. 5 per cent of primary school-aged children are not enrolled in school.⁶

According to the 2016 PASEC assessment at the beginning of schooling, the Togolese education system is among the least effective, with at least 50% of students who do not sufficiently master the knowledge and skills to pursue schooling in good conditions.⁷

Adolescent Girls Out of School

In Togo, 28 per cent (2017) of adolescent girls are out of school. Violence against children is still frequent and rarely denounced because it is considered legitimate by adults. The practice of child marriage affects 11.2% of girls aged 15–19. Girls’ dropouts persist because of pregnancies and the risk of violence.⁸

School dropout rates

The share of out-of-school children is lower for boys (2.8%) than for girls (7.8%). According to the UNESCO Institute of Statistics, the primary school completion rate was 87 per cent in 2022 for girls and 91 per cent for boys. However, the completion rates for lower secondary education indicate a significant decline, with only 59.9 per cent of girls and 66.8 per cent of boys completing their education. Gross enrolment rates for secondary education were 58 per cent for females and 70 per cent for males. Gross enrolment in tertiary education was 11 per cent for women in 2020 versus 19 per cent for men. This shows a significant drop-off in enrolment and completion as students progress to the next levels.⁹ ¹⁰

AFRICAN CHILDREN, TOGO photo by Patty vermillion$baby via Flickr.

Language barrier

The language of instruction throughout the school system is French, the official language of Togo. However, local languages are used in public and denominational kindergartens, but they remain confined to this level of education. ¹¹ There exists a concern within certain segments of the Togolese population regarding the potential premature erosion of the effectiveness of French. As it stands, French is the exclusive medium of education and serves as the primary language for communication across various sectors of society, including infrastructure and commercial endeavors. There is an observable deterioration in the teaching standards of the French language.¹²

Economic and social development issues

Togo faces significant challenges in achieving universal primary education. There are pronounced social disparities, particularly in academic programs, with girls and disadvantaged groups bearing the brunt of these inequalities. Regional disparities also persist, limiting schooling opportunities across different areas. Primary and secondary education suffer from high repetition rates, highlighting inefficiencies in the education system. Additionally, there is a notable gap between the skills acquired through education and the job market demands.

Togo’s education sector’s learning and working conditions are substandard, characterised by insufficient resources for purchasing equipment. Access to various levels and types of learning remains limited, exacerbating the educational divide. Furthermore, the distribution of teachers is uneven, with many being underqualified and exploited. The scarcity of books and teaching materials further hampers the learning process for both educators and students.

The utilisation of information and statistical systems is minimal, hindering effective planning and decision-making in education. Administrative management is also lacking, contributing to inefficiencies and bureaucratic hurdles. Moreover, there is inadequate oversight of the demands from the socio-professional sectors, leading to mismatches between educational outputs and the needs of the workforce. Addressing these multifaceted challenges is crucial for improving the quality and accessibility of education in Togo.¹³

Disputes between the government and teachers

Togo has experienced significant tensions and disputes between the government and teachers in recent years. These disputes often revolve around inadequate pay, poor working conditions, a lack of resources, and demands for educational reforms.

The SDI study (2016) has shown that most teachers do not master teaching content. On average, only 45% of the teachers scored well on a test designed to measure student achievements.¹⁴ ¹⁵

Highlight success stories and initiatives

Togo is ranked 162nd in 2021-2022 in terms of human development. The index of the gender development rate is 0.849, and the gender inequality index is 0.580. The government continues to expand access to social services and strengthen the institutional framework for gender.¹⁶

The country is making enormous efforts to recruit 3,300 teachers, but the State is still facing a demand to improve student performance. Despite these challenges, the transition rate from primary to secondary education increased to 84.5 per cent.¹⁷

For the past four years, a mobile library has been travelling through remote areas in Togo. It is suitable for those parents who cannot afford the books. This effort made Togo’s history known to generations in the French language through storytelling, with the belief that modern education must be combined with traditional ways that were lost due to colonisation.¹⁸

Owing to funding from Japan, the World Bank, and UNICEF, the refrigeration of vaccines during the pandemic has been reinforced or renewed in almost 95% of the country’s health facilities. The percentage of children with access to primary health care at the community level in the Savannah and Kara regions increased from 80.4% in 2021 to 82.2% in 2022.¹⁹

The UNICEF office in Togo has received vital support from financial partners, covering 32% of the COVID-19 Response Plan. These funds, provided by the Government of Japan, USAID, the Global Partnership for Education, and VLISCO, have played a crucial role in implementing measures to combat the spread of the virus and mitigate its socio-economic impact in Togo.

Togo’s formal education system operates on a 2-6-6 structure, and efforts have been made to enhance its quality and effectiveness. UNICEF and UNESCO conducted a comprehensive analysis of the Togolese education sector, proposing strategies to improve learning outcomes. As a result, Togo has adopted a national teacher policy aimed at enhancing teacher training, professionalism, and effectiveness, thereby improving educational standards across the country.

UNFPA has initiated a national program targeting teenage pregnancies and marriages, both within school and out-of-school settings. Aligned with Togo’s National Equity, Equality, and Gender Policy, this program aims to tackle gender disparities in education and promote gender equality. By addressing issues such as early marriages and pregnancies, the program contributes to fostering a more inclusive and equitable education system in Togo.

The country took steps in early 2022 to make birth registration free, the rate of which is nearly 83%. Several investments have improved children’s access to justice without reducing the extent of children’s deprivation or improving their care.²⁰

Conclusion

Addressing these challenges requires comprehensive reforms, including investments in infrastructure, teacher training, curriculum development, and policies aimed at promoting gender equality and inclusivity in education and enhancing social protection initiatives. Additionally, fostering partnerships with international organisations and donors can help mobilise resources to support education initiatives in Togo.

References

¹ World Bank. (2018). Overview. World Bank. https://www.worldbank.org/en/country/togo/overview

² Global Partnership for Education. (n.d.). Togo. Retrieved from https://www.globalpartnership.org/where-we-work/togo

³ Update on the context and situation of children. (n.d.). Retrieved February 12, 2024, from https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

⁴ World Bank. (n.d.). Togo – Education Sector Support Project: Project Information Document. Retrieved from https://documents1.worldbank.org/curated/en/099107507212210595/pdf/IDU0455ed0610479e0409d0911707b844ab0e59b.pdf

⁵ Togo Country Fact Sheet. Retrieved from https://wikieducator.org/images/6/63/Togo.pdf

⁶ Togo Learning Poverty Brief. (2022). https://documents1.worldbank.org/curated/en/099107507212210595/pdf/IDU0455ed0610479e0409d0911707b844ab0e59b.pdf

⁷ UNICEF. (2018). Togo – Thematic Programme 4 (TP4) – 2018. UNICEF. https://open.unicef.org/sites/transparency/files/2020-06/Togo-TP4-2018.pdf

⁸ Update on the context and situation of children. (n.d.). Retrieved February 12, 2024, from https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

⁹ UNESCO. (2024). Togo: Education Country Brief. Retrieved from: https://www.iicba.unesco.org/en/node/89

¹⁰ UNESCO. “UFC TOGO – Rapport de l’Unesco sur l’éducation au Togo.” Retrieved from http://www.ufctogo.com/Rapport-de-l-Unesco-sur-l-066.html

¹¹ UNESCO. “UFC TOGO – Rapport de l’Unesco sur l’éducation au Togo.” Retrieved from http://www.ufctogo.com/Rapport-de-l-Unesco-sur-l-066.html

¹² Education.stateuniversity.com. (n.d.). Togo – Educational System—overview. Retrieved from https://education.stateuniversity.com/pages/1536/Togo-EDUCATIONAL-SYSTEM-OVERVIEW.html

¹³ Togo: Sectorial Plan for Education 2010-2020: Meeting the Challenge of Economic, Social and Cultural Development, issued in 2010. (2020). Unesco.org. https://www.uil.unesco.org/en/articles/togo-sectorial-plan-education-2010-2020-meeting-challenge-economic-social-and-cultural-development#:~:text=Main%20challenges%201%20Togo%20is%20far%20from%20achieving

¹⁴ Al Jazeera. (2022, April 7). Togo dismisses more teachers in fresh row with teachers union. Retrieved from https://www.aljazeera.com/news/2022/4/7/togo-dismisses-more-teachers-in-fresh-row-with-teachers-union

¹⁵ World Bank. (n.d.). Schooling in Sub-Saharan Africa: Challenges and Opportunities. World Bank. https://openknowledge.worldbank.org/server/api/core/bitstreams/d7677add-4100-5198-9c93-841072cb5e07/content

¹⁶ Togo First. “Togo improves ranking in UNDP’s Human Development Index.”, https://www.togofirst.com/en/economic-governance/2205-11945-togo-improves-ranking-in-undp-s-human-development-index.

¹⁷ UNESCO. (n.d.). Title of the Document. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000387400

¹⁸ Togo education: A better focus on indigenous authors • FRANCE 24 English. (n.d.). www.youtube.com. Retrieved February 14, 2024, from https://www.youtube.com/watch?v=0M6ax4BS4_c

¹⁹ UNICEF. “COVID-19 Situation Report No. 21 for Togo: January 2022.” Accessed February 20, 2024. https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

²⁰ UNESCO. (2024). Togo: Education Country Brief. Retrieved from https://www.iicba.unesco.org/en/node/89

Educational Challenges in Djibouti

Written by Priscilla Thindwa

Education is a human right, not a privilege. This means education is legally guaranteed for all human beings without discrimination and for this reason, states are obliged to “protect, respect, and fulfil the right to education”.i In instances where states violate or deprive their citizens of the right to education, they are expected to be held accountable for such violations.

As a member of the United Nations (UN) and the African Union (AU), the Republic of Djibouti, has ratified several human rights conventions. Among these is the Universal Declaration on Human Rights which was adopted in 1948. As proclaimed in Article 26, everyone has the right to education. As signatory, Djibouti has made legally binding international commitments to adhere to the standards including protecting and respecting the right to education. In addition to its obligations through international commitments, the Constitution of Djibouti emphasises the right to education as an essential element for growth and human development. Despite this emphasis, Djibouti has not been able to guarantee the right to education to everyone in the country. This article will address the challenges standing in the way of the right to education, but also highlight some good practices.

Djibouti’s Educational Landscape

As a former French colonial state, its education system is based on the French system with French and Arabic as instruction languages. Compulsory education runs for nine years: primary school lasts five years and middle school lasts four years.ii For primary school, enrolment rates were under the regional average in 2020. The enrolment rate of girls in the appropriate age group for primary school was 65 percent in comparison to the regional average of almost 80 percent. For boys, the enrolment rate was 68 percent in comparison to the regional average of 81 percent.iii In 2022, 42 percent of children in the primary school age were out of school.iv

Secondary school lasts three years and thereafter, students can attend skills training college (TVET) or the University of Djibouti for at least three years.v While for primary school Djibouti does not reach the regional average, the gross enrolment rate for secondary schooling exceeds the regional average. In 2022, an enrolment rate of 57 percent was reported. According to the Oxford Business Group, this is a huge improvement as in 2001, enrolment was only 16 percent.vi For tertiary education, Djibouti again does not catch up with the region: total enrolment is only 5 percent.vii

Despite the fact that Djibouti underperforms in primary and tertiary education on the regional level, the Oxford Business Group reports clear improvements. One improvement mentioned earlier are the enrolment rates in secondary school. In addition, while enrolment rates in primary school are still below the regional average, there has been great improvement over the last two decades. The number of girls not attending primary school fell from 42,620 in 2001 to 16,872 in 2021, while the number of boys fell from 39,088 to 15,284 over the same period. Another improvement in the student-teacher ratio from 34 students per teacher in 2008 to 29 in 2018.viii

Such improvements are partly owed to the the Education Action Programme 2017-19 (Plan d’Action de l’Education, PAE). Under this programme, several results were achieved including developing a preschool strategy and recognising second-chance education centres and mainstreaming of life skills and citizenship education. Another important aspect of the programme was the inclusion of refugee children into the national education system. Such developments have been important in working towards achieving quality and accessible education for all in Djibouti.ix

Source: Global Partnership for Education | Via Flickr

Challenges Associated with Education

One of the challenges has already been noted: many children remain out of school. Other challenges include inequitable access to education, low quality of education, low availability of learning materials, and disparities due to gender, geographic areas, and socio-economic status.

