Education

The Importance of Education

“ Education is our passport to the future, for tomorrow belongs to the people who prepare for it today”,  Malcolm X.  

Emma Santoni Global Studies 2020

Summary

A child’s ability to get an education impacts not only the individual child but his/her country’s overall economy.  A lack of education has been used to manipulate and keep citizens ignorant of their rights and of what is going on around them.  The  availability of education depends on where one lives in the world.     A lack of access to secondary education in Tanzania and the Dominican Republic, for example,  limits the opportunities for personal and economic advancement.  Education in the Dominican Republic and Tanzania has historically been poor but the countries are taking steps to improve. While on service trips to these two countries, I was able to see and take part in two of the initiatives the countries are implementing to improve their education. In The Dominican Republic and Tanzania only about 86% and 82% of their primary school aged children attend primary school.  Those percentages drop even further to only 60% for secondary school aged children.  

      In Tanzania the issues that stand in the students’ way include passing an exam to enable them to go on to secondary school level.  If students do not pass, they can not go on or retake it.  Tanzania does not have enough schools, and the high cost for families makes it difficult to continue.  Females are given pregnancy tests are expelled from school if they are pregnant.  They also lack special education services and resources to help address students with any physical or cognitive disabilities.

       In the Dominican Republic they face many of the same issues.  Lack of resources,  funding for teacher training, and a high drop out rate for female students are some of the biggest issues facing the students.  Overcrowding in schools leads to students attending only for half days.   Teachers are often asked to teach outside of their expertise with very little training.  

 These countries have started to realize that they need to commit more of their resources to education.  The benefits of completing  a secondary education are seen both personally and in the country’s economy.  The higher the education the farther a person can go.  It can increase their income, help educate about health issues, and keep them healthier.  Education prepares students for the modern economy, and can lower crime rates, which would save the money that is spent on incarcerating citizens.

      In Tanzania, the government has created a plan that began in 2016 to offer twelve years of free education.  They have  added a wider variety of school types, including technical and vocational schools.  Their goal is to be a semi-industrial, middle class economy by the year 2025.  In addition, non-governmental organizations like the Global Partnership for Education have given the country $90 million US dollars to help train teachers and provide much needed resources.(“Global Partnership for Education Scales Up Funding Education”)  They have implemented yearly testing to help gather data from households. 

In the Dominican Republic, the government and outside groups have also realized the need to put more money and effort into their school system.  The government started the National Education Pact which works on training and increasing the amount of time students are in school.  They created important guidelines for teachers.  The World Bank Organization has also given $100 million US dollars to help the school system.  (Baron and Saavedra) 

Education in the United States

The impact of a society’s access and levels of education can be seen in many countries.  In the United States, for example, education is valued and mandatory through the age of 16.  Options for students to get a free education are inconsistent.  This is especially true when it comes to secondary education which includes public schools,  technical schools, and charter schools.  Students of all ages are given the opportunity to succeed and find a place not only close to where they live but also where they are able to learn best.  It allows them the opportunity to work toward furthering their education in college or finding a job in their technical or chosen field.    

Education has always been highly valued in the United States. In the late 1600’s, Massachusetts was the first state in the United States to require children to learn to read and write, “The English Puritans who founded Massachusetts believed that the well-being of individuals, along with the success of the colony, depended on a people literate enough to read both the Bible and the laws of the land.” (“Massachusetts Passes First Education Law”)  Although religion has been taken out of public education,  the importance of obtaining a free education remains.

A country like the United States provides a model for other countries that are trying to advance their education system.  The United States has shown that  investing in education leads to a more productive society.  Starting in the late 1600’s they showed the importance of education and have continued to make laws and develop programs to help the education system.  

 Education In The United States, The Dominican Republic and Tanzania

  A strong primary education helps develop lifelong learners.  It is the beginning of  learning routines, social norms, and expectations.  It helps young people learn about  their local communities before extending to more national or global communities and is the basis for all other learning.  The United States requires American children to attend primary school.  Tanzania and the Dominican Republic are two countries that have historically not had easy or affordable access to primary education. They also did not have laws making it mandatory for students to attend before the beginning of the 21st century. 

         Looking at the percentages of enrolled students gives one a better way to compare the United States, the Dominican Republic, and Tanzania, given the differences in overall population of these three areas.  In the United States, the percentage of primary aged children enrolled is 97.84%.(“Primary and Secondary Education”)  When looking at Tanzania specifically, that percentage drops to 81.92.  The Dominican Republic’s percentage is a little higher at 86.14%.   If a student does not attend primary school, it makes it nearly impossible to catch up or to later try and attend at a higher lev:l.  

