Educational challenges in Pakistan

Written by Sara Ahmed

 

Introduction

Education lays the foundation for political, social and economic development of any country.[1] As a developing country, Pakistan has faced many critical problems when it comes to education and has one of the world’s highest numbers of out-of-school children (OOSC). There are various factors responsible for the educational situation in Pakistan. This article explores some of the challenges that Pakistan faces when it comes to the educational sector.

The Pakistani educational system

The Pakistani educational system exists of public schools, private schools and madrassas. Madrassas are working as Islamic Seminaries; they are imparting Islamic education at graduation level and are often found in more rural areas of Pakistan. These different institutions all have different mediums of teaching, curricula, and also examination systems. This is a barrier in the countries education sector, because it has become a dividing force between the privileged and underprivileged people in the society, leading to economic disparity.[2]

Across all levels of education, the public sector remains the main provider for educational services in Pakistan. Except for the pre-primary level, total enrollment in public schools is almost double compared to private schools.[3] The majority of public schools in Pakistan are primary schools; only 20% are middle and secondary schools. Limited and uneven school access is one of the most daunting challenges for augmenting school enrollment and completion.

Image 1

As can be seen from Image 1, The United Nations Development Program mentioned that in 2020, 64% of the Pakistani youth lived in urban areas and 26% in rural areas. 70% of the Pakistani youth was literate, while 30% was illiterate in 2020. Furthermore, 39% of the youth was employed, while the majority (61%) was unemployed and only 4% looking for a job. Another issue is the access to internet. Only 15% of the youth had access to internet in 2020, while 85% did not. 48% of the youth did not even have a mobile phone. The latter was a huge issue during the COVID-19 Pandemic in Pakistan.

 

Another important issue is that of gender disparity. Throughout Pakistan’s educational system, there is a gender disparity between males and females. According to the 2016 Global Gender Gap Report, Pakistan was ranked the second worst country in the world regarding gender inequality.[4] This is of most concern in more rural areas where access to education for girls is limited.

Out-of-school children (OOSC) and literacy rates

Another major problem that Pakistan faces is that it has one of the world highest numbers of OOSC. Estimated is that 22.8 million children between the age of 5-16 are not attending school; representing 44 per cent of the total population in this age group.[5] The disparities based on gender, socio-economic status and geography are significant. In Sindh for example, 52 per cent of the poorest children (of which 58 per cent are girls) are out of school. The figures are even higher in Balochistan, where 78 per cent of girls are out of school.[6]

Image 2.

On image 2, one can see the different stages of education; the number of children enrolled in the type of education and the number of out-of-school children in that stage.

The socio-economic disparities in Pakistan do not only exist between rural an urban regions, but also between the different provinces in Pakistan. This has an impact on educational outcomes, including gaps in access to education and overall education attainment. A good example is the literacy rate in Pakistan. In the bigger cities, such as Lahore and Islamabad and Karachi, the literacy rates are almost 75%. On the other hand, we have the tribal regions in Balochistan (Pakistan’s poorest and largest province) where the literacy rates can be as low as 9%.[7]

Quality of education

According to a report of UNESCO, the quality of educational institutions and teachers in Pakistan is very low. In remote parts of Pakistan, the availability of teachers is drastically lower.[8] There are also a lot of so called ‘ghost teachers’ that sap public payrolls by not showing up for work. While most of these problems are worse at the elementary level, where most of Pakistan’s students are enrolled, they have ripple effects for the entire education system and depress enrollment rates at all levels.

Furthermore, teachers are often not provided with the necessary equipment’s and training for the knowledge and skills. The main reason is the poor management, lack of finding and improper training standards. In addition to this, the curriculum is often outdated, resulting in a major lack of professional development.

Most students in Pakistan attend public schools. Public schools often do not contribute to a positive learning environment. The classrooms tend to be overcrowded, the electricity and air conditioning is not always working, insufficient use of playgrounds and libraries and most schools do not have commuting systems in place, which exacerbated female drop-out rates. Long home- to-school distances and poor transportation and communication facilities are among the important causes of dropout at the primary level in Pakistan. Poor children, especially girls who are not allowed to travel long distances alone, suffer the most as commuting costs and time increase.

In an interview with TCM Originals, Tariq Banury (a Pakistani educationist, professor and economist), opens up about the current struggles of the Pakistani educational system. He explains that a lot of students, after finishing their degree, do not have the basic skills they should possess. He blames the process in which professors are hired and the outdated curriculum. He continues to explain that professors and curriculum should not stand still, but should evolve with time and science available.[9]

Another major issue is the government’s annual spending on the educational field. Most of the United Nation’s agencies recommend countries to spend a minimum expenditure of 4% on education. Pakistan had only spent 1,77% of GDP on education in 2021-2022. In recent years, the highest percentage of GDP Pakistan has spent on education was in 2017-18, when education expenditures were raised to 2.12%. The usual argument given for lack of spending on education has always been and still is that Pakistan does not have the resources to increase the level of spending on the educational field.[10]

The effects of the COVID-19 Pandemic

The COVID-19 Pandemic also had its effect on Pakistan and its educational system. Because of COVID-19, Pakistan had to consider using online classes. However, many students, especially in rural areas, do not and did not have access to the Internet. Students who are on the lower ladder of the economical circle and students who live in rural areas had been greatly disadvantaged by this new learning method. Many students did not have access to a laptop or even internet. This has greatly impacted the lives of many students in Pakistan, who therefore could not access their education online.[11] This has also resulted in high drop-out rates across the various levels of education in Pakistan.[12]

Low-income families have been the hardest hit by the pandemic. High rates of poverty have put more burden on adolescent girls to stay at home to reduce schooling costs. Coupled with household chores and early marriage, many may never return to the classrooms.[13]  Pakistan was already struggling with high illiteracy rates, the Pandemic has made this situation even worse and has affected the learning of approximately 40 million students across Pakistan.[14]

Conclusion

Pakistan’s educational system has improved over the years, but still tends to rely too heavily on outdated teaching and examination methods. While great strides have been made in improving literacy and participation rates, the education system remains largely elitist with access to the best educational opportunities available only to the more affluent or well-connected students. Furthermore, the COVID-19 Pandemic has had a great impact on the lives of many students who could not access education at the time and increased the drop-out rates across all educational levels in Pakistan. Additionally, Pakistan does not spend the suggested minimum amount of 4% of GDP on education, the percentage is not even half of the suggested amount by the United Nations Bodies. Pakistan does have the intention to increase its annually spending on the educational field. Is this a feasible goal? Only time can tell. In the meantime, many students will still struggle to access the educational system of Pakistan.

 

 

References

 

[1] Iqbal Ahmad et al, ‘Critical analysis of the problems of education in Pakistan: possible solutions’, IJERE (3:2) June 2014, p 79.

[2] Robert Hunter, World Education Services: Education in Pakistan (2020), >https://wenr.wes.org/2020/02/education-in-pakistan< accessed on 5 March 2023.

[3] ADB Briefs, ‘Access Challenges to Education in Pakistan’ (2022), NO. 27, <https://www.adb.org/sites/default/files/publication/771091/adb-brief-207-access-challenges-education-pakistan.pdf< accessed on 6 March 2023.

[4] World Economic Forum, ‘Global Gender Gap Report 2016’ (2016) p 22.

[5] Unicef, ‘Education: giving every child the right to education’, <https://www.unicef.org/pakistan/education> accessed on 6 March 2023.

[6] Idem.

[7] Robert Hunter, World Education Services: Education in Pakistan (2020), >https://wenr.wes.org/2020/02/education-in-pakistan< accessed on 5 March 2023.

[8] Unicef, ‘Education: giving every child the right to education’, <https://www.unicef.org/pakistan/education> accessed on 6 March 2023.

[9] TCM Orginals, ‘Does Pakistan’s Higher Education System Need Reform? Educationist Tariq Banuri’ (2021), https://www.youtube.com/watch?v=lPkv9hEIUJw.

[10] Sahiba Abid, ‘Education in Pakistan: problems, challenges and perspectives (2022) >https://www.pakistangulfeconomist.com/2022/08/29/education-in-pakistan-problems-challenges-and-perspectives/< accessed on 3 March 2023.

[11] Adnan Muhammad “Online learning amid the COVID-19 pandemic: Students perspectives” (2020) Journal of Pedagogical Sociology and Psychology. 1 (2): 45–51.

[12] Rabea Malik, ‘The Impact of COVID-19 on education in Pakistan’ (2020), https://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response.

[13] Anooshay Abid, ‘How has COVID impacted Pakistans’s education system?’ (2021), https://www.dw.com/en/how-has-covid-impacted-pakistans-education-system/a-59264829.

[14] Idem.

Educational Challenges in Palestine

Written by Mayeda Tayyab

Photo by Jorge Fernández Salas on Unsplash

Education is a human right that should be accessible to all individuals, regardless of their circumstances. In Palestine, the quality and accessibility of education have been significantly impacted by ongoing occupation and colonization, political instability, and economic challenges. This article will discuss the current state of education in Palestine, focusing on the quality and accessibility of education. The article will also explore the challenges that students and educators face and examine some of the initiatives that have been implemented to improve the quality and accessibility of education in Palestine.

The Palestinian territories include the West Bank and the Gaza Strip, which are geographically separated from each other. The Palestinian National Authority (PNA) is responsible for the education system in the West Bank, while Hamas controls the education system in Gaza. In the last 27 years, Palestinian educators have had to overcome severe problems due to the Israeli occupation[1] – including but not limited to frequent closures of educational institutions and the banning of textbooks and other educational materials. Education in Palestine is compulsory and free for children between the ages of six and fifteen. In 2018 UNICEF reported that across the state of Palestine, 95.4 percent of children were enrolled in formal education[2]. However, out of all the children in school in Palestine, nearly 25 percent of boys and 7 percent of girls drop out after the age of 15[3]. Furthermore, 22.5 percent of boys and 30 percent of girls with a disability, between the ages of 6 and 15 years, have never enrolled in school[4]. This is due to increasing poverty and the Israeli occupation of Palestine which has a significant impact on the accessibility and the quality of education available to children.

Quality of Education

The quality of education in Palestine has been greatly affected by the ongoing occupation, colonization, and political instability. During the first 10 years of the Israeli occupation, no new schools were built in Palestine, significantly hindering the expansion of educational facilities in the region, and resulting in the decline of the number of educators available in contrast to the increasing population[5]. Due to the lack in the number of educational facilities and thus educational staff, classrooms have become overcrowded with up to 40 to 60 students in a single classroom, making it difficult for teachers to provide individual attention and support to each student[6]. This can result in students falling behind and struggling to keep up with their peers. For those seeking a brief escape from daily stressors, platforms like pin up 085 offer entertainment and a chance to unwind.

According to a report by the United Nations Educational, Scientific and Cultural Organization[7], the shortage of resources and facilities is another one of the main challenges facing education in Palestine. Many schools lack basic amenities such as textbooks, computers, and laboratories, and many teachers are not properly trained and do not have access to modern teaching methods and technologies. Lack of funding and the banning of books and educational materials limit the resources available to students in school libraries[8]. Many extracurricular activities which are essential for the social and cultural development of students have been banned by Israeli authorities. Due to this lack of facilities, almost half the Palestinian children in East Jerusalem are forced to attend private or unofficial educational institutions[9].