Inequitable Access to Education, Low Availability of Learning Materials and Lack of Schools

Three of the main challenges facing the education sector in Djibouti are the unequal access to education, low availability of learning materials, and the lack of schools. These challenges disproportionately affect children in rural areas, especially girls, migrants, refugees, disabled children, and children on the street.x According to a 2020 report by the Ministry of National Education and Vocational Training (MENFOP), an estimated 50.5 percent of students lived within 1 km of a school, meaning the other 49.5 percent lives further away. 3.3 percent resided further than 10 km from their nearest school. Disparities due to geographic areas and socio-economic status continue to hinder the progress in improving education systems in the country.xi

With regards to refugees, Djibouti hosted 31,000 refugees and asylum seekers at the beginning of 2022. This number remained stable in 2023.xii Because of this high number, providing education for refugee children is essential. For most refugee children, language was the main barrier for accessing education. To counter such barriers, the government has translated the national curriculum into English and Arabic and has trained teachers in local languages of Afar and Somali. Also, the government recognises education previously provided to refugee students in other countries which has made it easier for them to take the Djibouti Baccalaureate examination.xiii

Additionally, as a way of making education inclusive and accessible for all, the government has developed the Technical and Vocational Education and Training (TVET) sector whose main goal is to alleviate unemployment within the country. Such trainings economically empower those from disadvantaged households who cannot afford university costs to attain skills. This shows the government has taken steps to bridge access to education between the rich and poor.xiv

Low Quality of Education

Despite progress made in recent years, low quality of education remains a challenge for Djibouti. For instance, based on the grade 5 assessments conducted in 3 subjects (French, Mathematics and Arabic), the success rate for children at the end of 2017-2018 academic year was 71.8 percent. In 2016-2017, the ratio was pegged at 64 percent.xv In light of such lower quality of education, the government has been working collaboratively with agencies such as UNICEF in order to improve the quality of education in the country.

Gender Disparities

Similar to most African countries, the gaps between male and female students in school attendance is persistent. The number of girls’ school drop outs is usually higher than that of boys, and girls are in rural areas are particularly affected. In comparison to rural areas, urban areas show an increase in gender equity in primary, secondary and tertiary education.xvi

Djibouti is observed to have made progress: as noted before, there was a large increase in the number of girls attending primary school between 2001 and 2021. Even though gender inequality is still persistent, national policies and strategies promoting women’s rights and gender equality have contributed to changes in attitude towards girls’ education. Another intervention aiding progress is the revision of teaching and learning materials in which images defying traditional depiction of women and girls in society are now displayed.xvii On this note, the government of Djibouti has made some considerable progress in bridging the gender gap in access to education, albeit slow.

Source: Global Partnership for Education Via Flickr

The Covid-19 Pandemic

Similar to elsewhere, the COVID-19 pandemic had grave consequences for education. As a way to limit the spread of the virus, measures such as containment were put in place in most countries around the globe. Such measures restricted children and adolescents from going to school and any other public facilities, which exacerbated already existing inequities in many countries. In Djibouti, the government closed down schools in April 2020. All activities were suspended until August 2020.xviii

To ensure students continued to have access to their education, MENFOP developed a distance-learning programme for both rural and urban areas. This was done, for example, through televising and radio courses as well as providing the learning materials on internet platforms. Moreover, booklets and paper materials for rural communities and refugees were provided.xix Also, through funding from the World Bank, the government supported improvement in access to remote learning and provided electronic devices and internet connectivity to schools across the country.xx In addition, the programs focused on vulnerable students, including children living in remote areas, refugees, and girls.xxi

While the programme did not reach every students, it is considered successful: 86 percent of students had access to online learning, of which 45% were girls, 18% lived in remote areas and 5% were refugees. Also, many children returned to school after schools reopened. With support of UNICEF, a campaign was launched to engage the community and parents, leading to positive results. In addition, students who experienced high levels of learning loss were offered remedial programmes.xxii Thus, even though the COVID-19 pandemic posed as a challenge within the education sector, the government together with international organisations was able to alleviate the effects caused by creating alternative ways to accessing education.

Conclusion

As discussed above, different factors continue to hinder full enjoyment of the right to education by people living in Djibouti. Many children continue to not attend schools, and low access to educational institutions remains a problem. This is compounded by low quality of education and low availability of learning materials. Such challenges are exacerbated by inequitable access to education, as well as disparities due to gender, geographic areas, and socio-economic status.

Despite aforementioned challenges, the government of Djibouti undertakes efforts to increase access to and coverage of education, especially in rural areas and for refugees. Also, its improvement in reducing gender disparities should be commended. With regards to the Covid-19 pandemic, the government managed to mitigate the negative impacts of the pandemic by providing alternative learning avenues and equipment. The involvement of local communities and parents can be praised.

References
  • Donaher, M. (2023). USAID Djibouti’s Early Grade Reading Activity (DEGRA) Is Transforming Gender Norms in the Classroom and Beyond. Education Links. https://www.edu-links.org/learning/usaid-djiboutis-early-grade-reading-activity-degra-transforming-gender-norms-classroom-and#:~:text=While%20in%20urban%20areas%2C%20gender,to%20drop%20out%20of%20school.
  • Hamlaoui, Souad. (2021). Djibouti: An opportunity to transform education through enhanced sector dialogue during the COVID-19 crisis. Global Partnership Education.
  • https://www.globalpartnership.org/blog/djibouti-opportunity-transform-education-through-enhanced-sector-dialogue-during-covid-19
  • Oxford Business Group. (2023). Why education in Djibouti is more accessible across the country.Oxford Business Group.
  • https://oxfordbusinessgroup.com/reports/djibouti/2023-report/health-education/greater-reach-progress-is-being-made-to-make-education-more-accessible-nationwide-in-both-rural-and-urban-areas-overview/
  • Reliefweb. (2023). Djbouti: Operational Update. Reliefweb. https://reliefweb.int/report/djibouti/djibouti-operational-update-october-2023#:~:text=The%20Republic%20of%20Djibouti%20remains,asylum%20seekers%20from%20neighboring%20countries.
  • Right to Education. (2023). Understanding Education as a Right. Right to Education.
  • https://www.right-to education.org/page/understanding-education-right
  • The World Bank. (2015). Djibouti Needs to Build and Expand on Achievements to Educate the Next Generation. The World Bank. https://www.worldbank.org/en/news/feature/2015/02/04/djibouti-needs-to-build-and-expand-on-achievements-to-educate-the-next-generation
  • UNICEF Djibouti. (2019). Djibouti: Education Thematic Report. UNICEF. https://open.unicef.org/sites/transparency/files/2020-06/DJIBOUTI-TP4-2018.pdf
  • USAID. (N.d.). Djibouti: Education. USAID. https://idea.usaid.gov/cd/djibouti/education
  • USAID. (N.d.). Djibouti: Gender. USAID. https://idea.usaid.gov/cd/djibouti/gender
  • i Right to Education. (2023). Understanding Education as a Rights. Right to Education. https://www.right-to-education.org/page/understanding-education-
  • ii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group. https://oxfordbusinessgroup.com/reports/djibouti/2023-report/health-education/greater-reach-progress-is-being-made-to-make-education-more-accessible-nationwide-in-both-rural-and-urban-areas-overview/
  • iii USAID. (N.d.). Djibouti: Gender. USAID. https://idea.usaid.gov/cd/djibouti/gender
  • iv USAID. (N.d). Djibouti: Education. USAID. https://idea.usaid.gov/cd/djibouti/education
  • v Oxford Business Group. (2023). Why Education is More Accessible Across the Country”. Oxford Business Group.
  • vi Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • vii USAID. (N.d.). “Djibouti: Education”. USAID.
  • viii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • ix Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • x UNICEF Djibouti. (2019). Djibouti: Education Thematic Report. UNICEF.
  • https://open.unicef.org/sites/transparency/files/2020-06/DJIBOUTI-TP4-2018.pdf
  • xi Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xii Reliefweb. 2023. Djbouti: Operational Update. Reliefweb. https://reliefweb.int/report/djibouti/djibouti-operational-update-october-2023#:~:text=The%20Republic%20of%20Djibouti%20remains,asylum%20seekers%20from%20neighboring%20countries.
  • xiii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xiv Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xv UNICEF Djibouti. (2019). Djibouti: Education Thematic Report. UNICEF.
  • xvi M. Donaher. (2023). USAID Djibouti’s Early Grade Reading Activity (DEGRA) Is Transforming Gender Norms in the Classroom and Beyond. Education Links. https://www.edu-links.org/learning/usaid-djiboutis-early-grade-reading-activity-degra-transforming-gender-norms-classroom-and#:~:text=While%20in%20urban%20areas%2C%20gender,to%20drop%20out%20of%20school.
  • xvii M. Donaher. (2023). USAID Djibouti’s Early Grade Reading Activity (DEGRA) Is Transforming Gender
  • xviii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xx Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xxi Souad Hamlaoui. (2021). Djibouti: An opportunity to transform education through enhanced sector dialogue during the COVID-19 crisis. Global Partnership Education. https://www.globalpartnership.org/blog/djibouti-opportunity-transform-education-through-enhanced-sector-dialogue-during-covid-19
  • xxii Souad Hamlaoui. (2021). Djibouti: An opportunity to transform education through enhanced sector dialogue during the COVID-19 crisis. Global Partnership Education.

From Slums to Success: The Remarkable Story of Kianda Foundation and Its Impact on Kenya’s Most Vulnerable Communities

Written by Frida Brekk

Kianda Foundation is a non-profit organization that aims to empower underprivileged communities in Kenya through education, healthcare, and entrepreneurship. Founded in 2001 by a group of young professionals, the Kianda Foundation has since impacted thousands of Kenyans’ lives. The foundation’s focus on education is evident in its various programs aimed at providing quality education to children in low-income areas. The Early Childhood Development (ECD) program targets children between the ages of 3 and 6 years and provides them with a solid foundation in literacy, numeracy, and social skills. The primary education program focuses on providing quality education to children in grades 1 to 8, while the secondary school program provides scholarships to deserving students to enable them to complete their high school education.

Kianda Foundation’s healthcare program provides basic medical care to children in low-income areas, focusing on preventive care. The program also provides health education to children and their parents to promote healthy living practices. Additionally, the foundation runs a nutrition program that provides meals to school children, ensuring they have access to healthy and nutritious food. The Foundation’s entrepreneurship program aims to empower women and youth through skills training and access to capital. The program provides training in various skills, such as tailoring, hairdressing, and catering, among others. Participants are also provided with capital to start their businesses, enabling them to become self-sufficient and contribute to their communities’ economic development.

