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Children's Education

Media (R)evolutions: Media use in the Middle East

Darejani Markozashvili's picture
Also available in:  Françaisالعربية 

New developments and curiosities from a changing global media landscape: People, Spaces, Deliberation brings trends and events to your attention that illustrate that tomorrow's media environment will look very different from today's, and will have little resemblance to yesterday's.
 
Digital divides are narrowing between generations and social classes within countries in the Middle East, according to a report published by the Northwestern University in Qatar in partnership with Doha Film Institute. This six-nation (Egypt, Lebanon, Qatar, Saudi Arabia, Tunisia, and the United Arab Emirates) survey provides a comprehensive overview of media use in the region. Here are some of the findings of the report:
  • “Cultural attitudes
    • A majority of nationals in all six countries want more entertainment media based on their culture and history, ranging from 52% of Tunisians to 80% of Qataris.
    • Use of entertainment media in Arabic is widespread, but use of English is much lower and—in some countries—declining. Only about four in 10 nationals watch films or access the internet in English. Majorities of nationals consume entertainment content from Arab countries, while consumption of film, TV, and music from the U.S. decreased since 2014.
  • Censorship and regulations
    • Three in 10 internet users worry about governments checking their online activity, a slight decline from 2013 and 2015.
    • A majority of nationals supports the freedom to express ideas online even if they are unpopular (54%).
  • Online & Social Media
    • About eight in 10 national internet users in the region use Facebook and WhatsApp, the dominant social media platforms.
    • From 2013 to 2016, internet penetration rose in all six countries surveyed, but most dramatically in Egypt, as well as Lebanon.
    • Nearly all nationals in Arab Gulf countries use the internet.

Building the foundation for better early childhood care and education in Sri Lanka

Renu Warnasuriya's picture
 
Playtime of the students of the Nipuna preschool in Welampitiya, Sri Lanka
Playtime of the students of the Nipuna preschool in Welampitiya, Sri Lanka. Credit: Renu Warnasuriya / World Bank
The Little Rose preschool is situated at the base of a fifty-foot high landfill in Colombo’s Kolonnawa Division. Despite being next to one of Sri Lanka’s largest waste sites, the one room preschool is spotless. Inside, 23 children from ages 3 to 5 sit on colorful plastic chairs, dressed immaculately in ‘Little Rose’ uniforms.

Running a preschool in one of Colombo’s biggest slums isn't easy, but head teacher R. A. Shalika Sajeevani exudes positivity. “The children don’t always bring snacks, so once a week, I make lunch for all of them at my home. It’s not a big deal – I cook for my own two sons anyway, I just put in a little extra for them,” she says.

The students  are supposed to pay LKR 500 ($3.40) per month as school fees, but most are only occasionally able to do so. In spite of this, Sajeevani ensures that the preschool doors are open to all children in the neighborhood as many parents in this underserved community cannot afford to pay.

She pays her assistant and covers other expenses from the money collected and retains the rest as salary, a meagre amount of LKR 5,000 ($34) a month. Though this is barely enough to survive in Sri Lanka’s fast growing capital, she has come to work everyday for the last ten years.
 
3.	Students of the Sri Sambuddhaloka Preschool sit down to have morning snacks
Students of the Sri Sambuddhaloka Preschool settle down on the floor for their mid-morning snack. With minimal facilities, this school is currently serving 97 toddlers from one of Colombo’s many low income communities. Credit: Renu Warnasuriya / World Bank

Challenges in Early Childhood Care and Education (ECCE):

In a country with a well-structured free education system covering primary, secondary, and tertiary education, the state has traditionally provided little in terms of preschool education and care. However, evidence and experience has shown that ECCE improves school readiness and learning outcomes, which ultimately translates into better occupational status and earnings and yields much higher rates of return on investment.

According to the recent report, “Laying the Foundation for Early Childhood Education in Sri Lanka: Investing Early, Investing Smartly, and Investing for All”, Sri Lanka’s public spending on education as a percentage of its economy was the lowest in South Asia and its spending on early childhood education (ECE) is significantly lower than the global average.

