Articles

Across Madagascar, primary school classrooms once dominated by teacher talk are now buzzing with the sounds of children learning in groups, singing songs, asking
questions, and sharing answers.

Where children once learned mathematics through recitation and rote memorization, they now sit together and count with twigs or bottle caps. French and literacy lessons are transformed as well, with children building vocabulary skills by reciting poems and creating their own sentences to share with classmates.

People are singing new songs in the Democratic Republic of Congo. Heard first on the radio and echoed in schoolyards, fields and markets, these songs indicate renewed hope and interest in education for a region that has been severely affected by years of war and instability.

By the time they reach middle school, some girls have become discouraged about pursuing their interests in science and engineering, falling prey to stereotypes that these fields are not for them. EDC has turned to a special group of experts in a new effort to encourage middle school girls to pursue their interests in science, technology, engineering, and mathematics (commonly referred to as STEM). The experts? Other middle school girls.

Andrea Osborne-Smith, program manager for EDC’s education initiative in Indonesia recently returned from Aceh, the remote region ravaged in the tsunami of 2004. Andrea was there to train kindergarten teachers to use EDC’s interactive audio programs. The lessons, developed with local educators, weave songs and stories into literacy and numeracy instruction. She spoke with us from her office in Jakarta.

Where do teachers find good material for geography, science, and social studies lessons? National Geographic is often a first choice. The venerable magazine has a trove of materials available online—from lesson plans to printer-friendly maps to interactive games and activities. When it was time for National Geographic to update its educational Web sites, the media company turned to EDC’s Center for Children and Technology.

Attacks on civilians, torture, the use of child soldiers or biological weapons—all are prohibited in war. But not everyone is familiar with the international humanitarian laws that govern armed conflict. To introduce students to the concepts and content of these rules, EDC and the International Committee of the Red Cross (ICRC) developed the Exploring Humanitarian Law (EHL) program.

At a community center in Bangkok, small-business owners are logging on to the Internet for the first time, using Microsoft Word, Excel spreadsheets, and other business software. These local entrepreneurs—including fruit sellers, garment makers, and artisans—are learning their technology skills courtesy of the multinational computer firm Hewlett Packard (HP).

For the third time in as many years, the Bush administration has visited an EDC program overseas. In June, during her multi-nation trip to Africa, First Lady Laura Bush visited two EDC projects, meeting with students and teachers who use EDC radio programs for basic education, life skills, HIV/AIDS prevention, and teacher training. Mrs. Bush, accompanied by her daughter, Jenna, visited schools in Zambia and Mali that use the EDC-created programs. The work is funded by USAID through President Bush’s Africa Education Initiative.

Unemployment and HIV and AIDS have converged in Africa to create economic and social havoc. The population of young people 15–24 is growing, jobs are scarce, and HIV and AIDS are rampant.

Preschoolers in West Virginia are reaping the benefits of an EDC program that offers professional development and mentoring to their teachers.

For the thousands of foreign workers employed as domestics in countries around the world, jobs often carry unanticipated dangers. Recruited by international agents who promise lucrative jobs in exchange for a large fee, these workers often discoverthat legal protections from exploitation or abuse are all but nonexistent. With no recourse, some are forced into virtual slavery or resort to crime and prostitution to survive.

Many Colombian parents must choose between sending their children to school and keeping them home to help support the family coffee-growing business. Many decide that school is not worth the cost in time and money. A recent EDC forum brought together corporate, public, and private representatives who identified a variety of innovative solutions.

Bogged down by rote-memorization drills and predictable homework exercises, EDC’s Al Cuoco was frustrated teaching math in the 1970’s. “Like many math teachers, I was always dissatisfied with most of the commercially available curricula I had.” Over the past five years, he has been working on behalf of today’s teachers “to create the texts I always yearned for.” As principal designer of a major mathematics textbook initiative, the CME Project, he says he is nearing his goal.

At a community center in Bangkok, small-business owners are logging on to the Internet for the first time, using Microsoft Word, Excel spreadsheets, and other business software. These local entrepreneurs—including fruit sellers, garment makers, and artisans—are learning their technology skills courtesy of the multinational computer firm, Hewlett Packard (HP).