The quality of education in Palestine is also affected by the lack of political stability and safety in the region. According to a report by Save the Children (2020)[10], the ongoing conflict and political instability have resulted in frequent school closures and disruptions to the academic calendar, leading to students missing out on valuable classroom time and falling behind in their studies. Almost half a million children in Palestine require humanitarian assistance to access quality education[11]. There are frequent closures of the Gaza Strip, and West Bank – including East Jerusalem – during times of violent attacks by Israel, restricting any physical access to daily activities and essential services such as health care, water, and education[12]. Children also regularly experience fear of violence and intimidation as they must frequently pass through checkpoints or commute by settlements to get to schools located in high-risk areas[13].

Accessibility of Education

The accessibility of education in Palestine is affected by several factors. According to a report by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) (2021)[14], one of the main factors affecting accessibility is the physical separation between the West Bank and Gaza. This separation makes it difficult for students to move between the two regions and can result in students missing out on educational opportunities and resources that are only available in one region. Children usually must travel long distances to get to school. A parent talking about his 10-year-old son living in the Shuafat refugee camp said that his son spends four hours each day traveling to and from school for the monthly cost of £85, while his other child takes a three-hour journey to a different school[15]. As discussed earlier, the impact of the Israeli occupation on access to education is also a significant factor. According to a report by the International Committee of the Red Cross (ICRC) (2021)[16], students and teachers often face checkpoints, roadblocks, and other obstacles. In some cases, schools have been closed or destroyed during military operations, resulting in the displacement of students and teachers.

Palestinian girls at a school in Ramallah. – Photo by Samar Hazboun, UNWomen

The economic situation in Palestine also affects the accessibility of education. According to UNICEF (2018), many families struggle to afford the costs associated with education, such as transportation, school supplies, and uniforms[17]. This can result in children being unable to attend school or dropping out early. Financial difficulties are one of the primary reasons for Palestinian children dropping out of school. However, children in Palestine also face many other serious issues such as child labor (3% of the total number of children between the ages of 10-17 years were found to be taking on paid and unpaid labor work), early marriages (out of all the marriages registered in 2018, 20% were of girls under the age of 18), and imprisonment (in 2019, 889 cases of detention of children under the age of 18 in Israeli prisons were reported[18].

Furthermore, access to education is particularly challenging for girls and children with disabilities. While there has been some progress in recent years, cultural and social barriers continue to prevent many girls from attending school. According to UNICEF, the net enrollment rate for girls in primary education in Palestine is 96%, compared to 98% for boys[19]. An example of this is early marriage as highlighted above. In contrast of 20% of marriages reported in 2018 involved girls under 18, and only 1% of these marriages included boys under the age of 18. This shows the lack of importance given to the education of women and girls compared to those of boys and men, who might be experiencing societal and familial pressures to get married and start families at the prime age for receiving secondary and higher education. In addition, children with disabilities face numerous barriers to accessing education, including the lack of specialized facilities and trained teachers.

Efforts to Improve the Quality and Accessibility of Education

Efforts to improve the quality and accessibility of education in Palestine have focused on increasing access to educational resources and reducing the financial burden on families. According to a report by the Palestinian Ministry of Education and Higher Education[20], the government has implemented policies aimed at providing free education and increasing access to scholarships and financial aid. NGOs and international organizations have also provided support for the development of new schools and the renovation of existing schools, as well as providing teaching materials and training for teachers. Although there is still a long way to tackle societal and political issues that are hindering access to education for children in Palestine and threatening their safety, steps are being taken to at least find solutions to economic struggles.

 

In conclusion, the quality and accessibility of education in Palestine are significantly impacted by ongoing conflict, political instability, and economic challenges. Palestinian students and educators face numerous challenges that affect the quality of education they receive, including a shortage of resources and facilities, high student-to-teacher ratios, frequent school closures and disruptions to academic life, and the general threat to their physical safety. Although efforts are being made to tackle the economic issues and developing proper infrastructure for educational institutions, the safety threat and issues related to the ongoing colonization of Palestine will continue to persist until the achievement of permanent political stability in the region.

 

Bibliography:

 

[1] Abu-Duhou, I. (1996). Schools in Palestine under the Occupation and the Palestinian National Authority. Palestine-Israel Journal of Politics, Economics and Culture, 3(1). Available at: https://pij.org/articles/566/schools-in-palestine-under-the-occupation-and-the-palestinian-national-authority

[2] UNICEF. (2018). State of Palestine: Out-of-school children. Available at: https://www.unicef.org/mena/reports/state-palestine-out-school-children  

[3] See footnote 2.

[4] see footnote 2.

[5] See footnote 1

[6] See footnote 1

[7] UNESCO. (2020). Education in Palestine. Available from https://www.unesco.org/en/countries/ps

[8] See footnote 1

[9] Sherwood, H. (2010). Palestinian children in East Jerusalem face classroom shortage, says report. Available at: https://www.theguardian.com/world/2010/aug/24/palestinians-east-jerusalem-education.

[10] Save the Children. (2020). Danger is Our Reality: The impact of conflict and the occupation on education in the West Bank of the occupied Palestinian territory. Retrieved from: https://resourcecentre.savethechildren.net/document/danger-our-reality-impact-conflict-and-occupation-education-west-bank-occupied-palestinian/

[11] OCHA. (2017). Occupied Palestinian Territory: Humanitarian Needs Overview 2018, November 2017. Available at: https://reliefweb.int/report/occupied-palestinian-territory/occupied-palestinian-territory-humanitarian-needs-overview-2

[12] See footnote 2

[13] See footnote 2

[14] UNRWA. (2021). Annual Operational Report 2021. Retrieved from: https://www.unrwa.org/resources/about-unrwa/annual-operational-report-2021

[15] See footnote 9

[16] International Committee of the Red Cross. (2021). ICRC Annual report 2021. Available at: https://library.icrc.org/library/docs/DOC/icrc-annual-report-2021-2.pdf

[17] See footnote 2

[18] Palestinian Central Bureau of Statistics. (2020). Palestine. Available at: https://www.pcbs.gov.ps/portals/_pcbs/PressRelease/Press_En_childDay2020E.pdf

[19] See footnote 2

[20] Ministry of Education and Higher Education. (2017). Education Sector Strategic Plan 2017-2022. Available at: https://planipolis.iiep.unesco.org/sites/default/files/ressources/palestine_education_sector_strategic_plan_2017-2022.pdf

Educational Challenges in Mozambique

Written by Néusia Cossa

Educational Challenges in Mozambique is one of the major struggles that the country faces and the core issue that the majority of educational organizations locally have to deal with. Most of the time, this is due to an array of factors within the country, especially with Mozambique being a southern underdeveloped nation.

In 2008, more than two thirds of the labor force had either no education at all, or had not completed primary school. Mozambique is still behind its neighbors (and competitors) in educational achievement at all levels, therefore more will need to be done to ensure the country establishes a qualified labor force that can promote sustainable economic growth. Studies in Mozambique and other African nations found that households and workers with primary education were able to transition into non-farm activities, achieving a higher income and transforming their livelihoods in both rural and urban areas, but those without at least lower primary education were not (Moz Policy Note, 2012:2).

In summary, Mozambique faces several educational challenges, some of these challenges may include: limited access to education, low quality of education, poverty and inequality, limited resources and lack of relevant curriculum[i].

School facilities in Mozambique – Photo by Sebastian Rich, UNICEF.

Limited access to education

Mozambique has shown its commitment to education. It has abolished school fees, provided direct support to schools and free textbooks at the primary level, as well as made investments in classroom construction. The sector receives the highest share of the state budget, over 15 per cent. As a result, there has been a significant rise in primary school enrollment over the past decade. Yet quality and improvement in learning has lagged. Additionally, enrollment stagnates in upper primary and secondary despite increased provision. About 1.2 million children are out of school, the majority being girls, particularly in the secondary age group. The 2013 national learning assessment found that only 6.3 per cent of Grade 3 students had basic reading competencies. A 2014 World Bank survey showed that only 1 per cent of primary school teachers have the minimum expected knowledge, and only one in four teachers achieves two-digit subtraction. Absenteeism among teachers is high at 45 per cent, and directors at 44 per cent. About half of enrolled students are absent on any given day.

Another huge challenge is the lack of an early childhood learning service. Only an estimated 5 per cent of children between 3 and 5 years benefit from them, and most services are still located in urban areas (UNICEF).

Low quality of education

Most of underdeveloped African nations use bribery in almost all the public services like hospital, school, police services and migration as a direct result of scarcity.

In terms of quality of education, Mozambique has a high percentage in lack of educated teachers, with good skills such as pedagogical trainings. Due to scarcity and low salaries (barely enough to survive), in most of the high school and primary schools  teachers, parents and educators use bribery in return for successful grades.

It costs US$116 (or US$58 per day) to provide a teacher with high-quality, two-day training on development of low-cost materials including transport, full boarding, tuition and all the materials[ii].

However, according to Sam Jones (2017)[iii] Mozambique, in common with many other developing countries, has achieved impressive increases in access to education. Since 2000, the number of children attending primary school has more than doubled, as have the number of schools. Enrollment into secondary school also has risen rapidly — in 2004, less than 8,000 young people graduated from secondary school (12a classe) in the whole country; by 2014, the number of graduates exceeded 50,000.

These trends are positive, but they only paint half the picture. The flip-side of access is whether children are learning once they are in school. The evidence here is patchy, but broadly suggests that Mozambique is lagging a long way behind many of its developing country peers in the quality, rather than the quantity, of education that it offers its children.

It is not difficult to grasp why the quality of schooling matters. Weak educational systems create burdens for both employers and workers. If educational certificates are not a good guide to the skills a person possesses, employers find it difficult to identify the suitable and qualified candidates. This can lead to higher turnover and costly recruitment processes. It can also lead employers to demand higher levels of education, even where the specific tasks of a job do not demand it. Today, technological change also is increasing the demand for skills — even labour-intensive manufacturing firms prefer better-educated workers who are able to operate equipment and follow production goals.

A major education challenge in Mozambique is to ensure that all children who start primary school go on to complete it. Data from the Ministry of Education and Human Resources suggests that in each grade of primary school, only around 80% of children go straight to the next grade. Although not all of these children drop out, the probability of a child who starts primary school completing the full seven years is less than 50%. So, many young Mozambicans are entering the labour market without having even completed a primary education.

But completing primary education does not mean young Mozambicans learn enough through schooling.  This is revealed by a recent face-to-face survey of children in Nampula implemented by TPC Moçambique, part of Facilidade-ICDS (Instituto para Cidadania e Desenvolvimento Sustentável). The survey follows a model originally developed by Pratham in India, now used in many countries. The data from these surveys are not strictly comparable, but they are informative about broad differences.

Using the survey, Table 1 compares attainment in literacy and numeracy across a range of countries. In all cases, the competencies tested refer to skills taken from each country’s curriculum that should be mastered by children after completing two years of education. We see that there are many children attending grade 5 who do not master grade 2-level skills. In Nampula, the majority of children finishing in the first phase of primary school are not mastering the basics: less than 1 in 3 children in grade 5 can read a simple story and do basic subtraction. Moreover, attainments in Mozambique appear substantially below those of children in the same grade in other low-income countries.