“The early school years are vital for acquiring core reading skills. There is a

  well-established phenomenon called the Matthew Effect, which states that

  relatively small differences in reading ability in the early years of school lead

  to relatively large differences in achievement by the end of school and beyond, 

   if not rectified early. This is why teaching children how to read at the start of 

primary school is so important.”(“Primary and Secondary Education”) 

Reading at a young age is the basis of learning.  If a child can not read, illiteracy makes it even more difficult to learn the other subjects that are presented.  If they are not in school in some of these countries it is difficult, if not impossible to stay up to date with any written news or communication.  The adult literacy rate in Tanzania is 77.89%. ( “The Literacy Rate Goes Down in Tanzania”)  In the Dominican Republic, the adult literacy rate is 93.78% (The Literacy Rate Goes Up in the Dominican Republic”).  In the United States, the adult literacy rate is 99%. (“ U.S. Literacy Rate 1990-2020”)

Beyond Primary School in Tanzania

Once students make it through the primary years, there are  obstacles that stand in their way as they try to further their education. In many areas it is not a given that the students who attend primary school will go on to a secondary school or placement.   In Tanzania, the percentage of students that go on to secondary education drops to 40%.  (“The Literacy Rate Goes Down in Tanzania”)  In Tanzania when students finish primary school, they must pass an exam  to go to secondary school.  Students can not retake this exam.   If students pass the exam, another obstacle that stands in their way is the location of schools.  The lack of schools outside the city limits makes travelling to and from school difficult for students living in rural areas.  Without public transportation or transportation offered by the school district, students are required to walk vast distances to get to the nearest schools.  The schools that they do have are very crowded and the teacher to student ratio is high,  “For example, at the Kivukoni School in Mpanda, there were only 13 teachers for nearly 1,500 students and only five classrooms in the whole school.” (“Unlocking Education Through Strong Partnerships”)  Communities need to deal with the overcrowding to make the teacher to student ratio reasonable.

Yet another obstacle for the families in Tanzania is the high cost associated with getting a secondary education.   Many families in Tanzania could not afford the tuition to attend or the added cost of the uniforms needed to enroll.  Added to this is the burden on families for not having their children in the workforce and, therefore, not bringing much needed money into the household.  Due to high costs, families sometimes have to make a choice if they have more than one child as to who will attend.  Families sometimes only send one child.  The sons generally get that honor,  “ Primary school-aged children from the poorest families are three times less likely to attend school than those from the wealthiest households.”  (“Education”)  This can further divide the families into economic classes that are difficult to escape.  

In addition to the cost and families having to choose which child they will send,  females in Tanzania, who do begin their secondary education have a hard time making it through to the end.  Females are often given pregnancy tests and are expelled if they are pregnant.  Females also face discrimination and sexual harrassment.  Often the teachers are the ones who are sexually harassing or abusing the female students.  Females are often married at a much younger age,  “Two out of five girls in Tanzania are married before they turn 18. This inevitably leads to young pregnancies and thus the necessity to drop out of school.” (“What’s Hindering Girls Education in Tanzania”)  The poorer families from less affluent areas tend to have a higher percentage of earlier marriages.  “ Early marriage and pregnancy keep girls out of school.  Adolescent pregnancy led to almost 3,700 girls dropping out of primary and secondary education in 2016. More than one third of all girls are married by the age of 18, but girls from poor families are twice as likely to be married early than girls from wealthier homes.” (“Education”) In June of 2019, The Center for Reproductive Rights and the Legal Human Rights Center filed a complaint regarding the pregnancy tests given to female students.  “While both boy and girl students may face interruptions to their schooling, girls disproportionately bear the harshest consequences under the Tanzanian law. Pregnant school girls have a right to education and should be supported to stay in schools,” said Fulgence Massawe, Director of Advocacy and Reforms at the Legal and Human Rights Centre. (“Tanzania Pregnant Schoolgirl Ban Complaint Filed”)  The girls are punished simply for their gender.  

Another problem facing the schools and the students in Tanzania is the access and the availability of special education equipment and services.  Schools are not built or equipped for students with physical challenges.  In addition, in many of these areas, teachers are not trained  to best reach students with cognitive or physical demands.  Schools also do not have the proper resources for students with special needs.   Without access and availability of special education and handicapped accessible schools,  a whole group of children is prevented from attending.

