More than 4.4 million poor Filipino families receive regular cash grants from the government to help them make ends meet. But they aren’t getting money for nothing—there is a catch: families only get the cash if their children go to school and get regular health check-ups, and if the parents go to family development sessions every month.
Fifteen years ago I was working for a nongovernment organization (NGO) in Bangladesh documenting stories of training and economic empowerment of communities. A common recurring theme in virtually all the communities was the gender stereotyping in skills training programs.
How is Nepal getting its education back on track after the deadly earthquake? The government has decided the best way forward is to deploy 15,000 transitional learning centers to re-start the education process immediately.
Teaching science, technology, engineering and math benefits students and society in a variety of ways.
What can policymakers do to provide young people with the skills they need to succeed in an increasingly technology-driven world? How can young people themselves play a bigger role in skills development?
Even in countries with strongly performing, business-friendly economies, a positive relationship between education and training rates and employment outccomes is not automatic. We can clearly see this in Asia.
In Nepal, we need to make sure not only that all kids get the chance to go to school, but that they also stay in school, and learn the skills they need to find future jobs.
Taking an integrated approach to teaching science, technology, engineering, and mathematics is crucial to the growth of developing countries. It should be enhanced wherever possible.
High test scores by primary school students do not necessarily translate into more innovative, competitive economies. But they probably don’t hurt either.
Teachers are a key element of addressing the ongoing education crisis in Asia and the Pacific. Fully supporting educators now will pay off generously over the long term.