Photo by Kevin Menya on Unsplash

One of the notable achievements is the establishment of Kianda School, a top-tier primary school located in the affluent suburb of Muthaiga, Nairobi. The school provides a world-class education to children from diverse backgrounds, with a focus on academic excellence, character formation, and social responsibility. The school’s alumni have excelled in various fields, including medicine, law, and entrepreneurship. The Kianda Foundation founded Kianda School as a flagship school that provides a world-class education to children from diverse backgrounds. One of the school’s notable achievements is its focus on character formation, social responsibility, and academic excellence. The school’s curriculum includes classes on social justice, environmental conservation, and community service, instilling values of empathy and leadership in students. Kianda School’s alumni have excelled in various fields, including medicine, law, and entrepreneurship, and many have become leaders in their communities and beyond.

Kianda Foundation’s impact is evident in the thousands of lives it has touched over the years. Its commitment to empowering communities through education, healthcare, and entrepreneurship has made a significant difference in the lives of underprivileged Kenyans. The foundation’s programs have improved the quality of life for individuals and contributed to the development of communities and the country as a whole. Kianda Foundation is undoubtedly a testament to the power of individuals coming together to make a difference. Its commitment to empowering underprivileged communities through education, healthcare, and entrepreneurship is an inspiration to many.

Grace was a young girl living in the slums of Nairobi when she was enrolled in the Kianda Foundation’s Early Childhood Development program. Before joining the program, Grace had never held a pencil or attended school. However, Grace quickly learned how to read and write through the program’s quality education and nurturing environment. She also developed social skills and gained confidence in herself. After completing the ECD program, Grace was enrolled in Kianda Primary School, where she excelled academically. She received a scholarship from the Kianda Foundation to complete her high school education. Today, Grace is a successful businesswoman and a role model to many young girls in her community.

Photo by Ugandan Crafts on Unsplash

Mary was a single mother living in a low-income area of Nairobi. She had always dreamed of starting her own business but needed more skills and capital to do so. Through Kianda Foundation’s entrepreneurship program, Mary received training in tailoring and was provided with a microfinance loan to start her own tailoring business. With hard work and determination, Mary’s business grew, and she was able to support her family and employ other women in her community. Mary is now a successful entrepreneur and a mentor to other women in her community who aspire to start their businesses.

Another remarkable accomplishment through the Kianda Foundation is the story of Rosemary Njeri. Rosemary grew up in the slums of Nairobi and had limited access to education and economic opportunities. However, her life changed when she was enrolled in Kianda Foundation’s primary school. Rosemary excelled academically and was awarded a scholarship by the Kianda Foundation to attend a prestigious high school in Kenya. She continued to excel in her studies and was awarded a scholarship to attend the United States International University-Africa (USIU-A) in Nairobi. At USIU-A, Rosemary pursued a degree in international business administration and was actively involved in various extracurricular activities. After completing her degree, Rosemary worked for several years in the private sector in Kenya before returning to Kianda Foundation as a program officer. In this role, she oversaw the foundation’s entrepreneurship program, which provides training and microfinance loans to women and youth in low-income areas. Under Rosemary’s leadership, the entrepreneurship program expanded and reached more people in need. Many of the program’s beneficiaries went on to start successful businesses, creating jobs and contributing to their communities’ development. In recognition of her outstanding work, Rosemary was selected to participate in the prestigious Mandela Washington Fellowship, a flagship program of the Young African Leaders Initiative (YALI) that brings together young African leaders for leadership training and networking opportunities in the United States. Today, Rosemary is a successful social entrepreneur and a role model to many young women in Kenya. She is the founder of La Fédération Des Femmes Entrepreneurs Du Cameroun, a social enterprise that empowers women entrepreneurs in Cameroon. Rosemary’s success is a testament to the transformative power of education and the impact that grassroots organizations like the Kianda Foundation can have on people’s lives.

These stories are just a few examples of the many lives impacted by the Kianda Foundation. The foundation’s commitment to sustainably empower individuals and communities through education, healthcare, and entrepreneurship has made a significant difference in the lives of underprivileged Kenyans. The foundation’s impact is a reminder that with dedication, hard work, and a sense of purpose, we can all make a difference in the world.

Kianda Foundation’s programs and impact:

  • Since its inception in 2001, the Kianda Foundation has impacted over 25,000 children and young people in Kenya.
  • The foundation’s Early Childhood Development (ECD) program has provided quality education to over 10,000 children in low-income areas.
  • The primary education program has supported over 1,500 students in their primary school education.
  • The secondary school program has awarded over 500 scholarships to deserving students, enabling them to complete their high school education.
  • The healthcare program has provided medical care to over 8,000 children in low-income areas and has reached over 20,000 children through health education programs.
  • The nutrition program has provided over 250,000 meals to children in schools.
  • The entrepreneurship program has trained over 1,000 women and youth in various skills and has provided over 500 microfinance loans to entrepreneurs.
  • Kianda School, the foundation’s flagship primary school, has over 700 students from diverse backgrounds and consistently ranks among the top schools in Kenya in national exams.
  • Kianda Foundation’s programs have received support from various donors and partners, including USAID, Rotary International, and the Kenyan government.

The foundation’s impact goes beyond just the numbers. Kianda Foundation has empowered communities through its various programs by providing access to education, healthcare, and economic opportunities. The foundation’s focus on empowering women and youth is particularly noteworthy, as it has enabled individuals who would otherwise not have had access to such opportunities to become self-sufficient and contribute to their communities development. Kianda Foundation’s impact on the lives of individuals and communities is a testament to the power of grassroots organizations to effect change and make a lasting impact.

References:

Challenges in Guinea’s Education System

Written by Merve Tiregul

Guinea, officially the Republic of Guinea, is a country located on the west coast of Africa with a population of 13.53 million[i]. The region is known for hosting various ancient empires and civilisations, such as the Ghana and the Mali Empire, and a wide range of ethnic groups with historical roots, like the Fulani, Mandinka, and Susu people[ii] [iii] [iv]. In the late 19th century, Guinea came under French control with European powers, particularly France, establishing colonies in the region[v]. Guinea gained independence from France on October 2, 1958, under the leadership of Ahmed Sékou Touré, who became the country’s first president[vi]. It was the only French West African colony to choose immediate independence rather than continued association with France[vii].

However, Touré’s presidency grew to be authoritarian and was marked by political repression, human rights abuses, and economic mismanagement[viii]. Touré’s policies led to the international isolation of Guinea and the country becoming one of the poorest in the region[ix]. Following Touré’s death, the country continued to struggle with poor macroeconomic performance, weak governance structures, and political instability in the 1990s[x]. In 2010, Guinea made considerable progress with a new constitution and democratic elections[xi]. However, the country faced political upheaval with a coup d’état in September 2021, leading to a fluid and unstable political landscape once again [xii]. The remnants of colonialism have left enduring imprints on the nation’s history, politics, and education system, contributing to structural challenges that still persist. Today, Guinea stands as one of the least developed nations globally, and the current political instability poses a substantial barrier to achieving widespread education access within the country [xiii].

While strides have been made to increase access to education, there is still ample room for improvement. Access to quality education is unequally distributed, especially in rural areas, leading to disparities in enrolment rates and learning outcomes. Although primary education for Guinean children is free and compulsory, the country struggles with extremely low enrolment and completion rates [xiv]. This is due to various factors such as economic barriers, traditional gender roles, cultural norms, and lack of infrastructure. This article aims to delve into the educational challenges in Guinea, shedding light on key issues that demand attention.

Lack of Infrastructure

The lack of adequate infrastructure in schools is a great concern in Guinea. Although the Guinean government made promises to increase the budget for education by 20% per international standards, it has been declining since 2020 to 10.2%, getting close to an all-time low [xv] [xvi]. Poorly equipped classrooms, libraries, and sanitation facilities hinder the quality of education and demotivate children from going to school. Many schools face a shortage of essential learning resources such as textbooks, reference materials, and teaching aids. The lack of these resources hampers the effectiveness of teaching and learning processes [xvii].

The lack of infrastructure also has a direct effect on the gender disparity in accessing education. As per the United Nations Children’s Fund, approximately 10% of female children in Africa miss or drop out of school due to not having access to proper restroom facilities during menstruation[xviii]. In fact, following improvements in school sanitation, Guinean girls’ enrolment rates witnessed a 17% increase from 1997 to 2002, demonstrating the crucial role sanitation facilities play in girls’ access to education [xix].

The insufficient infrastructure is particularly pronounced in rural regions making it harder for children to attend school regularly. This issue is particularly critical given that approximately 62% of the population in Guinea resides in rural areas [xx]. The country has a predominantly agrarian economy, with agriculture being a primary source of livelihood for a significant portion of the population. Additionally, Guinea has experienced relatively limited urbanisation and the pace of rural-to-urban migration has been slow. Unfortunately, ensuring universal access to education is significantly more difficult in rural areas where the majority of Guineans live. Schools are usually hard to reach because of long distances and insufficient transportation networks, such as roads and public transportation. Moreover, improving the quality of education proves notably challenging in Guinea’s rural areas. The lack of qualified teachers, adequate classrooms, educational materials, and sanitary facilities poses an even more significant problem in these regions compared to urban areas [xxi].

Quality of Education

The shortage of qualified teachers in Guinea is a pressing concern regarding the quality of education. Many schools, especially in rural areas, face difficulties in recruiting and retaining teachers with proper qualifications. The average classroom consists of 80 students and only one teacher[xxii]. Large student-teacher ratios make it challenging for educators to provide individual attention to students. The Education Systems Analysis Programme report has shown that in 2019, a mere 45% of students who completed primary school demonstrated satisfactory proficiency in reading and only 32% exhibited sufficient skills in mathematics[xxiii]. This data illustrates the importance of the teacher shortage problem given its direct influence on learning outcomes.

Economic Barriers

Economic constraints pose significant challenges to families striving to provide education for their children. A poverty measurement survey conducted by Unicef in 2020 has shown that around half the population of children in Guinea live in poor households [xxiv]. Educational expenses, such as textbooks, uniforms, school supplies, and transportation impede access to education for many Guinean children. Moreover, many families in Guinea rely on agriculture or informal sector activities for their livelihoods. Sending a child to school means diverting labor from economic activities, which can be a significant opportunity cost for families dependent on daily wages.

Economic barriers also have a direct impact on the gender disparity regarding access to education. If a low-income family has both male and female children, they often prefer sending their boys to school while girls stay home to help with chores. Boys are regarded as a better investment than girls and their education is therefore deemed more valuable for low-income families, especially in rural areas [xxv].

Boys in a classroom. Guinea, June 2015, by GPE/Tabassy Baro via Flickr

Gender Disparities

While primary and secondary schools have become more accessible for Guinean girls since the 1980s, gender disparity in education remains a significant challenge in Guinea. When it comes to enrolment and completion rates, especially at the primary and secondary levels, there is a wide gap between boys and girls. In 2012, the rate of completion for primary school among females stood at 61.5% [xxvi]. Regarding secondary school participation, the net enrolment for males was 40.5%, whereas for females, it experienced a discouraging decline to 25.9% in 2016 [xxvii]. As of 2020 data, it was estimated that 37.8% of boys complete lower secondary school in Guinea, whereas the rate is 28.5% for girls [xxviii]. Notably, the disparity in completion rates between boys and girls stands at 9.3, surpassing the Sub-Saharan Africa aggregate gap of 3 [xxix]. When it comes to adult literacy, the gap between men and women stands at 29.9 which is larger than the gap of the Sub-Saharan Africa aggregate, 13. While 61.2% of Guinean men can read and write, the literacy rate is notably lower for women at 31.2%[xxx].

