Abbey Guy, Quality of Higher Education in China

If China wants to continue competing in the global economy, they need to produce more well-qualified engineers, innovators, and other contributors to the knowledge economy. Unfortunately, young Chinese people are not finding the education they need to succeed economically in China, so they are looking elsewhere. If the Chinese education system were to improve their curriculum — with hands-on problem solving, English classes, and promoting academic honesty, perhaps the students would be less motivated to leave, and China would stop losing much of its human capital. In addition to this, students would be more motivated to care for their country and could become benevolent leaders for their people.

Andrea Prais,  Targeting Education in Uganda – Setting an Example

Background on Education in Uganda
In 1996, the Universal Primary Education Program (UPE) was implemented and led to a striking increase in the rate of primary school enrollment.[1] Today, the systemic challenge facing Uganda in education is to provide universal education to the fast growing school age population with the limited resources available. Almost half of the population, 48.9% as of 2013, is below 15 years of age. Also, even though English is the official language, different ethnic groups’ languages pose barriers for efficient teaching. Moreover, 84.4% of the population lives in rural areas as of 2013 and this rural-urban divide complicates the effort to efficiently provide large regions of the countryside with valuable schools.[2] Other challenges include severe poverty that affects more than half of the population, the widespread impact of HIV/AIDS, and the aftermath of the oppression of a brutal dictator.

Focusing in on factors more directly challenging education in Uganda, the list includes:

• Lack of infrastructure, such as school buildings, desks and chairs, books/school material, and libraries

• Lack of trained, motivated and adequately paid teachers, resulting in large class sizes necessitating learning through rote memorization and impeding effective education

• Limited availability of higher educational and vocational opportunities [3]

Current Policy
The UPE policy was intended to enable parents to send their children to school regardless of their socio-economic status. However, even though the government promised sufficient inputs, such as increased salaries for teachers and more resources for infrastructure and scholastic materials, the promise has never fully materialized. The output of UPE, as measured by the number of students enrolled, would be considered excellent with nearly a doubling of primary school students. Yet, the output of UPE as measured by the funding of satisfactory teacher compensation, educational infrastructure and scholastic material has been insufficient. Thus, the outcome of UPE, measured in the quality and efficiency of Primary Education in Uganda has been disappointing.[4]

New Policy
Targeting Education in Uganda –Setting an Example – is intended to demonstrate how even a private school, started with a modest loan without interest, can efficiently provide high quality education for Ugandan primary school students without placing an undue financial burden on their parents and families. The aim is that our model will eventually be adopted by the Ugandan Ministry of Education and Sport (MoES) and emulated and funded by the Ugandan government nationwide.

Recommendations

1. 1.     Enable local educational experts to start a private primary school with a modest amount of donor start-up capital.

The proposed model requires a small monetary input, on the order of $ 10,000 (loan without interest, paid back after approximately three years), which will enable local education experts to start-up a school. We envision a design that acknowledges the diversity of students’ needs, the importance of parents’ participation, and prioritizes teachers’ satisfaction, providing sufficient training, assistance, teaching material, and timely payment of teacher salaries, thus reducing teacher absenteeism. This model will eventually have the potential to transform the current education system in Uganda.

To strengthen this model, we recommend these complimentary policies

1. 2.     Introduce an arts and crafts classroom to foster creativity and innovation.
2. 3.     Install an accessible library to develop a reading culture, learn and interact.
3. 4.     Create a simple and inexpensive recreational area.

Ashley Hall, Inclusive Education for Disabled Persons in Nigeria

Education is now seen as a human right, but education for persons with disabilities is still lacking large-scale implementation in Nigeria. Due to poverty, lack of resources, stigma surrounding the disabled, and unclear education policies, many disabled Nigerians are still being denied the right or access to education. The importance of education in obtaining rights, and enabling or empowering individuals (without discrimination) is undeniable. This policy memo suggests reforms to encourage and expand the inclusion of persons with disabilities and their access to education; these include greater clarification and unification of existing policies on all levels of government, addressing the stigma surrounding the disabled population, a shift from reclusive to inclusive education, expanded research on the subject, and an increase in funding for much needed resources.

