Malala Yousafzai has drawn global attention to the Taliban’s attacks on education. But education in Pakistan may have an even worse enemy: the government itself. Kevin Watkins, former director of the Education for All Global Monitoring Report and now director of the Overseas Development Institute, says Pakistan’s failure to tax the wealthy elite is directly linked to its failure to spend enough on education.
Malala Yousafzai, the 16-year-old Pakistani schoolgirl who was shot in the head by a Taliban gunman for the “crime” of going to school, gave a speech to the United Nations Youth Assembly last week that was a defiant, inspiring and passionate defence of the right to education. “Let us pick up our books and our pens,” she said. “They are our most powerful weapons. One child, one teacher, one book and one pen can change the world.”
Instead of silencing a critic, the Taliban have created an icon and a global champion for girls’ education. With 31 million girls still out of school, we need one. Malala’s speech was a challenge to the Western governments who applauded her speech but have been cutting back on aid for education. But it was an even starker challenge to Pakistan’s political elite. Successive governments have failed to address an education crisis that is locking millions of children into poverty, and the country into a future of economic stagnation, mass unemployment and political instability.
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UN Photo/Rick Bajornas
Aujourd’hui, le 18 juillet nous célébrons la journée internationale de Nelson Mandela. En ce jour il est primordial de se souvenir des différents travaux que Mandela a mené pour créer un changement positif au sein de la société monde. Quel autre outil pour atteindre ce changement que l’éducation ? L’éducation est un vecteur de connaissance, au sein de l’établissement scolaire un très grand nombre de valeurs positives y sont orchestrées pour former le citoyen de demain.
L’une des maximes les plus célèbres de Mandela sonnait ainsi : “Education is the most powerful weapon which you can use to change the world.” “L’éducation est l’arme la plus puissante que l’on peut utiliser pour changer le monde.”
Il est de notre devoir de réduire les inégalités qui pèsent à travers le monde et d’honorer les buts du millenium. Trop d’inégalités pèsent encore ; dans notre dernier document d’orientation nos analyses démontrent que 57 millions d’enfants à travers le monde ne sont pas scolarisés. Autant de connaissances et de voix perdues,d’hommes et de femmes bafoués.
Concernant les filles, elles représentent la moitié du nombre d’enfant non scolarisés.
Vendredi dernier, le 12 juillet était la journée de Malala, qui déclarait ainsi : « One teacher, one book, one pen, can change the world. » Un professeur, un livre, un stylo peuvent changer le monde »
En cette journée internationale de Nelson Mandela, soyons tous unis pour promouvoir l’éducation pour tous.
Plus d’informations disponibles: World Education Blog
Crédit Photo: Eskinder Debebe / UN Photo
Today is Nelson Mandela International Day. A celebration of Mandela’s work and that of his charitable organizations, who are calling followers to be “changemakers”. Education is a key part of this message for positive change. Going to school is about more than developing skills: it is also the path to peace, as encapsulated in Mandela’s famous maxim:
“Education is the most powerful weapon which you can use to change the world.”
Read the full article: http://bit.ly/11Z7cAw
Credit Photo:Eskinder Debebe / UN Photo
28.5 million children in conflict-affected zones are unable to go to school. These children now make up 50% of those denied an education, up from 42% in 2008.
A school is supposed to be a safe place for children to learn. It is difficult to imagine that children would be forced to run away from school for fear of attack, much less callously targeted, but this is exactly what happened to Sita, a 12-year-old Malian, and Motasem, a 16-year-old Syrian, whose education was uprooted by fighting. Sita now lives in a makeshift camp for internally displaced people in Sevaré, central Mali, while Motasem is a refugee in Lebanon. They do not know whether they can ever return to school. (via Children still battling to go to school | World Education Blog)
La moitié des enfants non scolarisés vivent dans des pays affectés par des conflits. Le nouveau document d’orientation publié aujourd’hui marque les 16 ans de Malala la jeune étudiante pakistanaise. Ce document met en avant le nombre d’enfants non scolarisés dû à une augmentation des conflits: http://bit.ly/13Ufhq8
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Sub-Saharan Africa is home to more than half of the world’s out-of-school children: 22% of children of primary school age in sub-Saharan Africa have either never attended school, or left before completing.