The gender gap in education has a large impact on the employment and financial independence of women. Since 1990, there has been a decline in the participation of women in the labor force in Guinea. In 2022, the participation rate in the labor force was 63.7% for men, whereas it was 41.7% for women [xxxi]. Education and literacy also play a significant role in the social standing of women and the extent to which women are empowered to contribute to and influence key aspects of their family life. In 2018, only 30.4% of Guinean women were involved in making major decisions in the household, such as household purchases, decisions about their healthcare, and visits to family, relatives, and friends [xxxii].

A 2008 research conducted by Tuwor and Soussou on gender discrimination and education in West Africa reveals persistent challenges affecting girls’ education[xxxiii]. These obstacles include cultural beliefs, misinterpretation of religious teachings, parents with limited literacy and education, and economic constraints. Families are often worried that their girls will lose their traditional values and will not make suitable wives if they receive an education. The study suggests that within Sub-Saharan Africa, the society reinforces the idea that a woman’s primary role is within the household and that girls should uphold traditional roles as brides, mothers, and domestic labourers. Due to these cultural norms and gender roles, girls are forced into child marriages, pregnancies, and physical and sexual violence within those marriages which prevent them from going to school [xxxiv]. Data collected by UNICEF from 2008 to 2012 supports this by revealing that 35.6% of female teenagers were married during this period[xxxv]. While the rate of adolescent pregnancies has decreased since 2010, 115 of every 1,000 girls between the ages of 15 and 19 gave birth in Guinea in 2021, which is still 2.7 times more than the world average[xxxvi].

Additionally, household chores, caring for younger siblings, and cooking are other domestic responsibilities expected from girls which hinder their ability to attend school. According to the same study, the concern that their girls might get sexually assaulted or even raped is another reason why Guinean parents are reluctant to send their girls to school [xxxvii]. An empirical research conducted by Coleman in 2017 has revealed that it is, in fact, common for teachers to demand sexual favours from female students for a passing grade with little ramifications[xxxviii]. Overall, traditional gender roles, cultural norms, child marriage, and gender-based violence are all serious obstacles to girls’ access to education.

Conclusion

In conclusion, Guinea faces a wide variety of educational challenges that demand immediate attention and collaborative solutions. In order to achieve universal access to education, it is crucial for the government to address the issues of qualified teacher shortages, inadequate infrastructure,  economic barriers, and gender disparities. As we envision a future where every Guinean child has equal access to quality education, collaborative efforts between government bodies, communities, and international partners become paramount. Increasing the budget for education, investing in teacher training programs, improving infrastructure, and leveraging technology for educational enhancement are essential steps in the right direction. Moreover, the acknowledgment of the unique challenges faced by Guinean girls and women must be at the forefront of educational reforms. Gender-sensitive policies, community engagement, and awareness initiatives are vital components in dismantling barriers and fostering a more inclusive educational landscape. By overcoming these challenges and prioritising education, Guinea can lay the groundwork for innovation, economic growth, and social cohesion, and promise a better future for its youth.

References

[i] World Bank. (2022). Population, total – Guinea. Retrieved January 15, 2024, from https://data.worldbank.org/indicator/SP.POP.TOTL?locations=GN

[ii] The Editors of Encyclopaedia Britannica. (1998, July 20). Ghana | History, Culture & Legacy. Encyclopedia Britannica. https://www.britannica.com/place/Ghana-historical-West-African-empire

[iii] The Editors of Encyclopaedia Britannica. (2023, December 4). Mali empire | History, Rulers, Downfall, Map, & Facts. Encyclopedia Britannica. https://www.britannica.com/place/Mali-historical-empire-Africa

[iv] Guinea | Map, Flag, Population, People, Religion, & Facts. (2024, January 10). Encyclopedia Britannica. https://www.britannica.com/place/Guinea/People

[v] O’Toole, T. E. (2023, June 9). History of Guinea | Events, people, dates, & facts. Encyclopedia Britannica. https://www.britannica.com/topic/history-of-Guinea

[vi] Ibid.

[vii] Schmidt, E. (2009). Anticolonial nationalism in French West Africa: What made Guinea unique? African Studies Review, 52(2), 1–34. https://doi.org/10.1353/arw.0.0219

[viii] Pace, E. (1984, March 28). Ahmed Sekou Toure, a Radical Hero. The New York Times. https://www.nytimes.com/1984/03/28/obituaries/ahmed-sekou-toure-a-radical-hero.html

[ix] Farah, D. (2000, November 9). Leader keeps tight grip on Guinea. Washington Post. https://www.washingtonpost.com/archive/politics/2000/11/09/leader-keeps-tight-grip-on-guinea/c09726c4-1247-471c-880d-3c6c91592178/

[x] United Nations Development Programme. (2017). Country programme document for Guinea (2018-2022). Retrieved December 13, 2023, from https://www.undp.org/sites/g/files/zskgke326/files/2022-10/cpd_guinea_2018-2022.pdf

[xi] Ibid.

[xii] Samb, S. (2021, September 6). Elite Guinea army unit says it has toppled president. Reuters. Retrieved January 15, 2024, from https://www.reuters.com/world/africa/heavy-gunfire-heard-guinea-capital-conakry-reuters-witness-2021-09-05/

[xiii] Samb, S. (2021, September 6). Elite Guinea army unit says it has toppled president. Reuters. Retrieved January 15, 2024, from https://www.reuters.com/world/africa/heavy-gunfire-heard-guinea-capital-conakry-reuters-witness-2021-09-05/

[xiv] The World Bank. (2019). Guinea Education Project for Results in Early Childhood and Basic Education (. Retrieved January 15, 2024, from https://documents1.worldbank.org/curated/pt/292711553199830295/pdf/Project-Information-Document-Guinea-Education-Project-for-Results-in-Early-Childhood-and-Basic-Education-P167478.pdf

[xv] Unicef. (2021). Guinea – Country Office Annual Report 2021. Retrieved January 15, 2024, from https://www.unicef.org/media/117026/file/Guinea-2021-COAR.pdf

[xvi] MacroTrends. (n.d.). Guinea education spending 1991-2023. Retrieved December 12, 2023, from https://www.macrotrends.net/countries/GIN/guinea/education-spending

[xvii] The World Bank. (2019b). Project Appraisal Document: Guinea Education Project for Results in Early Childhood and Basic Education. Retrieved January 15, 2024, from https://documents1.worldbank.org/curated/en/490581562983276735/pdf/Guinea-Project-for-Results-in-Early-Childhood-and-Basic-Education.pdf

[xviii] Coleman, R. (2017). Gender and Education in Guinea: Increasing accessibility and maintaining girls in school. Journal of International Women’s Studies, 18(4), 266–277. https://paperity.org/p/84185798/gender-and-education-in-guinea-increasing-accessibility-and-maintaining-girls-in-school

[xix] Lafraniere, S. (2005, December 23). Another school barrier for girls: no toilet. The New York Times. Retrieved from http://www.nytimes.com/2005/12/23/world/africa/another-school-barrierfor-african-girls-no-toilet.html?_r=0

[xx] The World Bank. (n.d.). Rural population (% of total population) Guinea. World Bank Open Data. Retrieved December 13, 2023, from https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS?locations=GN

[xxi] Unicef. (2021). Guinea – Country Office Annual Report 2021. Retrieved January 15, 2024, from https://www.unicef.org/media/117026/file/Guinea-2021-COAR.pdf

[xxii] Three ways people are improving education in Guinea. (2017). The Borgen Project. Retrieved January 15, 2024, from https://borgenproject.org/education-in-guinea/

[xxiii] Unicef. (2021). Guinea – Country Office Annual Report 2021. Retrieved January 15, 2024, from https://www.unicef.org/media/117026/file/Guinea-2021-COAR.pdf

[xxiv] Ibid.

[xxv] Coleman, R. (2017). Gender and Education in Guinea: Increasing accessibility and maintaining girls in school. Journal of International Women’s Studies, 18(4), 266–277. https://paperity.org/p/84185798/gender-and-education-in-guinea-increasing-accessibility-and-maintaining-girls-in-school

[xxvi] Ibid.

[xxvii] UN. (2016) UN data. Retrieved from https://data.un.org/CountryProfile.aspx?crName=GUINEA

[xxviii] UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Retrieved December 12, 2023 from https://apiportal.uis.unesco.org/bdds.

[xxix] Ibid.

[xxx] Ibid.

[xxxi] International Labour Organization. “ILO Modelled Estimates and Projections database (ILOEST)” ILOSTAT. Retrieved December 12, 2023, from https://ilostat.ilo.org/data/.

[xxxii] Demographic and Health Surveys (DHS). (n.d.). Women participating in the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49). Retrieved December 14, 2023, from https://genderdata.worldbank.org/countries/guinea/#:~:text=28.5%25%20of%20girls%20and%2037.8,%2DSaharan%20Africa%20aggregate%2C%203

[xxxiii] Tuwor, T., & Soussou, M. (2008). Accessing pupil development and education in an inclusive setting. International Journal of Inclusive Education. 12(4), 363-379.

[xxxiv] Ibid.

[xxxv] UNICEF World Summit for Children. (2016). Plan of action for implementing The world declaration on survival, protection and development of children in the 1990s. Retrieved from http://www.unicef.org/wsc/plan.htm#Basic

[xxxvi] United Nations Population Division, World Population Prospects

[xxxvii] Coleman, R. (2017). Gender and Education in Guinea: Increasing accessibility and maintaining girls in school. Journal of International Women’s Studies, 18(4), 266–277. https://paperity.org/p/84185798/gender-and-education-in-guinea-increasing-accessibility-and-maintaining-girls-in-school

[xxxviii] Ibid

Cover Image: “A classroom in session at Kigneko School; Dabola Area, in Guinea.” by GPE/Adrien Boucher via Flickt

Navigating Educational Challenges in Mauritania

Written by Laraib Ahmed

Geographical and Historical Context

Situated in the northwest of Africa, Mauritania is a nation known for its rich cultural legacy and expansive desert landscapes. The country, which has the Atlantic Ocean to the west, is well-known for its vast dunes of the Sahara and its breathtaking natural beauty. Mauritania’s cultural identity has been profoundly influenced by a diverse range of historical civilisations, such as the powerful Almoravid dynasty and the Berber empires. In addition, the nation’s history is marked by the intricate interaction of trade routes and nomadic customs, which highlights its crucial function as a link between sub-Saharan Africa and the Arab world[i].

Educational Endeavors in a Challenging Context

Mauritania’s educational system has become essential for preserving the country’s intellectual capital and advancing its socioeconomic growth in the face of this geographic and historical context. Notwithstanding the difficulties presented by its arid landscape and ancient nomadic customs, the country has achieved significant progress in elevating education to the top of the priority list. Acknowledging that education can change people’s lives, Mauritania has set out to improve access to high-quality education, promote inclusivity, and close the gaps in educational attainment among its different groups. To empower its people and promote sustainable development, Mauritania is still working toward creating a dynamic and inclusive educational environment incorporating its historical and geographical legacies.

Challenges in the Educational System

Tucked away amid the great and harsh reaches of the Mauritanian desert, the country’s educational system faces a wide range of challenging obstacles. These challenges highlight the complex and multidimensional environment that obstructs the country’s educational advancement, from the enduring problem of low enrollment rates to the intricate web of gender imbalances. The path to education in Mauritania is paved with a convoluted mix of obstacles, each of which poses severe and distinct difficulties that require immediate attention and coordinated efforts to overcome. These issues are felt in remote areas and quickly changing metropolitan areas, underscoring the necessity of an all-encompassing strategy to solve the nationwide educational gaps.