Table 1: Share of children enrolled in grade 3 and grade 5 able to achieve specific competencie

Notes: table is adapted from Jones et al. (2014), adding data from TPC Moçambique (2017).

The worrying situation in Mozambique is echoed by a World Bank investigation of service quality in the education sector. As set out in the study by Bold et al. (2017), which compares results across various countries, only 38% of Mozambican 4th grade students were able to recognize letters, compared to 89% in Kenya and 50% in Nigeria. A possible reason for this situation is suggested — not only are many teachers absent from school and/or class — which means Mozambican pupils are receiving less than half the recommended four hours of teaching per day —  but also, many teachers show a poor knowledge of the curriculum they are supposed to teach.

In addition, JICA (2015:25) makes a comparative analysis of access by group, where he points in both lower- and upper-primary education, that Maputo City, Nampula, Sofala, Niassa and Maputo Provinces have higher dropout rates than the national average. Repetition rates are higher in Tete, Sofala, Niassa, Nampula and Manica Provinces. Overall, northern and central provinces have higher dropout and repetition rates than the national average. In particular, repetition rates in Niassa Province are, in comparison to the national average, 4.4 point higher in lower-primary education and 5.1 point higher in upper-primary education.

Dropout rates by gender show that female dropout rates are 0.2 point higher than the male’s in both lower- and upper-primary education. Looking by province, female dropout rates in primary education are higher in Maputo City, Gaza, Inhambane and Maputo Provinces, suggesting that female students drop out more than their male counterparts in the southern parts of the country. On national average, female repetition rates are 0.3 point and 0.4 point higher than the male’s in lowerand upper-primary education, respectively. By province, all except Zambezia Province had higher female repetition rates.

The Mozambican government has paid special attention to gender in every sector’s planning stage in order to narrow the gender gap. In the education sector, girls’ education has been promoted from the first Education Strategic Plan, and PEEC 2006-2011 has also identified universal primary education—especially focusing on girls’ education—as a major target issue. Due to these governmental efforts, gender gap in primary education has almost been corrected (PEE 2012-2016, P.41-42[iv]).

Poverty and inequality

Poverty is a major barrier to education in Mozambique, as many families cannot afford to pay for school fees or related expenses such as uniforms and textbooks. In addition, girls and children from rural areas are often at a disadvantage due to social and cultural barriers, such as early marriage and traditional gender roles (Chatgpt, 2023).

The poverty limits education in Mozambique in many families. The normal salaries are most of the times for food, the basic need. People do a lot of times struggle to pay school and college expendidures reason why the small informal businesses are an outlet.

Schoolchildren in Mozambique – Photo by Sebastian Rich, UNICEF.

Limited resources

For education to be successful, it is not enough to ensure that children attend school but importantly, they also need to learn while they are in school. The expansion in primary education, because of limited resources, put pressure on quality of the education. Children and parents frequently complain about the low quality of infrastructure, lack of availability of books, and increasing class sizes (Moz policy note, 2012:3).

For Bonde and Matavel (2022:2) education funding is one of the problems that most underdeveloped countries face daily. Many of these countries are economically dependent due to their respective States’ fragility and postcolonial condition (Crossley, 2001; Williams, 2009). Vieira, Vidal, and Queiroz (2021) argue that “education financing is a key theme of the debate on educational policy. Far from being exhaustedly discussed by the literature in the field, it represents a challenge fruitful and permanent to reflection” (Vieira; Vidal; Queiroz, 2021, p. 1).

In the case of Mozambique, since the country’s independence in 1975, the Government has faced problems in financing its education. About this reality, Oliveira (1995) states that “enabling democratic and quality public education implies providing financing sources” (Oliveira, 1995, p. 76) see page 2.

The difficulty of financing the Mozambican education resulted in inquiring its international partners to assist within this sector. In a first phase, external funding came from several countries (bilateral and multilateral), from the period of socialist orientation (1975-1986) and in the later phase of multipartidarism (1990). These financings were directed to the General State Budget until 2001. In 2002, the Education Sector Support Fund (FASE) was created, which is the main instrument for channeling external funds to the sector. “The Common Fund (FASE) is the most aligned instrument for channeling external funds to finance the sector’s annual plan, using state procedures and instruments regarding planning, implementation, and monitoring”, says the Ministry of Education and Human Development (MINEDH, 2010, p. 56). page 2

The Common Fund (FASE), by which most of the external funding to the sector is channeled, contributes to the financing of key programs focusing on funding programs for basic education, such as the textbook, direct support to schools, teacher training, supervision, and accelerated construction of classrooms. Half of the FASE spending is continuous.

Among the many objectives of the FASE, the following stand out: [1] – achieve the Millennium Development Goal; [2] – achieve Universal Primary Education for all; and [3] – ensure the completion of primary education for all children in 2015. The FASE was created by the Education for All Fast Track Initiative (FTI). FTI follows the commitment of the international community established at the 4th World Education for All Forum in Dakar, stating that no country committed to providing basic education for all and with a credible plan would be limited to achieving this goal due to the lack of financial resources (MINEDH, 2010, p. 8). Therefore, it was by the FTI that the Direct Support to Schools (ADE) was introduced. Hanlon (1997) considers that “Mozambique has become the country most dependent on foreign aid and probably still is” (Hanlon, 1997, p. 15). Abrahamsson and Nilsson (1994) state that “Mozambique is now in a considerably worse situation than at the time of independence” (Abrahamsson; Nilsson, 1994, 73). We understand that the country should reduce foreign aid and create its own sources of investment for education and other social and economic areas, for local problems must have local solutions. As long as partners continue to fund education, they will continue to outline Mozambique’s educational policies and we will hardly leave this external dependence.

World Bank documents highlight this reality. The Education for All Global Monitoring Report tells that “external models of good educational practices, defended without much conviction by different groups of agencies, are generally not sufficiently attuned to local circumstances” (UNESCO, 2005, p. 23). Unable to manage and finance education, the Mozambican Government has opted for privatizing education since 1990 to get rid of the financial burden. Therefore, Mozambique has forgotten that there is not a single experience in the world that has developed high educational standards with discourses, but with resources. Silva and Oliveira (2020) claims that “[…] when governments rely on privatization to expand access to education, this approach may conflict with the promotion of universal access, especially for the most marginalized populations” (Silva; Oliveira, 2020, p. 14).

Lack of relevant curriculum

The curriculum in Mozambique is often seen as outdated and not relevant to the needs of students or the economy. This can lead to a mismatch between the skills students learn in school and the skills required by employers, limiting their opportunities for future employment (chatgpt, 2023).

Mozambique has made impressive advancement in improving access to lower and upper primary school since the education reforms of 2004, which abolished all national primary school fees, provided free textbooks and introduced a new curriculum, while maintaining the high pace of school construction and teacher training. Enrollment in primary schools surged as the combination of lower costs and supply of schools increased access particularly for poorer families. The study shows that in lower primary (EP1), access improved the most the response to the reforms was highest for poorer families, whereas in upper primary (EP2), the gains for poor families were limited. Overall, the primary system has become more inclusive (Moz policy note, 2012:2).

To conclude, Mozambique is an underdeveloped nation which educational challenges has to deal with poverty, quality, limited access and limited resources. However, there are some great results on education access in the rural communities such as in Nampula, where some organization like “Girl Move”, has been working with young girls. More could be done to reduce these challenges, such as the government investing more money in education, increasing teachers salaries and quality of skills, which consequently would improve children and young people education.

 

[i] https://chat.openai.com/chat 27th February, 2023  12:36

[ii] https://www.unicef.org/mozambique/en/education  27th February 27, 2023 13:22

[iii] https://www.wider.unu.edu/publication/has-quality-mozambique%E2%80%99s-education-been-sacrificed-altar-access  4th March, 2023 22:05

iv https://www.portaldogoverno.gov.mz/por/Imprensa/Noticias/Plano-Estrategico-da-Educacao-PEE-2012-2016-9-no-ultimo-ano-de-implementacao March, 2023 by 11:40

 

 

References

Abrahamsson, Hans; Nilsson, Anders. Moçambique em transição: um estudo da história de desenvolvimento durante o período de 1974-1992. Maputo: Padrigu, 1994.

Crossley, Michael. Cross-cultural inssue, small states and research: Capacity Building in Belize. International Jounal of Education Development, v. 21, n. 3, p. 217- 229, 2001.

Hanlon, Joseph. Paz sem Beneficio. Como o FMI Bloqueia a Reconstrução de Moçambique. Maputo: Centro de Estudos Africanos, Universidade Eduardo Mondlane, 1997. (Coleção Nosso Chaão).

Japan International Cooperation Agency: Study on Basic Education Sector in Africa Mozambique. Basic Education Sector Analysis Report. 2015.

MINED: Manual de Apoio a ZIP. 2010.

Mozambique Policy Note:  Education Reform in Mozambique: Lessons and Challenges. 2012.

Oliveira, Romualdo P. Educação e Cidadania: o Direito à Educação na Constituição de 1988 da República Federativa do Brasil. 1995. Tese (Doutorado em Educação) – Programa de Pós-Graduação em Educação, Universidade de São Paulo, 1995.

Rui Amadeu Bonde and Princidónio Abrão Matavel: Education Financing in Mozambique and its Challenges. Universidade de São Paulo (USP), São Paulo/SP Brazil & Universidade Federal de São Carlos (UFSCar), São Carlos/SP – Brazil. 2022.

Silva, Rui da; Oliveira, Joana. Privatização da educação em 24 países africanos:

tendências, pontos comuns e atípicos. Educação & Sociedade, Campinas, v. 41, 2020.

UNESCO. Organização das Nações Unidas para a Educação, a Ciência e a Cultura. Educação para todos: o imperativo da qualidade. Relatório de monitoramento global. Brasília, DF: Unesco; São Paulo: Moderna, 2005.

Vieira, Sofia Lerche; Vidal, Eloisa Maia; Queiroz, Paulo Alexandre Sousa. Financiamento e Expansão do Ensino Médio: o caso da diversificação da oferta no Ceará. EccoS – Rev. Cient., São Paulo, n. 58, p. 1-23, jul./set. 2021.

Educational Challenges in Cameroon

Written by Frida Martine E. Brekk

 Cameroon is known as “Africa in miniature”, a country located in central Africa, bordered by Nigeria to the west, Chad to the northeast, the Central African Republic to the east, Gabon and the Republic of the Congo to the south, and Equatorial Guinea to the southwest. With a population over 25 million, Cameroon is one of the most ethnically diverse countries within the African continent, with more than 250 ethnic groups and languages. The country is known for its unique cultural heritage, natural beauty, and abundant natural resources, including oil, gas and minerals. However, Cameroon also faces an array of challenges inclusive of educational barriers, high poverty, inequality, political instability, and environmental degradation. Despite these challenges, the country has made significant progress in recent years, and is working towards achieving sustainable development, and economic stability overall.

