Category: Education

india: education now law

Major change in Indian educational system:

Many countries have enshrined the same goal in law, but experts say India is unusual because it has also set a wide variety of performance standards. The government has mandated one teacher for every 30 students, and is promising free textbooks, uniforms and transportation – it is even providing students’ lunches. Teachers will face new scrutiny over punctuality and qualifications, and one million new ones will be trained over five years. The law even regulates school sanitation, right down to the toilets. The cost: an estimated at $35-billion (U.S.) over five years.

GPS mapping and water testing as learning tools.

Having a fun day digesting all the information (and questions) BOSCO-Uganda has to offer. Here are a few shots from yesterday’s field training on GPS mapping and water testing through our Classroom to Classroom initiative. The Lead-Deadwood High School in South Dakota has fundraised for GPS equipment to bring to Uganda. Teachers here are receiving training in how to use this equipment, map water sources on Google Maps, and do some basic testing on water. The point being to engage students in both science and ICT at the same time, while teaching collaborative skills like wikispace use and Google Forums. When teachers train their students, there is the added opportunity of students learning about gathering, analyzing and sorting data.

ICT in education

An interesting example on how ICT can be integrated into flexible and self-directed education:

In mobile technology, it is often the developing world that leads the way – by using mobile phones to teach people a foreign language, for example.In Bangladesh, more than 1m English lessons have been downloaded to mobile phones as part of the BBC‘s Janala sercvice, the corporation announced today at the World Mobile Conference in Barcelona.

Offering hundreds of three-minute audio lessons and SMS quizzes for less than 4p, Janala – meaning “window” – provides low-cost education through handsets – in a country where English is not as widely spoken as elsewhere in Asia.

The service is very simple: by dialling “3000″, mobile users access classes ranging from “Essential English” to the more advanced “How to tell a story”. The BBC has also set up a website giving learners free access to content.

from mobile schools.

These students have transferred from the Garunley Mobile School to the Abakore Primary Boarding School in Abakore Town, North Eastern Province, Kenya.

Aden Ali.

Fardosa Abdi.

Ubah Mohammed.

Interviewing the students was a challenge. While I had a translator, my presence was alarming/surprising/disconcerting. I only got through the basic questions (age, favorite subject, future profession, class ranking) – which really reveal very little about a person – before realizing that my intrusion was not really warranted. The pictures were taken for the organization who might be profiling their mobile school transfer students.

abakore nursery.

Education for Marginalized Children in Kenya funded this early childhood development center at Abakore Primary School. I would consider this good working conditions for children in Kenya: there are tables and chairs, some light, lots of books, and space.

garunley mobile school.

We left Habaswein early in the morning. The sky was that eary gray before the sun burns off the clouds. We first stopped for liver, chapati, stew and tea, a tyical breakfast in the region, before driving back to Abakore and on to the Garunley Mobile School. Fortunately, Garunely was not far outside Abakore so we spent only about 20 minutes bouncing on cracked and pot-holed land before seeing a herd of goats. Loud honks from the car drew attention and we were met by the mwalimu, or teacher.

To learn more about mobile schools, I would suggest reading my first article at Toward Freedom. This meeting was more of a follow-up to look at other aspects of the school rather than the basic details. Through a translator, I spoke to a member of the School Management Committee (the community members who govern the school) and the teacher.

New developments in the mobile schools include government registration. Gurunley, now official, benefits from a feeding program. Mind you, most of the food was stuck at the World Food Program hangers since they only release food to certain key people and not directly to an approved community member. The school also needs to increase enrollment from 19 to 30 to ensure they benefit from full government grants: vaccinations, potential water services and a steady feeding program. All these are necessary to ensuring the school continues during droughts.

Classes usually happens for two hours in the morning and two hours in the evening so most of the kids were away in the bush taking care of animals. None of the children are vaccinated and many were sick. When we left the family, we took one girl and her mother to the dispensary in town. A fairly decent outfit considering how rural the area is – they now also have two medical students from Nairobi on internship.

The SMC member was pretty clear on his interest in having the children of the community educated. The main reason, aside from education “being the best thing you can give a child,” was that he wanted a better life for his children. This struck me as interesting. When the schools were first introduced, most families were wary that pastoralism would take a back seat to education. The schools were accused of being there to erode local cultures and “Christianize” children.

While the schools function around the pastoral clock, the children are supposed to leave after a year and transition into mainstream schools in Abakore and other towns. So, it seems that parents are admitting to a drastic generational change which will definitely mark pastoralism over the coming two decades.

part I: following the mobile school.

We left for Habaswein from Garissa in late afternoon with a car stocked full of water and fresh fruit. You know Garissa is behind you after leaving all black asphalt. The make-shift road is made of sand tracks gutted by bus, lorry and car tires. And the roads are always “busy” – tall buses precariously bouncing along the sand tracks, always about to tip over. Lorries leaving clouds of gray smoke behind them as they churn into Garissa to drop their wares. Most other cars you pass are stamped with the logo of an NGO or local government body.

