Home » Articles posted by Alexandre Dumouza

Author Archives: Alexandre Dumouza

Afghanistan’s Dip in Quality Education

Photo Credit: Nathalie Lahire/ World Bank

Background

Over the last four decades, Afghanistan has suffered from continuous wars that have devastated the lives of many civilians. During the 1980s, over a million Afghans lost their lives, and forced millions more to flee to neighboring countries and seek refuge. When Soviet forces withdrew their troops in 1989, conflict ensued with civil strife between the Taliban, an Islamic political and military movement, and the government. Much of the fighting was exacerbated by ethnic conflict which left many Afghans internally displaced, resulting in loss of education and employment (Independent High Commission on Education for Afghanistan, 2003, p. 29). Moreover, when the Taliban toppled the government in 1996, girls and women were denied access to healthcare, employment and education (UNICEF, 2003, p. 6). Following the fall of the Taliban five years later, much of Afghanistan’s infrastructure had been destroyed. In response, the government decided to rebuild the country’s education system from the ground up.

According to a 2003 report, much of the government’s approach during the twentieth century was conventional in the sense that only a limited portion of government actors were involved in policy making. Furthermore, segments of society were not always represented when it came to decision making (Independent High Commission on Education for Afghanistan, 2003, p. 30). However, at the turn of the century, Afghanistan had shifted from a traditional hierarchical power structure to become more inclusive.

Implications

Today, despite the catastrophic circumstances and reoccurring violence, Afghan society recognize the value in education as a “bridge that transforms an emergency situation into one of hope and promise” (UNICEF, 2003, p. 2). Education has unified the country, with the government of Afghanistan utilizing quality education as the foundation for poverty reduction and economic growth (Independent High Commission on Education for Afghanistan, 2003, p. 1). The idea of a good quality education includes “cultural diversity, multilingualism in education, peace and non-violence, health education and sustainable development (Independent High Commission on Education for Afghanistan, 2003, p. 108).”

There has been a vast improvement in Afghanistan’s educational system over the years. One example is the Strengthening Education in Afghanistan (SEA) program, a USAID initiative, which provided teacher training to over 4,500 teachers in 2018 (Fippin, 2019). However, many citizens are still not receiving a quality education, and only half of the population between the ages of 15 and 24 are literate (Fippin, 2019). Furthermore, in addition to lacking quality resources, teachers and trainers are not well-equipped to handle the large class sizes endemic to Afghan classrooms.

The number of pupils per teacher has generally been declining outside of phases of rapid school expansion, UNESCO, 2020

Another issue that affects students seeking a quality education is the disproportionate ratio between teachers and students. As depicted in the graph to the left, in 2018 the average ratio was 44 students to one teacher (“GEM Report Education Progress,” 2020). The spike in the graph, where the student-teacher ratio was nearly 60:1 reflects the attitude towards education during the Taliban’s five-year rule. Frequently, teachers were threatened or attacked and schools were bombed, treating these institutions as military targets rather than a place of learning (Barr, 2017). To this day, Afghanistan still suffers from a deficit of teachers, presenting immense challenges to delivering quality education.

Afghan children still face an abundance of barriers in accessing decent education in both urban and rural areas. Safety hazards which stem from poor infrastructure is a major concern that can inhibit student learning (GEM Report Education Progress, 2020). According to the World Bank, “around 70% of public schools lack clean drinking water and working electricity” (Molina et al. 2018, 7). Additionally, there is a lack of available sanitation for students to use. UNESCO observes that only 31% of primary schools have access to single-sex bathrooms.

Low qualification of teachers and inadequate learning environments contribute to low-learning outcomes, with the teacher force remaining generally underqualified (World Bank, 2018)  

Reach and Impact

It’s not all grim though. While the disruption of war has impacted millions of young Afghans, a collaborative approach has been put forth to increase access to education. Since 2002, the Ministry of Education has taken initiative and embarked on a national ‘Back to School’ campaign. With the help of international donors, they launched a campaign which opened up its doors to get more than 3 million children—1/3 of them girls—enrolled in school again.

As of April 2017, a Ministry of Education official told Human Rights Watch that there are 9.3 million children in school, 39 percent of whom are girls. However, it is important to note that claims from the Afghan government regarding the number of students who have received an education post-2001 invasion is frequently disputed (Barr, 2017). The reasons for doubt are fair —the Afghan government is described as having “centralized, though typically weak, state control and often low-capacity, locally governed institutions” (Molina, Trako, Hosseini Matin, Masood, & Viollaz, 2018, p. 9). There seems to be a disconnect between student learning objectives, and which offer the opportunity for teachers to advance in their career despite lacking certain qualifications and seniority. Though there has been significant progress over the past 16 years, more attention needs to be centered towards the performance and quality to maximize potential student learning outcomes.

References

Barr, H. (2017). “I won’t be a doctor, and one day you’ll be sick”: Girls’ access to education in Afghanistan. New York, N.Y.: Human Rights Watch.

Fippin, E. (2019, July 20). Top 10 Facts About Education in Afghanistan. Retrieved from The Borgen Project website: https://borgenproject.org/top-10-facts-about-education-in-afghanistan/

GEM Report Education Progress. (2020). Retrieved from GEM Report Education Progress website: https://www.education-progress.org/en/articles/quality/

Independent High Commission on Education for Afghanistan (Ed.). (2003). The Revival and development of education in Afghanistan: Policy, objectives and strategies. Kabul: Independent High Commission on Education for Afghanistan.

Molina, E., Trako, I., Hosseini Matin, A., Masood, E., & Viollaz, M. (2018). The learning crisis in Afghanistan. Policy Paper. World Bank, Washington, DC.

