Showing posts with label education for all. Show all posts
Showing posts with label education for all. Show all posts

Thursday, 3 October 2013

Visualise How Education Transforms Lives

 This post, written by Wikichild co-ordinator Melinda George, wraps up the Wikiprogress September Series on Education and Skills. It provides the infographics and some key figures from the soon-to-be launched 2013 Education for All Global Monitoring Report.

While we are waiting for the full Education For All Global Monitoring Report (EFA GMR) to be launched, UNESCO has released a booklet of the new infographics and data to show how education transforms lives.  The EFA team also held a tweetchat last week around these infographics. You can search for the #educationtransforms hashtag to catch up on the conversation.


 Education Transforms Lives
Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable.
Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives. 
 To unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school. 

 
Education Empowers Women to Overcome Discrimination

One in eight girls is married by the age of 15 in sub-Saharan Africa and South and West Asia, and one in seven has given birth by the age of 17. Ensuring that girls stay in school is one of the most effective ways of averting child marriage and early birth. Education is also a key factor in hastening the demographic transition to lower birth and mortality rates.

In Ethiopia, 32% of girls with less than primary education were married before the age of 15, compared with less than 9% of those with secondary education.

 If all countries expanded their school systems at the same rate as the Republic of Korea and Singapore, there would be almost 850 million fewer people in the world by 2050 than if enrolment rates remained at 2000 levels.




 





Education Can Save the Planet



Education can encourage people to use energy and water more efficiently and recycle household waste. In poor countries affected by climate change, education helps people adapt to its effects.
  
Across 29 countries, 25% of people with less than secondary education expressed concern for the environment compared to 37% of people with secondary education and 46% of people with tertiary education.

  Investing between US$11 billion and US$14 billion per year in basic education for girls globally would help their households make better choices to counter the effects of expected weather-related disasters.







 



Equal Education Boosts Economic Growth


 
Education not only helps individuals escape poverty by developing the skills they need to improve their livelihoods, but also generates productivity gains that boost economic growth substantially. For growth to reduce poverty, however, it needs to overcome inequality by improving the lives of the poorest and marginalized the most. 

If education inequality in sub-Saharan Africa had been halved to the level of Latin America and the Caribbean, the annual per capita growth rate over 2005–2010 would have been 47% higher.




 
 








Educating Girls Can Save Millions of Lives 
 
 


There are few more dramatic illustrations of the power of education than the estimate that the lives of 2.1 million children under 5 were saved between 1990 and 2009 because of improvements in girls’ education. 

Education is one of the most powerful ways of improving children’s health. Educated mothers are better informed about specific diseases, so they can take measures to prevent them. They can recognize signs of illness early, seek advice and act on it.
India and Nigeria account for more than a th
ird of child deaths worldwide. If all women in both countries had completed secondary education, the under-5 mortality rate would have been 61% lower in India and 43% lower in Nigeria, saving 1.35 million children’s lives. 
In Burkina Faso, if all women completed primary education, the under-5 mortality rate would fall by 46%; if they completed secondary education, it would fall by 76%.
In sub-Saharan Africa, which accounts for 70% of the world’s HIV infections, 91% of literate women know that HIV is not transmitted by sharing food, compared with 72% of those who are not literate. 
  In the Arab States, a one-year increase in maternal education is associated with a 23% decrease in the number of children under the age of five dying from pneumonia. In Cameroon, where the female secondary gross enrolment ratio was 47% in 2011, if all women had had secondary education, the incidence of malaria would have dropped from 28% to 19%. In low income countries, mothers who have completed primary school are 12% more likely than mothers with no education to seek appropriate health care when their child has symptoms of diarrhoea. 


A Mother's Education is Crucial for Her Own Health 


Every day, almost 800 women die from preventable causes related to pregnancy and childbirth, including pre-eclampsia, bleeding, infections and unsafe abortion. Educated women are more likely to avoid these dangers, by adopting simple and low cost practices to maintain hygiene, by reacting to symptoms, and by making sure a skilled attendant is present at birth.

