Education

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Digital innovators are trying to plug gaps in Nigeria’s broken education system

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Africa/ Nigeria/ 03.03.2030/ Source: qz.com.

There’s an easy way to check how much of a priority education is to the Nigerian government: look at the national budget.

Last year, the allocation for education stood at less than 10% of the entire $29 billion budget—much less than the 26% recommendation for developing countries by the United Nations Educational Scientific and Cultural Organisation (UNESCO).

Years of perennial under-funding of education has seen infrastructure whittle while teaching standards and quality continue to fall short, especially at government-owned schools. Wise to the shortcomings of the national education system and the lagging teacher to pupil ratio in high schools, parents have long attempted to shore up learning gaps by employing after-school tutors, known locally as “lesson teachers.”

But Sim Shagaya, one of the key actors in Nigeria’s digital tech space since its early-days, is looking to offer an alternative through technology. After a hiatus from actively running a tech venture since stepping down from the troubled Konga in 2016, Shagaya launched uLesson, an edtech startup that’s attempting to merge online and offline components to meet learning needs of millions of Nigerian students while the public sector struggles.

“The [education] system has not kept up with the numbers,” says Shagaya. “That’s a quantity discussion but also qualitatively, we’re delivering much less quality than before so there’s a huge market there.” After nearly a year which entailed building a team, developing a vast video library of pre-recorded learning content and beta tests, uLesson to the market next week.

Nigeria’s long-running shortcomings with the sector means education has always been big business offline ranging from elite private schools and expensive tutors to more affordable options which are only marginally better than public schools.

Over the last decade digital innovators and entrepreneurs have launched startups including PrepClass and PassNowNow. For its part, PrepClass operates as a amartketplace for connecting after-school tutors to learners while PassNowNow allows users access high school class notes for several subjects and past exam questions for a fee.

Last October, CCHub, the influential Lagos-based tech and social enterprise hub, opened an edtech center at The Tai Solarin University of Education in Ijebu-Ode, about two hours outside of Lagos. “Education is the bedrock of healthy societies,” wrote CCHub co-founder Bosun Tijani in a tweet celebrating the launch. “As we continue to contribute to shaping the innovation ecosystem in Africa, accelerating the application of innovation and technology in improving education outcomes will be crucial to driving our overall agenda.”

ULessson’s  service and features are anchored on its mobile app through which users can register, take tests and have their learning progress measured, uLesson’s offline component will see it send its full library of learning content to registered users on SD cards. Content on the cards can then be plugged into phones and accessed seamlessly and without the associated cost of downloads or streaming online.

ULESSON
Taking “a uLesson.”

With the problem of under-funding education also prevalent in other African countries, Shagaya has pan-African ambitions for uLesson. The service will be immediately available to secondary school students in Nigeria, Ghana, Sierra Leone, The Gambia and Liberia—the five Anglophone West African countries that share similar curricula and take school-leaving tests set by the West African Examinations Council.

Despite dropping costs of smartphones and mobile internet, gaps in quality network coverage and inadvertently high cost of online streaming means “the pre-recorded model is what works really well for Africa,” Shagaya says.

ULesson is designed to undercut the after-school tutorial market with refined service delivery and a $80 annual subscription fee.  The model has already proven enough to win investor backing: uLesson raised $3.1 million in a seed round led by TLcom Capital last November. Konga, which he founded raise over $70 million amid early-day skepticism for the viability of local tech startups in the mid-2010s.

Ultimately, Shagaya will be hoping uLesson fares much better than Konga which was sold, likely at a major loss to investors, in early 2018. But a long history of demand for better education alternatives among Nigerians suggests uLesson will find a willing market. In 2018 alone, the economic impact of spending by Nigerian students studying in the United States reached $514 million while better education choices is also a factor  driving migration of middle-class Nigerians to Canada and Europe.

Source of the notice: https://qz.com/africa/1800778/kongas-sim-shagaya-launches-nigeria-edtech-startup-ulesson/
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Japan rethinks work culture as coronavirus spurs school closures

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Asia/ Japan/ 03.03.2020/ Source: asia.nikkei.com.

School closures mean companies must be more flexible for working parents

Companies in Japan are scrambling to accommodate working parents after nationwide school closures aimed at fighting the coronavirus went into effect on Monday, just days after the move was announced.

