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Why education needs your attention especially in developing nations: Primary schools still lack basic materials and qualified teachers. For those in school, the quality of their education is questionable. In places like Malawi, for instance, a rapid increase in enrolment has led to a lacking of classrooms, textbooks, and trained teachers.
Many schools lack clean water and clean safe toilets. For girls, this is especially troubling. Secondary education is not yet an objective, but it needs to be.
We need to focus our efforts on girls. In fact, evidence shows that countries with less gender disparity have higher economic growth. In Africa, for instance, 1 in 10 girls misses classes or drops out entirely due to their period. We need to address these barriers.
Girls that receive just one year more of education see major payoffs. For families living in poverty, these numbers have huge implications.
Girls who are educated have more control over their bodies. They are 3 times less likely to contract HIV, and less likely to have unwanted pregnancies.
According to the World Bank, one third of girls in developing countries marry before the age of School could change that. Children and teens that are educated are less vulnerable to being manipulated by extremist ideology. Not only do they have the ability to think for themselves, but youth who attend school have less time to get into trouble.
Education donations are easy to track and we know where the money goes. Donations fund infrastructure, teacher salaries, school materials and equipment, running water and sanitation. The Global Partnership for Education is also diligent about requiring donor countries to set quantitative goals and milestones to ensure that money is spent wisely and responsibly.
To understand schools, we must view them in historical perspective.
If we want to understand why standard schools are what they are, we have to abandon the idea that they are products of logical necessity or scientific insight.
They are, instead, products of history. Schooling, as it exists today, only makes sense if we view it from a historical perspective. The term education can be applied to primitive cultures only in the sense of enculturation, which is the process of cultural transmission.
A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural continuity and timelessness. The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation.
As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures.
The purpose of primitive education is thus to guide children to becoming good members of their tribe or band. There is a marked emphasis upon training for citizenship, because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepuberty to postpuberty.
Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepuberty education. Nevertheless, certain things are practiced commonly within cultures.
Children actually participate in the social processes of adult activities, and their participatory learning is based upon what the American anthropologist Margaret Mead called empathy, identification, and imitation.Martin Luther King, Jr.
(January 15th, April 4th, ) Martin Luther King was an American clergyman and winner of the Nobel Peace Prize. He is one of the leading figures in the civil rights movement and he has had a defining influence on the recent history .
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