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The importance of education Imagine a life without education. For those of us who have education, it is almost impossible to imagine how different it would be, and what practical implications it would have on our lives. In Norway the whole population has access to education, and we take it for granted that all decisions in our country are taken by people with education - at all levels. She taught me what getting an education meant for her. She described it as going from darkness to light. Before, I would not know what size to get.
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The importance of education Imagine a life without education. For those of us who have education, it is almost impossible to imagine how different it would be, and what practical implications it would have on our lives.
In Norway the whole population has access to education, and we take it for granted that all decisions in our country are taken by people with education - at all levels. She taught me what getting an education meant for her. She described it as going from darkness to light. Before, I would not know what size to get. It is much easier to exploit uneducated people in all imaginable ways, and this might explain why extremists, for example in West-Africa, so violently oppose education.
In many countries, schools have to close because students and teachers are not safe there. Many children in the world are fortunate. They start school when they are five or six years old and graduate with the option to continue to higher education.
During decades of working life, many people also get to attend training programmes and courses and take further education and continued learning. Millions of children are not so privileged. Their parents do. There are no schools in their village, and the nearest school is hours away on foot, with no other way of getting there.
Our work is for and amongst the latter group and for those left behind. Education is also necessary for building inclusive societies where everyone can claim their rights. For SF, education is both a tool of personal empowerment and a vital means for social and human development.
We work with early childhood development, Speed Schools, vocational training and programmes for teenagers who have dropped out of school. We are proud of our work. In the previous five years we have given 65, out-of-school children primary education through Speed Schools in Burkina Faso, Mali and Niger.
We see ourselves as one of many contributors to fulfilling the common goal of eradicating poverty and building strong and sustainable societies. Our focus is on reaching women, children and marginalised groups — those who have been left the furthest behind in development. In all the areas where SF works, lack of access to quality education is a key barrier to reducing poverty. School dropout, high levels of illiteracy, lack of vocational skills and low levels of financial literacy all contribute to a continued cycle of poverty.
SF therefore works to provide quality education and lifelong learning in all the countries where we work. To be able to reach their full potential, children need quality care and education from an early age.
In , SF provided 7, children with access to pre-school, where we also worked to improve the learning environment and trained caregivers. In some of the countries where SF works, such as in Bangladesh and also Peru, where we worked until , children drop out of school because classes are not taught in their mother tongue. SF has therefore developed curricula that allow them to learn in their native language, improving their school performance and reducing drop out.
We know that illiteracy is also a big problem amongst adults in the countries where we work — only 9 percent of the parents of Speed School children are able to read and write. When parents are educated, it is more likely that their children will also attend school. Through literacy training, adults are also able to participate in society and access services. In , SF enabled 5, adults 94 percent women to become neo-literate. Additionally, they learnt basic financial literacy that allows them to run their income-generating activities more efficiently.
It was a year of finalising activities while at the same time looking forward and making plans for the next Strategic Period Looking at everything we have learnt over the last five years, we have further strengthened our programmes and concentrated our focus both geographically and thematically.
As a consequence, SF will shift its focus away from investing in microfinance institutions towards more informal savings groups, vocational training, and other means of job creation.
Although we acknowledge the role that institutional microfinance plays on the development arena, SF will focus its work on programmes and activities aimed at reaching the poorest of the poor.
In we began our divestment in institutional microfinance and we expect to continue divesting throughout the coming five-year Strategic Period. Since , SF has implemented a range of programmes in South America where results-based management, a rights-based approach, resource mobilisation, sustainability, strengthening of partner and local government capacities and anti-corruption have been central.
Through its education, livelihoods and social protection programmes, SF has been able to reach , people between and These are tools we share with all our partners. Deviation cases in We see a trend that more cases are identified through partner assessment and project review, and fewer through the whistle-blower channel, which we see as a positive development.
We are increasing our focus on internal control and offer support and capacity building to all staff and partners. A training and awareness component have been developed and mainstreamed in SFs programme in Nepal, Bangladesh and Sri Lanka. Activities here include training for community groups and CBOs, interaction programmes between rights-holders and duty holders, radio jingles, and community-driven hearings.
Implementing communities see an increased number of youth and other rights-holder participation in local level decision making and advocacy. The money was used to build childcare, birthing and vocational training centres. The amount of money we receive here as free funds allows us to engage in innovation and start new programmes, and it also acts as deductibles for NORAD-funded programmes.