Within the first twenty minutes, we have stopped to hand out water to two little girls. They must both be under thirteen and watch me with wary eyes. The youngest one is not wearing a headscarf, her red flowered dress flapping in the wind and her head covered by thick wiry black hair. They must be taking care of animals nearby, but not close enough to walk into town. Gedi tells me: “We are handing out water to vulnerable girls.” Always disconcerting hearing development speak in a real situation. While perhaps vulnerable, the girls are most likely fine – their family living off the road nearby.
An hour into the drive, we stop so Gedi and Hassan can pray. I walk over to the watering hole, a large expanse of water where camels are drinking in turn. Pastoralists are living near the watering hole, their makeshift homes set up under the few trees. I take a few pictures of the water, but I am soon stopped by a Somali local. He gets into an argument with Gedi, who later explains that most people in the region listen to the Somali BBC broadcast and have developed the idea that – since the American invasion of the Middle East – most wazungu are spies, soldiers or something similar.

Otherwise, the drive is uneventful. The road turns from thick red sand to pale gray and pastel. The countryside is greener than the last time when I traveled during the peak of the 2009 drought. The low bushes have green leaves. Occasionally, there are patches of grass growing out of the hot sand. The road is in equally bad shape as before, but now with a hint of previous rain where mud has dried into walls shaped by tire tracks.

When the sun sets in the evening, it is a hot red ball dropping from the sky. The sun never sets faster than in Eastern Africa. If you look away, you miss risking the climax as the sun falls behind the horizon and leaves streaks of pink and red in the dimming sky. Another jeep races us on a parallel road, kicking up clouds of dust.

We stop in Abakore, about three hours from Garissa, to meet with local point persons. It’s about 8 p.m. and the sun has set. The sky is now a myriad of stars splattered on black. The chai restaurant we always frequent is run by a mama and her many children. She’s the most successful woman in town and her children are clearly ambitious and well-educated. The oldest daughter speaks clear English and will start business courses at a nearby college in May. The mama’s restaurant is also powered by solar power, boasting two of the few light bulbs in town. Other restaurants are open, picnic tables with tea thermoses flickering under paraffin lanterns.

We drink hot cups of sweat tea and wait for arrangements to be made. We need to find out where the pastoral family we have come to talk to, Gurunley, is staying. We also walk over to Abakore Primary School to meet with the headmaster to clear a visit in the morning. There is a lot of protocol in visiting these regions as you do not want to step on anyone’s feet. We successively bump into the local chief and other elder figures. Our visit concluded we drive another hour to Habaswein, a nearby town with decent lodging, for a good night of sleep.

permanent.

The writer of this comic strip knows me too well:

studentsIt’s been a recurring dream.  A couple of days ago, I found myself back in high school completing advanced courses because I had not met my university requirements. Another night, I was scouring the library for the last economics textbook for an upcoming exam. Talk about latent anxiety.

One reader puts things into perspective: “I had that dream for many years after college. It finally went away after several months of being retired.”

I can only imagine (or can I?) the mental transformations we undergo in university where the world revolves around standardized examinations and befriending professors. Good luck to my two younger sisters, one who just entered the rollercoaster, and the other who has a few years of anxious waiting.

And for some twisted reason, I am looking forward to graduate school.

the madrasa.

Madrasa

The Madrasa Resource Centers and their associated pre-schools are a flagship project of the Aga Khan Foundation. When his Highness the Aga Khan visited East Africa in 1985, communities brought forth their concern that their children were falling behind in school. Studies conducted by AKF illustrated that, in fact, early childhood education (between the ages of 3-6) is critical in the overall development of a child. Well, there’s certainly no denying this: while there’s some degree of “nature” to human development, it’s been proven over and over again that you become who you are through the inputs of your environment, i.e. “nurture.”

The creation of this type of madrasa (madrasa means school in Arabic) is – compared to what I have seen – unique. The community is motivated within itself to provide early childhood education services to their children. Through local facilitators, the Madrasa Resource Centers, these communities have been given the materials and support to build their own pre-schools, elect a school committee and find teachers to staff the facilities. Because it is a community based project, the result is sustainable and engaging: members, students, parents and beyond, have a stake in seeing their schools succeed.

Because community members were concerned that their children would not receive appropriate religious training if they attended these madrasas, the curriculum is split in two parts. Mornings emphasize reading, counting, learning, touching, feeling: all types of interactive activities that having nothing to do with that old “chalk and talk” method common here (and in Canada, on that note). Afternoons consist of religious studies. While I maintain my skepticism over religion itself, there’s no denying that this two-part method is the best way to ensure that children actually come to the madrasa and benefit from the secular side.

The two madrasas I visited were located in Mombasa. In one school, there were several classrooms split into different age groups. Students – from 3 years and up – were sitting crosslegged on the ground in school uniforms doing additions. In another school, the classroom was divided into two groups, each practicing their alphabets with the mwalimu or teacher.