Education reforms increased education attainment among young women by 1.8 years in Kenya, accounting for a 34% decline in the maternal mortality ratio.
In Nepal, 49% of literate mothers have a skilled attendant at birth, compared with 18% of mothers who are not literate.
  

 Education Keeps Hunger Away
 

Malnutrition is the underlying cause of more than a third of global child deaths. Educated mothers are more likely to ensure that their children receive the best nutrients to help them prevent or fight off ill health, know more about appropriate health and hygiene practices, and have more power in the home to make sure children’s nutrition needs are met.

In South Asia, 22 million fewer children would be stunted if all mothers reached secondary education.
In Honduras, the chances of children being stunted – short for their age – is 54% if they are born to mothers with less than primary education, falling to 33% for those born to mothers with primary education, and to 10% if they are born to mothers with at least secondary education.



 


  

Education strengthens bonds between communities and societies

Across 18 sub-Saharan African countries, those of voting age with primary education are 1.5 times more likely to express support for democracy than those with no education, and the level doubles among those who have completed secondary education.

In Turkey, citizens with secondary education are around twice as likely as those with only primary schooling to sign a petition and participate in a peaceful demonstration.
In Central and Eastern Europe, those with secondary education are 16% less likely than those who have not completed secondary education to express intolerance towards immigrants.
 In Tunisia, while only 22% of those with less than primary education agree that democracy, despite its drawbacks, is the best system of governance, 38% of those with secondary education do so.











 Education Enhances Job Opportunities

 

 If all students in low income countries left school with basic reading skills, 171 million people could be lifted out of poverty, which would be equivalent to a 12% cut in world poverty.

In El Salvador, only 5% of working adults with less than primary education have an employment contract, compared with 47% of working adults with secondary education.

In Jordan, 25% of women with only primary education who live in rural areas work for no pay, compared with 7% of those with secondary education.

 In Pakistan, working women with good literacy skills earn 95% more than women with weak literacy skills.

In rural Indonesia, an additional year of schooling reduced the chances of falling back into poverty by 25%. 


The information above comes from www.education-transforms.org.


- Melinda George

Thursday, 8 August 2013

What can OECD's PISA bring to global education post-2015?


This post by Charlotte Demuijnck, provides an overview of the OECD’s input on education in the post-2015 development framework and agenda. The OECD post-2015 paper on education is the first thematic paper in a series which outlines the Organisation’s position on the global debate in the lead up to the UN General Assembly in September 2013. This blog is part of the Wikiprogress series on education.*

The OECD’s contribution on education to the post-2015 framework: PISA for development is the second in a series of contributions to the post-2015 agenda. This paper provides a brief overview of progress to date with the education-related MDGs and looks forward to what global education goals could look like beyond 2015.

Building on the success of the universal access in primary schooling since the establishment of the MDGs, the emerging consensus of the international community on the post-2015 agenda is that education-related goals and targets should remain included in the post-2015 framework. As a matter of fact, the UN High Level Panel report released in May 2013 advises that one of the next universal goals be “Provide Quality Education and Lifelong Learning”. In this regard, the paper on education reflects the Organisation’s converging views towards this consensus. In fact, the OECD’s true contribution to the debate lies in its innovative and efficient approach to forming future education goals, which are both qualitative and measurable.

As emphasised in the Education paper, “experience since 2000 has underlined that schooling doesn’t necessarily produce learning” (p. 1). Although important progress has been made towards the education-related MDGs, challenges remain strong. The paper gives two directions for the post-2015 agenda: the new development agenda should focus on the quality of learning and should shift focus from primary to secondary education. However, such perspective requires dealing with issues of regional inequalities and statistical capacities at the national level, problems which were not sufficiently tackled in the pre-2015 framework. To that effect, the OECD expertise and policy instruments constitute a substantial input.