Betsy Katz, Post Earthquake Education Reconstruction

On January 12, 2010 a devastating earthquake destroyed Haiti and exposed its weak institutions and infrastructure, compounding in an acute-on-chronic disaster [1]. The chronicity of Haiti’s education sector was highlighted through the acute trauma of the earthquake. The earthquake killed around 40,000 school children and more than 1,000 teachers; 80 % of schools in Port-au-Prince were destroyed and the higher education system, including the teaching hospital were obliterated [2]. In the fist few months in the wake of the catastrophe, schooling came to a halt and all efforts were directed towards rescue and relief. Years later into reconstruction Haiti has made little progress to rebuilding. The reconstruction process of Haiti after the earthquake provides and opportunity to, as UN Secretary-General Ban Ki-moon stated, “build back better” [3]. “Building back better” will reduce vulnerability to future disasters and address the chronicity of Haiti’s education sector. To accomplish these goals I propose focusing on 3 key elements of the Haitian education sector: The Ministry of Education (MENFP) and public sector, access to schools, and curriculum.

Chase Huff, An Ideological and Practical Change in Education for “Black Schools”

Immigrants and ethnic minorities are formally integrated into Dutch society and Dutch education, yet to a large extent segregation remains in public schools between autochtoon and allochtoon students. This leads to stigmatization based on whether a child goes to a “black school” or a “white school” . This memo addresses current educational policy in the Netherlands and proposes three concrete recommendations: (i) non-Western foreign languages that have sizable ethnic populations in the Netherlands must be offered in at the highschool level, (ii) educational philosophies must change from being Nedercentric to multicultural, and (iii) the streamlined application program of “Alles op zijn plaats” must be maintained and supported. Finally, the paradigm must change to “a ‘pluralist’ rather than ‘assimilationist’ language-teaching framework which sees multi-lingualism as a positive value rather than as a negative handicap” . This applies to what is taught in classrooms as well.

Diana Chen, National College Entrance Exam Reform in China

The Chinese education system has depended on standardized testing dating back to Imperial China during the rule of the dynasties with the imperial civil service exam. The National College Entrance Exam (NCEE), commonly referred to as the gaokao, is a modern form of the traditional standardized exam.[1] Since the normalization of the gaokao beginning in 1977, many problems have arisen that discredit its ability to provide an adequate uniform entryway into higher education.[2] The consequences of the NCEE are evident in Chinese society through highly stressful school and home environments in order to prepare for the notorious exam, starting as early as two years of age. The intensity of studying for this one exam to determine the rest of one’s higher education, career, and future is understandably overwhelming and traumatic. These stress levels have caused increased suicide rates among young adults, clinical depression, lack of academic integrity, and the escape of many students to study abroad rather than stay in the oppressive system revolving around one standardized test.[3] It is the duty of the Chinese government to hear the demands of the people for educational reform and follow through with transparent policies. The swiftest course of action to ensure reform to the NCEE calls for decreasing the emphasis of school curriculum on preparing students for the gaokao. Rather than eliminating the NCEE altogether – something that the government is currently ill prepared and unwilling to do – it is necessary to alter the system to better equip the younger generations with a well-rounded, positive learning experience. This requires the implementation of critical thinking exercises to be combined with the material of the gaokao so as to focus on applicable life skills such as problem solving and communication. Furthermore, the resources of the university system should be better allocated. Increased funds for education in rural areas as well as second and third tier universities are necessary in order to catch up with the top universities concentrated in urban areas. The main emphasis is on gradually shifting the educational experience away from standardized testing (NCEE) towards being inclusive of different modes of learning, and providing increased access for all students to better quality universities.

Gaby Salazar Kitner,  Equal Educational Access for All Children in the Domincan Republic

Public schools in the Dominican Republic are struggling to provide adequate education for all children due to a combination of failing infrastructure, discrepancies in legal registration[1] and funding. The nation is largely divided into rural and urban communities and further divided between Haitian descendants and Dominican descendants. In rural areas close to Haiti’s border, a large percentage of school children are part of migrant Haitian families, and consequently, have been receiving less public funding for education. They possess no opportunity for representation to change policy or the allocation of funds. The national budget approved in 2012 allocated 4% of the nation’s GDP towards education yet only 1.9% of the funds were realized.[2] The government claims that there is not enough money to adequately fund the schools. Prior to very recent policy reforms, education had been free and compulsory from ages seven to fourteen[3]; however, current policy now requires proof of citizenship by physical copies of birth certificates, which are provided upon appropriate Dominican lineage, and are necessitated for all levels of education. These recent policy changes deny children, born to parents of Haitian descent, the opportunity to attend school, causing mass discrimination and a forced cycle of poverty, based on ethnicity. The Dominican Republic sees this new policy as their sovereign right to ensure public services for their citizens and reduce unnecessary public spending.[4]

Hayley Shapiro, Is No Child Left Behind leaving children behind? 