  

Beyond Primary School in The Dominican Republic and Tanzania

In the Dominican Republic, the statistics are very similar.  Nearly 40% of the already lowered rate that attends primary school drop out before getting to secondary school.  The reasons, which are similar to Tanzania’s, include resources, training, and a higher drop out rate for female students.  Although education is mandatory from the ages of 6-14 in the Dominican Republic,  it is not enforced.  There is also a  lack of sufficient schools.  There is overcrowding and a lack of necessary resources.  They have  tried to address the overcrowding by splitting their day.  Sometimes students will attend for only half a day so a different group can come in the afternoon. This can impact the overall amount of education that a student receives in their lifetime.  

The issues continue with the curriculum and staffing.  The curriculum that many of the schools use is out of date.  There is a lack of available and reliable internet in many areas so both students and staff can not access current information as easily as in the United States.   Teachers’ salaries are low and there is a high teacher to student ratio, not allowing for much individualized attention.  Teachers are asked to teach curriculum that they are not trained in or is out of their area of specialty.  The female students have a  25% drop out due to pregnancies.  The additional causes for many to drop out are financial.  Many families can not afford to send their children to school, because the average cost is around $7,000.  The cost increases as the student gets higher in grades.

The benefits of a secondary education are immense.  These benefits include, but are not limited to, increases in employment and health.  “One extra year of schooling increases an individual’s earning by up 10%”. (“Benefits of Education”)  The more education a person receives the higher their productivity and the increase in the types of jobs they can have.  By having the ability to get better jobs, they are able to make more money.  Higher education also allows people to be better educated about their own health and wellness.   In Africa the education of people regarding the HIV/AIDS epidemic has helped to slow  the spread of the disease. Increased education in America about smoking, tobacco products, and drug use has helped to lower the amount of health issues and deaths from those things.   Information and knowledge about pregnancies and prenatal care has helped to lower teen pregnancies and infant mortality rates. Education about disease prevention and the use of vaccinations can also help the overall cost and life expectancy of a country’s population.  Fewer sick people puts less of a strain on health services.  

The impact of increased education can also be seen internationally.  Global economy is a technology- based economy.  People need technological skills to add to their own household economy and that of their nation.  Access to internet and broadband is one way that an country uses technology.   “  a study of 120 nations between 1980 and 2006 undertaken by Christine Qiang estimated that each 10 percentage point increase in broadband penetration adds 1.3 percent to a high income country’s gross domestic product and 1.21 percent for low to middle-income 

nations”, ( Zhen-Wei Qiang)  Educated people can also be more active in their governments.  They can weigh in on matters that impact or affect them. Education and involvement in civic activities can help lower and eliminate descrimination.  Another benefit from education is a lower crime rate which can result in a lower incarceration rate. “Lochner and Moretti (2004) find that a one-year increase in average education levels in a state reduces state-level arrest rates by 11 percent or more”, (Hjalmarsson and Lochner)  This helps economies and allows governments to spend less money on jails and the resources needed to keep jails functioning.  It allows those same funds to be used on other things the population needs.  

Tanzania and The Dominican Republic have realized the value of educating their citizens and in combination with some outside aid have recently tried to address many of the issues that have stood in the way.  Organizations like the Global Partnership for Education, among others,  have tried to address some of the varied issues individually.  With help from the countries’ governments, outside aid,  and initiatives from nonprofit organizations, the countries are trying to augment the amount of money they spend on education.  They are trying to increase the overall education of  their citizens.

Initiatives in Tanzania

In Tanzania the government has created an Education Sector Plan (ESP) to help address the problem of equal access to education and the lack of resources in their education system.  Beginning in 2016,  they have used this plan to initiate twelve years of free education.  This has helped to increase overall enrollment.  They have also increased the amount of technical schools and vocational schools, giving students a variety of schools.  The variety will allow students to have more opportunity to find a school that matches their needs and makes them more successful and productive as an adult member of their society.  They hope to be a semi-industrial, middle income economy by the year 2025.