Gender Imbalance and Access to Education

According to data on literacy rates, Mauritania’s total literacy rate dropped significantly over the previous few years, from 96% in 2015 to 87% in 2021[ii]. This worrying trend may indicate problems with the nation’s educational system. This decreasing track highlights the need for a thorough analysis of the variables contributing to this decrease and calls into question the effectiveness of educational policies and programs implemented during this time.

The notable difference in the literacy rates of males and females further highlights gender gaps in the educational landscape. The 62% female literacy rate in 2020 and the 72% male literacy rate in 2021 demonstrate the ongoing difficulties in providing women and girls with equal access to school.[iii] Targeted actions are required to remove the cultural and sociological hurdles that prevent women from pursuing higher education and limit their ability to develop socioeconomically in light of this imbalance.

Importance of Adult Education

In addition, the stated adult total literacy rate of 67% in 2021 raises the possibility that improved adult education programs and lifetime learning initiatives will require coordinated efforts.[iv] Improving adult literacy rates can be achieved by strongly emphasising education for adults. This will help create a more knowledgeable and skilled workforce that can propel the country’s socioeconomic growth.

Efforts to Address Low Enrollment Rates

In Mauritania, low enrollment rates—particularly common in rural areas and among underprivileged communities—remain a major obstacle to the growth of education. Many young people’s access to high-quality education is hampered by the lack of accessible schools and families’ financial struggles. Consequently, a great deal of kids and teenagers miss out on the opportunity for education to change their lives. The government of Mauritania is actively stepping up efforts to address the underlying causes of low enrollment rates, realising the seriousness of the situation. To ensure that no child is left behind in their pursuit of knowledge and empowerment, the government has launched extensive awareness programs, offered scholarships, and emphasised the necessity of creating more accessible schools.

Gender Disparities and Social Hurdles

Furthermore, the data pertaining to Mauritania’s educational system presents a clear picture of the country’s difficulties. The percentage of kids who don’t go to school is a crucial sign of the education gap since it shows how many young people are currently shut out of the educational system and don’t receive the life-changing benefits of education. In Mauritania, a worrying trend is shown compared to 33% of male children of secondary school age, nearly 40% of female adolescents are not enrolled in school.[v] Additionally, the data shows a notable difference in the enrollment rates of children of secondary school age between the wealthiest and poorest parts of the population. This discrepancy highlights the more general socioeconomic issues that interact. This discrepancy highlights the more general socioeconomic issues that impact education and calls for all-encompassing solutions to close the achievement gap and guarantee fair access to education for all groups in society.

Empowerment of Girls and Women

Due to ingrained social mores and cultural traditions that discourage women from pursuing higher education, gender imbalance in Mauritius’ educational system continues to be a problem. A cycle of educational inequality is perpetuated by the persistence of these impediments, which lead to notably lower enrollment rates and higher dropout rates among girls. The government has launched several policy efforts to remove these obstacles and create an inclusive learning environment for people of all genders to solve this urgent issue. Mauritania is actively working to empower girls and create a more equitable educational landscape by implementing comprehensive awareness campaigns, community engagement activities, and safe and friendly learning environments. These initiatives, which comply with the law, aim to create a supportive atmosphere that promotes female involvement and guarantees that every student has equal access to a high-quality education and the chance to reach their full potential.

Complexities in Achieving Educational Equality

Disparities in test scores and educational attainment still exist despite significant success in raising the number of girls enrolled in schools. This difference is caused by a number of underlying causes, such as early births and marriages that force girls to leave school early, which negatively affects both their own and their children’s health and cognitive development. A 2023 UN report[vi] revealed that the primary barrier to girls’ empowerment is the high percentage of females dropping out of school (18%) and child marriages (39%) caused by adolescent pregnancies. Women continue to participate in the labour force at a disproportionately low rate, with the majority of them working in the unorganised sector. They also encounter major obstacles regarding business, financing availability, and land and property ownership. In addition, financial limitations, job insecurity, and land rights restrictions make it harder for Mauritanian women to advance professionally and support the country’s economic growth[vii]. To effectively address these complex issues, comprehensive plans that provide educational opportunities while enabling women and girls to break down social and cultural barriers and take an active role in the socioeconomic development of their country are needed.

Efforts to Modernise the Educational System

Several issues, such as inadequate financing, outmoded teaching practices, and a lack of trained teachers, contribute to Mauritania’s low level of education. The government is putting a lot of emphasis on developing relevant and interesting curricula, integrating cutting-edge teaching technologies, and giving educators opportunities for ongoing professional development because it recognises the urgent need to modernise the educational system.

Mitigating Socioeconomic Limitations

Additionally, in keeping with the guidelines provided by the legal framework, learning resource and educational infrastructure investments are being given top priority to encourage students’ critical thinking, creativity, and holistic development and make sure that the educational system gives them the information and abilities they need to succeed in a world that is changing quickly. Moreover, Mauritanian society’s socioeconomic limitations—such as widespread poverty and unstable finances—create significant obstacles to obtaining and finishing education. In response, the government launched specialised social welfare programs to help low-income families with their financial responsibilities by offering financial aid, scholarships, and vocational training.[viii]

Investing in Educational Infrastructure

Under the legal framework, cooperative efforts with community organisations seek to mitigate financial limitations so that the most disadvantaged members of society can continue their educational aspirations.

Insufficient infrastructure for education, especially in isolated areas, poses a significant challenge to the efficient provision of top-notch education throughout Mauritania. Inadequate classrooms, libraries, and technology resources hinder students’ learning experience and restrict their access to contemporary teaching methods. The government is concentrating on long-term investments in educational infrastructure, focusing on building well-equipped schools, incorporating state-of-the-art teaching tools, and creating thorough maintenance protocols to address this difficulty.

The Road to Inclusive Education

As per the regulatory framework’s criteria, these efforts aim to guarantee the sustainability of educational institutions and close the digital gap between urban and rural locations, giving every student an equal chance to progress in their education. Ultimately, Mauritania attempts to tackle the various issues in its education sector by encouraging cooperation and carrying out targeted initiatives. As a foundation for its people’s future prosperity and equity, Mauritania hopes to develop a strong and inclusive educational environment through collaborations with international organisations, local communities, and the government. Mauritania hopes to establish an educational ecosystem that empowers its people and promotes wealth and sustainable development for future generations by prioritising teamwork and all-encompassing interventions.[ix]

References

[i] Gerteiny, A. G., Deschamps, H. J., Toupet, C. H., & Stewart, C. C. (2023, October 2).

[ii] World Bank Open Data. (n.d.). World Bank Open Data.

[iii] OHCHR. (2023). Mauritania: Despite progress, women and girls’ lives are still being sacrificed, UN expert says.

[iv] World Bank Open Data. (n.d.). World Bank Open Data.

[v] World Bank Open Data. (n.d.). World Bank Open Data.

[vi] OHCHR. (2023). Mauritania: Despite progress, women and girls’ lives still being sacrificed, UN expert says.

[viii] World Bank Group. (2020b). Mauritania: Improving education to foster social cohesion and support economic development.

[ix] Mauritania commits to reinforcing the right to education in national frameworks. (2023, April 20).

Cover Image “A teacher in class with her students” by GPE/Kelley Lynch via Flickr

Challenges Facing the Education System in Senegal

Written by Ruth Lakcia

Education is a fundamental right for all humans around the globe. Regardless of one’s economic or social status,  they should be able to have access to Education. Even though this seems obvious and like common knowledge, it is not the reality for many Senegalese.

Senegal’s history of investing in education and engaging stakeholders in sector dialogue marks the government’s commitment to building a strong education system. Based on the 2019 PASEC assessment, many Senegalese students acquire basic competencies by the end of primary education, but 25% lack minimum proficiency in reading and 35% in math. Significant socioeconomic, rural-urban and regional disparities call for a more equitable and inclusive education system. While minimal learning differences are observed among girls and boys at the primary level, gender disparities emerge in secondary education, with more girls dropping out of school than boys.

Lack of enough qualified teachers

The education system in Senegal faces many challenges, such as a lack of qualified teachers, inadequate equipment and infrastructure, low-quality teaching and assessment, social inequalities and regional disparities. The government is trying to reform and modernise the education sector through various programs and partnerships with international organisations such as UNESCO or UNICEF.

Household poverty in Senegal still has work to do, with only a little over. Educational marginalisation has become a burning issue in Senegal, one of the poorest countries on the planet. About 34% of people in Senegal live on less than US $ 1.25 per day, with an average per capita income of $121 per month (Ibrahima, 2014). The results of the Harmonized Survey on Household Living Conditions (2018/2019) show that the incidence of individual poverty in Senegal is 37.8%. The country is still lagging behind in education. A large part of the population does not have easy access to education and remains marginalised from formal education, with an enrollment rate of 86.4% (ANSD, 2020). Many factors contribute to the exclusion of many young people from the education system, including gender and ICT. Furthermore, languages, particularly the English language, play a role in educational marginalisation in Senegal. What comes next is a brief introduction to the roles of gender, ICT and English in promoting or reducing educational marginalisation in Senegal. 17% gross preschool enrollment rate, but more importantly, dramatically improving quality.

Repetition and dropout in primary school

The overall financial cost of repetition and dropout in Senegal is on an upward trend due to a higher rate of both repetition and dropout. Over the 2012-2015 period, repetition and dropouts represented 13.72% of the expenses incurred by the government. This phenomenon can be explained by several factors, one of which is limited access to quality preschool education.  Senegal still has work to do, with only a little over 17% gross preschool enrollment rate, but more importantly, it needs to improve the quality of education. 

Impact of Covid-19

The pandemic caused by the SARS Covid-19 came to monitor investments made not only in the health sector but also in education and, above all, in the higher education subsystem. The pandemic led governments to close university campuses and suspend face-to-face classes for a considerable period to prevent the virus contamination from spreading. Some countries with the distance learning modality in their school curricula were forced to make it a strategy, intensifying them with the aim of reducing the pedagogical damage that was felt due to the COVID-19 pandemic.In Senegal, the COVID-19 pandemic and national school closures temporarily disrupted the education of 3.5 million learners and the 1.5 million children already out of school, and the dropout rate doubled.

Gender inequality in school

Despite the existence of government programmes- like free public school education until age 16 and the Girls’ Education Support Project, which provides school uniforms- the cost of schooling is still an obstacle for many families. They have to pay for learning materials and transport to school.

We also found a preference to educate boys over girls. In households with limited finances, boys are more likely to be sent to school even if girls would like to go.

Deep-seated cultural beliefs and practices – such as female genital mutilation, forced child marriages and early pregnancies – also prevent some girls from making progress in school. They, therefore, lag in education and wellbeing.

Conclusion

In conclusion, Senegal’s government, therefore, is responsible for extending better social services in schools and hospitals to facilitate development in those areas and hence improve people’s living standards and education for poor kids.

As the government seeks to alleviate the effects of the lockdown brought about by the COVID-19 pandemic, emphasis should be placed on ensuring that systems that are supposed to protect girls and women from child marriages are not compromised. The WASH program has provided 1,884 students access to hygiene and sanitation facilities in 26 schools, of which four were equipped with a menstrual hygiene management system. 1,776 students in 12 schools benefited from the availability of drinking water, which has reduced wash problems in Senegal and their schools.

