This September I traveled to Beijing and Ningbo, China, to participate in the second Africa China World Bank Education Partnership Forum on Technical and Vocational Education and Training (TVET). The Forum--co-hosted by the China Institute for Education Finance Research, Peking University, Ningbo Polytechnic and the World Bank Group-- served as a platform for discussion and knowledge exchange to encourage stronger partnership efforts between African TVET institutions and some of China’s best ranking TVET centers and industries.
In many ways, girls’ education is a success story in global development. Relatively simple changes in national policies – like making primary schooling free and compulsory – have led to dramatic increases in school enrollment around the world. In Uganda, for example, enrollment increased by over 60 percent following the elimination of primary school fees.
As more young people have enrolled in school, gaps in educational attainment between boys and girls have closed. According to UNESCO, by 2014, “gender parity (meaning an equal amount of men and women) was achieved globally, on average, in primary, lower secondary, and upper secondary education.”
Yet, more than 250 million children are not in school. Many more drop out before completing primary school. And many young people who attend school do not gain basic literacy skills. These challenges remain particularly acute for poor girls.
In a new paper, published in Population and Development Review, we explore recent progress in girls’ education in 43 low- and middle-income countries. To do so, we use Demographic and Health Survey data collected at two time points, the first between 1997 and 2007 (time 1), and the second between 2008 and 2016 (time 2).
It is estimated that more than 250 million school children throughout the world cannot read. This is unfortunate because literacy has enormous benefits – both for the individual and society. Higher literacy rates are associated with healthier populations, less crime, greater economic growth, and higher employment rates. For a person, literacy is a foundational skill required to acquire advanced skills. These, in turn, confer higher wages and more employment across labor markets .
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.
See if you can spot the pattern:
- “Although the quantity of schooling has expanded rapidly, quality is often abysmal.” (Kremer et al.)
- “Between 1999 and 2009, an extra 52 million children enrolled in primary school…Yet the quality of education in many schools is unacceptably poor.” (Krishnaratne et al.)
- “Progress over the last decade in regards to school access and enrollment has been promising.” But “current learning levels for primary as well as secondary school students are extremely low in much of Sub-Saharan Africa” (Conn)
- “The most consistent focus of investment has been on increasing primary and secondary school enrollment rates… More recently, however, attention has begun to swing toward the quality of schools and the achievement of students—and here the evidence on outcomes is decidedly more mixed.” (Glewwe et al.)
- “Over the past decade, low- and middle-income countries have made considerable progress in increasing the number of children and youth who enroll in school and stay long enough to learn basic skills… Learning in many low- and middle-income countries remains appallingly low.” (Murnane & Ganimian)
Again and again, we hear the refrain: access is improving, but learning lags. Thankfully, an increasing number of studies reveal interventions that work – and those that don’t – to improve learning around the world.
While Hillary Clinton is cracking the glass ceiling, if not yet shattering it entirely, in the United States by becoming the first female presidential nominee of a major political party, recent analysis on U.S. women in the workforce presents a more sobering finding.
A UNESCO report estimates that one in ten girls in Sub-Saharan Africa misses school during their menstrual cycle. By some estimates, this equals as much as twenty percent of a given school year.
Many girls drop out of school altogether once they begin menstruating. Should young women miss twenty percent of school days in a given year due to a lack of facilities or a lack of information or a lack of sanitary products?
April 7th is World Health Day, a day to highlight emerging global health concerns. The focus this year is raising awareness on the diabetes epidemic, and its dramatic increase in low- and middle-income countries.
Citizen-led assessments (CLAs) emerged in India in 2005 as a way to raise awareness and advocacy around low learning levels, and to act as a force for bottom-up accountability and action that would improve education quality and learning. Thousands of volunteers traveled to rural districts and administered simple reading and math tests to the children in households they visited. The dismal results, published in the 2005 Annual Status of Education Report (ASER), helped stimulate debate and prioritize learning in national policy.