Prime Minister Shinzo Abe on Thursday called for schools across Japan to remain closed until the start of the new term in April in order to help fight the spread of the coronavirus. In a country known for its long working hours, shuttering schools means depriving many families of much-needed child care services.

Companies have responded with a number of measures, including shorter business hours, teleworking and flexible working times — all measures that the government has been trying to promote for years to modernize the country’s work culture and address such issues as overwork-related deaths.

The question is whether these changes will stick after the crisis has passed.

Life Corp., the nation’s largest supermarket chain, has shortened operating hours at all of its 280 or so stores. Starting Monday, doors open at 10 a.m. instead of 9 a.m. at all stores, while 86 stores are expected to close an hour or two earlier than the usual 9:30 p.m.

Life supermarkets employ many women who work part-time while raising children, and the school shutdowns are expected create personnel shortage, a Life official said.

Labor shortages are a chronic issue in Japan, and the coronavirus has already exacerbated the issue.

The restaurant and retail sectors also depend heavily on part-time labor. Zensho Holdings, which operates the Sukiya chain of beef bowl restaurants, will cut hours at or even close certain locations, in addition to streamlining its menus.

Odakyu Department Store, meanwhile, will close its Shinjuku and Machida locations at 7:30 p.m. daily from Monday through March 22. Normally, certain floors had stayed open until 10:30 p.m.

Tokyu Department Store will reduce its hours at four sites until March 18 at the latest. Hankyu Hanshin Department Stores will shorten its operating time by one to three hours through March 17. Electronics retailer K’s Holdings will lop one to two hours off its usual schedule at half of its 500 or so stores across Japan until March 19.

Sapporo Holdings, a major drinks company, encouraged 1,500 of its domestic employees, including those in delivery and logistics, to work from home from Monday to March 13. The company spokesperson, who said he was in the middle of teleconferencing from home, told Nikkei that telecommuting was «working fine.» He added, however, that some employees in logistics went to work as usual on Monday, as did all factory workers.

While companies scramble to adapt to the abrupt government announcement, some experts see an opportunity to improve conditions for working mothers and push the government’s work-style reform further.

Schoolchildren in Osaka are informed on Feb. 28 that classes will be cancelled starting the following Monday. (Photo by Tomoki Mera)

«The nationwide school closure will give the parents a chance to think about how to take time off work instead of just focusing on staying in the office,» said Yasuyuki Tokukura, who runs a nonprofit promoting work-style reform.

In 2018, the Abe government enacted work reform legislation that requires employers to ensure their employees take paid holiday and also sets a limit on overtime and gives more protection to non-regular employees through an «equal pay for equal work» provision.

In January, Environment Minister Shinjiro Koizumi, a rising political star who previously served as labor minister, became the first male cabinet minister to take paid parental leave to help care for his first child.

Revamping Japan’s work culture has been a long-simmering problem, but the country’s severe labor shortages are prompting businesses to press ahead. Convenience store chains such as Seven-Eleven Japan have started changing their 24/7 operations, giving franchisees the option of close stores during late night and early morning, for instance.

The increase in typhoons and other natural disasters in recent years has also encouraged some businesses to embrace teleworking as a way to deal with emergency situations.

Teleworking is also being promoted as a way to reduce congestion during the upcoming Summer Olympic Games Tokyo. Last July, the Tokyo Metropolitan Government launched a campaign asking businesses to implement telework as a trial run for the Summer Olympics. More than 600,000 workers estimated to have participated in the campaign.

Tokyo Gov. Yuriko Koike made teleworking a feature in her vision for the city unveiled last year.

So far, however, progress on introducing a more flexible working style has remained limited. Last summer, the number of passengers on public transportation dropped only 4.3% in Tokyo during a campaign to reduce commuting.

The widespread school closures could improve the situation by forcing more companies to get on board with the government’s reform push — but what suits Tokyo may not work everywhere.

Manufacturers in particular have responded more coolly to Abe’s initiative, arguing that it is not suited to non-service industries like theirs.

Ota city in Gunma Prefecture, north of Tokyo, decided not to close its primary schools. The city is home to several factories, including those for carmaker Subaru. «People complained [to the municipal government] that they cannot take days off of work,» said Takahashi Yoshiya, who is in charge of school education in Ota. «Tokyo’s model for telework probably does not fit the rest of Japan,» he said.

