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At the moment, the Bolivian education system is far from ideal as numerous obstacles prevent individuals from acquiring knowledge. There are four years devoted to secondary education which is a non-compulsory. It means that numerous people might refuse to study and improve their understanding of basic concepts needed for enhanced careers or some other activities. Less than 25% of citizens engage in secondary education ( Education system in Bolivia, n.d.). Additionally, educational establishments that provide secondary education are either private or religious ones ( Education system in Bolivia, n.d.). Under these conditions, many young Bolivians are deprived of an opportunity to acquire needed knowledge. In this regard, the radical alteration of the sphere is needed to increase its efficiency and coverage. First, education should be compulsory to create a human capital that will serve as the basis for the further rise of the sphere (Carnoy & Levin, 1985).
It will also result in significant alterations in peoples mentalities and their improved understanding of the significance of education. The next generation will engage in secondary education voluntarily because of the benefits it might provide to them (Carnoy & Levin, 1985). Second, education is one of the factors that shape peoples mentalities and provide new capabilities for them (Carnoy & Levin, 1985). In this regard, the national program to improve secondary education in Bolivia should include enhanced freedom of expression for teachers and students for them to be able to engage in social disputes related to the state of human rights in the state and opportunities available for educated youth (Carnoy & Levin, 1985). Finally, secondary education should be focused on the further development of an individual and his/her career growth. In its turn, it will create new capabilities for students and cultivate the evolution of the educational system of the state.
Education for Refugees in Jordan
At the moment, about 630,000 registered Syrians live in Jordan as refugees (Ghazal, 2017). The migration started in the first stages of the crisis in 2011. Today, this mass of people live in difficult conditions. However, what is even more important is that children who have arrived with their parents are deprived of an opportunity to get an education. One should realize that these young people should be taught to avoid significant problems in the future. The fact is that uneducated individuals comprise the risk group that might engage in illegal activities or joins terrorist forces because of the lack of options. On the contrary, intelligent young people are one of the central forces that drive positive changes and promote the rise of the economy (UNESCO, 2016).
Additionally, literacy is one of the fundamental aspects of early childhood development which means that it is crucial to help children to evolve it to avoid harsh complications. For this reason, we should create a specific environment that will cultivate knowledge and ensure their transition to children who will later become the main contributors to state development. The suggested program is focused on children forced to move from their homes and living in complicated conditions of a refugee camp. One should remember that it is a specific environment that might include such aspects as the lack of space, water, food, and other essentials needed to guarantee the comprehensive development of a child. For this reason, the grant money should be spent on the creation of the setting. Children should be provided with textbooks, exercise books, stationery, etc. These all are crucial to guarantee enhanced outcomes and educate children. Moreover, teachers should also be encouraged to work in such a difficult setting which means that a specific rewarding policy should be introduced.
Barriers a Female Teacher Faces in Cambodia
Modern Cambodia still experiences numerous problems in the sphere of education, especially regarding girls involvement. By the statistics, only 22% of women living in the country can read and write at least at the veraow level (Kelsperry, 2009). Therefore, the situation is even more complicated in rural areas as the majority of girls living there are deprived of an opportunity to attend school, and the number of literate women is much lower. It could be considered the first challenge a female primary school teacher might face in Cambodia. The overwhelming majority of girls are not educated, and the gap between rural and urban populatpopulationsnificant. For this reason, working in rural areas, the teacher will face incomprehension and disapproval.
Therefore, one of the main causes for this treatment is extremely powerful traditions that consider women to be a house responsible for domestic housework and children (Unterhalter et al., 2004). Under these conditions, communities do not understand the need for education for women. These beliefs are especially strong in poor rural areas where the majority of people are not educated and perform some traditional activities. That is why, the female teacher will have to struggle against the biased attitude to educated women. Moreover, trying to engage young girls living in the area, she will suffer from parents resistance because of the lack of understanding of a critical role education plays (Kendall, 2007). Finally, discriminative patterns are stating that only males should be educated because of their dominant position. In this regard, the female teacher will have to struggle against social disapproval and mistrust based on gender issues.
References
Carnoy, M., & Levin, H. (1985). Schooling and work in the democratic state. Palo Alto, CA: Stanford University Press.
Education system in Bolivia. (n.d.).
Ghazal, M. (2017). Jordan hosts 657,000 registered Syrian refugees. The Jordan Times.
Kelsperry. (2009). Girls education in Cambodia.
Kendall, N. (2007). Parental and community participation in improving educational quality in Africa: Current practices and future possibilities. International Review of Education, 53, 701-708.
UNESCO. (2016). Education for people and planet: Creating a sustainable futures for all.
Unterhalter, E., North, A., Arnot, M., Lloyd, C., Moletsane, L., Murhpy-Graham, E.,& Saito, M. (2004). Girls education and gender equality.
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