Since passing the No Child Left Behind (NCLB) legislation in 2002, public schools across the country have restructured education implementation. The NCLB federal law set a precedent demanding all students be proficient in math and reading skills by 2014.[1] Now, as 2014 quickly approaches it seems relevant to analyze whether or not NCLB is effective in addressing issues with ecuation access and school performance. Thus, in the following memorandum I will first articulate the main goals of NCLB and the strategies for achieving these goals. Second, I will outline the problems of this policy. Third, in an effort to illuminate inherent shortcomings of the NCLB policy, this memo will identify some of the foundational ideological perspectives underlying and driving this policy. Finally, this memorandum will put forth recommendations for policy reforms that encourage the finance and support of diversified curriculum. These recommendations include arts integration, providing intensive teacher trainings, and identifying realistic measures towards poverty reduction.

Kelly Kirk,  Education Strategies in Za’atari related to enrollment and security

The Syrian conflict has created over one million refugees since it began over two years ago. Of those refugees, over half now reside in Jordan in one of two refugee camps. Za’atari is the larger of the two, with 133,000 registered refugees, 40,000 of which are school-aged children. Of these 40,000 children, only 22% attend one of the three schools located in the 1.3 square miles of the camp.[1] Za’atari is underfunded, understaffed, and overcrowded and because of this, international organizations (IOs) and the local government are struggling to provide for the basic needs of the refugees. Therefore, education has taken a backseat as shelter, food, and security needs are struggling to be met. Several issues need to be addressed to get children into schools.

Krysta Maxim, Providing an Inclusive Education for Children with Disabilities in Vietnam 

The Vietnamese government has made education a priority in their country. They have allocated 20% of their Gross National Product towards education and they have an excellent 97% literacy rate for their general population. However, children with disabilities have not received the same educational benefits as non-disabled children. Over half of disabled children do not attend school and the literacy rate among the disabled is an alarming low 67%. Educating children with disabilities in Vietnam is a challenging endeavor due to long standing cultural beliefs equating the disabled as inferior and because the expense of caring for them, let alone transporting them to distant specialized schools, is too great for families living in poverty. Because of poverty and cultural attitudes, many disabled children are institutionalized where they receive little or no education.

The current Vietnamese education policy for children with disabilities is to have them attend special schools. However, as of 2010 there were only 106 schools in primarily urban areas serving approximately 9,000 students. With an estimated population of 1.3 million children with disabilities, the extremely limited number of specialized schools does not begin to cover the educational needs of the disabled children population. At this time, there is no governmental oversight to ensure that children in institutions are receiving educational services at all.

Establishing an educational policy to provide children with disabilities an inclusive education provides the best means to educate them. Current educational funding should be redirected from building specialized schools toward retrofitting current schools, providing teacher training in meeting the needs of disabled children, and providing subsidies to families with disabled children so that the children can remain at home and attend school rather than being institutionalized. A governmental department needs to be established to provide assessment, support and oversight for children with disabilities.

Children with disabilities have a much better chance at receiving an education if they can attend their local community school. Children who attend school with their peers and are able to remain in their communities benefit socially, emotionally and intellectually. Children in institutions, however, suffer cognitive delays and are vulnerable to physical abuse and neglect. By remaining in their communities and receiving an education alongside their non-disabled peers, children with disabilities can change societal attitudes toward the disabled. They will have the means to become an active member of their community and to contribute economically towards supporting themselves.

Kyle

Marlaina Isbell, Affirmative Action in Brazil

Executive Summary: The education system in Brazil is set up to favor non-minority children who can afford a private primary and secondary institution. This preference becomes even clearer through the education and income gap between minority and non-minority citizens. Current affirmative action policies that require universities to admit a certain number of minority individuals are addressing the problem too late. In order to improve the quality of living for minority individuals we must reevaluate the primary and secondary school system and make adjustments so that the same level of resources are devoted to all students to prepare them for higher education.

Nick

Nobu

Tiffany Morris, Sami Language in Public Schools in Sweden

The Sami are a minority group that are facing a cultural crisis of identity loss. Many Sami have migrated out of their homes in northern Sweden for the large industrialized cities in the South. 2 Through forced assimilation from Swedish boarding schools, the Sami today have had to adopt Swedish culture and values, leaving no room for their own culture and traditions.[1] But today, the Sami have been fighting for political and social representation through the creation of a parliament and a school board. 3 The Sami have recognized language as being an important factor in cultural preservation and empowerment. The Sami School Board has opened Sami schools in the north. 3 Also, a few municipal schools integrate Sami language and culture in the curriculum. 3Unfortunately, Swedish public schools do not offer Sami language instruction. The Sami School Board aims to integrate Sami languages into the public school system. In oder to do so, the Swedish National government would give funding for classroom materials and properly trained full-time Sami language teachers. The Sami School Board and the National Agency would collaborate to create a curriculum that promotes Sami culture as well as offer Sami language classes.