Source of the notice: https://asia.nikkei.com/Spotlight/Coronavirus/Japan-rethinks-work-culture-as-coronavirus-spurs-school-closures

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Iraq education system on brink of collapse

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Asia/ Iraq/ 25.02.2020/ Source: www.aljazeera.com.

Millions of students across Iraq are losing out amid a shortage of teachers and education funding, the Norwegian Refugee Council (NRC) has said.

Across Iraq, 2.5 million children are in need of education support, including 775,000 internally displaced children residing in and out of camps, the independent humanitarian organisation told Al Jazeera.

According to NRC information shared with Al Jazeera, more than 240,000 Iraqi children were unable to access any form of education in the last year. The United Nations’ humanitarian funding appeals for education in Iraq have also not been met for this year, reaching less than half of the $35m required.

Over recent weeks, hundreds of thousands of Iraqis have taken to the streets to protest against the poor state of public services and corruption. Their demands include more access to jobs and better economic opportunities.

Tom Peyre-Costa, the media coordinator for NRC Iraq, said one way to empower young people would be to provide education and training so that young people would have a better chance of finding work.

«An education system on the brink of collapse can’t effectively address these challenges,» he said.

Teacher shortage

Since the conflict against the Islamic State of Iraq and the Levant (ISIL or ISIS) armed group erupted in 2014, no new teachers have been hired, which has led to a 32 percent shortage, according to the NRC. In Nineveh, the second most populated region in Iraq, the number of teachers has plummeted from a prewar level of 40,000 to 25,000.

The aid group said that a lack of teachers has contributed to a high student dropout rate, particularly affecting secondary schools, where 28 percent of girls and 15 percent of boys are not in school. This is compared with primary schools where 9.6 percent of girls and 7.2 percent of boys are out of school.

In addition, a lack of contact time with teachers has hindered the performance of those children who are in school; many schools are now run in a system of two to three shifts a day in order to reduce class sizes, though numbers of students can still reach up to 650 per class.

Nada, a secondary school student in Mosul, said the lack of teachers was shocking.

«Today is my first day in school and I am in shock, we are more than 1,700 students and we don’t have enough teachers,» she told NRC.

Volunteers

With no new teachers hired since the start of the war, volunteers have started to fill the gaps in many areas. In Mosul, which bore the brunt of the war against ISIL, 21,000 volunteers represent almost half of the teachers in the city, the NRC said.

Volunteer teachers are generally subsidised through stipends paid by humanitarian agencies such as UNICEF and NRC, though some, such as those in Internally Displaced People’s (IDP) camps in Duhok, north Iraq, receive no such funding.

«The volunteers are typically not trained teachers and are either unpaid, or working on short-term contracts,» Peyre-Costa said.

He told Al Jazeera that since 2015, NGOs and the UN have spent more than $30m paying teachers in Iraq.

But for this current school year, humanitarian agencies said they will cease funding teachers’ salaries, in an attempt to pressure the government to hire and pay qualified teachers.

«Well qualified teachers, who have strong subject knowledge and effective pedagogical skills, are critical for moving from crisis to recovery in Iraq,» Peyre-Costa said.

IDP camps

Children in IDP camps have been hit particularly hard by the shortfall. At an IDP camp in Kirkuk, the Iraqi education ministry pays two teachers for more than 1,700 students enrolled in two primary schools, the NRC said.

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After ISIL, children try to catch up with school in Mosul

In Hamam al-Ali camp, classes for the current school year have not started due to a lack of teachers, leaving some 5,000 children without access to education.

During the war against ISIL, 50 percent of all school buildings in conflict-ridden areas were damaged or destroyed, the majority of which have not been rebuilt, according to the NRC.

«Now we study in prefabs, it’s cold during winter and burning during summer. We are suffering a lot,» Nada, the student, said.

In some governorates across Iraq, announcements have been made that all support for IDP school facilities would cease from the start of this school year.

In Duhok, northwest Iraq, the Ministry of Migration and Displacement stated they would cease paying rent on buildings used as schools for IDP children.

As a result, approximately 60,000 children in 12 official IDP camps in the Duhok area were at risk of losing access to education, the NRC said.