Cameroon, like many other nations in the African continent, faces a range of educational challenges that limit access to quality education and hinder the development of human capital. Despite progress in recent years, significant gaps in access, quality and relevance of education persist, particularly in rural areas and among marginalized populations. Inadequate infrastructure and resources, gender inequalities, poor quality of education, vocational training mismatches, and limited funding area some of the key challenges that Cameroon’s education system faces. Addressing these challenges is crucial for improving and promoting inclusive and sustainable development, reduction of poverty, and improving the overall well-being of the country’s citizens. Addressing the obstacles of Cameroons educational challenges will require a concerted effort from the government, civil society, and the international community to increase access to education, and ensure that students are receiving the skills and training required to further succeed in the job market.

Access is largely to blame in regards to the country’s challenges on the topic of education. Despite the nations progress in recent years, many children, particularly in rural areas, still lack access to quality education. This is due to a severe lack of infrastructure and resources including schools, textbooks, and qualified teachers. Many educational institutions in Cameroon are poor in condition, with inadequate facilities and a shortage of lecturers, professors and teachers.

Additionally, there is a significant gender disparity in access to education, with girls facing particular challenges in accessing education due to cultural beliefs and attitudes, poverty, early marriage, and pregnancy. These are particularly acute in rural areas, where the majority of families struggle to afford the costs of education, and there are fewer schools and teachers. As a result, many children find themselves forced to drop out of school prematurely or are never able to attend to begin with, which results in a limitation of opportunities for economic and social advancement. Lack of access to education not only limits individuals ability to secure employment and earn a sustainable income and life, but also limits the potential of individuals to improve their living standards and overcome and reduce poverty on a national scale. In order to address these challenges, the government of Cameroon must work towards the investment of educational infrastructure, increase the number of educators, and directly address the underlying social and economic barriers that enable limitation of access to education for marginalized communities.

 Cameroon’s education system faces notable challenges with regard to gender disparities and gender inequalities. Girls continue to face significant barriers to accessing education. Cultural attitudes, poverty, early marriage, and pregnancy all contribute to lower enrollment rates and higher drop out rates among girls. This not only limits their opportunities for independent, personal growth and development but also hinders the overall development of the nation as a whole. In addition to lower enrollment rates, girls also face discrimination in the classroom. They are often subjected to lower expectations, receiving less attention from teachers, and are therefore given fewer opportunities for advanced study. This hinders social mobility and perpetuates a cycle of gender inequality that limits the potential of girls and women alike, both in terms of personal achievement and contributions to the country’s economy and society.

According to UNESCO data, in 2019, the net enrollment rate for girls in primary school in Cameroon was 83.5%, compared to 92.4% for boys. For secondary school, the net enrollment rate for girls was 33.5%, compared to 42.1% for boys. Drop out rates for girls are also significantly higher than for boys at both the primary and secondary levels. According to the Ministry of Basic Education, the primary school dropout rates for girls was at 10.6% in 2018, compared to 7.6% for boys. At the secondary level, the dropout rate for girls was 36.5% , compared to 26.2% for boys.

Cameroon has implemented a range of policies and programs aimed at promoting gender equality within the education system. These efforts include elimination of gender stereotypes in the classroom promotion of girls’ education in rural areas, and provide financial support to families in hopes to offset the costs of schooling. Non-governmental organizations and civil society groups have played a critical role in advancing gender equality in education, working to raise awareness of the importance of girls’ education by supporting programs that promote access to these marginalized groups. Despite these efforts, progress has been slow, and significant challenges very much remain. Further action and effort is required to address social norms that perpetuated gender inequality, and promote equal opportunities for all students, regardless of their gender or socio-economic background and status. By actively addressing these challenges, Cameroon can assist in ensuring that all of its citizens have the opportunity to reach their full potential and contribute to the overall growth and development of their nation.

The lack of quality in Cameroon’s education system is another vital concern. The quality of education and the system remains low, with limited resources and inadequate teacher training and certification. According to the World Bank, only 47% of students can read a simple sentence in French or English by the end of primary school, and only 32% can do basic mathematics. This lack of quality in education results in significant implications for the country’s overall development and advancement, as it limits the potential of its citizens and therefore inhibits economic growth. The access to quality education is ever more linked to socio-economic status, with children from poorer families less likely to have access to quality education. This contributes to a never ending cycle of poverty and inequality, with limited opportunities for those who are unable to access said education. Cameroon’s policies and efforts to provide advanced training to teachers, increase access to newer textbooks and alike learning materials, and promote the use of technology within classrooms has fallen short – much more needs to be done to ensure access to quality education.

Non-governmental organizations and civil society groups have played a critical role in promoting access to education, working to improve trainings and through support programs in hopes of better learning outcomes. These efforts have been imperative in advancing access for marginalized communities. Moreover, the majority of educational materials and textbooks used are outdated, with little effort made to update the content or incorporate new teaching methods. This has led to a mismatch between the skills taught in schools and the demands of the ever evolving job market, hindering the ability of students to develop the skills required to succeed in todays modern economy.

Alongside the lack of material, Cameroon’s significant challenge lays in overcrowded educational institutions, which are more prevalent in rural areas. According to a report by the World Bank, the student-teacher ratio in primary schools is approximately 49:1, which is substantially higher than the recommended ratio of 30:1. This places a strain on the education infrastructure and disables teachers from providing individualized attentions students. Educational institutions lack basic facilities such as classrooms, desks and chairs, resulting in students sitting on the floor or sharing desks, which can lead to further distractions in an already deficient environment – hindering their ability to learn and develop new skills. As many schools are underfunded and struggle to meet basic needs, let alone invest in newer resources – resulting in outdated textbooks, resources and equipment and further results in failure to engage and motivate students. Additionally, the procurement process for textbooks and learning materials can be slow and bureaucratic, making it difficult to obtain the latest materials in a timely manner, or in any way at all. Lack of internet access and digital infrastructure is another major challenge faced by the education institutions in Cameroon.

Unemployment is a staggering challenge, particularity among the youth of Cameroon. According to the World Bank, the youth unemployment rate was estimated to be over 13% in 2019, and this figure is ever likely to already be higher in reality due to underemployment and informal work. One major factor contributing to this issue is the lack of vocational training programs. Vocational training programs have successfully proven to provide skills and experience required to enter the workforce and further build sustainable livelihoods. However, these programs are often limited in scope and accessibility, or completely nonexistent due to the high cost of tuition as well as limited availability of said programs. Additionally, there is often a mismatch between the skills taught in vocational training programs alongside the needs of employers within the current, yet ever changing job market. Lack of vocational training programs contributes to a cycle of poverty and unemployment, particularly in rural areas where access to formal education and thereafter job opportunities, if existent, is limited. This results in youth taking on low-paying jobs, as well as work in the informal economy, where wages are inadequate and working conditions are uncontrolled, and can be hazardous. In order to take action towards this concern, the government of Cameroon has launched a “National Vocational Training Strategy” aimed at expanding the reach and scope of vocational training programs across the country, as well as partnering alongside already established international organizations in providing funding and further support. Said NGOs, and international organizations alike have providing further independent funding and resources in advocating for policy reforms aimed at expanding access to quality vocational training. By ensuring these programs are tailored to the needs of the labor market, Cameroon can assist in the reduction of unemployment and provide its citizens with the skills and required experience to build sustainable livelihoods, as this would be in the interest to the economic advancement of the country as a whole.

In recent years, education funding in Cameroon has been a high topic of concern as the government continues to fall short in meeting the needs. Despite the governments commitment to education, the allocation of resources to the sector has been inadequate, leading to an array of setbacks and shortcomings. According to a recent report by the United Nations Development Program, Cameroon’s education sector is facing a funding shortfall of over $300 million. This funding gap has had a severe impact on the quality of education in the country, where schools often lack basic amenities as aforementioned. A critical issue being the lack of investment in the training and recruitment of educators. The majority of educational institutions in the nation struggle to attract and retain qualified teachers due to poor working conditions and even lower salaries, resulting in students left with inadequate instruction. Infrastructure is also underfunded, resulting in a lack of running water, electricity and proper sanitation facilities, making it difficult for students to study and pursue their studies in a conducive environment. This lack of infrastructure has led to a high drop out rate. Despite these challenges, the government has implemented the “Education Sector Plan” (ESP) in 2018. The ESP aims to improve access to quality education, particularly for girls, and increase investment in teacher training as well as recruitment. However, critics argue that the governments efforts fall short and much more needs to be done in addressing the shortcomings within the country’s education sector. They point to the fact that Cameroon’s education spending is well below the recommendation of 20% of the national budget, with only 13% allocated to the sector in 2020. Education funding in Cameroon remains a staggering challenge that requires immediate, urgent and transparent attention. The government must prioritize investment in the sectors to ensure that all students have access to quality education in order to achieve their full potential. Failure to do so will mean long-term implications for the country’s social and economical development.

Lack of education exacerbates health problems in Cameroon. Education plays a vital and imperative role in promoting health, particularly in areas such as maternal and child health, infectious diseases, and nutrition. Lack of education hinders the populations ability to access health education and information, leading to preventable health issues and lack of knowledge and skills to take care of their health in preventing diseases, seek appropriate medical care, or understanding in the importance of vaccinations and other preventative measures. Secondly, many Cameroonians may not be aware of the risks of certain behaviors, such as unprotected sex, that can lead to the transmission of diseases. Lack of education limits their understanding of health-related issues and reduces the individuals ability to make informed decisions accordingly. Thirdly, lack of education statistically contributes directly to poor nutrition, which is a significant health problem in this western African nation. Malnutrition affects a significant portion of the population, specifically children under the age of 5. It is studied that without education, individuals may not known how to grow, prepare, and consume a balanced diet.

Additionally, the lack of education directly hinders the country’s ability to address public health issues such as epidemics and pandemics. During Covid-19, the lack of education was directly connected to the difficulties endured by the population to understand and comply with health guidelines, leading to increased transmission rates. Lastly, women who lack education are less likely to seek medical care when necessary, as lack of education limits their ability to access health care altogether which directly results in higher rates of maternal and child mortality. In addition to strengthening the education sector, the health education should also be integrated into the curriculum in a safe, conclusive and secure manner for both genders alike.

Additionally, the lack of education contributes to social unrest as well as political instability. When individuals are unable to secure employment or participate fully in the economy, they are more likely to become involved in criminal activities or even join extremist groups. In Cameroon, the lack of education has been identified as a contributing factor to the rise of Boko Haram and other extremist groups. Boko Haram are recognized as a group seeking to establish the Islamic state, whilst opposing western education, which they view as a threat to their ideology, this extremist group is a concern within Cameroon in regards to the education sector. Boko Haram has specifically targeted schools, particularly those in the northern regions of the country, where poverty and lack of education are prevalent. The group has abducted school children and attacked institutions, resulting in the closure of schools and hindering children’s access to education. Boko Haram has been recognized in using education as a recruitment tool, targeting vulnerable youth who lack access to education by promising them ‘a better life’ if they join the group. Poverty has fueled hopelessness among youth in Cameroon, making them vulnerable to extremist ideologies. Additionally, this has perpetuated social inequality, particularly gender disparities, which have resulted in the exploitation of girls and women by the extremist groups. To counter the rise of existing and creation of further extremist groups, the focus on education is imperative.