UNICEF (Ed.). (2003). Rebuilding hope in Afghanistan. Retrieved from https://www.unicef.org/publications/index_15520.html

World Bank. (2018). Afghanistan: Promoting Education During Times of Increased Fragility. Retrieved from https://www.worldbank.org/en/country/afghanistan/publication/afghanistan-promoting-education-during-times-of-increased-fragility

Gonzales, CA: How a small town is solving youth unemployment

  • By Lincoln Ngaboyisonga and Alexandre Dumouza
Image result for gonzales ca

Youth unemployment is one of the most alarming economic challenges the United States is currently facing. According to recent reports, 5.5 million youth who are 16-24 are neither enrolled in school nor employed. This statistic represents 12.5% of young adults in the U.S., which is more than double the adult unemployment rate. This problem is nationwide and is even more disparaging in small-town cities such as Gonzales, California. This issue is often a symptom of employment and income issues faced by these kinds of cities. There is a growing focus in California to make sure youth are accessing quality education while obtaining the necessary skills to enter the workforce. Gonzales in particular with a population of approximately 10,000—has an 11% unemployment rate, and 20.4% poverty rate, which are both higher than the California average.

Multiple factors influence youth unemployment. Besides the various familial, social, financial, and educational factors contributing to this issue, the problem is also demographical. Brookings explains that this problem is more prevalent in areas with higher-than-average unemployment rates and other economically destabilizing factors. Such factors include cities facing issues such as de-industrialization (or lack there-of), lower investment rates, shifting economic trends to sectors such as technology, and less densely populated areas with agricultural heritage, Gonzales meets all these criteria.  

Extracurricular Solutions in Gonzales

Solving the challenge of youth unemployment in small cities like Gonzales is not just about preparing young adults to enter the workforce. It is about making sure that employment opportunities are available, and that the training and preparation given to the youth is contextualized to the employment demand and prevalent industries in cities experiencing the same economic and employment issue.

Text Box: Gonzales High School students Pablo Mendoza, 16, Elizabeth Aireola, 15, work in a broccoli field at Pisoni Farms. (Vern Fisher - Monterey Herald)
Gonzales High School students Pablo Mendoza, 16, Elizabeth Aireola, 15, work in a broccoli field at Pisoni Farms. (Vern Fisher – Monterey Herald)

To increase student motivation, Gonzales is coming up with various ways of creating innovative opportunities for teens and young adults. One of them is to create a Teen Innovation Center, which promotes college readiness, social entrepreneurship, academic success and innovation. The proposed project will transform a former medical office into an innovation space where youth in Gonzales can have access to resources such as computers to work on STEM projects, cultivate their artistic side and create new ideas. This proposal was made in a city council decision-making process through the creation of a youth council. The program enabled students to utilize their abilities, add to the innovative ideas and future plans for the city, and express their needs in the program.

Another initiative that is preparing youth to solidify their skills and knowledge is the Wings of Knowledge program. The program, which began in 2015, seeks to empower students by focusing on the curriculum application of STEAM (Science, Technology, Engineering, Arts, and Mathematics). According to the co-founder, the program’s purpose is to create a nexus for students to explore local science and engineering, while allowing them to excel at their own pace. What’s unique about this program is that students don’t only learn about such technologies at the comfort of their desk, they get to go out and engage in the field. With the option of joining an agriculture group, students get the opportunity of learning about water studies and climatology, which they can later instruct to younger elementary school students

Success in the Classroom

In conjunction with informal educational activities, the Gonzales school district is already excelling in providing assistance to aspiring youth who are seeking to develop their skills post-high school. Gonzales supports K-12 students by creating a healthy environment where students can find their passions and learn for the betterment of their own educational careers. Other examples emerge from the schools’ website as it serves as an excellent guide for students seeking higher education. Gonzales high school also offers several initiatives by providing students with options such as their career exploration from their school curriculum, and a career technical day. They also have an annual college-career week at the high school, which can spark a career interest in post-secondary education. 

Knowledge, skills, and confidence are the cornerstone of accessing desirable jobs in the U.S. for youth employment. Programs such as those offered in Gonzales provide a foundation to exercise job readiness. Despite the various challenges behind youth unemployment, Education, public-private partnerships, and grassroots initiatives must also play a factor as part of a holistic process that can create ideation, innovation, and spark new ways of connecting skills and knowledge to contribute to future jobs. No matter how many services attempt to enhance youth opportunities, for this process to be effective, youth development must be at the center to create impact and stimulate growth.  

Bibliography

College and Career Readiness. (n.d.). Retrieved February 15, 2020, from https://www.gonzalesusd.net/apps/pages/index.jsp?uREC_ID=1485777&type=d&pREC_ID=1634117

Disconnected Youth. (n.d.). Retrieved February 15, 2020, from https://opportunitynation.org/disconnected-youth/

Gonzales, California. (2019, December 10). Retrieved February 15, 2020, from https://www.rwjf.org/en/library/features/culture-of-health-prize/2019-winner-gonzales-california.html

Gonzales, CA. (n.d.). Retrieved February 18, 2020 from Gonzales, CA

Reyes, J., & Monterey Herald. (2018, September 11). Know your roots: Wings of Knowledge program educates students and farmers. Retrieved February 15, 2020, from https://www.montereyherald.com/2018/02/02/know-your-roots-wings-of-knowledge-program-educates-students-and-farmers/

Ross, M., & Bateman, N. (2018, January 31). Millions of young adults have entered the workforce with no more than a high school diploma. Retrieved February 15, 2020, from https://www.brookings.edu/blog/the-avenue/2018/01/31/millions-of-young-adults-have-entered-the-workforce-with-no-more-than-a-high-school-diploma/

Sites DOT MIISThe Middlebury Institute site network.