A teacher counting students in the schoolyard due to a lack of school building - back to school day 2019-2020 in Aljaleel school, Mosul [Tom Peyre-Costa/NRC]
A teacher counting students in the schoolyard due to a lack of school building [Tom Peyre-Costa/NRC]

Peyre-Costa told Al Jazeera the closure of schools is one of the multiple government measures designed to encourage people to return home.

«But by closing IDP schools, the government just pushes children out of schools, not out of camps,» he said.

«The education of their children is often sacrificed vis-a-vis security issues, or simply the lack of a home to return to.»

Source of the notice: https://www.aljazeera.com/news/2019/10/rights-group-iraq-education-system-brink-collapse-191028180740513.html

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7.7% of young foreigners in Japan not in school or work, twice the figure for Japanese

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Asia/ Japan/ 25.02.2020/ Source: mainichi.jp.

– At least 7.7% of foreigners in Japan between the ages of 15 and 19 are not in school or employment, a Mainichi Shimbun analysis of national census results has shown.

The figure is more than double that for Japanese nationals, which hovers at around 3.1%. It is believed that the higher proportion of foreigners in such circumstances stems from a mixture of insufficient Japanese language education and difficulties adapting to life in Japan.

It is possible the proportion of foreign teens not in education or employment could be even higher, as nearly 30% of minors of foreign nationality did not respond to the census.

The Mainichi Shimbun analyzed data from the most recent census conducted in 2015, focusing on minors between the ages of 15 and 19, and compared the results of those of foreign and Japanese nationality.

The census counted 74,517 minors of foreign nationality. Of the 55,496 that responded to the census questions, a total of 4,285, or 7.7%, were not in education or employment. Of these, 4,285 teens, 1,342 (2.4% of those who responded to the census) were unemployed and looking for work, 997 (1.8%) were engaged in domestic duties, and 1,946 (3.5%) had no intention of seeking work.

Altogether, 14,790 (26.7%) of the respondents were employed, and 36,421 (65.6%) were going to school.

However, there were another 19,021 young foreigners who did not respond to the census and whose labor status was unknown. They accounted for 25.5% of the people aged between 15 and 19, and it is expected that some of these people are neither working nor in school.

Among those of Japanese nationality, the proportion of people whose labor or education status was unknown stood at 6.3%, less than a quarter of the corresponding figure for foreign nationals. This indicates that the central government and local bodies are not aware of the living conditions of many young people of foreign nationality.

The census showed that there were 5,897,335 Japanese people aged 15 to 19, and answers were obtained from 5,524,999 of them. Of these, 174,027 (3.1%) were not attending school or working. Among those not at school or in employment, 58,265 (1.1%) were looking for work, 31,638 (0.6%) were engaged in domestic duties, and 84,124 (1.5%) had no intention of looking for work.

Itaru Kaji, a professor at Osaka Seikei University who is familiar with the life paths taken by foreign children in Japan, commented, «The risk of foreign children between the ages of 15 and 19 being placed in situations that cut them off from education or work is higher than for Japanese children. In particular, the proportion young people not in education or employment is high among those from Brazil, Peru and the Philippines, which have marked differences in language and culture. It’s necessary to create an environment in which it is easy for foreigners to study and work, and eliminate the blank gaps in their lives.»

Source of the notice: https://mainichi.jp/english/articles/20200225/p2a/00m/0dm/002000c

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Kenya: Education Committee wants TSC to hire on permanent basis

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Africa/Kenya/23-02-2020/Author(a): Kevin Wachira/Source: www.kbc.co.ke

The National Assembly Education Committee wants the Teachers Service Commission to recruit teachers on permanent and pensionable terms and not on internship terms.

TSC seeks to recruit 10,000 teachers as interns and 5,000 teachers on permanent and pensionable terms.

Appearing before education committee to defend its budget for the next financial year, TSC CEO Nancy Macharia said the commission was not assured of funds from the treasury to recruit teachers on permanent and pensionable terms hence the need to use the limited resources to recruit interns.

The MPs, however, want the lion share of the commission’s budget to go to the recruitment of teachers.

“The budget should focus on recruitment, how many do you intend to recruit in tertiary, secondary, primary, there must be equity. This concept of interns is not working,” said Wilson Sossion, ODM MP.

The commission is seeking Ksh 15.4bn for recruitment of teachers.

This year the commission claims to have only Ksh 2bn to recruit teachers.