Cameroon’s English speaking minority has been marginalized by the dominant francophone nation since 2017. The unresolved and ongoing civil war conflict has resulted in at least 15 attacks at in schools, resulting in the shut down and depriving 700,000 students from education. The education system has been held hostage by this military-separatist war. “Armed separatists bear full responsibility for these targeted attacks on education, but the response of the Cameroonian government and security forces has been inadequate and is hampered by the numerous abusive counterinsurgency operations in the Anglophone regions, which have spread deep mistrust among the civilian population victimized by these operations,” according to HRW. This has resulted in “uneducated generation of Anglophone youth joining criminal fighters because they lack other economic survival skills” writes journalist Aurore Bonny for the Anadolu Agency.

Cameroon faces various educational challenges that consistently hinder the country’s progress towards sustainable development. While significant progress has been made, much still needs to be accomplished in order to ensure that every Cameroonian has access to equal and quality education. Addressing these challenges will demand a collective, unified and transparent effort from the government, civil society organizations, and international partners. Only then can Cameroon provide its citizens with the tools required in order to build a prosperous future and contribute to the development of their nation.

Educational challenges in Namibia

Written by Kim Lothaller

Namibia, known to be the driest country in Sub-Saharan Africa, is a geographically large nation. This country, which borders South Africa, Angola, Botswana, and Zambia, also has a 1,500-kilometre south Atlantic coastline. Although, Namibia is quite vast, only approximately 2.53 million people live here. Sound economic management and political stability have reduced poverty levels and, in turn, has allowed Namibia to be recognised as an upper-middle-income country. Nonetheless, socioeconomic inequalities, heightened by the past apartheid government systems, remain quite high (1).

Currently, the education system in Namibia is structured into four different levels, including pre-primary (kindergarten), primary (grades 1 to 7), secondary (grades 8 to 12), and tertiary education. Education is compulsory for all children between the ages of 6 and 16 years old respectively. With roughly two million citizens, approximately 1500 schools exist in this country, with around 100 of these being privately owned (2). Since 2016, primary and secondary education in government-owned schools have been free. As school is only mandatory till the age of 16 (or Grade 10), once students successfully complete this grade they receive a Junior Secondary School Certificate.

Figure 1 Student taking examination in Namibia.

As stated and seen in the Constitution:

Children shall not be allowed to leave school until they have completed their primary education cycle or have attained the age of sixteen (16) years, whichever is the sooner, save in so far as this may be authorised by Act of Parliament on grounds of health or other considerations pertaining to the public interest (Constitution of the Republic of Namibia Article 20). (7)

Additionally, should students choose to continue their education, students will receive a Namibia Senior Secondary Education Certificate once Grade 12 has been successfully completed (4).

Despite primary school being compulsory and free, enrolment rates in Namibian school is only around 80%, with gender and regional differences existing. Additionally, the drop-out rate ranges between 1% and 10%, with these being particularly high in Grades 1, 5, and 10 (5). In a country bigger than Belgium and France put together, with great areas of desert, the proper authorities are struggling to provide quality education to hard-to-reach communities and, furthermore, ensure that children remain in the system. It has been found that there is a repetition rate of over 20% in Grade 5 and close to 50% of students in Grade 10 fail their exams (6).

Main Educational Problems in Namibia

Access to Education: 

Although primary school attendance rates have increased over the past years, getting an education in rural and outlying locations continues to be difficult. Many schools in these regions lack basic amenities like electricity and water, and students frequently have to travel great distances to get to school (6). Learners from these vulnerable communities often see high repetition rates (especially in Grades 1,5, and 8) and soaring drop-out rates (particularly after Grade 10, after school is compulsory anymore). Additionally, on average, only 1 out 100 learners living in rural Namibia graduate from Grade 12 (7).

Education Quality: 

Although the government has made investments to raise education standards in Namibia, this issue still exists. Several schools lack sufficient skilled instructors, instructional supplies, and fundamental infrastructure, which, as a result, has a severe effect on the standard of education that students receive (6). As a result, in all 13 defined educational regions, the majority of the learners are not able to reach the minimum standards in the English reading level. For example, at the overall national level, only 16.6% of the learners were able to reach the minimum level (learners who will barely survive the next year of schooling) in reading literacy, while only a 6.7% managed to reach the desirable level (learners who will definitely succeed the following academic year) (3).

Additionally, data continues to show that a lack of sufficient and adequate teaching and learning materials, sanitation, physical facilities, and other necessary conditions exist to allow a good teaching and learning environment. This disparity is even more obvious in former disadvantaged areas and regions. This data, however, seems to severely contradict the Namibian constitution and policy documents, specifically the ‘Towards Education for All’ document, which requires that:

To provide education for all, we must expand access to our education system. For that, we need not just have more schools but schools and other education programmes where learning is truly accessible to all Namibians (MEC, 1993:34,103) (3).

Inequality and High drop-out rates:

In Namibia, education disparity is a serious problem. Challenges remain in the access for pastoralists and nomadic groups, HIV/AIDS pandemic, and natural disasters. As a result, many kids, who often face financial difficulties, a lack of access to basic amenities as well as subpar academic results, often decide to leave school prematurely (8). When compared to their peers from more fortunate circumstances, students from underprivileged backgrounds frequently have less access to high-quality education (7). Additionally, ‘school under the tree’ is still very common in this country. This image truly symbolises the unequal distribution of facilities and resources amongst the urban and rural schools. For example, more than 47 000 primary school children are still taught under trees or in ‘traditional’ classrooms, with a large portion of these not having any basic services such as clean water, toilets, and electricity (3).

Quality and equity are important components and are well embodied in education policy documents and official reports. These documents and reports highlight the access expansions, access to high quality of education, and facilitation of economic growth and competitiveness.  The ‘Towards Education for All’ policy document in Namibia emphasises that a major hurdle for quality and equity in this country’s education system is the obvious inequitable distribution of resources amongst the different regions, which is linked to the history of Namibia (3). Additionally, this policy emphasises that:

Education for all does not simply mean more schools or more children in school. Nor does it mean that they simply start literacy classes or increase the number of places in programmes for out of school youth. Education for all requires that the government develop its system of education and training and how it organises it (MEC, 1993) (3).

EDUCATIONAL DIFFICULTIES RESULTING FROM THE EFFECTS OF COVID

Following the effects COVID-19 had on face-to-face teaching and learning time, nearly 90% of high school students in Namibia could not graduate at the end of 2022.  Out of the 38,000 students that wrote their final 2022 high school examinations, only around 5,000 of these managed to pass. Even though schools were not closed altogether during the of COVID, the significant loss of face-to-face teaching have led to the poor results seen in 2022. Out of the 198 school days planned learners were unable to master all the academic competencies needed to successfully progress to following grades. Additionally, during this time, the poor education infrastructure has become more obvious, with a shortage of classrooms, learning and teaching resources, as well as the absence of systematic support for teachers and learners at school levels. Furthermore, discipline amongst learners and teachers has slowly been declining and, as a result, weak monitoring and evaluation occurs at all levels of education (8).

Figure 2 Student sanitized her hand at a school in Windhoek, capital of Namibia (Photo by Ndalimpinga Iita/Xinhua)

 

BIBLIOGRAPHY: 

  1. The World Bank. “Overview.” World Bank, 2016, www.worldbank.org/en/country/namibia/overview. Accessed 29 Mar. 2023.
  2. Shusko, Lisa. “The Successes and Challenges of the Namibian Education System.” Our Peace Corps Namibia Blog, 23 June 2015, shusko.wordpress.com/2015/06/23/the-successes-and-challenges-of-the-namibian-education-system/. Accessed 31 Mar. 2023.
  3. Hailombe, O. (2011). Education Equity and Quality in Namibia: A case study of Mobile Schools in the Kunene Region. Retrieved April 12, 2023, from https://repository.up.ac.za/bitstream/handle/2263/24256/Complete.pdf?sequence=10
  4. World Bank. Namibia Education Overview. 2020, www.worldbank.org/en/country/namibia/brief/namibia-education-overview. Accessed 31 Mar. 2023.
  5. ‌Wikan, G. (2008). Challenges in the primary education in Namibia. Retrieved April 4, 2023, from https://brage.inn.no/inn-xmlui/bitstream/handle/11250/133746/rapp07_2008.pdf?sequence=3&isAllowed=y.
  6. Bellamy, C., & Sousa, G. (n.d.). Equitable access to Quality Education: Challenges in Namibia. Equitable Access to Quality Education: Challenges in Namibia | Capacity4dev. Retrieved April 4, 2023, from https://europa.eu/capacity4dev/articles/equitable-access-quality-education-challenges-namibia
  7. UNICEF. (2018, April 9). Improving school participation in Namibia. UNICEF Office of Innovation . Retrieved April 12, 2023, from https://www.unicef.org/innovation/stories/digital-learning-platform-namibia

Educational challenges in Georgia

Written by Alexandra Drugescu-Radulescu

INTRODUCTION

Education in Georgia is repatriated in three levels: primary (classes I-IV), basic (classes  VII-IX), and secondary (classes X-XII),  the first two levels being mandatory.[1] Children start receiving grades in basic school, being assessed on a 1 to 10 points scale. Every school needs to follow the national curriculum, which can be modified in exceptional cases, such as for students with special needs. The curriculum is modified based on the subjects with which the children struggle.[2] Furthermore, home education is allowed in such cases, the child being enrolled in school but following a study plan from home. However, there is factual evidence that reveals systematic hardships faced by children with special needs in the Georgian education system.[3] While there have been significant improvements, struggles still occur. According to UNICEF, one of the biggest problems Georgia faces is the quality of education, with the country`s expenditure being lower than that of other countries with the same GDP.[4]  It is important to keep in mind the tumultuous history of Georgia before analyzing the various challenges of its education system. Georgia still has to confront systematic hiccups, as a result of the long time spent under the USSR. As a relatively new democracy, gaining its independence in 1991, the state still has the potential to further improve its educational system in the next decades.

Children with special needs

Special-needs teacher Lia Tabatadze assists a boy in a seventh-grade math class in Tbilisi’s School #124 on Oct. 20. Since 2013, Georgia’s education ministry has provided training for 4,700 school professionals and psychologists in special-needs education. (Photo: Monica Ellena)

As mentioned above, Georgia has strong legislation that is meant to ensure that every child is able to achieve academic success. Taking into account the website of the Ministry of Education, one would expect that youngsters have equal access to quality education. This idea is further reinforced by Georgia`s ratification of the UN Convention on the Rights of people with disabilities. Article 24 of the convention underlines states should ensure non-discriminatory education on the basis of the right to equal opportunity[5]. While this Convention does not have a legally binding character, it illustrates the acknowledgment of signatories, including Georgia, of the relevance of inclusive education. This approval of international norms has been consolidated by national legislation. In 2005, Georgia approves the Law of General Education, which stresses the importance of inclusive education, that can provide children with the essential basis for successful development. However, this ideal is not fulfilled in practice, given the struggles faced by children with special needs.