The EFA Global Monitoring Report and the UNESCO Institute of Statistics released new data this week showing that the number of children out of school in sub-Saharan Africa has remained at about 30 million over the last five years, of which 16 million are girls. This stalling of progress is partly because there is unfulfilled demand as the region’s school-age population is increasing. It’s not all bad news, however: some countries are making significant progress towards universal primary education. (via Spotlight on Africa: who’s going to school? | World Education Blog)
A Broken System
Since I was a child I have had a deep conviction to make a difference. I have valued leadership, equality, social justice, environmental stewardship, and so much more. This is because of education. I started in the poorest district in Colorado, one of the worst funded education systems in the country. I finished in one of the lowest funded, 27J. I knew this throughout my life. I knew if I wanted to learn, I needed to go outside of my over crowded classroom. Not physically, but mentally. I spent my lunches and the 15 minutes before the bus came after school, in my teachers’ rooms. Through out high school I formed so many bonds with them, I was the living definition of, “it takes a village to raise a child.” This deep connection with my teachers made budget cuts tear on my heartstrings because I knew how much my teachers tried everyday. I knew they were making a difference because of passion, never their paycheck, but that didn’t make it easier. I struggled with the packed classrooms and I wasn’t even the one trying to manage them. I watched my school downgrade every year as more millions were cut and I thought once I graduated I would leave to never look back, but I was dead wrong.
I was in my freshmen year of college when I found out the bond to fund my hometown district failed. I sat in the corner of the dining hall, tears falling, with a fellow Prairie View grad. We knew how much our teachers did. I was a teacher’s aide every year, I was in Student Council, played and managed soccer, and saw first-hand the passion that pushed my teachers. I have seen some of the best teachers lose their jobs while worksheet teachers with no dedication, skid by every year, just like their students. I went from being a proud, involved Thunder-hawk to a disappointed, ashamed alumnus. After my first year of college I returned to my hometown with a plan on how to pass MillLevi 3A, the bond to fund our district. 3 attempted emails later I finally got a response from the superintendent about a meeting. I prepped a PowerPoint, an outlined plan, all backed up with data I spent personal time to find. I showed up with faith and hope to be completely shot down. I didn’t even get to open my presentation. I was told, “No. The polling says no.” Not even a chance for me to show all the hard work I put in with my limited free time.
I left that meeting, got amped up again with “Pass 3A 2.0 - Revised Plan.” Sent the email, no response. A year later, I still haven’t heard a word. The only things I’ve heard about the district is their failing grades provided by the state.
This is the Year of the Student. I have created, signed, and shared petitions because my name on a list of thousands will be more heard than my endless attempts to reach out to my own district as a citizen, alumni, and former aspiring educator.
I wanted nothing more than to teach high school English. I was happy with little pay, as long as I had a chance at making a difference in someone’s life like the many teachers who changed mine. Now, I have no desire. My plan has completely changed because the way I have seen administrations treat their committed teachers, and lack of passion for students. Their conviction seems to lie in power more than anything, and it was painfully obvious as a student who could see teachers immediately on edge as an administrator walked by. As experienced administrators get pushed out, inexperienced, power hungry rookies come waltzing in the door. Quite frankly, it is disgraceful.
No one has to say a word, the passion is being defeated by arrogance, and it’s written on the helpless faces of so many.
Disgusted. That is the only word that comes to mind when I think of my Alma mater. The place that inspired me to be a leader and follow my heart now inspires me to dedicate my whole being to fixing the broken system. No matter what it takes. I will follow a graduate degree in Education Policy and return to secondary education to reform it. Because if I have learned anything from seeing the management at district 27J, it’s that it needs to be scrapped and rebuilt from the bottom up.
I send this letter in hopes it will inspire and evoke those sitting in positions of power, to dedicate themselves towards make a positive difference for students, teachers, and this community. I know some things are out of your hands, but conviction towards change, brings it and I hope that in your leadership positions you can devote yourself towards trying to make change like, and for, the many teachers who challenge and inspire students every single day.