TSC, therefore, intends to recruit 5,000teachers for secondary schools while they use Ksh1.2bn to recruit 10,000teachers under internship.

“With 100% transition and CBC there’s over-enrollment and a great need for more teachers,” said Macharia.

PS Education Belio Kipsang appealed to the MPs to avail more resources to activate the CBC and enhance the huge enrollment.

Source and Image: https://www.kbc.co.ke/education-committee-wants-tsc-to-hire-on-permanent-basis/

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China to relax its internet restrictions for 100,000 students hit by Australia’s coronavirus travel ban

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Asia/ China/ 18.02.2020/ Source: www.theguardian.com.

China has agreed to relax its internet restrictions, after lobbying from the higher education sector, so international students can study online while they are banned from Australia during the coronavirus outbreak.

Currently more than 100,000 Chinese students, who already have Australian student visas and were planning on commencing their studies this month, are stranded outside of Australia as a result of the government’s 14-day travel ban from mainland China.

On Wednesday, Australia’s Global Reputation Taskforce – an emergency council of universities and education providers – met with education minister Dan Tehan and trade minister Simon Birmingham to discuss how they could limit the potential $8bn hit to the economy.

Phil Honeywood, the chair of the taskforce, told Guardian Australia the ministers had secured new pathways for online courses – which would let isolated students keep their Australian enrolments.

But he warned that a visa approval freeze means Australia could “absolutely lose out” to competitors as Chinese students could easily “go down the road” and obtain student visas for the US, the UK or Canada instead.

The government has not yet announced if the travel ban will be extended by another fortnight, but education providers are “not optimistic” and preparing for the worst.

Honeywood, who is also the head of the International Education Association of Australia, said internet restrictions would be lifted for students, so they could reach university portals for lecture recordings and slides, among other sites.

“There have been challenges over many years with online learning into China but the Chinese government has acknowledged that a more effectual arrangement is appropriate because of the isolation,” he said.

“We’ve been able to make good progress on online learning options into China. There have been really worthwhile negotiations with the Chinese embassy. A number of platforms have been agreed to to deliver online courses to students who are offshore still.

“Not all courses will be suited to online delivery. There will be issues with which units of study can be provided, for what period of time. [But] it is definitely a better situation than we were facing a couple of weeks ago.”

But the universities are concerned that new visa delays, combined with the travel ban, mean Australia could lose out to other countries.

New student visa approvals have been frozen by the department of home affairs since 1 February, even for students who have already been accepted by Australian universities.

Acting immigration minister Alan Tudge confirmed to the Australian that the department was “not finalising applications for individuals currently in mainland China” due to “enhanced border measures”.

International students contributed $34bn to the Australian economy last year. Australia’s main competitors for Chinese students, Canada, the US and the UK run on a different academic year, starting in September, meaning they are less disrupted by the coronavirus outbreak this year.

“The issue we have got is visas allegedly bring processed but not approved,” Honeywood said.

“A bird in the hand is worth two in the bush. If you’re a student, and you can’t get an Australian student visa to travel, any time you can go down the road to the Canadian embassy or the US embassy and they are still happily approving visas.

“Chinese students, even if they can’t travel to Australia now, once they have been given a student visa to come and study in Australia, they can once the virus is contained.

“But because no visas have been approved, they are thinking ‘How long is this going on for? Even when the virus is contained, I can’t come to Australia to study because of the whole visa process. I’ll go to Canada and the UK and delay my start date.’”

Honeywood said education minister Tehan was working with immigration minister Tudge “to get some clarification about what might be possible in that visa approval space”.

Meanwhile, individual universities are also offering alternate course schedules for affected students. Melbourne’s Monash University has already pushed back the start date of its semester by a week, while the ANU in Canberra has announced a semester during the traditional winter break to allow Chinese students to catch up on courses.

Other universities, such as the University of New South Wales, have recently changed to a trimester system, and are encouraging students to defer their enrolment to the next trimester, which starts around the beginning of June.

Honeywood said the universities “have to abide by the chief medical officer’s determination” on the length of the travel ban, but that Australia’s higher education sector was uniquely vulnerable to the delay.

“More than other study destination country, we are caught by geographic location and the fact that our academic year starts at the start of the calendar year,” he said.

