|From a leading youth correspondent of Sustaining Bangladeshi Villagers|
|From celebrations of global education summit in Korea.... Sir Fazle Abed (BRAC - home, fans) writes:|
Beyond Universal Education DHAKA – As the World Education Forum meets in Incheon, South Korea, it is time to confront some unsettling facts about the state of education in the world today. More than 91% of children of primary school age are now enrolled in school, but progress on educating the remaining 9% has slowed to a near standstill. The numbers have barely moved since 2005, and girls are still disproportionately left behind.
Worse, the headline figures do not describe the true depth of the problem. In poorer countries, even children privileged enough to have access to a classroom often do not receive a good education. According to UNESCO, of some 650 million primary-school-age boys and girls, an estimated 250 million will not learn to read or count, regardless of whether they have gone to school.
It is time for the United Nations and other international bodies to move beyond a singular focus on enrollment numbers and grapple with the problem of quality in education. In September, my organization, BRAC, joined a collaborative effort, led by Hillary Clinton and former Australian Prime Minister Julia Gillard, that puts more girls in school while addressing the problem of quality for both genders.
As part of that effort, BRAC, which is already the world’s largest private secular education provider, plans to invest at least $280 million to reach 2.7 million additional girls and train 75,000 teachers by 2019. We call on others to make similar investments.
All too often, poor countries’ approach to education remains stuck in the colonial era, favoring rote memorization over true learning. Schools do little to impart the life and work skills needed to prepare young people for the twenty-first-century knowledge economy. Children are awarded higher grades for writing sentences exactly like the ones they see in textbooks than for coming up with ideas of their own.
This is an approach that fails to foster curiosity, self-confidence, and independent thinking. It is also especially ill-suited for children from poor backgrounds, who find much of what they are taught in the classroom to be irrelevant to their daily lives.
I was pleased when, in May, a panel tasked by UN Secretary-General Ban Ki-moon came up with a post-2015 development agenda that included quality education, not just universal access, as one of its recommendations. Setting targets based on quality rather than quantity will be difficult but not impossible.
Basic outcomes of literacy and numeracy are imperative. But so are standards for social and emotional learning, which stresses the importance of recognizing our emotions, learning how to deal with them, and fostering empathy for others. These skills, known as “emotional intelligence,” are just as important for children in poor countries as they are for children in rich countries.
In conflict and post-conflict environments like Afghanistan or South Sudan, a safe and peaceful future will depend on a new generation being able to heal its emotional and psychological wounds, just as it did in my native Bangladesh after our Liberation War in 1971. Even in countries not scarred by war, navigating one’s way out poverty requires emotional intelligence, in addition to problem-solving skills and critical thinking.
Given recent cuts in aid for education, some might object that focusing on quality and emotional intelligence are luxuries that we cannot afford. This is not the case. In Bangladesh, we have found a way to bring quality education to the poor, with schools that cost just $36 per student per year. With community support, local women are trained to teach children to think for themselves. One-room schools operate out of rented and borrowed spaces to save costs. A majority of the students in every classroom are girls.
We need to promote universal standards for education, not just universal access, for both girls and boys. A child’s potential is truly unleashed only when he or she learns to spot and seize the opportunities that his or her parents never had. This is the standard we should set, and it will be a great moment indeed when it is universally adopted.
possibly related current references
1 2 3 4 5 If you can celebrate millennials linking together these 5 Bangladesh-born alumni networks, anything can be possible including economists celebrating how to end poverty
|Sir Fazle: Industrial era demanded women manage poverty so why not development. curricula of little sisternetworks: POP, Rice, Nursing, W4E- mobile leapfrogging, open elarning of curricula 7th grade first need to empower livelihoods and sustain community..||Atlanta Nov 2015 will be our 8th year of linking volunteers around this search for Muhammad Yunus- will we make it ? Dunno - we could sure do with some help from educators who want their students to action yunus type dreams and be in the middle of serving post 2015 millennium goals -firstname.lastname@example.org washington DC 301 881 1655 - you can help us search for millennials job impact networks by hemisphere - eg here's our asia pacific progress - where over half of all millennials live|
Saturday, May 23, 2015
Monday, May 4, 2015
NEPAL breaking news at www.economistbangla.com and yunus city nepal -- thru relief and development from the earthquake we will be aiming to link in asian millennials- our guide is a nepalese and leading student in japan's medical schools- hes on the ground now- if you have life-saving info to share please tell me email@example.com your mobile number for bhim to call -and if you have a bookmark explaining your unique actions please send that too -support to date from women4empowerment, yazmi elearning satellite, batras grassroots network, ... our bangladesh www.economistbangla.com millennials bureau with its youth correspondents at brac and grameen
Wednesday, April 1, 2015
.Abed BRAC: Small may be beautiful but in Bangladesh large scale is absolutely essential...
development of rural - pre-digital
development of rural with digital
tour 1 bangla 1st quarter centry - what would pre-mobile world have missed if bangladesh had never become a free nation 1971 -until 1946 the world's most trusted economists believed their purpose was designing systems so next generation could empower and accelerate end of poverty- then in 1946 men started doubling worldwide communications spends until moon landing 1969; what happened in the next 3 years out of Bangladesh in east and the West's 2 main english speaking countries was a momentous time for unacknowledged giants, the future of girls and the sustainablity of all of us.
special thanks to Women4Empowerent (W4E) & these Millennials in association with top 30 pro-youth economics capitals survey - AMM (Americas)- Yabt, TIC, IADB, 500women ENS the global university of social value -Catholic POP valuers including Farmer fans of GHD; ASM (Asia) - Muslim youth followers of Muhammad Yunus and Abed; gandhians at Lucknow; Global health youth leaders at Tokyo Univeristy; AFM (Africa) Idol, Mandela Extranet partners, Yazmi and W4E partners; worldwide youth summit groups of Athgo, Atlanta and World Bank Youth Summit, and fans of WorldBank Tedx; 4th sector mapmakers, millennials of sustainability if you have a coursera mooc account we welcome your additions to our health wiki
system transformation still to solve end slums - nairobi with bangladesh's experience can resolve this
while the solutions now exist - finding investors will need mobilisation of both world's most powerful women and their connection with world's most mothers
there may be as many as 25 bottom-up billion-to-serve organisations to design - from bank a billion to energ-a-billio to clean water-a-billion to personal safety-a-billion to school-a-billion - western psychiatrist Paul Polak (who presented his latest book at MIT Feb 2014) and who has also devoted his life to solution for Bangladesh has one of the most exciting lists of 25 most needed bottom-billion organsations