“Thanks to our research program, we have been able to save the lives of at least 10 women by detecting their breast cancer at early stages,” enthusiastically says Dr. Md. Kamrul Hasan, a professor at Department of Electrical and Electronic Engineering (DEEE), Bangladesh University of Engineering and Technology (BUET), Dhaka.
Dr. Hasan is the manager of the cancer detection research project, which is one of the sub-projects awarded with research grants from the Academic Innovation Fund (AIF) program under the Higher Education Quality Enhancement Project (HEQEP). Faculty members and research students of the department joined together for the research project.
Lack of access to research grants and proper research environment has long been a major headache for researchers in developing countries like Bangladesh, especially in fields of science and technology. Bangladeshi scholars, who go abroad for their studies, often prefer to stay back in the host countries out of concern for availability of research facilities and financial resources indispensable for pursuing their academic work.
The biggest daily struggle for 28 year old mother of two Sima Begum, is feeding her young children and keeping them healthy. Nutrition is a key challenge not only for Sima, living in a slum in Narayanganj, but for women across Bangladesh and South Asia. In fact, wasting and stunting are among the most stubborn health challenges facing the children of this region.
For the last 15 months, Sima has started receiving nutritional advice as well as a small cash transfer to help raise healthy children. Through a pilot cash-transfer program supported by the Rapid Social Response Multi-Donor Trust Fund (MDTF), her 10 year old son Faisal, is eligible for a Tk 800 ($10) school stipend and her daughter Shakal, 5, for a Tk 800 income transfer. Sima uses the stipends to feed Shakal a healthier diet and to pay for Faisal’s tuition, school books and uniform.
In order to receive these stipends Sima has to ensure that Faisal goes to school and that Shakal is brought every month to the community center near her house at New Zimkhana, where her growth can be monitored. The growth monitoring is simple:
When it comes to primary education, there are many reasons to be optimistic. Enrollment has jumped across the world, and more children are in school than ever before. In the last decade, the number of out-of-school children has fallen by half, from 102 million in 2000 to 57 million in 2011.
But is showing up to school enough?
According to UNESCO’s Education for All Global Monitoring Report, almost one quarter of the youth in the developing world cannot read a sentence. In countries with large youth populations, this can leave behind a crippling ‘legacy of illiteracy’. Despite almost universal primary enrollment in India – 97 percent – half of second grade students cannot read a full sentence, and almost a quarter cannot even recognize letters.
Reading is a foundational skill. Children who do not learn to read in the primary grades are less likely to benefit from further schooling. Poor readers struggle to develop writing skills and absorb content in other areas. More worryingly, learning gaps hit disadvantaged populations the hardest, limiting their economic opportunities. In Bangladesh, only one in three of the poorest quartile is literate, compared to almost nine out of ten in the richest.
Just before participating in the mid-term review mission of Higher Education for the Twenty-First Century (HETC) project in Sri Lanka in mid-February, 2014, I went to Galle, a southern fort city in Sri Lanka, for a day. Galle has been used as a trading port around the 14th century and later occupied by the Portuguese, Dutch, and British who developed Galle as a fort city. Walking around the city, I witnessed various relics from the colonial age, which made me want to learn more about their histories. Since there was no audio guide available, I wished there was a smart phone application explaining these historical buildings.
Unexpectedly, during the mission, I found such a mobile application being developed by University of Colombo School of Computing (UCSC)’s modeling and simulation group through a research and commercialization grant awarded by the HETC project. I became really excited about their project as my little wish in Galle just became true in less than a week.
It was not my first visit to a Kasturba Gandhi Balika Vidyalaya (KGBV). Every time I go to one, I come out inspired. What a great program this is: many thousands of girls who have missed the education boat are being brought back into the school system all over India! To me, it is the best part of Sarva Siksha Abiyan (SSA), the Government of India’s very successful Education for All Program.
That day in January, we were in Jehanabad in Bihar. We were sitting in the court yard of the KGBV school watching the karate demonstration the students put up for us. The girls learn karate for self-esteem and self-defense; it is a great thing. During the demo, one of the other girls came up to us. “I am Kusum”, she said, “I am in class 7.” Her English was perfect, so I complimented her on that. Kusum went back and we continued to watch the karate. When the program was over, Kusum came back to the front, with a determined look on her face. “Next year, I will go to class 8” she said. “I am happy you came to visit my school.”
In light of International Women’s Day coming up on March 8th, I would like to share some two inspiring stories of young women that I met in Sri Lanka. They showed incredible entrepreneurialism and innovation in integrating ICT skills in creative teaching and learning at a university.
The first woman that I met was a young Information Communications Technology (ICT) training teacher, Kamani Samarasinghe, from the University of the Visual & Performing Arts. She creatively taught her class (both regular university classes and distance learning classes) through integrating a career development course into an ICT skills development class, holding virtual training sessions connecting with professor Ramesh Sharma from Indira Gandhi National Open University, and leveraging various free open education resources into her training such as YouTube videos and free typing training courses like GoodTyping. She also creates various tutorial materials (how to search, how to use Google Drive, and etc) on Google Doc and share with students.