Particularly relevant is the Programme for International Student Assessment (PISA), which started in 2000 and is based on a qualitative and causal approach to education outcomes. As intelligibly detailed in the paper, PISA addresses both “cognitive and non-cognitive learning outcomes”. As such, it provides “the most comprehensive and rigorous international assessment of learning outcomes in education” through the testing of 500 million 15 year-old students from both developed and developing countries. As a matter of fact, more and more developing countries like China or India “have expressed an interest [in PISA], following the successful participation of a large number of middle-income countries in previous PISA cycles” (p. 3).



As explained in the paper, “PISA for development” translates the ways in which PISA could become a performing tool in defining realistic and achievable goals in the post-2015 agenda. Based on lessons from PISA, “PISA for development” will help define “how to measure learning, the likely pace of progress towards achieving  a learning goal,” as well as how to avoid setting over-ambitious learning goals  and targets.

More importantly, PISA for development has concrete benefits for the post-2015 education-related goals and targets: as a single world reference, this OECD policy instrument is a comparable, credible and robust measure of progress for educational quality and equity at the global level. Precisely, PISA for development can help identify the world’s top performing and most equitable education systems. It offers developing countries insights for personalised reforms and is a driver for improved instutions and capacity building.

All in all, this paper reflects the OECD’s pioneered position in the education field and the ways in which the Organisation can bring cutting edge ideas and efficient policy instruments to support more equitable and higher levels of learning in the world. Throughout the paper, the reader can see the OECD’s firm commitment to contribute to the global debate on future education and the ways it intends to do so. 

Charlotte Demuijnck

*Education and Skills will be the Wikiprogress focus in September 2013. If you would like to contribute a blog or an article on education, please contact info@wikiprogress.org

Friday, 28 December 2012

Wikichild Blog Catch Up - 2012


Hi Everyone,

2012 has been an exciting year for Wikichild and we decided to wrap it up by blogging a selection of  child related articles from the last 12 months. Enjoy!


Rapid urbanization is leaving millions of disadvantaged children behind by guest blogger James Elder of UNICEF - March 5th


Kids in High Poverty Communities: 5 Ways it Affects us all by Laura Speer is the Associate Director for Policy Reform and Data at the Annie E. Casey Foundation in Baltimore Maryland, USA - March 15th


“I am fighting for my future” by Hannah Chadwick - 19 June 


Early stimulation and micronutrients interventions: the next frontiers to break the cycle of child poverty by Christelle Chapoy, 3ie International Initiative for Impact Evaluation - 13  July 


The Child Development Index 2012 by Alex Cobham, Save the Children - 19 July 


The Global Whole Child by Sean Slade, ASCD the Whole Child - August


A Kony 2012 for Syria??? by Hannah Chadwick - 19 August 


Education for All - A Focus on Nutrition by Robbie Lawrence, Wikichild Coordinator - 1st November


The threat of inequality to children by Robbie Lawrence - 20 November 


Thank you to all who have followed us in 2012 and stay tuned for a diverse and interesting range of Child Well-being blogs in the new year. 

Robbie Lawrence 
Wikichild Coordinator 
@Wiki_child
@robbielawrence1

Thursday, 1 November 2012

Education for All - A Focus on Nutrition


According to this year's EFA Global Monitoring Report, early childhood is the 'critical period' in which the foundations for success in education and beyond should be put in place.

The report is important because it highlights that education is not solely about making sure children can attend school but are provided with the support and opportunities that will allow them to prosper in later life.

This article will focus on Goal 1 of the report which aims to expand and improve comprehensive early childhood care and education, by looking specifically at the importance of nutrition in young children's development.

© UNESCO / Ghana / CAMFED

In a recent interview at the 4th OECD World Forum in Delhi, David McNair of Save the Children emphasized the threat that malnutrition poses to children:

“This is a problem which is hidden. It is the killer of 2.3 million children every year and there is an additional 170 million children whose physical and cognitive development is stunted because they don’t receive the right nutrients in the early stages of life.”