While Georgia prides itself in its almost 100% literacy rate for 14- to 24-year-olds, a population census reveals that it drops to 86.2 percent respectively 87.0 percent for men and women with disabilities.[6] Furthermore, an even more troublesome finding is that out of the 11,765 children with disabilities registered in Social Service Agency only 1,244 children are registered in schools.[7] While inclusive education in Georgia has been implemented 10 years ago, only 65% of public schools report having students with special educational needs.[8]  Because the state does not collect statistics about children outside of formal education, no reliable analysis can be done on their rates of success. This implies that no clear strategy can be created in order to ensure the fruitful development of every child, based on factual evidence.

While the government permits certain changes to the curriculum, The NGO  Georgian Young Lawyers Association states the national curriculum does not offer the possibility of alternative learning that cater to the specific academic needs of a child.[9] The Situation Analysis On the Rights of Persons with Disabilities in Georgia, created by UNDP, mentions the fact that a central cause for this imbalance in the educational system is the lack of resources offered to children with disabilities. Better infrastructure, learning material, and training of professionals working in the field could improve the chances of a successful academic experience for children with disabilities.[10]

Legal steps to remodel the system have been made. One example is the 2018 amendment to the above-mentioned Law of General Education, which proposes a clear plan for financing educational institutions to cater to the needs of students with disabilities.[11] Another vital improvement is the increase from 2018 to 2019 four times in staff specifically trained to supervise children with disabilities.[12] Regardless of this new legal framework, it is undeniable that at the moment the prime benefactors of such resources are children in privileged areas. However, it is a first step towards improving the quality of life of children, which could receive better opportunities throughout their lives if they are encouraged in having solid education.

REGIONAL DISPARITIES

Administrative Map of Georgia Map based on a UN map. Source: UN Cartographic Section

Georgia prides itself on high graduation rates for primary and lower secondary schools. At a first glance, it could be assumed that the rate of completion of upper secondary school is relatively high, with 76% of students graduating in Tbilisi.[13] However, when other regions are taken into account, it can be observed that poorer areas are not as lucky.  For example, in Kakheti, the drop-out rate is 58%.[14] Why such strong regional disparities can be observed, with discrepancies of over 30 % in completion rates? In a UNICEF Multiple Indicator Cluster Survey, responses from Georgians are analyzed in order to find reliable data on access and compilation of education.[15] One of the main findings is that the lowest completion rates in the country can be identified in the poorest regions. This could open a discussion regarding the connection between financial resources and the quality of education. Not only children in rural areas, that come from disadvantaged backgrounds are less likely to have the personal means to finish their education, but public funding is as well not as often offered to smaller educational institutions. Even when looking at primary school completion rates, while discrepancies are not as evident, children raised in an urban rich area are more likely to finish school.[16]

Furthermore, it can be observed that factors such as ethnicity play a role as well in access to education. For example, three times more Azeri children, part of Georgia`s biggest ethnic minority, are likely to be out of school than Georgian children.[17]

The differences become even more stagnant when analyzing the results of Georgian children at the OECD Programme for International Student Assessment, which assess children in four areas (reading, mathematics, science, and skills to meet real-life challenges). Students in rural areas score 44 points less in 2015  than those from urban areas, which would be the equivalent of one year and a half of studying[18]. This gap has actually increased over time, with the difference between rural and urban assessment takers being only 33 points in 2009.

The data presented above highlights an underlying problem in the Georgian education system. While it could be argued that regional disparities are present all over the states of the world in terms of educational funding and opportunities, it is a problem that needs to be addressed. A conversation could be opened regarding the need for a more comparative way of analyzing the success rates of an educational system, without overlooking underprivileged areas.

QUALITY OF EDUCATION:

Children from Tbilisi’s kindergartens; Source:  https://georgiaabout.com/2014/10/21/kindergarten-autumn-festival-in-tbilisi/

In order to assess the quality of an education system, a number of factors need to be analyzed. Firstly, modernizing teaching is paramount in achieving quality, up-to-date education. In order to modernize a system, it is necessary to have well-trained professionals, willing to implement new technologies in their method of teaching and assessing. According to OECD Reviews of Evaluation and Assessment in Education, Georgia ranks low on modernization, primarily because of the age of teachers.[19] A quarter of them are over 60, which could lead to a preference for more traditional forms of teaching.[20] While the debate on modernization is more nuanced, the combination of age with the low pay of educational staff and observable phenomena, it could be assumed that Georgia still has to improve its tactics in incentivizing teachers to implement modern methods in the class.

Second, educational performance can be analyzed in order to assess if an education system is qualitative or not. The performance of its students at international assessments, such as PISA, mentioned in the previous section, is extremely relevant in the case of Georgia.[21] A clear improvement between Gorgia`s performance in 2009 and the one in 2015, in reading, science, and mathematics.[22] However, while this increase is note-worthy, Georgian students still score lower than other children assessed. For example, only 1% of children would be considered top-performing, lower than the average of 8% of OECD countries.[23] Furthermore, one of the highest shares of low achievers in science comes from Georgia.

The lack of modernization and the performance of students at international assessments could be linked and showcase a structural problem in the Georgian education system. A better comprehension of ways pedagogy can be done, combined with a better incentivization system for teachers could potentially increase student performance.

Conclusion

Georgia has gone through a vast number of reforms throughout the last decade. An increase in the quality of education can be observed, as well as the attempt to create new legislative projects that can sustain factual change. Nevertheless, Georgia still faces a number of educational challenges that affect the lives of children throughout the country. While some may be more susceptible to feeling the implications of such challenges, as presented above, the improvement of the education system could benefit everyone.

 

 

Reference List

Digitaldesign.Ge. (n.d.). Chapter VI.  Basic Methodological Orientations – The Portal of National Curriculum. The Portal of National Curriculum. http://ncp.ge/en/curriculum/general-part/general-part/tavi-vchapter-vi-basic-methodological-orientations

General Education. (n.d.). UNICEF Georgia. https://www.unicef.org/georgia/general-education

Li, R., et al. (2019), OECD Reviews of Evaluation and Assessment in Education: Georgia,

OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, https://doi.org/10.1787/94dc370e-en.

Mizunoya, Suguru & Amaro, Diogo & Mishra, Sakshi. (2020). Georgia: Education Fact Sheets | 2020 Analyses for learning and equity using MICS data.

Situation Analysis of the Rights of People with Disabilities in Georgia. 2021 | United Nations Development Programme. (n.d.). UNDP. https://www.undp.org/georgia/publications/situation-analysis-rights-people-disabilities-georgia-2021

UN Enable – Text of the Convention on the Rights of Persons with Disabilities. (n.d.). https://www.un.org/esa/socdev/enable/rights/convtexte.htm

 

Notes

[1] http://ncp.ge/en/curriculum/general-part/general-part/tavi-vchapter-vi-basic-methodological-orientations

[2] http://ncp.ge/en/curriculum/general-part/general-part/tavi-vchapter-vi-basic-methodological-orientations

[3] http://ncp.ge/en/curriculum/general-part/general-part/tavi-vchapter-vi-basic-methodological-orientations

[4] https://www.unicef.org/georgia/general-education

[5] https://www.un.org/disabilities/documents/convention/convention_accessible_pdf.pdf

[6]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[7]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[8]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[9]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[10]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[11]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[12] https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[13] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[14] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[15] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[16] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[17] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[18] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[19] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[20] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[21] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[22] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[23] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

Educational challenges in Malawi

Written by Ntchindi Theu

Malawi, a hidden gem located in the heart of South-East Africa, is facing a crisis that threatens to rob its future generations of their right to education and a better life. This small state, surrounded by Mozambique, Zimbabwe, and Tanzania, has a population of approximately 19 million people and a complex array of educational challenges that require immediate attention.

Secondary education in Malawi – Photo by the Delegation of the European Union in Malawi.

Background on Malawi

Malawi is a landlocked country located in southeast Africa. Its economy is primarily based on agriculture, with tobacco being the main cash crop. Despite its small size, Malawi is rich in natural resources, including forests, wildlife, and minerals. However, the country faces several challenges, including poverty, food insecurity, poor infrastructures and access to quality education.

The Right to Education: A Distant Dream for Malawi’s Children

Access to education is a fundamental human right, yet in Malawi, this right remains a distant dream for many children. According to data from UNICEF, only 61% of children in the country attend primary school, and the situation only worsens as they progress through the education system. Of the children who attend primary school, just over a third go on to attend secondary school, leaving the majority of Malawi’s children without access to quality education.

Consequences of Lack of Education

Malawi’s lack of education has serious implications for the nation and its future generations. It reduces work opportunities, increases poverty, and keeps people in the cycle of illiteracy. Additionally, a lack of progress and development in the nation might be connected to education.

Lack of Funding

One of the major obstacles to improving education in Malawi is a lack of funding. The education sector is underfunded, and as a result, many schools lack basic facilities such as clean water and sanitation. This not only makes it difficult for children to learn in a safe and healthy environment but also perpetuates the cycle of poverty, as children from disadvantaged backgrounds are unable to access quality education. The World Bank reports that only 4.1% of Malawi’s Gross Domestic Product (GDP) is allocated to the education sector, making it one of the lowest in the world.

Shortage of Teachers

In addition to the lack of funding, the education sector in Malawi is also facing a shortage of qualified teachers, particularly in rural areas of the country. The African Development Bank reports that this shortage has a significant impact on the quality of education because classes are often overcrowded, and teachers are unable to give individual attention to each student. This not only affects the children’s learning but also stunts their future and perpetuates the cycle of poverty. According to data from the Ministry of Education, there is a shortage of over 17,000 teachers in Malawi, with the majority of this shortage being felt in rural areas.

Technology as support for the education system in Malawi – Photo by the Royal Norwegian Embassy in Malawi.

Successful Initiatives

Despite these challenges, there have been successful initiatives aimed at improving education in Malawi. For example, organizations such as UNICEF have been working to provide education and training to teachers in rural areas. These efforts have led to improved learning outcomes and better educational opportunities for children in these areas.

However, even though such successful initiatives are taking place, the government, NGOs, and other stakeholders must work together to help address the shortage of qualified teachers, lack of funding, and inadequate infrastructure in the education sector. Additionally, the government needs to prioritize education in its budget and allocate sufficient resources to ensure that all children have access to quality education.

In conclusion, the future of Malawi depends on its ability to provide quality education to its children. Only by investing in education can the country break the cycle of poverty and provide its future generations with a brighter future. Education is a key factor in driving economic growth and social development. It is the duty of all stakeholders to ensure that the right to education is realised for every child in Malawi. By addressing the challenges in the education sector, the country can secure a brighter future for its children and create a foundation for sustained growth and development.

 

 

References:

  1. “Malawi – UNICEF Data”. unicef.org. 2021, https://data.unicef.org/country/mwi/
  2. “Malawi”. World Bank. 2021, https://data.worldbank.org/country/malawi
  3. “Investing in Education to Improve Lives and Create Opportunities in Malawi”. African Development Bank. 2021, https://www.afdb.org/en/news-and-events/investing-in-education-to-improve-lives-and-create-opportunities-in-malawi-26635/
  4. “Malawi’s education sector underfunded”. The Nation. 2021, https://mwnation.com/malawis-education-sector-underfunded/
  5. “Malawi: Shortage of teachers”. African Development Bank. 2021, https://www.afdb.org/en/news-and-events/malawi-shortage-of-teachers-27171/
  6. “UNICEF – Malawi”. UNICEF. 2021, https://www.unicef.org/malawi/
  7. “Education in Malawi”. Global Partnership for Education. 2021, https://www.globalpartnership.org/countries/malawi.