In short, the donations from private donors give SF the space to work. Thus, donations from the private market form the backbone of the organisation. The accounts for show a continued declining trend from the previous year in terms of income from the private donor market.
In , we started working more on recruiting new donors from Facebook and other digital channels. We continue to gain more knowledge through testing. Public sector grants Grants from other organisations Individual donations Fixed-term donations Corporate sector Events, schools and artists Testamentary donations Other income Total funds acquired.
Our ambition is to help the poorest and most marginalised, regardless of their religion, ethnicity, caste, gender, disability or other minority status, so that they can take charge of their own lives. We strive to facilitate change, not only by providing material needs, but also by creating opportunities for people to utilise their talents in a value-based development process.
Strengthen civil society and the public sector Ensure inclusive quality education for disadvantaged groups improve livelihoods for the rural poor through enhanced income generation. A major focus for our work is to facilitate for people so they can create their own jobs. Focus is to provide access to financial services such as loans, places to save, insurance and so on. Capacity building of the participants and clients is an important component of the programmes in question.
The microfinance intervention uses the methods of both institutional Microfinance as well as Community-Managed Microfinance.
Education Education is the key to development and helps people develop the attitudes, skills and knowledge needed to make informed decisions concerning the development of themselves and their communities. Our focus is on facilitating poor children at risk by strengthening the enabeling environment within the local community. Our Values Human Dignity We believe in the inherent, inalienable rights of every person. Cross Cutting Issues Environmental Sustainability SF seeks to mainstream environmental awareness, climate change mitigation and adaptation into existing programmes.
Gender Equality SF strives to promote equal rights and opportunities both for women and men to share in the socio-political and economic order.
Inclusion SF promotes the inclusion, nondiscrimination and empowerment of marginalised groups, including people marginalised by disability, ethnicity, caste and other minority statuses. Giving women training about income-generating activities. The purpose is to ensure their re-entrance into formal schooling in grade three or four through a nine-month intensive programme Speed School or into secondary school through a two-year accelerated programme Speed School 2.
Since we have reached more than , people in the region. As a result, 95 percent of the women have assumed leadership in their lives. Ensure the enrolment of children. As a result, 76 percent have improved their self-esteem and 84 percent are aware of their rights. SF is now also working with South Sudanese refugees in northern Uganda. Over 20, families have crossed the poverty line.
Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family. UN Sustainable Development - Goal 4 By , the goal is to ensure that all girls and boys complete free, equitable and quality primary and secondary education.
The goal is that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. By - the goal is to see that all men and women have equal access to affordable and quality technical, vocational and tertiary education, including university, and that a substantial proportion of adults, both men and women, achieve literacy and numeracy education.
With quality education, people can break out from the cycle of poverty. Women and girls are still among those whose access to education is difficult, and they face barriers to entering both primary and secondary school. Education is also crucial in order to foster tolerance between people. It reduces inequality and contributes to more peaceful societies. She has worked for years so that all children should be able to attend school and receive the education that they have a right to.
And whilst she sees that a great deal has been done, there are still large groups, and several million children, who are not reached. This challenges the senior advisor. Good education, high quality in schools, good teachers, wellrun and well-equipped schools, and education for minority and marginalised groups are some of the things that GerdHanne Fosen highlights as being extremely important to do something about now.
Schooling is important here and now because it is a right and because it contributes to establishing normality for children in a crisis or conflict situation, and it is important with regard to the future of the children and young people in question, and to the society around them. She further points out that local leaders, whether they be politicians, the local imam, priests, mothers and fathers or other guardians, and others with influence, are all important people who can influence and praise the schools and point out how important education is.
She mentions five groups — those with disabilities, ethnic minorities, children with minority languages, and girls in general — as important to work In addition to the need to work purposefully towards in order to more purposefully with quality, reach.
In addition, working more In recent years, Norway has doubled its Fosen believes that the funding with quality is essential. This is a challenge. It is an international goal that education must work purposefully for education for all each country shall set aside from four to six percent of gross by She believes that it is important to work for an national product for education. Several countries are doing absolutely necessary and required improvement of the quality this, some are well on their way, whilst others are a long way in schools, and so that marginalised groups come to be off.
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