Despite a decline in the global number of deaths of children under five from 12 million in 1990 to 9.6 million in 2000 and 7.6 million in 2010 (EFA 2012), this drop is not sufficient if the fourth Millennium Development Goal of reducing child mortality by two-thirds by 2015 is to be met. In 2005 the WorldHealth Organization reported that more than half of all deaths among children are caused by malnutrition. It is therefore arguable that if governments seek to provide adequate quantities of higher quality food with more micronutrients, child mortality levels may drop to the targeted percentage.

Alongside mortality rates, stunting is the most appropriate measure of childhood malnutrition. Current trends reveal that by 2015 as many as 157 million children will suffer from stunting (EFA 2012). Broken down that is one in four children under the age of five. Stunting results in increased susceptibility to disease but also undermines a child's future potential, on a wider this can have associated economic effects for a country both in medical costs and in the creation of a depleted, unskilled workforce.

While the physical implications of malnutrition on children are clear, the cognitive effects should not be overlooked. In a press release for the their research report no. 18 (2006), the Centre for Research on the Wider Benefits of Learning wrote:

“The diet of children has risen to the top of the political agenda, not only for the potential health repercussions later in life, but also for its immediate effects on mental health of children and their consequent school experience and attainment.”

Malnutrition, through lack of both macronutrients and certain micronutrients has long-term negative impacts on brain and nerve development and function, including on mental skills and activity, and the acquisition of skills needed to interact well socially. This damage is often reflected in lower IQs and poorer performance at school (Save the Children). In the same way that physical stunting has economically related costs, cognitively stunted youths will struggle to enter a country's workforce. An example of this can be seen in Sub-Saharan Africa, an area that arguably sees the highest levels of malnutrition in children (EFA, 2012), where only 10% of jobs are available to young people. According to the OECD's  Promoting Youth Employment in Africa about 133 million young people are illiterate; while poverty and poor education facilities are catalysts to this problem, malnutrition almost certainly lays the foundations for it.

© UNESCO / Bangladesh

It is evident that progress has been made in the global drive to tackle malnutrition, however, by assessing these gains on such a wide level, areas where progress has been slow may get overlooked. Ironically, these areas are arguably where the most progress needs to happen. If we are to take the example of Sub-Saharan Africa, where 25 of the 28 countries with child mortality rates above 100 per 1000 live births are located (EFA, 2012), there has actually been an increase in child stunting from 38 million in 1990 to 55 million in 2010. According to UNICEF, “Children marginalized by poverty, rural location have benefited least from progress.” Malnutrition is rooted in poverty and deprivation. At a time where food prices are sharply rising poor people are likely to suffer the most since they wont be able to buy food even when it is available. The EFA report reveals that in more than two-fifths of the eighty-eight countries with accessible data, the difference between in stunting rates between rural and urban children was more than ten percent.

It is important to note that strong economic growth does not necessitate improvements in nutrition among children. While India has experienced exponential growth over the last decade, there has been little progress made in improving nutrition. Stunting rates have remained high and almost half of children under five are malnourished, a statistic that the Indian Prime Minister Manmohan Singh has decried as a “national shame.” (EFA, 43)

There is evidently a long way to go if the issue of malnutrition in children is going to be countered. While there are signs of progress, it is too slow and uneven. Judging by current rates, only 11 of the 65 countries with more than 40 child deaths per 1000 live birth will reach their Millennium Development Goal targets (EFA 40). Without proper nutrition, children around the world are struggling to achieve their full potential and this reduced productivity will weaken economic growth. David McNair stipulates that if we are to prioritise this issue then "we need to have the right metrics and statistical systems in place to ensure that government's are held to account for the progress that is being made." The EFA Global Monitoring report goes someway in allowing us to ascertain where particular improvements need to be made.

Robbie Lawrence, Wikichild Coordinator