References

Cover Image by Victor Rutka on Unsplash

Educational Challenges in Uganda

Written by Luna Plet

Uganda, also known as the “Pearl of Africa” is home to more than 32.0 million people and is rich in culture and diversity.[i] Since the colonial period, the education system has undergone many systematic changes. After gaining independence in 1962, several committees and other government actors were created to monitor educational systems and standards throughout the country. This has positively influenced the nation, as literacy rates have grown exponentially in the past years. Most recently, the literacy rate (of those 15 and older) has increased by 2.47% from 2018 to about 79% in 2021.[ii] In Uganda, children view school as a vital and happiness-inducing aspect of their lives, strongly linking it to their aspirations for achieving future success and securing good jobs.[iii] They relish their interactions with their peers. The situation is a source of sadness and anxiety for those not in school, as they fear it may jeopardize their prospects. However, obtaining an education remains one of their foremost life goals, and they are determined to attain it. Therefore, this article will delve deep into the challenges that Uganda is facing that result in the barrier between children and education.

Poverty

Poverty and education are inextricably linked, as individuals living in poverty may drop out of school to engage in activities that provide immediate livelihood improvements.  While income inequality, gender disparities, and regional disparities present significant obstacles, Ugandans are leveraging education to carve brighter futures for themselves.[iv] This progress is evident through government initiatives, private school alternatives, and the enduring zeal for education among the Ugandan populace.

Public Education Initiatives

Uganda instituted the Universal Primary Education Policy in 1997, which eliminated fees for students attending the first seven years of school, covering primary 1 to primary 7. Although attendance remained voluntary, parents were still responsible for providing essential supplies and contributing to the construction of school facilities. Remarkably, primary school attendance surged by 145% within six years of implementing this policy. In 2007, the program expanded to encompass secondary education.[v] This remarkable increase in attendance reflects the profound thirst for education within Uganda. Although this can help combat poverty by ensuring universal access to education, the program’s impact on poverty remains limited. John Ekaju argues that this ‘UPE-centric’ approach overlooks the predicament of a considerable number of illiterate children, youth, and adults.[vi] Although the UPE policy eliminated general fees, the reality is that schooling is not entirely free, as families continue to grapple with expenses such as Parent-Teacher Association (PTA) fees, books, materials, mid-day meals, examination fees, and uniforms.[vii] Moreover, children, both in primary and secondary levels, are plagued by concerns about the threat of physical violence and sexual abuse from teachers or peers, rampant teacher absenteeism, and overcrowded and inadequately maintained facilities, often citing these as reasons for their non-attendance or dropout[viii]. Therefore, Ekaju suggests a reevaluation of the policy, predicting that enhanced higher education could halve poverty rates.

Moreover, poverty profoundly impacts school readiness, which reflects a child’s ability to thrive academically and socially in a school environment. Poverty negatively affects school readiness through various factors, including health issues stemming from inadequate nutrition, homelessness, food insecurity, and the inability to access medical treatment for illnesses. These factors place immense stress on learners, hindering their ability to succeed in school.

Challenges in Secondary and Higher Education

Education in Uganda is intensely competitive, with rigorous examinations following primary school dictating access to secondary education. Often, this selection process favours the best-performing students, with schools striving to enhance their grade averages and national rankings. While primary education attendance has improved, the quality of education itself has not kept pace. The dearth of resources coupled with an overwhelming student-to-teacher ratio, sometimes reaching 100 students per class, creates adverse conditions for educators and learners.[ix] This impairs the effectiveness of individualized instruction, a critical component of quality education. Consequently, students who aspire to receive a quality education often turn to costly private schools.

Gender Roles in Education

Remarkably, girls have achieved significant educational progress, with higher primary and secondary enrollment rates than boys.[x] However, they still confront gender-based obstacles to staying in school, including early marriages and negative community attitudes towards girls’ education, such as the perception that fees are wasted on them. Some girls are additionally hindered by their inability to afford sanitary pads, leading to occasional absences and, in some cases, permanent dropouts.

Role of Private Education

Boarding and private schools offer a higher quality of education, supported by better-qualified teachers who can provide personalized attention to students. This option is promising for some families but remains inaccessible to those entrenched in poverty. Many families in Uganda survive on less than $2 a day, and the typical annual costs for primary schools range from $50 to $150 for day schools, making them financially unattainable. The Initiative for Social and Economic Rights emphasizes that the fees charged by private schools perpetuate discrimination and further exclude children from low-income households.

Photo by Stijn Kleerebezem on Unsplash

COVID-19

March 2020 will forever be etched in the annals of the education community in Uganda as the month when all schools across the nation shuttered their doors.[xi] The government’s decision to institute nationwide school closures was a response to the looming threat of the deadly coronavirus pandemic. The far-reaching consequences of this decision affected pupils and students across the country.

Despite the widening income gap among Ugandan families, a substantial portion of whom benefit from Universal Primary Education (UPE) and Universal Secondary Education (USE), the swift implementation of these closures necessitated an abrupt shift to internet, television, radios, and newspapers for learning, particularly among the candidate classes. This inevitable transition placed immense pressure on candidates, leaving little room for comprehensive planning. According to recent poverty statistics released by the Ministry of Finance, the COVID-19 pandemic has exacerbated poverty levels in Uganda, with a rise to 28 per cent.[xii] The Eastern region, with a higher poverty rate and a higher likelihood of falling into poverty, surged to 53.3 percent from 28.9 percent, followed by the Northern region at 44.8 percent from 30.3 percent. Unsurprisingly, the general performance levels in the final 2020 Uganda National Examinations Board (UNEB) exams, both for UPE and USE, serve as a reflection of the income disparities in the country, particularly between regions.

Poverty and education are inextricably linked, as individuals living in poverty may drop out of school to engage in activities that provide immediate livelihood improvements. Despite government promises to ensure continuity of learning during school closures, there was little progress in providing learners with access to devices such as radios and televisions, particularly in rural households and villages. Furthermore, many households lacked dry cells for radios, and most rural areas suffered from a lack of electricity. Combined with challenges in internet connectivity and network coverage, as well as economic pressures on families, distance learning became an unrealistic solution. Overall, resource inequalities between rural and urban areas have persisted for decades, with rural areas lacking the necessary technology and infrastructure for transformation. The COVID-19 pandemic further exacerbated these disparities.

Conclusion

In conclusion, recognizing the significance of investing in children is paramount for national development. With children and young people constituting a substantial portion of the population, they represent invaluable assets for Uganda’s future. Child poverty transcends individual and household levels, extending to lifelong consequences such as compromised education and diminished earning potential for those whose growth is stunted in their formative years. The ripple effect extends to the economy, with estimates indicating that Uganda experiences an annual GDP loss of 5.6% due to undernutrition.[xiii] Consequently, it is imperative that interventions in health, education, and protection target children at the right juncture. Such investments guarantee the fulfilment of children’s rights and set in motion a virtuous cycle of growth and human development, benefiting the nation as a whole.

Overall, these findings underscore the pressing need to address educational challenges in Uganda to ensure that children, particularly those from marginalized backgrounds, have equal access to quality education, fostering their personal development and the nation’s future growth and development.

References

[i] “Facts & Figures | Uganda National Web Portal.”

[ii] “Uganda Literacy Rate 1991-2023.”

[iii] UNICEF, “Situation Analysis of Child Poverty and Deprivation in Uganda.”

[iv] “EDUCATION CHALLENGES FACED BY UGANDAN CHILDREN IN RURAL AREAS.”

[v] Thelwell, “The Impact of Education on Poverty in Uganda.”

[vi] Thelwell.

[vii] UNICEF, “Situation Analysis of Child Poverty and Deprivation in Uganda.”

[viii] UNICEF.

[ix] Thelwell, “The Impact of Education on Poverty in Uganda.”

[x] UNICEF, “Situation Analysis of Child Poverty and Deprivation in Uganda.”

[xi] The independent, “Poverty Undermines Uganda’s Public Education.”

[xii] The independent.

[xiii] UNICEF, “Situation Analysis of Child Poverty and Deprivation in Uganda.”

“Facts & Figures | Uganda National Web Portal.” Accessed October 17, 2023. https://www.gou.go.ug/topics/facts-figures.

The independent. “Poverty Undermines Uganda’s Public Education.” The Independent Uganda: (blog), August 12, 2021. https://www.independent.co.ug/poverty-undermines-ugandas-public-education/.

Thelwell, Kim. “The Impact of Education on Poverty in Uganda.” The Borgen Project (blog), July 23, 2020. https://borgenproject.org/education-and-poverty-in-uganda/.

Tuyambe – Kinder Not in Africa. “EDUCATION CHALLENGES FACED BY UGANDAN CHILDREN IN RURAL AREAS,” September 28, 2020. https://www.tuyambe.org/education-challenges-faced-by-ugandan-children-in-rural-areas.

“Uganda Literacy Rate 1991-2023.” Accessed October 17, 2023. https://www.macrotrends.net/countries/UGA/uganda/literacy-rate.

UNICEF. “Situation Analysis of Child Poverty and Deprivation in Uganda,” 2014.

Cover Image by bill wegener on Unsplash

The silent sacrifice: Children in Cobalt Mines and the Toll on their Education

Written by Anna S. Kordesch

In the cobalt-abundant regions of the Democratic Republic of Congo (DRC), a grim reality hides beneath the earth’s surface. Children, some as young as six, labour in hazardous mines, extracting a mineral vital to the global technological advancement—cobalt. This essential element, used in the manufacture of rechargeable batteries for devices like smartphones, laptops, and electric vehicles, exacts a heavy toll not only on the youthful miners but also on their aspirations for education, which are left in ruins.

This article delves into the distressing ordeals of children working in the cobalt mining sector and the significant repercussions it exerts on their educational prospects. By scrutinising the diverse elements that sustain this cycle of exploitation, the aim is to uncover the systemic challenges eroding the prospects of an entire generation in DRC.

Although education represents the promise of a more hopeful future, it remains an elusive 

aspiration for many children trapped in cobalt mines. It is crucial to delve into the complex network of elements that deprive these young individuals of the chance to receive an education, develop, and escape the relentless grip of poverty. This text explores the limitations in access to schools, insufficient educational infrastructure, and the economic burdens that compel children to work in the mines. By doing so, it scrutinises how these interrelated difficulties perpetuate a cycle of illiteracy, effectively stripping an entire generation of their potential.

This article serves as a strong call, calling upon governments, corporations, and civil society to confront the entrenched problems that uphold the exploitation of children in cobalt mines. Through our efforts to shed light on the severe impact on education, we aim to spark substantive conversations and motivate tangible actions aimed at protecting the rights and prospects of these at-risk children.

Mining in Kailo, Congo. Photo by Julien Harneis on Wikimedia Commons.

The Importance of Cobalt for the World Market

Cobalt (Co) is a global metal with widespread applications in commercial, industrial, and military sectors. Its primary and essential use is in the electrodes of rechargeable batteries. Cobalt is a crucial component for many of today’s everyday devices, including smartphones, laptops, tablets, and various other electronic gadgets. Moreover, it plays a vital role in renewable energy technologies, being used in wind turbines and solar panels i.

Southern Congo is situated above an estimated 3.4 million metric tons of cobalt, representing over half of the world’s known supply. Many Congolese, including children, have taken 

employment in the industrial mines in this region. The vast cobalt reserves highlight that the Democratic Republic of Congo (DRC) will likely remain the primary source meeting the increasing global demand for cobalt in lithium-ion batteries. DRC’s cobalt mine production has experienced almost constant growth, going from 11,000 mines in 2000 to 98,000 in 2020. This remarkable increase is closely linked to the world’s escalating need for this metal. While the DRC is home to valuable minerals such as cobalt, copper, coltan, and gold, it is also one of the world’s most impoverished nations, grappling with issues of poverty and humanitarian crises that afflict its population ii.

