Education in developing countries2
The external aids from foundations and developed countries also are boosters to address those problems. The foundations like UNICEF’s memorandum of understanding are defending for the education rights of children. The formal organization states that children have not gotten 14 years old should not engage in work. However, children have no other choices except working to earn money. Provided that they go to school, they would lose their earnings. Comparing with school and money, which is more important is self-evident. So, it is more important to make school cost free. There is what the developed countries can give helps. Those richer countries can provide education experts, equipment and financial aids. Which is more important, they could help foster skilled teachers who have academic and practical knowledge. This is the most important investment. The developed countries also could develop a relevant, flexible, modern education system for developing countries with no restriction, which is involving special grants and excepting loans.
In the same time, those schools need changes for making students well-educated. Firstly, they should provide lower cost for students with consisting external financial injection. Secondly, there is a need to build practical skill schools to teach practical skill relevant for children even parents. For example, the school could teach traditional subjects and practical skills like farming and wood work at the same time. Thirdly, more flexible curriculum is needed. Students need the right in learning everywhere including home, community and traditional school. And adapting timetable for family affairs is useful. The Escuela Nueva is an excellent example with lower dropouts, better academic performance and higher self-esteem.
Children living in developing countries more easily to have no access to complete their education. Families and schools are two main factors contribute to this condition. And it still can address by helps from foundations, developed countries and schools’ effort. In the future, we will have a well-educated generation around the world.
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Corrections · 2
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Wow!I didn't know that so exactly,thank you!
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Hi! Not a language correction this time, just some ideas to think about!
* Saying "developing countries" is very, very broad. It is difficult to think of solutions when being this broad.
* The poorest 1 billion typically have no shoes, shared shoes, or shoes made from available natural materials. They have one bucket for each family. They typically sleep on the ground. Providing farming skills training is probably a very good idea for this group. Even more important is electricity. The poorest 18% of the world have no electricity, so cannot do homework after sunset. This typically has a bigger impact than teachers or curriculum.
* The two billion above the poorest billion typically have some electricity. They have shoes, more than one pen each and several buckets for collecting water. They almost all already go to school, girls and boys. Some of your curriculum ideas are good here. However, your "traditional" subjects will only be helpful for some. At this wealth level, the number of children per family is much less. Families don't want their children to be farmers. They invest in their education, and want them to work in semi-skilled or skilled jobs in urban centers. A good example is Bangladesh. Many families are now out of the poorest 1 billion, and have 2-3 children, instead of 7-8. Children working full time are much fewer than 40 years ago.
* Also, be clear about what you mean by "complete education". 80% of children now have at least seven years of school. Obviously, we want more, but just be clear about your goals.
A good essay though!
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