In addition to governmental help,  Tanzania has received help from outside sources.  The Global Partnership for Education has given Tanzania a grant to help support higher education.  Ninety million US dollars were awarded to aid  their education system.  They will use this money to help train teachers and acquire more resources for the schools.  “These grants are prime examples of GPE’s core transformative power: to provide developing countries the essential resources they need to educate all their children,” said Julia Gillard, Chair of GPE’s Board of Directors and former Prime Minister of Australia.(“Global Partnership for Education Scales up Funding Education”)  The Global Partnership for Education uses their funds to help education around the world.   “GPE financing is at work in countries around the world helping governments to give children – particularly girls and other vulnerable groups– the knowledge and skills to thrive.”  They will also use these funds to help gather data and analyze results to further help and get the message out about the importance of education.  One of these initiatives is Uwezo.  Uwezo is a government program to conduct literacy assessments in households.  Assessing students in their houses makes it more comfortable, minimizing the anxiety associated with assessments.   Assessing in the home also allows access to all students, even those that are not currently enrolled.  The results are shared with the families as well as the local community so that issues can be identified and they can work on solutions.  The assessment is given every year to see if there is growth.  

To further address teacher training and lack of resources,  initiatives such as BridgeIt have also been implemented in Tanzania.  BridgeIt is a program that is funded by Nokia and the Pearson Foundation.  Nokia supplies the local teachers with a cell phone that has internet accessibility.  Teachers can use the phone to download curriculum and can use it as a training tool,  “The mobile devices therefore serve two functions: the first being to deliver educational content directly to teachers through mobile networks, the second being to conduct teacher training and allow teachers to connect to one another in a network of support and ongoing professional development.” (“BridgeIt”)   The program makes sure that the curriculum is adapted for the area in which they are teaching.  They take into consideration the culture and language of the region that the schools are in.  This is important as curriculum has to be culturally accessible to the students.  “Curriculum and text selections should include different voices and ways of knowing, experiencing, and understanding life. In this way, students can find and value their own voices, histories, and cultures.” ( Futterman) Ongoing teacher training and collaboration are important things for teachers in a world that is changing due to technology.  This support system allows them to share resources and create lessons that will be the most effective for their students.  In an area where schools can be hundreds of miles apart, schools can collaborate and take advantage of resources that are not locally available to them.  Online education is an important part of teacher training and even upper level education in the United States.  It is an easy way to reach people who are not conveniently located near schools.

On a smaller scale, donors have worked to start schools locally to address issues.  In 2007, the SEGA ( Secondary School for Girls’ Advancement) School opened in Tanzania as a boarding school for girls.  Tracy and Polly Dolan, the two sisters who started the SEGA program,  realized the problems that girls faced in continuing their education in Tanzania.   The sisters worked with a United States organization called,  Nurturing Minds in Africa. “We literally started with 30 girls in a borrowed classroom,” said Laura DeDominicis, Nurturing Minds’ Executive Director, “ The campus now has 24 buildings on 30 acres.” (“This School Helps Girls in Tanzania Transform Their Lives”)  What started with 30 girls has grown to over 270 girls.  They teach the girls the normal public education topics, such as math and reading, but they also address leadership and offer help with starting small businesses as a lot of the women in this area have small businesses to help their families..  They also use the facility as a guesthouse and a  place for exchange groups to visit. Many of these groups come to do service projects, and they donate their time to work in the school.  

In 2019 I travelled to Tanzania with my high school’s Global Studies Program  and was able to see the SEGA initiative in action first hand.  We stayed at the school for a week and saw how much education meant to these girls and how they helped their community at the same time.  We visited a graduate who was returning to interview at SEGA for a teaching job.  Their days were filled with music, learning and volunteering. This was a poor community so the school was a way for the girls to increase their odds for a more successful future.

Initiatives in the Dominican Republic

In the Dominican Republic,  there are many initiatives that have been implemented by both the government and outside organizations.  Building new schools and making full day schools are a couple of improvements they have made.  

On a national stage, the Dominican Republic government has created a National Education Pact.  This is a commitment to put more into the nation’s education system.  Some of the things this pact will work on include extending the hours of the school day and increasing training for their teachers. The government has also initiated in 2014, “Professional and Performance Standards for the Accreditation and Development of the Teaching Career,”  (Baron and Saavedra) This is a government initiative that helps give guidelines and mandatory training to teachers,  “Regulations for quality teacher training in the Dominican Republic,”  which outlines, what teachers should know about the curriculum they are teaching, expectations for their continued professional development and even includes guidelines for school and classroom management.  

 To help the government, the World Bank Organization has given the Dominican Republic an additional 100 Million US dollars.  This money goes a long way in foreign countries,  “Investing in improving the quality of education is critical to build human capital for all Dominicans and be able to compete in an increasingly globalized economy and respond to the changing nature of work and new technologies,” said Alessandro Legrottaglie, World Bank Country Manager,  “With this additional financing we reaffirm our commitment to help the Dominican Republic provide quality education to help the next generations realize their full potential.” ( Baron and Saavedra)  The government and non profit organizations have realized that the Dominican Republic needs to focus on improving their education system and they have made commitments of time and money to do that.  