The madrasas cater towards poor families that have use a portion of their small savings to send their children to these programs. In one school, each parent contributes 250 shillings a month. This goes towards teachers’ salaries (so that they don’t get poached by private schools with better offers), the school feeding program and other administrative needs. The classrooms are basic, but functional. They have made everything out of nothing: cardboard alphabets, hand drawn charts and reading guides, musical instruments made from bottle caps and wire. Children sit on the floor all day – and while it’s nothing like the clean-cut, yellow and pink classrooms of the nurseries I remember – what is needed is there. These madrasas are humbling.

Madrasa

emack.

I spent this morning in a meeting with EMACK, or Education For Marginalized Children in Kenya. There were a few facts and ideas that I thought worth posting and drawing from. First of all, EMACK services the most marginalized area of Kenya: Coast Provinces (along the Indian Ocean) and the North East Provincesn (along the porous Somalian border.) So, they have some hard work cut of for them.

Because they train teachers, I was curious to know what type of pedagogy is pushed. My experience in Uganda shows that teachers simply get students to memorize material. This means students fail to develop the critical thinking abilities that get them through the real world. It looks like Kenya faces similar difficulties, since Alex Alubisia explicitly mentioned that they are trying to train teachers in not “chalk and talk” but in engaging students in their lessons. However, he mentioned that teachers applying this training is still limited. Well, he was right that this is a universal problem. Perhaps it boils down to teachers basic intuition towards teaching based on their own background and university training.

Of course, like in all areas of development, there’s a strong focus on gender. Girls are generally more marginalized than boys, particularly in Islamic cultural regions where the boy’s education often comes first. Other problems exist as well: Alex pointed out that teachers abuse or take advantage of girls (sexually and/or mentally). Breaking their confidence leads to poor grades and high drop out rates. To remedy some of these difficulties, EMACK started a Girl’s Forum which brings girls together to talk about everything from menstruation to better grades. It looks like, on request from the boys, that there will be a similar group for the other gender. I can see this being successful: being strong among a group gives individuals the choice of speaking out, with support.

They also have a somewhat unique program in the North: mobile schools. I will be visiting these, I believe, within the next few weeks. Basically, a pastoral community is equipped with camels, teaching materials and a teacher. The teacher follows the pastoral groups as they move finding water and food for their animals. An interesting effort to get kids in school.

Another thing I have been concerned about is the fact that education here doesn’t often lead to a good job – or a job at all. In Canada, if you put your mind to it, it’s possible to get an entry-level professional job after your undergraduate degree. In Kenya getting this job demands bribes and family connections.

In turn, families are not keen on sending their children to school when they see unemployed graduates. They mentioned some career counseling as a foil to this problem, but I think it really comes down to a catch-22 cycle that will be hard to break. It’s necessary to de-bloat (definitely not a word) the civil service and invest in community development, consequently creating jobs, before parents will see a point in children going to school. However, this won’t happen until Kenya has a strong(er) civil society which is built on educated young adults.

change.

Yes, social media brings social change:

The Internet and mobile phones have taken on a major role in Iranian politics over the last several months. As protests over the contested election results continue in Iran, the government has dramatically increased its control over digital technologies. Many important Web sites have been blocked over the past couple of days, including the Web sites of the opposition parties in Iran, Facebook, Twitter, and YouTube. While political organizers have learned to leverage the organizing power of Web 2.0 tools, government censors in Iran are quick to shut them down when they are most effective. None of this is surprising; it reflects similar events seen in many places around the world.

in complex interviews.

Maybe for medical schools this new type of interview process – the so-called Multiple Mini Interview – is great for selecting applicants. Basically,

MMI works by having applicants move from one mini-interview to the next. At McMaster, students pass through 10 to 12 stations, each operated by an assessor who grades the applicant’s performance. In addition to teamwork stations, such as one with the dots exercise, applicants are asked to discuss ethical questions or participate in scenarios acted out by current medical students.

“We recognized that our biggest problem is not in evaluating the cognitive domain – it’s not about knowledge,” Dr. Rosenfeld says. “It’s the interpersonal domain: the way of dealing with people. It’s about ethics and it’s about judgment.”

He says the current corporate job interview process, in which the applicant answers questions posed by potential future colleagues, is an inadequate way to evaluate how a candidate will perform in the job.

MMI focuses on evaluating “soft” skills, what Peggy Klaus, author of The Hard Truth About Soft Skills, defines as “attitude, integrity, ability to communicate ideas, ability to get along with people, and give and accept critical feedback,” among other traits.

“People who give job interviews are often not taught … how to ask the right questions and to listen and observe a person’s non-verbal communication,” Ms. Klaus says. “This is not a good way to bring somebody into a school or organization.”

Sounds like a riot to me. Plus, who can’t say they prefer the friendly doctor who you can open up to? Or the dentist who winces with you? Or the midwife who seems capable, but yet open and warm? All in all, screening medical students for more than textbook knowledge seems like a good idea.

However, I am not sure I would want this type of test to apply to disciplines where human-to-human interaction is minimal or to the undergraduate sector. Despite the fact that the latter is flooded with applicants, we still need a chance to develop our people skills throughout the first four years of university.