Small-scale mining in the Democratic Republic of Congo (DRC) engages individuals of all age groups, including children, who are compelled to labour under challenging and unfavourable conditions. Among the 255,000 Congolese involved in cobalt mining, 40,000 are children, with some as young as six years old. Most of them earn less than $2 per day, primarily relying on their hands as their primary tools for work iii.

The Dangers of Cobalt Mining

Unfortunately, children are indeed involved in artisanal mining. The youngest children often start by accompanying their mothers to the mines, while older ones take care of their younger siblings and, over time, become directly involved in the mining activities. The prevailing perception in developed countries is that child labour is a practice to be unequivocally condemned, representing one of the worst forms of exploitation.

In addition to the environmental toll of cobalt mining activities, there is a significant human cost  associated with it. For adults working in these mines, there’s a heightened risk of injury or even death. This peril stems from the lack of basic protective equipment, such as hard hats and vests, as miners often work barefoot and use their hands to extract ores. Furthermore, in a 2016 report by Amnesty International, it was revealed that many mines are constructed in unsafe ways, subjecting workers to life-threatening situations in their pursuit of cobalt. Numerous miners have lost their lives or suffered severe injuries due to incidents like tunnel or pit collapses, underground fires, and suffocation. The risks of accidents resulting from improperly constructed excavations and mines can lead to fatalities from suffocation, asphyxiation, or drowning.

Children, in particular, are exposed to this inhumane working environment, living in constant fear for their lives as they strive to earn money to support their families. Child labor is a grave issue in the DRC, where children not only work in an unsafe environment but also face physical abuse, sexual exploitation and are exposed to drug use.

Environmental factors also pose significant risks in cobalt mining, including mosquito-borne illnesses linked to unintended water pooling in placer mining areas or diarrheal diseases caused by poor sanitation practices. These health concerns can be exacerbated by the remote locations of the mines and the absence of medical services, making timely treatment often unavailable.

Artisanal mining. Photo by Fairphone, on Flickr.

Where does Education Fit In?

In addition to the clear violations of human rights and the life-threatening conditions that children in the DRC face due to their labour, their right to education is profoundly impacted. While the Congolese government introduced the DRC Child Protection Code in 2009, which mandates “free and compulsory primary education,” the lack of adequate government funding places the burden of covering non-tuition fees, including teacher salaries and uniform costs, on parents. Parents are required to pay between 10,000 and 30,000 Congolese Francs ($10-30) per month, an expense that many cannot afford. This financial barrier further hinders these children’s access to education. While parents may aspire to provide their children with access to formal education, economic constraints frequently force them to withhold this educational opportunity in the interest of ensuring the family’s financial viability iv.

Kabedi is a 12-year-old girl in the DRC who has returned to school after three hard years of working in an artisanal copper and cobalt mine. She explains, “When I was 9, I started working in the mine after my father died to help my mother.” Kabedi toiled from morning to night, seven days a week, collecting, crushing, and transporting copper and cobalt ores. Despite her efforts, at the end of the day, Kabedi would return home exhausted with an average of 5,000 Congolese Francs (around $2.5) in her pocket. This starkly illustrates that while these children work in cobalt mines out of sheer necessity, the income they earn is still insufficient to cover their basic needs and education costs v.

Furthermore, the gruelling work hours these children endure highlight that this kind of life is fundamentally incompatible with the continuity of education. In the DRC, the average number of years of education completed by young adults is less than four. Data reveals that only about 18% of the total population manages to attain the highest education level, which is six years of schooling. Many children have to forsake their education to bring food to the table at the end of the day. This results in a self-perpetuating cycle in which, once caught, it becomes exceedingly challenging to extricate oneself from and consequently pursue an education vi.

Access to education plays a pivotal role in significantly reducing vulnerability to child slavery and can serve as a means to lift children out of poverty. Therefore, safeguarding the availability of education is a crucial element in preventing child slavery and mitigating vulnerability to exploitative labour and slavery in adulthood.

Potential Solutions

Solutions to address mining injustices can involve various stakeholders. An example of such 

efforts is the Fund for the Prevention of Child Labor in Mining Communities, a collaboration between UNICEF and the Global Battery Alliance. Through this initiative, UNICEF aims to support the school reintegration of 500 children who have left mining work. While international organisations are playing their part in upholding children’s right to quality education, jeopardised by harsh physical labour, civil society is raising awareness through the hashtag #NoCongoNoPhone to combat the cobalt supply chain that fosters child labour. A third key actor, the government in the DRC, is working with the Enterprise Generale du Cobalt to gain control over the artisanal cobalt mining sector, with the aim of curbing the illegal use of children as forced labour. These collective efforts from various actors are essential in addressing the complex issues surrounding child labour in cobalt mining vii.

Indeed, this collective action involving a multitude of actors is essential to effectively combat this illegal employment, which deprives countless children of a meaningful future that hinges on their right to quality education. Society must become aware of the dark realities occurring behind the everyday use of these common devices. It is only through such global awareness that children in the DRC can hope for a chance to one day lead age-appropriate lives, free from the burden of child labour in the cobalt mines.

References

Gulley, A. L. (2022). One hundred years of cobalt production in the Democratic Republic of the Congo. Resources Policy, 79, 103007. https://doi.org/10.1016/j.resourpol.2022.103007

The DRC mining industry: Child labour and formalisation of small-scale mining. Wilson Center. (n.d.). https://www.wilsoncenter.org/blog-post/drc-mining-industry-child-labor-and-formalization-small-scale-mining

Alshantti, O. (2023, March 15). Cobalt mining in the Democratic Republic of the Congo: The human and environmental costs of the transition to Green Technology. Spheres of Influence. https://spheresofinfluence.ca/coblat-mining-drc-green-technology/

From mine to school. UNICEF. (2021, May 15). https://www.unicef.org/drcongo/en/stories/mine-school

Democratic Republic of Congo – World Bank. (n.d.). https://databankfiles.worldbank.org/public/ddpext_download/hci/HCI_2pager_COD.pdf

Philipp, J. (2021, November 5). The effects of cobalt mining in the DRC. The Borgen Project. https://borgenproject.org/cobalt-mining-in-the-drc/

i The DRC Mining Industry: Child labor and Formalization of Small-Scale Mining. (n.d.). Wilson Center. https://www.wilsoncenter.org/blog-post/drc-mining-industry-child-labor-and-formalization-small-scale-mining

ii Gulley, A. L. (2022). One hundred years of cobalt production in the Democratic Republic of the Congo. Resources Policy, 79, 103007. https://doi.org/10.1016/j.resourpol.2022.103007

iii The DRC mining industry: Child labour and formalisation of small-scale mining. Wilson Center. (n.d.). https://www.wilsoncenter.org/blog-post/drc-mining-industry-child-labor-and-formalization-small-scale-mining

iv Alshantti, O. (2023, March 15). Cobalt mining in the Democratic Republic of the Congo: The human and environmental costs of the transition to Green Technology. Spheres of Influence. https://spheresofinfluence.ca/coblat-mining-drc-green-technology/

v From mine to school. UNICEF. (2021, May 15). https://www.unicef.org/drcongo/en/stories/mine-school

vi Democratic Republic of Congo – World Bank. (n.d.). https://databankfiles.worldbank.org/public/ddpext_download/hci/HCI_2pager_COD.pdf

vii Philipp, J. (2021, November 5). The effects of cobalt mining in the DRC. The Borgen Project. https://borgenproject.org/cobalt-mining-in-the-drc/

Educational Challenges in Cape Verde: Navigating the Problems of a Developing Educational System

Written by Joan Vilalta Flo

Cape Verde is a country located 500 kilometers away from the coast of Senegal, Africa. It is an archipelago of ten islands, most of which are inhabited, with most of the population concentrating in the capital Praia. The official language is Portuguese, given that it is a former Portuguese colony that obtained its independence in 1975, many speak Cape-Verdean Creole as their main language. It is a country placed in a challenging geographical setting: its fragmented territory makes the provision of services complicated, it is an area prone to draught and there are few natural resources to benefit from. However, Cape Verde has been praised worldwide for its salient political stability and poverty reduction strategies, which has also enabled improvements in service provision, including that of education.

Children line up in a school in Cape Verde. Photo by Duncan CV in Wikimedia Commons.

The most recent improvements in Cape Verdean education have been made thanks to the 2017-2021 Strategic Education Plan, aiming at accomplishing the 4th SDG of Quality Education, and focused on the following pillars: (i) universal access to pre-primary education for all children aged 4 to 5 years, including those with special needs; (ii) better articulation of pre-primary education with basic education so that all students receive two years of pre-primary education; and (iii) equal access to free universal education up to Grade 8 through the implementation of social action plans for schools, targeting priority groups and providing special education for all.i

Hence, Cape Verde has progressively improved access to primary and secondary education. The schooling rate scored 92.4% in 2021, and the literacy rate reached a 88.5% in 2019, with most over 15-years-old knowing how to read and write.ii Government expenditure on education shifted from 23.3% of the total budget in 2020 to 24.09% in 2021.iii In terms of infrastructure, 97.6% of elementary and secondary schools in Cape Verde have access to water, and 89% are connected to the public electricity grid.The 2017-2021 Strategic Education Plan allowed for the implementation of education enhancement programs such as Education of Excellence, to which some 93.2 million US$ were allocated in 2020; while 6.4 million US$ were allocated to scholarships.iv

The Covid-19 pandemic caused much struggle to the tourism-centered economy of Cape Verde. However, the country was quite timely and effective in managing the crisis and providing vaccination to most of the population.v In the area of education, it also acted promptly. In 2020, Cape Verde received a grant of 750.000$ from the GPE (Global Partnership in Education) which substantially contributed to teacher training in distance teaching, provision of learning material, as well as TV access to remote areas, and sufficient sanitary facilities.vi After the closure of schools, the Ministry of education implemented the “Learning and Studying at Home” program, which enhanced lesson delivery through radio, television and the use of tablets, in view of the fact that 30% to 40% of the families did not have access to such technology. The program also allowed for the extension of the digital television coverage area and improved signal quality.vii Despite all of this, it should be noted that there is currently no evidence of the existence of a comprehensive strategy to adapt to the post-Covid19 context in Cape Verde.

It is worth mentioning that a significant development in Cape Verdean education is the recent ratification of the Convention Against Discrimination in Education by Cape Verde on the 5th of October 2022, which has entered into force on the 5th of January 2023. Although its effective application is yet to be seen, this action alone has fully implemented several recommendations made in the last United Nations Universal Periodic Review session.viii

Despite the previously mentioned developments in the Cape Verdean educational sector, several situations of inequality, discrimination, lack of educational infrastructure and quality education in education have been reported up to this point. These are the problems that the archipelago will need to face and solve in the years to come, and the following sections will outline the main areas that need to be targeted.

