Last week we saw two Ivorian women, Murielle Ahouré and Marie-Josée Ta Lou, fly past the finish line in a historic one-two finish in the 60 meters sprint at the World Indoor Championships in Birmingham, England while Burundi’s Francine Niyonsaba triumphed in a gritty 800 meters race. From the 60 meters to the 3000 meters, African women graced the podium or were not far from it, a testament to their athletic prowess.
Today, Turkey hosts more refugees than any other single country—almost 3.3 million. The vast majority are fleeing the civil war in Syria, and almost half are under the age of 18. A devastating consequence of the children’s flight is the disruption of their education, with about one in four Syrian refugee children in Turkey—mostly in urban areas in southeastern and southern provinces—not in school. Even so, due to tremendous efforts by the government of Turkey, about six in ten school-aged Syrian children now have access to either formal education facilities or temporary education centers in Turkey—a remarkable achievement, given the scale of the need and the rapidity with which it developed.
By the end of 2017, the Government aims to achieve full educational enrollment for all Syrian children.
This blog post is a part of the International Open Access Week blog series.
In our continuing blog series leading up to International Open Access Week (October 23-27), Eduardo E. Quintero Orta, Research Librarian in ITS Knowledge and Information* discusses the importance and prevalence of Open Access to research in Latin America:
“Education is a powerful driver of development and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability”1
- OA repositories
- Free information access
- Ranking Web of Repositories
- The Registry of Open Access Repositories (ROAR)
- The Directory of Open Access Repositories (DOAR)
- open data
- latin america
- Open Access Resources
- Academic Libraries
- Elisa Liberatori Prati
- #Open in order to
- Open Access
Statistics. Either you love or hate them. We certainly need them to compare and measure data, as well as to make informed decisions. Here at the World Bank, we often get calls from researchers, students and journalists asking for education data: Is there an increase in the number of tertiary education students in Brazil in 2017? How much are governments in South Asia spending on education? Where can we find a database of World Bank education projects?
We try to help answer these, as much as we can, but a quicker and easier way of finding this data is to visit the World Bank’s revamped EdStats website. EdStats – the World Bank’s portal for accessing education-related data – has been around since 1998 and is one of the most used websites by education specialists at the World Bank and partner organizations. User feedback has been highly positive: the interface looks neater, highly mobile and tablet-friendly. Allow me to give you a “tour” of the revamped website.
Last Wednesday, the World Development Report 2018, Learning to Realize Education’s Promise (WDR) was released. It argues that there is a learning crisis: in many developing countries, children learn very little, educational opportunities are unequal, and educational progress is still very slow. What do we need to change this? We need prepared learners, who receive adequate nutrition and stimulation in their early years. We need well managed schools that create an environment conducive to learning. We need adequate inputs so that schools can operate effectively. But above all, we need motivated and well-prepared teachers. In classrooms around the world, white boards and screens have replaced black boards and notebooks are increasingly commonplace. But in this 21st century, with increased use of technology, there is one constant that determines, more than anything else, whether children learn at school: teachers. Indeed, teachers remain central to the classroom experience. And yet in many countries, the teaching profession needs attention and reform.
There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to digital resources to improve the education system (like Rio de Janeiro’s school management system). As public and private school systems continue to integrate technology into their classrooms, remember that education technology comes with risks.
We tend to think that the displaced will be able to go home soon, but in reality, they remain displaced for years. A total of 246,974 men, women and children from the Georgian regions of Abkhazia and South Ossetia are still unable to return, now living in the capital city of Tbilisi and in smaller urban and rural areas close to their regions of origin.
After more than 25 years since the first wave of displacement, Georgia’s internally displaced are a diverse group. Some live in independent private housing, are employed and have managed to provide good education to their children. Others continue to live in collective centers, are spatially and socially isolated from the rest of the population, and have been chronically poor and unemployed since they became displaced.
While meeting the immediate needs of the displaced is important at the outset, such changes over time suggest that we need to think differently about how better to support them in the long term.
One example is the monthly benefit of 45 Lari (approximately 20 USD) provided to all internally displaced citizens by the Georgian government, regardless of their levels of poverty or employment. Some of the country’s poor, who have not been displaced, have begun to question this benefit.
After all, why should someone who is not poor, receive such support?
In 2014, the Government of Georgia asked the World Bank to study this question. Should the benefit for the internally displaced be adjusted, and what are the implications, including social and poverty impacts? Here are some of the main observations from the report, Transitioning from Status to Needs Based Assistance for IDPs: A Poverty and Social Impact Analysis, which our team prepared:
- Georgia’s displaced and non-displaced are equally likely to be poor. However, the displaced tend to rely on social transfers, remittances, and informal jobs, and are more likely to be unemployed for long periods of time. Those in rural area have significantly less information, opportunities for employment, or access to good quality education and services.
- Those who still live in non-renovated, public collective centers experience inadequate living conditions. These households are often socially isolated, separated from friends and family and unable to form ties in uncertain housing conditions. Regardless of income, these households remain extremely vulnerable.
- The displacement "status," – i.e., formal recognition of having been displaced from a conflict area – has a strong symbolic and political value among the entire Georgian population. To the displaced it signifies hope of returning to their homeland. To others it signals the state’s commitment to reintegrating the two occupied territories. For many – rich or poor – holding this status is a matter of dignity.
But given fiscal constraints in Georgia, providing benefits to those that do not necessarily need them is problematic in the long term. In this regard, the report supports the eventual phasing out of the benefit, already initiated by the Georgian government, while taking steps to help those in need, with the following recommendations:
- Livelihoods support is essential especially for households at risk of falling into poverty, with activities that are tailored to the diverse needs of this population, their skills and location. Access to land for those in rural areas with agricultural skills, and access to finance and training for those who are entrepreneurial, are two activities that could work well with these groups.
- Addressing housing conditions and supporting access to private housing is important. Currently, 80 percent of government assistance for the internally displaced goes for housing. These resources could gradually be reallocated towards livelihood assistance for the poorest.
- The poorest households, eligible for social assistance, should be encouraged to apply to the Targeted Social Assistance program – the regular social assistance program for vulnerable Georgians.
It is perhaps most important to ensure that the population, both displaced and not, understands why these reforms are necessary. The time has come for an adjusted approach, so that scarce resources can be used more effectively to benefit those in need, especially the poor and vulnerable.
Photo: Inova BH
In English, “Belo Horizonte” means “beautiful horizon,” and this is an apt description of the long-term possibilities for educating the children of Belo Horizonte, the sixth largest city in Brazil and capital of the state of Minas Gerais. As a Brazilian who went through the national school curriculum, I believe that this system should be accessible to all citizens, and so I took a particular interest in the goals of this public-private partnership (PPP).
Greater access to education was a widely-shared ambition among the government team as well. The Municipality of Belo Horizonte already believed that a competitive workforce – and a functioning society – depends on good schools. That’s why it made early education a top priority and sought out advisory services from our Brazil-based team to find out if PPPs could help government make the grade. It seemed like this was a proposal the community could stand behind: Demand for better education was already strong, with over 11,000 children, many underprivileged, on a waiting list to enroll in school.
Do you know how to dance? You may be one of those that have a natural instinct for rhythm and movement, or you may be one of those that need some lessons to just learn how to do the steps.
How about exchanging dance lessons for scholarships? The Juan Pablo Gutierrez Caceres Foundation in Colombia offers scholarships for post-graduate studies to Colombian students with limited resources. This foundation capitalized on the great dance skills of the people of the Chocó region in Colombia. They offer online dance classes for a fee, and the money is used for the scholarship program of the foundation in that region.
Source of video: MullenLoweSSP3