Editor's note: This is a guest blog by Jonathan Starr, founder of Abaarso School of Science and Technology, and the author of “It Takes A School.”
60 Minutes, The New York Times, MSNBC, BBC, and CNN are just some of the media outlets that have covered the story of Abaarso School in Somaliland. Abaarso is also the subject of a recently released book, It Takes A School, and an upcoming documentary, Somaliland, The Abaarso Story. All this attention is the result of Abaarso’s extraordinary success, despite conventional wisdom believing Abaarso’s results were impossible anywhere, never mind in the unrecognized breakaway country of Somaliland. Given Abaarso’s achievements and modest price tag, its approach is worth a deeper dive for lessons that can be applied elsewhere.
Parents love their children.
Farming is hard work.
The child is reading a book.
Children work hard at school.
These are the sentences that women ages 25-34— who reported their highest level of education as being primary school or less — were asked to read as part of the Demographic and Health Surveys (DHS) Woman’s Questionnaire.
Quality education is one of the most powerful instruments for reducing poverty and inequality; yet it remains elusive in many parts of the world. The Programme for the Analysis of Education Systems (PASEC), which is designed to assess student abilities in mathematics and reading in French, has for the first time delivered an internationally comparable measure around which policy dialogue and international cooperation can aspire to improve. The PASEC 2014 international student assessment was administered in 10 countries in Francophone West Africa (Cameroon, Burundi, Republic of Congo, Côte d’Ivoire, Senegal, Chad, Togo, Benin, Burkina Faso, and Niger).
L’accès à une éducation de qualité est l’un des instruments les plus efficaces pour réduire la pauvreté et les inégalités. Il est pourtant loin d’être acquis dans de nombreuses régions du monde. Le Programme d’analyse des systèmes éducatifs (PASEC) a été conçu pour évaluer les acquis scolaires des élèves en mathématiques et en français, et fournir ainsi des données comparatives internationales qui puissent servir de base au dialogue sur l’action à mener et à la coopération internationale. En 2014, dix pays d’Afrique de l’Ouest francophone se sont soumis à ces tests : le Bénin, le Burkina Faso, le Burundi, le Cameroun, la Côte d’Ivoire, le Niger, la République du Congo, le Sénégal, le Tchad et le Togo.
When Wenceslaus Mushi watches the evening news on the television at his home in Dar es Salaam, he often finds himself shouting out tips to the reporters. “They aren’t asking the right questions,” says Mushi, a 40-year news veteran and former managing editor of the government-owned Daily News.
Results for the Organization for Economic Cooperation and Development’s (OECD) 2015 Program for International Student Assessment (PISA) exercise were released on December 6. The results are instructive, not only because of what they tell us about the science, mathematics, and reading knowledge and skills of 15-year-olds around the world, but also in terms of how they compare to the 2015 Trends in International Mathematics and Science Study (TIMSS) results, which were released a week ago (click here to read my blog on key takeaways from the TIMSS results).
Natalie Roschnik was a newly minted graduate student when she accepted her first job with Save the Children in Mali. Nearly 20 years later, Roschnik knows Mali well: it’s one of the countries she travels to often as a Senior Research and Impact Advisor for Save the Children.
UNESCO estimates that barely 30 percent of Africa’s women pursue research in science and engineering fields. I am inspired by one of them – a woman who is among the few female PhDs in the West African nation of Togo, and is helping more girls in her country enroll into science and technology fields.
Leah is a diligent 13-year-old student in rural Liberia. She walks to the school near her village every day. She pays attention in class. She hopes to be a teacher one day. Yet, there is a problem. Leah is still in first grade.