DREAM is a non profit program that  was founded by Michael Zaleski, a corporate real estate executive, in 2002 that brought  together resources from both the United States and the Dominican Republic.  Mr. Zaleski visited local schools in Cabarete and quickly noticed that there was overcrowding in the classrooms and a high teacher to student ratio.  The DREAM program helps in many ways, “He decided to focus on education after visiting public schools in Cabarete with overcrowded,  understaffed classrooms and dilapidated facilities with no running water or electricity. It was clear that the country was woefully under-investing in its schools.”  (“Our History”)  They try to focus on all aspects of education,  “DREAM’s programs focus on early childhood education, high quality primary education, and holistic youth development. These programs consist of neonatal education, preschools, after school supplemental and remedial education, at-risk youth programs, summer schools and camps, fixed and mobile libraries, computer labs, age-appropriate free books for thousands of children, vocational training and much more.” (“Our History”)  The DREAM program is not limited to just educating children but also helps the local economies and families, by being the largest employer in some regions.  This program also brings many volunteers to their schools every year.  Volunteers come to work in their school and in  the local community; they spend money and enhance the economy of the area.  

In 2018  Global Studies students went to the DR to work with the DREAM program.  At the DREAM project  we worked with,  it was still a shortened day but it still offered a lot to the children that attended, including meals.  Our group worked to educate the students on water pollution.  By recognizing how to help with water pollution,students it could help their overall health.  Unlike the SEGA school in Tanzania this was not an all girls’ residential school.  

Conclusion

             Education in The Dominican Republic and Tanzania has historically been poor but the countries are taking steps to improve it.  Education is a human right and something that helps citizens advance in today’s society. As Abraham Lincoln stated,” “Upon the subject of education … I can only say that I view it as the most important subject which we as a people may be engaged in.”  (Abraham Licoln, Quotes)Countries need to see the value in educating their youth in order to prepare their country, government and economy for the twenty-first century  A national and global commitment and organized plan is needed for some of these countries like Tanzania and the Dominican Republic to succeed.  Families need free and easily accessible schools in order for their children to be successful. This in the end will not only help the family but will aid the local and national economy.  In order for Tanzania and The Domincan Republic to join the 21st century technology and economy increased access to secondary education in Tanzania and the Dominican Republic has to improve.   “Restricted access to education is one of the surest ways of transmitting poverty from generation to generation.  Education is a vital human right, enshrined in the Universal Declaration of Human Rights and the United Nations Convention on the Rights of the Child.” (“Education in Tanzania”)  

 By removing some of the previous and current barriers, like access to schools, updated training and resources and equal access for both boys and girls there is a better chance that the youth in countries like Tanzania and the Domincan Republic will complete their primary and secondary education.  Better educated citizens will create healthier and wealthier communities.  

Work Cited

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Baron, Juan, Saavedra, Jaime. The Teaching Profession: What is the Dominican Republic Doing Right. World Bank, 2018, blogs.worldbank.org/education/teaching-profession-what-dominican-republic-doing-right

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“BridgeIt.” Location Data, 2015, educationinnovations.org/program/bridgeit

Buzek, Greg. Fighting Poverty Through Education in the Dominican republic. Retail Orphan Initiative, 2018. retailroi.org/fighting-poverty-through-education-in -the-dominican-republic

“Center for Reproductive Rights and the Legal and Human Rights Center file a complaint challenging the expulsion and exclusion of pregnant school girls in Tanzania.” Press Release, Center for Reproductive Rights, 6.17.2019, reproductiverights.org/pres-room/complaint-challenging-expulaion-of-pregnant-girls-in-tanzania.

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“This school helps girls in Tanzania transform their lives.” PBS News Hour, November 5, 2018. pbs.org/newshour/world/this-school-helps-girls-transform-their-lives

“US Literacy Rates”. Macrotrends, 1990-2020. macrotrends.net/countries/USA,United-States-Literacy-Rate

“Uwezo.” Location Data,Center for Education Innovations, 2015, educationinnovations.org/program/uwezo

“What’s Hindering Girl’s Education in Tanzania.” The Borgen Project, May 13, 2018, borgenproject.org/girls-education-in-tanzania-2/

 Zhen-Wei Qiang, Christine,  “Telecommunications and Economic Growth,” Washington, D.C.:  World Bank, unpublished paper.

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