Educational Challenges in the Republic Democratic of Congo

Written by Esther Musau Tshimanga

Background

The Democratic Republic of Congo is the largest sovereign nation in the African continent with a population of over 84 million inhabitants. The DRC is considered one of the richest countries in Sub-Saharan Africa in terms of natural resources, however, its population is further away from experiencing its wealth. According to the World Bank, 64% of the population lived under the poverty threshold with less than 2.15$ a day in 2021 (The World Bank, 2015). The DRC is faced with a wide range of political, socio-economic, and health issues coupled with ongoing armed conflict, and the state of the country continues to experience a steady decline following the Covid-19 pandemic (Pinshi 2020; Sasidharan and Dhillon 2021).

The Education system in the DRC is one of the national structures that has suffered the most from the lack of access to that national wealth. The educational system of the DRC has been reported as weak due to the low prosperity level of the country and plagued by poor quality and deep social inequalities. According to USAID, more the 45% of children begin school later, after the age of 6 which is the recommended year to begin primary school (The Global Economy, 2021), of those who successfully enter the first grade, only 67%  will reach the 6th grade (USAID, 2023). The two main challenges hindering the education system in the DRC are poor quality and low coverage on the structural level when national challenges such as war, conflict, gender-based violence, food insecurity, and poverty have major repercussions on accessibility to equal and equitable education.

Figure 1 Image by The World Bank, 2020.

The following article will explore the current educational challenges and experiences in the DRC. An overall description of the DRC education system will be provided, followed by an exploration of their challenges, and will conclude by mentioning recent educational reform and their potential implication on the education system.

The DRC Education System, an Overview.

Due to poverty, military conflicts, and a lack of infrastructure, the school system in the Republic Democratic of Congo (DRC) suffers several difficulties (Education Cannot Wait 2023). Although, the country’s constitution recognizes the right to an education as a fundamental one, numerous youngsters remain out of school as a result of exorbitant tuition fees and subpar instructional materials (USAID 2023). With limited access to intermediate and university education, primary education in the DRC is free but not mandated (Kingiela 2018). An estimated 77.04% of people are literate, however, there is a large gender gap because women are more likely than males to be illiterate (UNESCO 2020). When compared to other African nations, the government’s expenditure on education is small, which causes teachers shortage and subpar classroom facilities (Kingiela 2018). Additionally, the colonial-based curriculum of the nation’s educational system, which disregards regional contexts and cultures, restricts the level of education that can be provided to children.

The education system of the DRC is mainly organized across ideology and social groups, of which the catholic, protestants and unsubsidized schools form 80% of the country’s educational network, furthermore, urban provinces count the highest number of children enrolled in schools, the highest number of girls enrolled in schools and highest number of educators available as high as 20% for each construct, while predominantly rural and provinces affected by armed conflict represent the lowest number of enrolled children, enrolled girls, as well as available educators (Cellule Technique pour les Statistiques de l’Education (CTSE) 2015)

Challenges in the DRC Education System

Poor quality

Inadequate finance is one of the biggest problems facing the DRC’s educational system (Education Cannot Wait 2023). Only a small portion of the total government expenditure on education is spent on raising standards. The government’s investment in education has decreased over time, which has caused a drop in educational quality (Sasidharan and Dhillon 2021). The lack of finance has led to inadequate teacher preparation, a shortage of classroom supplies, and a lack of school infrastructure. UNESCO reports that the government only devotes 2.3% of its Gross Domestic Product to education, which is much less than the 20% suggested by the Dakar Framework for Action (UNESCO 2000, 2020). Due to little funding, education is of poor quality. There were just 16,500 elementary schools and 2,700 secondary schools in the nation in 2013 (Cellule Technique pour les Statistiques de l’Education (CTSE) 2015).

Corruption is another issue that results in insufficient funding. Officials embezzle funds intended for education because corruption is rampant in the country’s educational system making it challenging for schools to deliver high-quality instruction, particularly in rural areas where schools have few resources (Centre de Recherche sur l’anti-corruption 2022).

Low coverage

In the DRC, it can be difficult for children to get access to education, especially if they live in remote areas. About 3.5 million children of primary school age do not attend, with girls being disproportionately impacted (USAID, 2023). Children in remote locations have a tough time getting to school due to a lack of transportation options, including roads (World Bank, 2005). As a result of many youngsters being obliged to labor to support their families, poverty is another big impediment to schooling (Musarandega et al. 2021).

The fact that many institutions offer low-quality education just makes the lack of access to education worse (Kinsala, 2020). The ineffectiveness of instruction is hampered by the shortage of textbooks and other educational tools (World Vision, 2023). Additionally, many teachers lack the necessary credentials and have poor training (Kinsala, 2020).

Lack of infrastructure

The lack of infrastructure is another issue that has hampered education in the DRC. Most schools lack basic amenities such as water, electricity, and proper sanitation facilities (The World Bank 2015). This lack of infrastructure has contributed to the high dropout rates, particularly for girls who have to walk long distances to attend school (Musarandega et al. 2021). In addition, the lack of infrastructure makes it difficult for teachers to deliver quality education.

Impact of Conflict on Education

The ongoing conflict in the DRC has had a significant impact on education in the country. The conflict has disrupted the education system, with many schools being destroyed or closed down (Jones and Naylor 2014). Children have been forced to flee their homes, and some have been recruited as soldiers, denying them access to education. The conflict has also created a sense of insecurity, making it difficult for children to attend school. Many parents fear for their children’s safety and choose to keep them at home, even if they have access to education (Omaamaka 2015). This has contributed to the low enrollment rates in many parts of the country.

Conclusion

Education is essential for the development of any country. In the DRC, however, education faces many challenges, including inadequate funding, limited access to education, inadequate infrastructure and materials, and the impact of the conflict on education(USAID 2023). Addressing these challenges will require a collective effort by the government, civil society, and the international community. This includes increased funding for education, improving access to education, investing in infrastructure and materials, and promoting peace and security in the country. Only by addressing these challenges can the DRC fulfil its potential and provide quality education for all its citizens.

 

References

Cellule Technique pour les and Statistiques de l’Education (CTSE). 2015. “ANNUAIRE STATISTIQUE DE L’ENSEIGNEMENT PRIMAIRE, SECONDAIRE ET PROFESSIONNEL ANNEE SCOLAIRE 2013-2014.”

Centre de Recherce sur l’anti-corruption. 2022. “Using Data to Improve the Quality of Education.” Centre de Recherche Sur l’Anti-Corruption. Retrieved April 13, 2023 (https://anticorruption-center.org/data-from-students-allows-education-authorities-in-the-drc-to-address-educational-quality-and-accountability-issues-in-real-time/).

Corneille Kinsala N’soki. 2020. “Digitalcongo.Net | L’insuffisance d’infrastructures Scolaires Pose Problèmes à La Gratuité de l’éducation de Base.” Digitalcongo.Net. Retrieved April 16, 2023 (https://www.digitalcongo.net/article-en/5e6a3e483135ba0004d1c679/).

Education cannot wait. 2023. “The Democratic Republic of the Congo | Education Cannot Wait.” Education Cannot Wait. Retrieved April 13, 2023 (https://www.educationcannotwait.org/our-investments/where-we-work/democratic-republic-the-congo).

Jones, Amir, and Ruth Naylor. 2014. “The Quantitative Impact of Armed Conflict on Education in the Democratic Republic of the Congo: Counting the Human and Financial Costs.”

Kingiela, Jolie Fiata. 2018. “Mini-Dissertation Submitted in Fulfilment of the Requirements for the LLM Degree in Multidisciplinary Human Rights at the Faculty of Law, Centre for Human Rights, University of Pretoria.”

Musarandega, Reuben, Michael Nyakura, Rhoderick Machekano, Robert Pattinson, and Stephen Peter Munjanja. 2021. “Causes of Maternal Mortality in Sub-Saharan Africa: A Systematic Review of Studies Published from 2015 to 2020.” Journal of Global Health 11:04048. doi: 10.7189/jogh.11.04048.

Omaamaka, Offu Peter. 2015. “The Impact of Armed Conflict on Africa of the Democratic Republic of Congo.”

Pinshi, Christian. 2020. “What Impact Does COVID-19 Have on the Congolese Economy and International Trade?”

Sasidharan, Shibu, and Harpreet Singh Dhillon. 2021. “A Snapshot of Poverty, Diseases and War – the Democratic Republic of the Congo.” Disaster Medicine and Public Health Preparedness 1–4. doi: 10.1017/dmp.2021.227.

The Global Economy. 2021. “Democratic Republic of the Congo School Starting Age, Primary School – Data, Chart.” TheGlobalEconomy.Com. Retrieved April 9, 2023 (https://www.theglobaleconomy.com/Democratic-Republic-of-the-Congo/Primary_school_starting_age/).

The World Bank. 2015. “The World Bank in DRC-Overview.” World Bank. Retrieved March 13, 2023 (https://www.worldbank.org/en/country/drc/overview).

UNESCO. 2000. The Dakar Framework for Action. Education for All: Meeting Our Collective Commitments. Dakar: UNESCO.

UNESCO. 2020. “The Congo Literacy Project (The Democratic Republic of Congo) | UIL.” UNESCO. Retrieved April 13, 2023 (https://uil.unesco.org/case-study/effective-practices-database-litbase-0/congo-literacy-project-democratic-republic-congo).

USAID. 2023. “Education | Democratic Republic of the Congo.” U.S. Agency for International Development. Retrieved April 9, 2023 (https://www.usaid.gov/democratic-republic-congo/education).

World Bank. 2005. Education in the Democratic Republic of Congo: Priorities and Options for Regeneration. The World Bank.

World Vision. 2023. “Education.” World Vision. Retrieved April 16, 2023 (https://www.wvi.org/congo/our-work/education).

https://www.worldbank.org/en/news/feature/2020/06/16/the-new-ambitions-of-congolese-schoolchildren-now-that-school-is-free

Education in Egypt: Addressing the Barriers to a Better Future

Exams in Egypt – Photo by Egyptian Center for Economic Social Rights

Written by N.Mohamed

Why is it important to educate our children? You have asked the same question before, whether now as a parent or when you were a child asking why should I go to school? Education opens the door to you, it helps you develop the skills needed to live. It widens your horizons and allows you to understand and respect your rights and your duties toward your society, your family, your home and the whole nation.

As an educated person, you become aware of your goals, career and the tools needed to improve your quality of life. We all faced challenges when we were at school and so did our parents, our challenges might not be the same as theirs and what will our children face will also differ from ours but the most important thing is to acknowledge these challenges and work on overcoming them.

The education system in Egypt consists of three phases for children in the age range of 4-14 years old. The first phase is kindergarten for 2 years followed by 6 years in primary then preparatory education for 3 years until secondary education which also lasts for 3 years before the student starts his/her university life.

