The value of education
From the time we are born we learn. We learn how to walk, eat and talk. We learn how to understand when people are happy or sad.
A lot of what we learn needs to be taught to us by other people. What we learn is important to how we live our lives. Doctors can only help us when we are sick because they have been taught what to do when people are sick.
As long as what we are being taught is true and we use what we have learnt, education improves our lives and the lives of those we come into contact with. In New Zealand we do not always think of going to school as exciting, interesting or something to be happy about. This is usually because almost everyone goes to school and school is hard work!
The way we think about school can be different from people in places where children don’t often get the chance to go to school. In such countries a child going to school can help their whole family. They may learn to read and be able to understand labels on medicine bottles, learn to count and be able to keep records of how much money the family spends a week, they may learn what food to eat to avoid getting diseases, and they may be able to teach other people how to read. We may not see how valuable these skills are because our parents already know them or because we know we have the chance to learn these things if we want to.
Here are a couple of stories about children for whom the chance to go to school is highly valued.
Anoush, 12, is in a wheelchair. Until recently, her disability would have excluded her from the mainstream Armenian education system.
"The barriers special needs children face are imposed by grown-ups and the society around them. These barriers are not of their making," said UNICEF representative Sheldon Yett. "All children have an equal right to education."
Anoush may have impaired speech and mobility, but this no longer prevents her from going to school. She is one of 44 special needs children attending School Number 27, one of the 13 inclusive schools in the country.
"I like everything about the school," she said. "My favourite subject is biology and I like learning about the environment. When the school day ends, I am not ready to go home."
Another 18 inclusive schools are planned in Armenia, bringing the total to 32. School Number 27 Principal Susanna Sargsyan thinks that all of the children benefit from the inclusive nature of the school.
"All children here learn tolerance. They are calmer and more attentive as a result. The special needs children become more self confidant. The are encouraged to achieve."
As well as learning conventional subjects like science and mathematics, children at School Number 27 have access to specialists in speech, hearing, psychology and physical movement.
Statistics show that there are up to 10,000 children with special needs in Armenia. So far more than 500 are, like Anoush, enjoying full access to education.
Guy Hubbard, Tosangana, 2009
It is a sunny morning and Rufin Kokolo, 8, is getting ready to go to school in Tosangana village. Rufin and his younger sister who has just started kindergarten, hug their father goodbye. Mr. Kokolo, father of 7, encourages Rufin to pay attention in class. As the two children set off for school they are joined by friends who will walk with them.
Two years ago this would not have happened. This is not because there were no schools to attend, but because Rufin and his friends are part of the Baka ethnic minority; one of the country's indigenous hunter-and-gatherer communities who lived in the forest. They were bullied and ridiculed so badly that it was unsafe for them to attend the local schools.
The Catholic Church, with support from UNICEF, has opened 14 preparatory schools in the province. Built with support from Baka parents, the schools provide a safe and welcoming place for their children. For Rufin's family and others in the community, leaving their forest habitat and moving to town has been extremely difficult. Escaping discrimination is almost impossible. Many Baka hope that things will be better for the next generation.
"I want my children to go to school," says Mr. Kokolo. "This is the only way we can succeed in being treated like the Bantu. The children can no longer survive as we did in the forest without education."
After a half hour walk, Rufin and his friends arrive at their school. Local residents built its two classrooms out of bamboo and tin on land owned by the Catholic Church. The day begins with the children singing the national anthem as the flag is raised. It is their first lesson in citizenship and learning about their rights. Lessons are designed so that they will one day be able to be a part of the public education system without feeling behind. Students are allowed to be creative and encouraged to set high goals.
"I am go to school so I can be president...and help those still living in the forest," Rufin says proudly.
A lot of what we learn needs to be taught to us by other people. What we learn is important to how we live our lives. Doctors can only help us when we are sick because they have been taught what to do when people are sick.
As long as what we are being taught is true and we use what we have learnt, education improves our lives and the lives of those we come into contact with. In New Zealand we do not always think of going to school as exciting, interesting or something to be happy about. This is usually because almost everyone goes to school and school is hard work!
The way we think about school can be different from people in places where children don’t often get the chance to go to school. In such countries a child going to school can help their whole family. They may learn to read and be able to understand labels on medicine bottles, learn to count and be able to keep records of how much money the family spends a week, they may learn what food to eat to avoid getting diseases, and they may be able to teach other people how to read. We may not see how valuable these skills are because our parents already know them or because we know we have the chance to learn these things if we want to.
Here are a couple of stories about children for whom the chance to go to school is highly valued.
Anoush, 12, is in a wheelchair. Until recently, her disability would have excluded her from the mainstream Armenian education system.
"The barriers special needs children face are imposed by grown-ups and the society around them. These barriers are not of their making," said UNICEF representative Sheldon Yett. "All children have an equal right to education."
Anoush may have impaired speech and mobility, but this no longer prevents her from going to school. She is one of 44 special needs children attending School Number 27, one of the 13 inclusive schools in the country.
"I like everything about the school," she said. "My favourite subject is biology and I like learning about the environment. When the school day ends, I am not ready to go home."
Another 18 inclusive schools are planned in Armenia, bringing the total to 32. School Number 27 Principal Susanna Sargsyan thinks that all of the children benefit from the inclusive nature of the school.
"All children here learn tolerance. They are calmer and more attentive as a result. The special needs children become more self confidant. The are encouraged to achieve."
As well as learning conventional subjects like science and mathematics, children at School Number 27 have access to specialists in speech, hearing, psychology and physical movement.
Statistics show that there are up to 10,000 children with special needs in Armenia. So far more than 500 are, like Anoush, enjoying full access to education.
Education for the indigenous in the Republic of Congo
Guy Hubbard, Tosangana, 2009
It is a sunny morning and Rufin Kokolo, 8, is getting ready to go to school in Tosangana village. Rufin and his younger sister who has just started kindergarten, hug their father goodbye. Mr. Kokolo, father of 7, encourages Rufin to pay attention in class. As the two children set off for school they are joined by friends who will walk with them.
Two years ago this would not have happened. This is not because there were no schools to attend, but because Rufin and his friends are part of the Baka ethnic minority; one of the country's indigenous hunter-and-gatherer communities who lived in the forest. They were bullied and ridiculed so badly that it was unsafe for them to attend the local schools.
The Catholic Church, with support from UNICEF, has opened 14 preparatory schools in the province. Built with support from Baka parents, the schools provide a safe and welcoming place for their children. For Rufin's family and others in the community, leaving their forest habitat and moving to town has been extremely difficult. Escaping discrimination is almost impossible. Many Baka hope that things will be better for the next generation.
"I want my children to go to school," says Mr. Kokolo. "This is the only way we can succeed in being treated like the Bantu. The children can no longer survive as we did in the forest without education."
After a half hour walk, Rufin and his friends arrive at their school. Local residents built its two classrooms out of bamboo and tin on land owned by the Catholic Church. The day begins with the children singing the national anthem as the flag is raised. It is their first lesson in citizenship and learning about their rights. Lessons are designed so that they will one day be able to be a part of the public education system without feeling behind. Students are allowed to be creative and encouraged to set high goals.
"I am go to school so I can be president...and help those still living in the forest," Rufin says proudly.
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