While the COVID-19 pandemic has been difficult for everyone, imagine you are a young person just out of jail, on parole or dropped out of high school. You are determined to get a new start on your life, and you are focused on getting the education and workforce skills you need to move from surviving to thriving. You already have a steep hill to climb. And then, the pandemic hits and everything becomes more complicated.
What are the systems, trends and ideas that are shaping education in the United States? What needs to be done to promote transformative education reform?
In this episode of A Deeper Look podcast, I speak with education reformer Dr. Warren Simmons, currently Senior Policy Advisor at the National Education Policy Center at the University of Colorado Boulder. We draw parallels between the challenges in education reform in the United States and in low-income countries, including how inadequate funding models can perpetuate a cycle of poverty and how successful programs can be difficult to scale and replicate. We also discuss the power of local voices and community organizing and the importance of making our education systems more culturally responsive. Dr. Simmons highlights the need for cross-sector partnerships in order to achieve lasting reform and discusses how schools and communities must work together to adapt to the future.
The Determined, Resilient, Empowered, AIDS-free, Mentored and Safe women (DREAMS) partnership aspires to reduce HIV infections among adolescent girls and young women in 10 sub-Saharan African countries. These countries alone accounted for more than half of the HIV infections that occurred among adolescent girls and young women globally in 2015.
DREAMS reaches beyond the health sector to address the direct and indirect factors that increase girls’ HIV risk, such as poverty, gender inequality, sexual violence and inadequate education. Interventions can include paying school fees, providing bicycles to girls who would otherwise walk long distances to school, supplying sanitary napkins for menstrual hygiene management and offering mentoring to help girls avoid early pregnancy, gender-based violence and discrimination. DREAMS is supported by the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR), the Bill & Melinda Gates Foundation, Girl Effect, Johnson & Johnson, Gilead Sciences and ViiV Healthcare.
Two young women who participate in DREAMS projects attended FHI 360’s 2018 Gender 360 Summit and discussed how DREAMS is making a difference in their lives. Here are their stories.
In education in conflict and crisis (EiCC) situations, community members often take on new roles to provide essential education and psychosocial support services to children. This is especially true for female teachers, who are expected to provide academic and nurturing care to their students while also caring for their families and coping with their own social, emotional and material needs. This is a tall order, and female teachers do not receive the support they need to be as effective — and engaged — as possible.
A version of this post originally appeared on FHI 360’s R&E Search for Evidence blog.
As we work to realize the Sustainable Development Goals (SDGs) related to education, it is the responsibility of every funding, implementing and research organization internationally to be asking questions about our own contributions to building equity in education. While a great amount of data gets produced in the course of education projects, only a fraction provides the detail that is needed to assess intervention impact on different equity dimensions. At the technical and implementation level, organizations need to capture and use the necessary evidence to understand and respond to inequity in education provision and outcomes.
A version of this post originally appeared on the blog of USAID Education in Crisis and Conflict Network (ECCN). Reprinted with permission.
The relationship between education inequality and violent conflict is clear: Inequitable access to quality education makes the world less safe. Recent research for UNICEF by FHI 360 found that the likelihood of experiencing violent conflict doubles in countries with high education inequality between ethnic and religious groups, and the reverse is also true; violent conflict increases educational inequalities between groups. Ethnic, religious, and socio-economic divides are clearly problematic, but gender inequality also plays a role: greater equality between males and females decreases the likelihood of conflict by as much as 37%. If the findings are clear, so must be the solutions: It is imperative that the global community find effective ways to address education inequities and tackle the systemic barriers that prevent millions of children around the globe from accessing equitable educational opportunities.
Now, more than ever, is a time to stand up for science. The U.S. administration’s proposed budget for fiscal year 2018 calls for severe cuts to several key science-generating institutions, including the U.S. National Institutes of Health, the U.S. Centers for Disease Control and Prevention, the U.S. Agency for International Development and the U.S. Environmental Protection Agency. These cuts would result in a deterioration of the science that has allowed the United States to be the global leader in medicine, public health and environmental science. They would also stall progress in global development, an area which has benefited greatly from the many lifesaving solutions produced through science.
Given the administration’s apparent disregard for science, we should take a step back and ask ourselves what may seem like a simple question: What is science and why does it matter? Of the many definitions, the most basic is the standard dictionary definition: a systematically organized body of knowledge on a particular matter. More importantly though, science is a process or way of thinking that seeks to reveal the “truth.” Not knowing the truth about something is like driving through a heavy fog. Science can cut through this fog and reveal the truth.
Technology improves early grade reading in Rwanda by connecting teachers, mentors and education partnersAn Interview with
Chantal Uwiragiye, Literacy Specialist, FHI 360
To support ongoing efforts to improve education in Rwanda, the Mentorship Community of Practice project launched in 2013. Funded by the U.S. Agency for International Development (USAID) and led by FHI 360, this project developed an online community of practice that promotes peer learning and sharing of resources; provides access to education resources through an e-library; and helps mentors get support from each other, the Rwanda Education Board and other education programs.
As a result of the project’s success, USAID decided to expand access to teachers in the Rwanda Education Board’s school-based mentor initiative and to focus on early grade reading in a new program called the Teachers Community of Practice (TCOP), which will be introduced as part of USAID’s Early Grade Reading project launch in February 2017.
Literacy expert Chantal Uwiragiye talks about the program’s innovations, successes and key learnings.