Our experience suggests that fragile states cannot succeed without major investments in higher education. Accordingly, neglecting academic needs during and after armed conflict raises the risk of failure once peace is restored—with security implications for the rest of the world. As noted by IIE Vice President Daniela Kaisth, “there is widespread recognition that education at all levels must be protected during war for the vital role it plays in preserving leadership, stabilizing societies, and once conflict subsides, rebuilding peaceful and prosperous communities.”
IIE is excited to announce that an additional 100 girls were awarded IIE's Higher Education Readiness (HER) scholarship. These 11th grade girls (fifty each from Fitawrari and Addis Ketema schools) should be proud of their accomplishments. They were selected by an independent review panel consisting of Ethiopian leaders in the non-profit and private sectors. The panelists chose the next round of HER girls based on academic successes, financial need, and potential for leadership. After a thorough review of all the submitted applications, the review panel submitted the final list for IIE review and notification to the selected girls and schools.
It was a real lesson in globalization. The airplane announcement went something like this:
"The local authorities have asked us to spray the cabin to prevent the spread of disease by mosquitos. Please do not breathe in if you are allergic to spraying. And due to the recent outbreaks of Ebola, MERS, H1N1, and bird flu, please report to local authorities upon landing if you have any of the following symptoms: ..." You can imagine the list.
"All men are brothers." The sentence came back to me here in the middle of a dinner hosted by the Malaysian-American Commission on Educational Exchange for about 100 Fulbright U.S. English Teaching Assistants soon heading home. The words are from a novel published in China in 1589, Tale of the Water Margin, about what one learns through struggles in a world almost constantly at war. The sentence was later used by Gandhi as part of the title for his book of autobiographical reflections on how many people with many differences could live together if they thought about the aspirations that bound them together.
A recent episode of NPR’s popular broadcast Morning Edition, deplored the fact that 5.8 million young Americans are neither in school nor work. What’s more, according to the show, in some parts of the United States, “the unemployment rate among 16 to 24 year-olds is more than twice the national unemployment rate, which is currently 6.3 percent.” However, youth unemployment is not only a U.S. problem.
Htoo Htoo Wah is the head of the English Department at the Myanmar Institute of Theology, a leading Christian higher education institution in Myanmar. After spending four intense weeks as a visiting scholar at Northern Arizona University, he had a moment to reflect on his experience of U.S. higher education.
Trinidad and Tobago is a Caribbean nation of contrasts. A thriving oil industry and recent investments in natural gas production ensure that the twin island nation doesn't depend on sun, sand, and sea tourism to maintain its status as a developed nation. Yet, despite great wealth, significant poverty exists, with recent reports revealing that more than 20 percent of the population is living below the poverty line.
We stand now at approximately 500 days from the initial target date for the achievement of the Millennium Development Goals set in 1990. These goals represent the most ambitious shared aspirations of humanity the modern world ever assembled. As we take measure now of the successes and shortfalls of this global effort, redouble our efforts for real, sustained progress in these final 500 days, and establish the framework for beyond 2015, I am inspired by what has been achieved and worried about what comes next.
With the Millennium Development Goals nearing their deadline, the development sector has been rife with speculation about what the post-2015 development agenda will look like and what role, if any, higher education should play in this future outlook. So it is only appropriate that the United Nations is asking whether Massive Open Online Courses (MOOCs)—with their focus on offering tertiary-level courses for mass consumption—are a panacea for increasing access to tertiary education in the developing world, or whether they will instead widen the gap between those with access to higher education and those without.