“Whereas our main competitors, like Canada, the US and UK, their academic year doesn’t start until later, in September. They aren’t faced with a large influx of Chinese students wanting to commence studies until later this year. Australia and New Zealand are in a particular set of circumstances which no other competitor study destinations have.”

Source of the notice: https://www.theguardian.com/world/2020/feb/13/china-to-open-up-its-internet-for-100000-students-hit-by-australias-coronavirus-travel-ban

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Egypt’s Mama Maggie nominated for 2020 Nobel Prize

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Africa/ Egypt/ 18.02.2020/ Source: egyptindependent.com.

Several national and international institutions and bodies, including the Canadian Parliament, have nominated Egypt’s Magda Gobran, better known as Mama Maggie, for the 2020 Nobel Prize, according to an official announcement made by the Egyptian Ministry of Emigration and Egyptian Expatriates Affairs, on Thursday, February 13.

Canadian MP Garnett Genuis nominated Mama Maggie in recognition of her constant commitment and dedication to serving illiterate and poor women throughout Egypt.

She was previously nominated for the Nobel Peace Prize in 2012.

Mama Maggie has been honored for her humanitarian work by many prestigious organizations and international officials.

In March 2019, First Lady Melania Trump and Secretary of State Mike Pompeo honored her among ten women at the International Women of Courage Awards ceremony in Washington, DC. The ceremony was held to celebrate ten women from various countries who have shown exceptional courage and strength while driving noticeable change in their societies in the realms of social justice, human rights, peace, women’s empowerment, and gender equality, according to a statement.

Moreover, Mama Maggie is the only Egyptian to have received the Arab Hope Makers award granted by Emirates Vice President Sheikh Mohammed bin Rashid Al Maktoum.

Known as the “Egyptian Mother Theresa,” Mama Maggie is a Coptic Orthodox Christian who left her career as a professor at The American University in Cairo for a life of devotion working as a servant of Egypt’s Coptic church to improve the lives of underprivileged Egyptians, especially those of women and children.

Known as the founder of the charitable organization “Stephen’s Children,” Mama Maggie began her journey visiting the slums of Hay El Zabaleen in Moqattam during Easter to distribute food and clothes among the families there. Raised by a middle-class family, Gobran was shocked by the misery she saw.

She decided to establish the non-governmental organization Stephen’s Children with a clear vision: “To help save lives, bring hope, and restore dignity to underprivileged children and young people,” according to the organization’s official website.

The organization’s efforts are mainly concentrated within Egyptian slums with the aim of building strong relationships with the people who live there.

One of the organization’s main purposes is to help children by providing young people with early, elementary, and secondary education along with necessary vocational skills.

Stephen’s Children has a branch in nearly every Egyptian governorate. At each branch, well-trained volunteers facilitate the delivery of blankets, meals, medical supplies and other necessities. The organization also offers high-quality support services and counseling to disadvantaged people across Egypt’s governorates.

The organization has successfully launched nearly 100 community education centers where basic education and literacy classes are available for all ages.

In the more than 100 community education centers founded by Stephen’s Children, children receive free basic education and adults attend literacy classes. These resources aim to provide them the tools they need to earn a living wage and lift themselves out of poverty.

In 2017, Egypt’s illiteracy rate stood at 25.7 percent, according to figures from the Central Agency for Public Mobilization and Statistics (CAPMAS), with women making up the majority.

According to the 2017 figures, the rate of illiteracy among young people (15-24 years) was only 6.9 percent, compared to a much higher 63.4 percent recorded among the elderly (60 years or older). Upper Egypt has recorded the highest illiteracy rates in recent years, with around 30 percent of the population of Beni Suez governorate illiterate as of 2017.

Meanwhile, Egypt’s Central Agency for Public Mobilization and Statistics (CAPMAS) announced in November 2019 that the percentage of Egyptians living below the poverty line increased during the 2017/2018 fiscal year to 32.5 percent, compared to 27.8 percent in 2015: an increase of 4.7 percent.

According to a CAPMAS survey addressing income and expenditures in 2017/2018, the average total expenditure of families increased to LE51,000 annually, compared with LE36,000 in 2015.

In a 2015 survey, about 27.8 percent of the Egyptian population was living below the poverty line, an income of LE5,787.9 annually and LE482 monthly.

Source of the notice: https://egyptindependent.com/egypts-mama-maggie-nominated-for-2020-nobel-prize/

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