Many years of war have had a major impact on the educational system of Cambodia. During the Khmer Rouge regime, teachers and all other educated people were killed, schools were destroyed and books were burned. This has resulted in countless of obstacles to the point where it challenges Cambodia’s aptitude to provide quality education access to the youth. Lack of schools exceptionally in slum areas like Phnom Penh has a high number of young children with little to no access to basic education. For these young children a lack of education can mean a life of poverty, limited opportunities, and poor health. In these slum areas poverty forces these kids to drop out of school to support their families. Many families can’t afford the cost of transporting their kids to school so instead of having their children to pursue an education they have them working for low wages. To offset these inequalities in Phnom Penh the Attitude Centre for Education (ACE) NGO is working to implement free education programs for the youth. The primary focus of ACE is to provide the youth with the confidence and leadership skills to bring about positive change in Cambodia. ACE works to create a generation of leaders and supports the youth to becoming effective role models in their communities.
Strengths
The Attitude Centre for Education (ACE) is a local Cambodian grassroots organization working to serve hundreds of young children in the slum areas of Phnom Penh. They aspire to providing quality learning and access to quality education for the disadvantage youth. ACE collaborates closely with the community, parents, volunteers and other local grassroots organization like Empowering Youth in Cambodia, Empowering Communities, New Future for Children and many more....
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... created in hopes to inspire the youth and to teach them leadership skills so they can effect change in their state or community. As education is the key to the future, ACE works to provide leadership training for the disadvantaged youth of Phnom Penh with limited resources and hope to create leaders of tomorrow. Mandela once stated, “Education is the most powerful weapon which one can use to change the world or country or community” (2003). Education is a weapon that human beings should be armed with for the good of society for it empowers each individual to use the skills, talents and knowledge acquired to innovate new technology and to form a better economy. It gives individuals the chance to create a better standard of living. For one thing, it teaches individuals on how to be “free.” It allows these individual to use the intellect to interpret the universe.
In Afghanistan, education is not easily attainable especially as a woman. “For girls in much of the country, education remains a dream no more attainable now than it was under the Taliban. If women are educated, that means their children will be too. If the people of the world want to solve the hard problems in Afghanistan--kidnapping, beheadings, crime and even al-Qaeda--they should invest in education”(Baker).This quote explains the struggles that young afghanistan children have to go through by not getting the opportunities that American children get every day. Even after Afghanistan was under the Taliban, it was still rare for children to attend school which is a horrible reality. Education is explained as one Afghanistan's worst problems of this time. Future generations are in trouble if this problem is not fixed. The tragedy that these children are facing needs to evolve towards a better system. Afghanistan’s current educational structure is unacceptable to the growth of children. “It's hard to overstate the amount of work to be done. The literacy rate in the country has dropped below 40 percent for men, and it is believed to be as low as 4 percent for women” (Whitelaw). Though there is clearly a lot of work to be done in the education systems, it is crucial to the well-being of many children that the systems improve to inspire kids that education along with hard work and dedication is essential to future success. This is only one
In societies in Cambodia and Thailand, an uneducated girl is very disgraceful, and the people do not care what happens to those girls. Families will sell their own children to pimps because their child is uneducated. Education for girls keeps them off the streets where they are likely to be trafficked. An educated girl is seen to be more worthy than one who is not, so the traffickers will not seek them because they might have more protection. Girls find it hard to stay in school because they cannot see the long term rewards I can have. They are overwhelmed with the pressure that they must provide for the family right away, so they drop out and find a job of any sort. Building schools is the first way to make sure girls have the opportunity to seek an education. Rarely do girls have any sort of education, so when a girl actually receives any education, it is acknowledged by the other villagers. Sex traffickers deceive uneducated girls by offering them jobs selling fruit in different cities. Once the girls are sold, they cannot escape or try to because they are illiterate. They would not know where to go. Another side of education is to educate the rest of the world as Half the Sky aims to do so. Ending this atrocity in countries like Thailand and Cambodia cannot be done without the rest of the world because they are of poverty, corrupt governments, or no sense of
We all know that education is not only the key for our success and good life but also expansion of knowledge and information. “To know wisdom and instruction, to discern the saying of understanding, to receive instruction in wise behavior, righteousness, justice and equity; to the youth kn...
Education is widely valued all throughout the world, but especially in third world countries. Many people don’t understand how many kids want to learn, but in first world countries kids think of schools as a burden. Greg Mortenson has always saw the value in education and made some childrens wishes come true by creating safe and comfortable schools that gave them the education they wished. Greg Mortenson spent some of his childhood in Tanzania, but was raised in America. He and his little sister Christa were very close, but sadly she had epilepsy and had seizures very often. Greg often loved taking Christa on trips as a break from her life. He was an adventurer, and when his younger sister passed
Cambodia has come a long way from its days under French rule and the disastrous rule of the Khmer Rouge. With 14.9 million people living a relativity peaceful and prosperous life, Cambodia still has a long ways to go to join the ranks of world powers. Education has flourished in Cambodia with most its population attending school and have gone on to even higher education. The main goal is to make sure all of its population is literate so they can be active in life. The government is taking an active role to provide the best for its people whether through reform whether through education or elections. It makes sure to never repeat it’s dark past and always have a bright future.