Inequalities in Education

Cape Verde currently faces a challenge regarding the hidden costs of education. Although Primary Education and Secondary Education (up to 8th grade) is free and mandatory,ix,there is a range of extra costs, including transportation, meals, or certain school material, that is significant for low-income families. This represents an inequality in access to quality education for poor families.x Moreover, secondary Education and Higher Education (university) remain subject to fees (although authorities have stated the intention to make education free from 9th to 12th grade),xi allowing for inequality based on the economic level of each family. This also intersects with the existing inequality between families who live in rural areas and families that live in urban spaces,xii where the former have less access due to general lower economic capacity, and lack of technology and internet connectivity due to its high cost (especially relevant during Covid-19).xiii

As regards Higher Education, although there have been great efforts to supply it widely, it must be noted that the schooling rate for the 2019-2020 period is of 23.5%, 37 points lower than that of secondary school, indicating an obstacle in its access.xiv One of the difficulties in this area is the geographical setting of Cape Verde; being an archipelago the mission of providing accessible higher education to all areas is deeply complex and has not been achieved. There are only Higher Education institutions in the islands of Santiago and São Vicente.xv This, together with the fact that Higher Education is not free, generates little incentive for students who live in remote areas and possess a low economic level to enter Higher Education.xvi

There is also inequality around language. While for most of the Cape Verdean population the first language is Cape Verdean Language (CVL), Portuguese is still the only official language as well as the schooling language. This continues to produce evident inequalities for students who have limited exposure to Portuguese, namely those who live in rural areas and remote locations, usually from low-income families too. Such students will have a learning disadvantage and increased difficulty when learning. Although some bilingual education programs have been reportedly launched, the implementation of such initiatives is insufficient, weak and lacks political and economic backup. This inequality is also representative of a disconnection between the formal education systems and society; policies directed at filling this gap will inevitably also contribute to identity building and social cohesion.xvii

Finally, despite the political will expressed in the Education Strategic Plan 2017–2021 to improve access and quality of education to disabled students (17,5% of the population have at least 1 handicap),xviii and increased staff capacitation aided by UNICEF,xix it has been reported that practical implementation of inclusive strategies for such students has been deficient. Many disabled people do not attend education and do not receive the necessary benefits in order to do so, and the infrastructures and educational technologies have not adapted to them for the most part.xx

Photo by Elizabeth Lizzie on Pexels.

Gender and Sexuality in Education

With respect to gender parity, good results have been achieved in preschool and primary education: the parity index scored 0.98 and 0.93 respectively, both cases showing a slightly higher male representation. However, the challenge remains in secondary and higher education levels where female representation is significantly and increasingly higher, the parity index scores 1.2 for secondary education and 1.5 for higher education. Incentives to attract males in those sectors is necessary to ensure equality.xxi And while there is a significantly higher female presence in secondary and higher education, the literacy rate for men in currently almost 10% higher than for women, which displays an access inequality for women too.xxii

Despite significant improvement through the introduction of a gender module in the secondary education curriculum, the curricula reportedly still contain discriminatory stereotypes towards women, which is also reflected in the fact that women are poorly represented in the fields of study typically dominated by men, such as in the technological field.xxiii Moreover, although gender matters are beginning to be present in the curricula, education on sexuality is deficient. It has been acknowledged as important for the development and safety of students by the government, and a Sexual Guidance in Schools guide has been developed with the aid of UNFPA (United Nations Population Fund), but due to limited political will and the sensitivity of the topic, very few students have benefited from such education. A comprehensive module on sexuality education is yet to be implemented effectively.xxiv

It should be noted that the figure regarding minorities based on sexual orientation or gender identification in Cape Verde could not be found; and similarly, no mechanisms of protection of such minorities or education on the matter could be found. Despite it being a potentially sensitive topic that is now invisible to the sector, advances on this area could be positive to ensure that all students are free and enjoy equal treatment by peers and staff.

Deficiencies in Education

Firstly, there need to be improvements not only in the provision of Higher Education but also in the quality of it. Higher Education in Cape Verde is a relatively new sector emerged in the span of the last 20 years. Considering that it is still at its infancy, the sector lacks quality: although the newly formed Higher Education Regulatory Agency (Agência Reguladora do Ensino Superior – ARES) is beginning to conduct evaluations and checks in order to improve performance,xxv the sector still needs to build a comprehensive system of teaching quality evaluation, mechanisms to better align tertiary education content to the national goals and needs, and ensure access to educational material and technologies, as well as connectivity.xxvi

Secondly, although around 76% of children currently have access to preschool education, there are regional differences with areas that display even lower percentages. Early Childhood education and Preschool was formally one of the foci of the 2017-2021 Education Strategic Plan, but in practice it has been largely neglected. There still is a lack of adequate legal mechanisms to ensure universal preschool mandatory and free access, the preschool budget is around 0.3% of the state budget, and there is a lack of professional qualification of preschool teachers (only 30% have the necessary qualification).xxvii Moreover, technological access and tools have been notably missing in preschools, together with a lack of teacher training in ICT.xxviii

Thirdly, one of the most significant problems in Cape Verde’s education sector is the quality of the education, reflected in low performance rates in primary school. In the area of language, 6 out of every 10 children demonstrated great difficulty or inability to interpret the basic rules of functioning of languagexxix, and in the area of mathematics an average of only 2.85% of children were able to successfully deal with the main areas of study.xxx Furthermore, Cape Verde still does not have to this date a comprehensive national system to measure learning outcomes at any level of education.xxxi

Regarding technological access, it should be noted that although most schools are connected to the public electricity grid, and that the 2017-2021 Strategic Education Plan has allowed for the incorporation of more technological tools and a stronger curriculum on ICT skills, only the 17% of schools have access to internet.xxxii This is even though Cabo Verde has one of the highest rates of internet access in Africa. The cost of internet is the problem, as it is among the highest is the world; it is still too high for many to obtain, especially for those with lower income, generating a situation of inequality as well.xxxiii

Conclusion and Recommendations

By way of conclusion, some recommendations highlighting the main challenges of the educational system in Cape Verde will be offered on behalf of Broken Chalk.

As regards the hidden costs of education, the government should try to reduce them by providing free (or low-cost) access to transportation, material, and nutritional services with special attention to low-income families and students who live in remote rural areas which might increase the economic cost of education.

Regarding educational coverage and universal provision, the government should act in accordance with their own stated intentions, and continue to extend free, accessible, and mandatory education to the preschool years and to higher education, with special attention to poor families. More specifically regarding Higher Education, it could be positive to generate incentive campaigns to increase the schooling rate, particularly for males; together with expanding the presence of higher education institutions to all territories or better ensuring affordable access to university from remote places.

It would be desirable to implement comprehensive national programs to overcome the inequality around language. Cabo Verdean Language should be significantly more present in all stages of education; particular attention should be paid to students with lower exposure to Portuguese to ensure they do not fall behind, and bilingual education initiatives should be enhanced through multidisciplinary teams that include local community members that understand the specific language needs of the area.

To promote greater inclusion, the government and educational entities should consider making education infrastructure, curricula, and staff more sensitive and adaptable to disabled or special needs students. Proper access to buildings, inclusive educational material and a comprehensive disability-oriented training module for all educators should be provided to ensure the access and equality of such students.

Also as regards inclusivity and equality, educational programs and policies should continue to ensure girls and women’s access to education at all levels to achieve greater equality in literacy rates, to continue to work towards the elimination of gender stereotypes and to incentivize the presence of women in male dominated study fields. Additionally, it could be positive to implement a comprehensive educational program in secondary school regarding sexuality to guarantee the safety and health of students and to eliminate diversity-damaging stereotypes on the basis of sexual orientation.

An effective way to improve the quality of education could be to implement a comprehensive national system of evaluation and assessment of teaching quality to ensure an adequate provision of content at all educational stages and to identify deficiencies in teaching quality, particularly in the area of language and mathematics in primary school. Together with proper evaluation and analysis of student performance, this could overcome ineffective modes of teaching that result in low performance, allow for educational innovation, and better align curricula to the needs and goals of Cape Verde’s society, better preparing students to face the labor market. Similarly, the government and educational institutions should continue ensuring that all teachers are qualified to provide adequate education to the level they are assigned to. This should be particularly applied to the preschool levels, where most teachers do not have the proper qualification, which could hinder the development of students.

Lastly, in view of recent events and in view of the future global developments, it is essential to ensure greater access to technological tools for educational purposes both for schools and families, as well as facilitating internet access. Again, this seems especially important considering the introduction of technologies in the global labor market, and it is also important to provide flexible and adaptable modes of education, particularly in a country where geographical accessibility to education might be complicated.

References

i Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

ii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

iii Global Partnership for Education. (2022). Cabo Verde: Results framework (2022-2026). Retrieved from: https://www.globalpartnership.org/node/document/download?file=document/file/2022-12-GPE-results-framework-cabo-verde.pdf

iv National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

v World Bank. (2022, March 15). Fighting the pandemic down to the last mile: Lessons from Cabo Verde. Retrieved April 5, 2023, from: https://www.worldbank.org/en/news/immersive-story/2022/03/15/fighting-pandemic-down-to-last-mile-lessons-from-cabo-verde

vi Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

vii Lusophone covid Lusophone Network. (2021). Comparative study: The COVID-19 pandemic and the right to education in Portuguese-speaking countries. Retrieved April 5, 2023, from: https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Lusophone%20Network_Comparative%20Study_The%20COVID-19%20Pandemy%20and%20the%20right%20to%20education%20in%20Portguese%20speaking%20countries_August2021_EN.pdf

viii UNESCO. (2022, October 7). Cabo Verde ratifies 1960 Convention against Discrimination in Education. Retrieved April 5, 2023, from https://www.unesco.org/en/articles/cabo-verde-ratifies-1960-convention-against-discrimination-education

ix National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

x Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xi National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xiii Patrício, M. R., & Moreno, C. (2021). Digital technologies in preschool education: a study with Cape Verdean educators. In Proceedings of the 14th annual International Conference of Education, Research and Innovation (ICERI2021) (pp. 8403-8407). IATED. ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf

xiv National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xv Ferreira, E. S., & Loureiro, S. M. C. (2021). Challenges of a small insular developing state: Cape Verde. Revista de Estudios e Investigación en Psicología y Educación, (1), 125-134.

xvi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22

xvii Bermingham, N., DePalma, R., & Oca, L. (2022). The “Access Paradox” in Bilingual Education in Cabo Verde. Modern Languages Open, 1 ; Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xviii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xix UNICEF Cabo Verde. (2022). Country Office Annual Report 2022. Retrieved from: https://www.unicef.org/media/136711/file/Cabo-Verde-2022-COAR.pdf

xx Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxi National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xxii Ibid

xxiii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxiv UNICEF. (2021). Joint independent common country programme evaluation: The Republic of Cabo Verde. UNICEF Evaluation Office. Retrieved from: https://www.unicef.org/evaluation/joint-independent-common-country-programme-evaluation-republic-cabo-verde

xxv University World News. (2022, November 27). Cabo Verde introduces new higher education strategy. Retrieved from: https://www.universityworldnews.com/post.php?story=20221127193233449

xxvi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22

xxvii Global Partnership for Education. (2022). Cabo Verde: Results framework (2022-2026). Retrieved from: https://www.globalpartnership.org/node/document/download?file=document/file/2022-12-GPE-results-framework-cabo-verde.pdf ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf ; UNICEF Cabo Verde. (2022). Country Office Annual Report 2022. Retrieved from: https://www.unicef.org/media/136711/file/Cabo-Verde-2022-COAR.pdf

xxviii Patrício, M. R., & Moreno, C. (2021). Digital technologies in preschool education: a study with Cape Verdean educators. In Proceedings of the 14th annual International Conference of Education, Research and Innovation (ICERI2021) (pp. 8403-8407). IATED.

xxix National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xxx UNICEF. (2021). Joint independent common country programme evaluation: The Republic of Cabo Verde. UNICEF Evaluation Office. Retrieved from: https://www.unicef.org/evaluation/joint-independent-common-country-programme-evaluation-republic-cabo-verde

xxxi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22 ; Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

xxxii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf

xxxiii Lusophone Network. (2021). Comparative study: The COVID-19 pandemic and the right to education in Portuguese-speaking countries. Retrieved April 5, 2023, from: https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Lusophone%20Network_Comparative%20Study_The%20COVID-19%20Pandemy%20and%20the%20right%20to%20education%20in%20Portguese%20speaking%20countries_August2021_EN.pdf