While the country boasts of a near universal primary school enrollment rate, only about half of its 3 to 5 year-olds are enrolled in preschools which  are not primarily covered by the state. Around 60 percent of preschools are run by the private sector and 24 percent by the  other organizations and religious groups.   

Income and location are found to be among the key determinants of access to ECCE. Children from the richest 20 percent of the population are 17 percent more likely to be enrolled in preschools than children from the poorest 20 percent. Enrollment rates in urban areas is 10 percent higher than enrollment in rural or estate areas. Many centers in the country do not have adequate learning materials and quality teachers, coupled with the lack of standardized curricula and teaching facilities. Many teachers to their credit, have to depend on their own creativity to develop activities and teaching methods.    
 

Aqeela Asifi: Refugee and tireless champion for education

Yann Doignon's picture
Aqeela Asifi is the 2015 winner of UNHCR’s Nansen Refugee Award, recognised for her indefatigable efforts to help girl refugees access education.
Aqeela Asifi. Credit: UNHCR

Aqeela Asifi is the 2015 winner of UNHCR's Nansen Refugee Award, recognized for her indefatigable efforts to educate Afghan girl refugees. She was a guest panelist at the "Managing Displaced Populations—Lessons From Pakistan" discussion with President Jim Yong Kim during his two day visit to Pakistan last week.



Her car broke down during her long journey to Islamabad from Kot Chandana, a refugee village where she lives in the south-eastern Punjab province of Pakistan.

Tired she may be, and notwithstanding a panel discussion on the Afghan refugee situation still ahead of her, she has a story to tell and nothing will stop her.

Her quiet, almost shy demeanor belies her fierce determination: Aqeela Asifi is a refugee, teacher, champion of girl’s education, an inspiration to thousands of her students, and a 2015 winner of UNHCR’s Nansen Refugee Award.

Her story is one of resilience against all odds.

Like hundreds of thousands of other Afghans, she was forced to flee Afghanistan in 1992 when civil war broke out in the country. She left everything behind: her family, her house, and a job as a teacher in Kabul, and ended up in Kot Chandana, a village in Pakistan, which then hosted nearly 180,000 other refugees. By the early 1990s, more than three million exiled Afghans had crossed Pakistan’s border, putting additional pressure on the country’s infrastructure and social services, notably health services and schools. What Asifi witnessed was a complete lack of learning facilities and opportunities for girls in her newfound community. “When I started living at a refugee camp I saw girls’ education was the most neglected area,” she says. “Girls were not even aware of education and its importance in their lives. They didn’t know anything about books, pencils, and it was then when I realized that this community needed my help.”
 
 

The future is in her hands

Bassam Sebti's picture


She is described as having strong ideas. A spirited and energetic girl who dreams of a big future, Shams helps children and encourages them to learn and play.

But Shams is not a real child. She is a Muppet and one of the most popular fictional characters in the children’s show Iftah Ya Simisim, the Arabic version of the popular, long-running US children’s show Sesame Street, which was introduced in the Arab world in the 1980s.

#7 from 2013: A New Kind of Female Superhero: Burka Avenger

Shamiela Mir's picture

Our Top Ten Blog Posts by readership in 2013
This post was originally published on August 29, 2013


Have you heard of a new superheroine called “Burka Avenger”?  Burka Avenger is a new animated series for kids in Pakistan. Burka Avenger fights corrupt politicians and Taliban-look-a-like thugs who try to shut down a girl’s school in a village. She is fully trained in martial arts and uses pens and books to fight the bad guys. During the day, her alter-ego Jiya is a teacher at an all-girls school. All in all, she represents a female vanguard of girl’s education. So why would there be any criticisms coming from certain feminists circles in Pakistan?  Her burka.
 
To hide her identity, she wears a flowing black burka to fight the bad guys. Those who have issues with it say Burka is a sign of oppression and cannot be used to empower women. Some also say that it sends a wrong message by implying a woman can only be successful if she is invisible.