The last theme is Advocacy to activism. As we mentioned before leaders are change agents, they are not just the advocate of the social justice and equity, they are also leaders who are engage in leading for social justice and equity in their school communities. If we look at it through political aspect we will realize that to walk the talk the leaders need bigger support other than their community. Since there is no boundaries for social justice and equity and in order to prepare school leaders’ way of knowing through sensory experiences for the purpose of meaningful change, school administrations have to grant permission to the leaders and provide funds for them to act as an active advocate. This will give them the opportunity to educate others and share their own experiences in order to transform their lives by practicing social justice and equity.
Cambodia isn’t really thought of when people are asked to think of a foreign country, they usually think of China or India. Cambodia is a southeastern country located between Vietnam and Thailand. Imperialism, capitalism and wars have really changed Cambodia, from the government, to the civilians.
Cambodia’s education is one of the lowest in the world. At the end of the Pol Pot era formal education had ceased, and many educated Cambodians had left the country or had been killed (EIU Country Profile). 65% of people over the age of 15 cannot read or write (CIA World Factbook 2000).
Through voluntary teaching, exhibition, sharing session and various activities, Dandelion Projects leads volunteers across the different areas in China, spreading the seeds of hope to children in rural areas, just like dandelion. We help children realize the importance of studying by mental and behavioral education in order to let them know effort and knowledge are the key to lifting them out of poverty and creating a new
Education is generally seen as a formal process of instruction, based on a theory of teaching, to impart formal knowledge to one or more students (Cogburn, n.d.). Henceforth, individuals seek to acquire some form of schooling from pre-school through secondary school while others may go on to tertiary to better him or her in some way. A definition of education according to the Oxford Advanced Learner’s Dictionary is that education is “a process of teaching, training and learning, especially in schools or colleges, to improve knowledge and develop skills.” Where education in the common parlance has become a process of adding layers of one’s store of knowledge, the true aim of education is to call forth that which is essential to the individual (White, 2006). Furthermore, and according to Coombs and Ahmed 1974, education is a continuing process, spanning the years from earliest infancy through adulthood and necessarily involving a great variety of methods and sources. Education also involves inculcating in students distinct bits of knowledge; therefore education is an additive process (White, 2006). It adds to an individual as well as it adds to a country through the individuals who are and would have been or are being educated. According to a study conducted by Olaniyan and Okemakinde 2008, education creates improved citizens and helps to upgrade the general standard of living in a society. Furthermore, education plays a key role in the ability of a developing country to absorb modern technology and to develop the capacity for self-sustaining growth and development (Todaro and Smith, 2012).
A dusty, one-room schoolhouse on the edge of a village. An overworked teacher trying to manage a room full of boisterous children. Students sharing schoolbooks that are in perpetual short supply, crammed in rows of battered desks. Children worn out after long treks to school, stomachs rumbling with hunger. Others who vanish for weeks on end, helping their parents with the year-end harvest. Still others who never come back, lacking the money to pay for school uniforms and school supplies. Such is the daily dilemma faced by many young people in the developing world as they seek to obtain that most precious of all commodities, an education.
In the contemporary society, education is a foundational human right. It is essentially an enabling right that creates various avenues for the exercise of other basic human rights. Once it is guaranteed, it facilitates the fulfillment of other freedoms and rights more particularly attached to children. Equally, lack of education provision endangers all fundamental rights associate with the welfare of human beings. Consequently, the role of education and in particular girl child education as a promoter of nation states welfare cannot be overemphasized. As various scholars asserts, the challenges and problems faced by the African girl child, to enjoy her right to education are multifaceted. Such difficulties include sexual abuse, child labor, discrimination, early pregnancies, violence and poverty, culture and religious practices (Julia 219). Across the developing world, millions of young girls lack proper access to basic education. In the contemporary society, this crisis, which is particularly critical in remote and poor region of sub-Saharan Africa, the Middle East, and South Asia have fascinated increased public attention. However, almost all global nation states have assured their commitment in addressing various girl child challenges and allowed a declaration to enable each young girl and boy receive education by the year 2015 (Herz and Sperling 17). This target was firmly established and approved in the United Nations Millennium Development Goals. However, this study will focus on girls’ education in Africa and its impacts to their livelihood.
Education plays a vital role in shaping tomorrows’ leaders. Not only can we become a better nation by acquiring the skills necessary to be productive members of a civilized society. Increase knowledge to actively achieve and meet challenges that can produce changes in which are productive for attaining business innovations, political and economic objectives.
The achievement of universal primary education (UPE is the second of the MDGs. It requires that every child enroll in a primary school and completes the full cycle of primary schooling. Every child in every country would need to be currently attending school for this to be achieved by 2015. Considerable progress has been made in this regard in many countries, particularly in encouraging enrolment into the first tier of schooling. Few of the world’s poorest countries have dramatically improved enrolments, restricted gender gaps and protracted opportunities for disadvantaged groups. Enrolments across South and West Asia (SWA) and sub-Saharan Africa (SSA), in particular flew by 23 percent and 51 percent respectively between 1999 and 2007. The primary education net enrolment rates (NER) increased at a much faster pace than in the 1990s and by 2007 rose at 86 percent and 73 percent respectively in these two regions. For girls, the NER rates in 2007 were a little lower at 84 percent and 71 percent respectively. The number of primary school-age children out-of school fell by 33 million at g...
The Philippine government and private institutions should fully support the educational system hand in hand through implementation of polished education policies and programs, key systems reforms, improve the quality and equity of basic education, and to have accountability with full funding for building new schools, trainings for teachers, reformatted textbooks designed for Filipino students written in Philippine national language, and so on. Future leaders, businessmen, teachers, professionals, workers and parents are being trained and raised up in schools. I believe in our church’s principle, “Change the campus, Change the