Redefining child education in developing countries

child education
A school in western Nepal.

An absolute new approach that builds relevant skills, infrastructure, and even wide scope is needed to transform a new revolutionary era in education in developing the world. In most of the poor countries, few children graduate from secondary level and many don’t even go to school. In some country like Nepal, for example, only 50% of children complete grade 5 and other probably go for higher education. Many NGOs and INGOs have been involved in flourishing educational fields but according to annual education reports, many kids drop out before finishing schooling. Why?

The exact reason is difficult, to sum up but numerous reasons like the cost to attend school, expenses for lunch, uniform and exam fees, poverty, lack of awareness, carelessness, etc.are at a higher order. So a question always arises of how will we redefine such educational status of developing the world. For this, we must develop a robust educational model combining important financial, health-related and administrative skills which may bring a light of hope in children so that practical life and education can combine to solve this illiteracy rate in children.

 An old primary school in western Nepal

We must develop a motto” School for life” and try to manage our educational system with a tuition-free concept aiming poor society children with certain scholarships if possible. Student-centered learning methods should be used that require students to work in groups to understand each other and share their thoughts to solve complex problems and manage projects on their own. The traditional definition of school in providing content mastery should be redefined to conceptualize the practical educational system.

According to UNESCO 61 million, primary school age children were not enrolled in school in 2010. Out of which, 47% were never expected to go to school, 26% attended and dropped, and remaining are expected to attend in future. Why is this so? Let these statistics be redefined in a simple model so that education may empower children to make healthy decisions about their lives. In some cases, education must be changed to offer children a safe environment, with support and supervision to broaden socialization and fight for poverty and conquer over diseases in many countries of Africa with a health education. Those 61 million primary school-age children should not be denied the right to education.

In many countries, too many children attend school and are supposed to learn in a language they do not understand. So at earlier age mother tongue should be prioritized. Governmental bodies should also need to invest in best teacher recruitment and curriculum development with a need to work with communities to ensure that education must reflect child development. Another way to fight for redefining our world is to educate parents and important resources for education ensuring a quality education for children of all group.

We must seek a new approach to improve education in developing countries to encourage child education and encourage every child to learn. It is now time to seek out the best interventions which may lead to the greatest educational system and a best social and economic impact for the poor family children.


Academic Credentials Evolution Institute

The Guardian

Global Partnership for Education

Niraj Sapkota