Statistically and as published by Statista, This graph depicts the literacy rate in Egypt from 2006 to 2021. The literacy rate measures the percentage of people aged 15 and above who can read and write. In 2021, Egypt’s literacy rate was around 73.09 percent. Throughout this article, we will do our best to try and shed some light on the challenges that face education in Egypt, efforts done by the government to try and eradicate them and the image reflected by the local news in the country.

Quality of Education: This is affected by several factors such as the teaching styles considered rigid as it doesn’t encourage the student’s participation throughout the education process. The teacher/student ratio as the density of the pupils in class increased significantly in the past 5 years at the rate of 5.11 per cent between the school years 2015/16 and 2019/20. Adding to this, The infrastructure in some areas especially rural places are not fully prepared for the students. Some of them lack  functional water and sanitation facilities. In addition to what was mentioned above, Egypt now faces a shortage of staff in the educational field which is also considered an important challenge in the quality of education presented to the children.

On the other hand, although the private education sector might not have the same challenges as the public one however it is also of a very high cost that the average Egyptian citizen can’t afford so it is also considered a challenge.

To improve the quality of education and overcome these problems, UNICEF since 1992 is supporting the Ministry of education in Egypt in improving the education journey. This cooperation led to many projects that are helping the education process in Egypt to become better. For example, the Community-Based Education project which is by the help of UNICEF provides access to education to the most vulnerable and disadvantaged children by adopting and scaling up a Community-based Education model.

Also, the government together with the ministry is working on a plan to take efficient decisions. As an example of this that was mentioned in a local newspaper in Egypt, a recent program was issued by the ministry to train 150 thousand teachers to be hired in the next five years as a means to decrease the shortage of staff and improve the teachers/student ratio. Also, in the past few years, the education system in Egypt and under the influence of Corona has transitioned to electronic education out of paper-based education. This will be discussed in more detail later in the article as this is also created a new challenge to education in Egypt that we need to highlight in more detail.

Dropout Rates in Education: Unicef defines dropout as follows “Children who are of educational age do not enrol in school or leave it without completing the educational stage in which they are studying, whether by their desire or as a result of other factors, as well as failure to attend regularly for a year or more.”

Most of the students in Egypt and as you can see in this graph were enrolled in general primary schooling during 2020/2021 about 13.4 million. On the contrary, you can see that a significantly lower number were enlisted in preparatory and general secondary education. This indicates that some students drop out and don’t continue their education after or even during the general primary phase.

The problem of dropouts is considered a major challenge to education. It has negative effects on the family, the society and the nation overall. In my opinion, increasing dropout rates are a consequence of the challenges mentioned in the quality of education however this is not the only factor.

Many studies have been performed to evaluate and understand the main reasons behind this challenge in the education process. These studies also provided general characteristics for the students who drop out of school and these characteristics are Children with limited mental abilities, Students with difficult economic conditions, Children who live in families suffering from social disintegration, Children who are competent but have problems with their teachers or colleagues, Children with special behaviour as a result of social and economic conditions that lead them to be aggressive towards their teachers and classmates.

By looking at data and statistics issued by the Ministry of Education and contained in the Annual Statistics Book 2021/2022. There are several indicators that we need to highlight to better understand this challenge and search for the possible causes. These causes can be summarised as follows:

1- Percentages of school dropouts: The percentage of school dropouts at the primary level in the period from 2019/2020 and 2020/2021 was about 0.2%, of whom 0.17% were girls and 0.23% were boys, compared to 0.25%, including 0.20% for girls, and 0.29% for boys in the period from 2018/2019 and 2019/2020.

The percentage of school dropouts in the preparatory stage in the period from 2019/2020 and 2020/2021 was about 0.87%, of whom 1.10% were girls and 0.66% were boys, compared to 1.73%, including 2.07% girls, and 1.40% boys in the period from 2018/ 2019 and 2019/2020.

Even though the dropout rates are declining and getting better but they still exist. But what we can notice from the graph that shows the dropout rates in the preparatory education phase, the percentage of girls dropping out is near twice that of boys. While it is quite the opposite in the primary education phase. This is an indication that due to social and economic needs, some families force children to work and leave their education so they can help with the income for the whole family. While in the preparatory stage, many families encourage the early marriage of the girls to get rid of their expenses and economic burdens.

This is a very important challenge and several reasons contribute to its increase and these causes are:

  • Economic factors are considered the primary cause of this phenomenon as the lack of the parent’s capability of providing for their children their needs force them to take such actions and harm their future.
  • Social factors reflect the family and the environment that the child lives in which plays an important role, for example some old social customs such as prioritizing boys’ education over girls and early marriage for girls.
  • Educational factors which are already mentioned in the quality of education part at the beginning of this article.

This makes us think, why is dropping out of school considered a challenge or a bad phenomenon that we try to eradicate? What is its impact on society? So to answer this question we will have to look at it from several axes.

  • Economic repercussions as the government spend money and this money is wasted on the students dropping out since the outcome that is expected can’t be achieved since the student is no longer being educated.
  • Educational implications: Education’s role in society is not just about teaching how to read, write and do simple maths. Its main goal is also to reform and impede the social change that is desirable for individuals.
  • Social repercussions: when a child is not in school and at this critical age is being left in the street he is being transformed into a dangerous version that may lead him to do crimes and acts of violence.

The government in Egypt is aware of this issue and is working on getting it to vanish at the soonest as I would like to highlight some of the efforts done by the government to help with this phenomenon eradicated.

  • The 2014 Constitution: Article 19 of the 2014 Constitution expands the right to free education mentioned in previous constitutions, as it states that education is a right for every citizen, and it aims to build the Egyptian character, preserve national identity, and instil the values ​​of citizenship, tolerance and non-discrimination, and the state is committed to.
  • Sustainable Development Strategy 2030 (Education Axis) which we will discuss in detail in the next part of the article.
  • The elaboration of a strategic plan to declare Egypt free of illiteracy by 2030.
  • Expanding the construction of public schools to reduce the density of classes.
  • An online tele-learning platform created by the General Authority for Adult Education during the coronavirus pandemic.

The transition from paper-based to technology-based education in Egypt:

Although the coronavirus pandemic was a disaster on all levels to the whole world, one can’t deny the impact it made on the countries both negative and positive. It was a tough time but at the same time, it was a great opportunity so everyone can stop and think about these questions. How can I keep going when everything around me, stops? How can I continue working/eating/learning/exercising and do everything just like nothing happened? How can I walk out of the pandemic a winner and not a loser?

These questions must have crossed your mind during the past 2 and a half years as the coronavirus and the lockdown was a blessing for some companies and economies for example the e-commerce field and it was not a blessing for others such as the retail stores that still don’t have online stores and depends only on the physical stores. This was also a start for education to move into a technology-based one since learning is essential and even during lockdowns or pandemics it’s important to continue the learning process as education and building the next generation is important for society and the country overall.

In Egypt, the e-learning process started as an execution of the government’s vision that by 2030 education should be of high and international standards and quality, should release a highly up-to-date and skilled member for the society and use technology to implement education and communication between both the teacher and the student. This has been seen by using tablets instead of paper books and using more advanced technologies to deliver the information by the teacher to the student. Although this is considered a huge step however it does create a lot of challenges for the teachers, parents and students which also creates a bigger challenge for the government and the ministry of education.

The system will eradicate the old education system’s ailments by turning the pupils from passive recipients into active participants in the educational process,” said Ahmed Khairy, a spokesman for Egypt’s Ministry of Education, “We are going for a total change of the educational process, instead of introducing minor changes,” he said.

Some local journals considered these challenges an indication of the failure of the whole experiment and some considered this as a challenge to the ministry and that we still need to work on this to consider this a fully successful transition. In any transition period, you see challenges and burdens and that is not considered a failure but opportunities to work on making this better. I will add a few examples below about the challenges that were created during this transition period for clarification.

  • So from the school side, the facilities in Egypt are not fully equipped and prepared for this transition yet as you can see many struggles when it comes to the network quality and the presence of fully trained technicians to deal with when the network is down.
  • The system itself still has a lot of errors that are causing stress to both teachers and students as an example of this is when for any reason the system stops while the student is having an exam there’s a high chance that the student won’t be able to recover his answers that he typed before the system stops or even restart the timer he can rewrite his answers once more.
  • Teachers are not trained or have the required access to control any challenge that the students may face as they’re using their tablets to do the exams.
  • Internet access is still not available in all educational facilities which make these facilities still depend on paper-based approaches with their students.
  • Parents also complained about the type of questions given to the students as it differs from one student to another which is not fair to all students
  • A local paper also mentioned that the same student took advantage of this to cheat on there which will not help provide an accurate evaluation of this experiment to better work on its negatives.

The general secondary exams, which are considered the most important exams in the life of an Egyptian student, are a major burden in this experiment. These exams serve as the sole means of determining a student’s university path. Because this is an important stage, the parents definitely expressed their concerns about implementing the technological approach, believing that it would seriously damage their children’s future and could be the reason that their children’s dreams were not achieved. Due to the importance of this in the life of an Egyptian student, the government extended it to all preuniversity years except general secondary exams. This year, students in this phase will take exams that consist of 85% MCQs and 15% essays. The correction process will be based on new tech to reduce the human factor (and thus reduce human errors during the correction process) and will rely on technology to correct the exams and provide the final grade. According to the Ministry of Education, the exams will be held in June 2023, so we will have to wait and see how things go this year in the hopes that the students will have a fair chance to achieve their dreams and choose the career path they want and prefer.

At the end of this article, I would like to say that it is essential that we emphasize the challenges we face in education, specifically because education is so crucial to shaping the future of the entire world. An educated individual who we assist today will be tomorrow’s doctor, engineer, worker, and every other significant human being who contributes to a better future for our children and ourselves. Investing in our children has always had a positive influence on society and our lives. We, everyone, want to see a better tomorrow, and we should all work together to make that happen. We must make sure that the next generation inherits a healthy environment.

References:

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  • Cover Photo by aboodi vesakaran on Unsplash

Submission to the Universal Periodic Review of the United Nations Human Rights Council: Poland

Broken Chalk is an Amsterdam-based NGO established in 2020 and focused on raising awareness and minimizing human rights violations in the educational field. Together with our international sponsors and partners, we encourage and support the following activities/projects: removing obstacles in education; contributing to the achievement of peace and tranquillity in society through adaptation studies in an environment of intercultural tolerance; preventing radicalism and polarization, and eliminating the opportunity gap in education for all.  Our goal is to work with global partners to remove barriers to access to education and take concrete steps to ensure universal access to education.

Issues related to human rights have recently become an increasingly popular subject of discussion among international organizations such as the United Nations (UN), the Organisation for Economic Co-operation and Development (OECD), the European Union (EU), the Council of Europe (CoE), and the International Labour Organization (ILO). The international community has developed a number of initiatives and has taken practical steps to specify the role and responsibility of individual actors in protecting and respecting human rights. Poland has been actively involved in the process of creating a new approach to this issue at both national and international levels.[1]

By Annemeike Van Der Meer & Xchina Cekani

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Cover image by Olek Remesz.

[1] https://www.ohchr.org/sites/default/files/Documents/Issues/Business/NationalPlans/PolandNationalPland_BHR.pdf