How could exploring the value, risks, struggles and successes of Global Learning make Global 10 a more meaningful class?
The concept universal is an interesting one given how much of Global 10 is spent studying individual countries. When multiple countries are studied at once it is generally through the lens of some type of conflict like a war. Goal 4, education, looks at universal goals in order to ensure all students get an opportunity for a great education. The goals are ambitious and expected to be accomplished by 2030. There are 7 targets and 3 means of implementation. One of the targets is to ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes by 2030 (Without Accountability, Education Goals at Risk). Having studied, analyzed and examined so many problems faced by developing countries makes me think that this goal is impossible. All children... no way! Setting aside my skepticism, I am curious to know how they think they can accomplish this. But the thought runs through my head that if they can get more students a quality education isn't that considered a success? Is there value in this goal... absolutely yes!
According to the sources there are many risks and struggles. Many of the developing countries are war torn and students are often more concerned with staying alive on a day to day basis than attending school. If they are fortunate enough to be accepted in a school, transportation to the school can be a real challenge. Many families don't have money to pay for a bus or a way to get their child to school let alone additional costs of books and supplies (Montoya and Mundy). aMany children are expected to help earn income for the family so if a child goes to school not only are they not adding income to the family, they are also usually costing the family money for books, supplies or tuition. Students living in areas that are constantly in chaos often face having to go to school in refugee camps where the only supplies available is the dirt and their finger used to draw letters or numbers (Kristof).
Often governments in developing countries struggle to provide their citizens with basic needs. Usually a small percentage of the budget is set aside for education purposes. Additionally, many countries are still connecting test scores with success and an article in The Daily Star pointed out that using scores leaves out a major part of the picture like why students are dropping out at large rates (Without Accountability).
So is there any hope at all? Success is happening in many countries. The Stanford Social Innovation Review showed data that when the core curriculum is presented with life skills like health and personal finance students are being successful. Students practice hand washing and diagnostic skills when a classmate is sick. They learn methods for preventing malaria while practicing skills in other subjects. Older students earn points for assignments and those points can be used to buy thinks which teaches students finance and participating in a market. Other programs that are seeing success combine government with private donations to help close the gap. (Stanford)
So why do developing countries struggle to provide education? What obstacles do they face? Who should be involved in problem solving. What should be included in curriculum? What activities may best help students learn the needed skills? Topics in Global 10 like imperialism and world wars help answer the first few question. According to the sources over 50% of students in Sub Saharan Africa are not in school. This is a high poverty area that has struggled to overcome the lasting negative effects of imperialism. Tribes were separated leading to present day conflict that often results in people being displaced making education very tough to obtain. On the other hand, understanding a culture can result in ideas on how to help. Global 10 seeks to understand cultural elements of different areas and what is valued by the culture. This information can be used in creative ways to come up with a curriculum that could benefit different countries.
