GWI (Former IFUW) calls attention to teacher shortage on World Teachers' Day 2014
GWI (Former IFUW) calls attention to teacher shortage on World Teachers' Day 2014
On World Teachers' Day 2014, GWI (Former IFUW) urged all governments and education sectors to immediately develop and implement concrete legislative and policy action to address the looming qualified teacher shortage - a significant, global challenge that threatens long-term sustainable development across all sectors. Ensuring a constant supply of qualified and motivated teachers is a critical step to combat the staggering global illiteracy rates, especially in girls and women, who account for two thirds of the world's 774 million illiterate."
23 May 2014
Update from APEC Beijing
Recently Irene was invited by APEC WEF (Beijing) in May 2014. In this event, Irene has presented a community project, which promotes UWAS' mission. Her presentation was well received and has encouraged people with same passion to consider collaborating with us on the project. In fact 3 economies from APEC have already expressed interest to work with UWAS to benefit the under-privileged children in their countries. UWAS will be rolling this out in Singapore as soon as talks with another Singapore based NGO is finalised.
Please click here to find more details about the presentation.
GWI (Former IFUW) publishes article on the education of indigenous women in World Pulse
GWI (Former IFUW) Lorraine Mangwiro's recent article for World Pulse examined the current challenges facing indigenous girls and women in accessing education. National statistics expose the gravely concerning status quo with regard to literacy rates, where in Mexico, illiteracy amongst indigenous peoples is five time higher than the non-indigenous population. Indigenous girls and women are particularly affected by illiteracy; in Ecuador 40% of indigenous, rural women are illiterate compared to 20% of illiterate men, while in Peru, indigenous women represent 75% of the illiterate population. Gender norms and traditions as well as geographical obstacles are amongst the barriers to accessing quality education for indigenous girls and women. Non-traditional means of education can help tackles these barriers, including by utilising appropriate technology and teaching messages.
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