International Education

Access to good and quality education for all the children is a global promise that various organization tries to achieve. The aid of the international education aims at promoting children from the disadvantaged and marginalized group around the world. This is to ensure that the needy students do not lack education as one of their basic needs. The international education aid mainly focuses on developing countries due to the low income of the countries (Shields, 2013). These countries cannot be able to fund its own education system in full to ensure that there are no children left out in education. Due to the limited resources in these countries, international countries have come up with strategies through a different mode of educational aid to ensure that each child has access to basic education globally.

The International organization believes that education transforms the society and this reduces inequality and discrimination. The international aid aims at promoting rights in schools to all involved stakeholders through sustainable global partnership for education. Through education, knowledge is gained and poverty is eradicated leading to international development (Shields, 2013). Through the aid programs in international education, there are more projects that are launched to assist the communities in the marginalized areas. Learning facilities in these communities are also improved. This is done by building schools and providing study materials for the children and having other incentives to keep the children in school by providing meals to them. Developing facilities such as library complex that assist in learning is a role of international aid in education. Through international education, aid communities have been developed. International development has also been sphere headed through the interaction of different cultures (In Brown, 2014).

The aid of international education takes different forms. The aid can support numerous groups in different communities across the whole. This is to ensure that at least every child is given a chance to learn. International aid also has a form of scholarship whereby only the wise and the best performing students are further supported to have access to higher education in different universities across the world (Shields, 2013). This aims at motivating more students to work harder in school for there is a chance for them to pursue their dreams. This creates a chance for students from the very needy families have a chance of learning in some of the world leading learning institutions. Partial aid form of scholarship is given the also bright students who can be able to pay at least some part of the learning fee. This is done to also motivate children globally (In Brown, 2014).

Through the aid of international education children and various countries have benefited. International education aid has its own limitation. In order to have a smooth running of these programs different stakeholders have to come together. The aid is only continuous where the programs are labeled successful. The aid of international education is limited to some developing countries that the donors fee that it is for the best to provide unto them (Shields, 2013). There are those countries that are in need of such aid in their education system but cannot access the aid since they do not have authority over it. The aid also comes with a number of rules. This means that no funds can be used for side projects other than what is directly connected to education (In Brown, 2014). As much as to be done to ensure the success of the aid there are other alternatives coming up such as teaming with the involved government and other different sponsoring agencies to ensure that each party delivers what is expected of them and to cover a wider area in international education. Another alternative is funding the education system directly through the government education ministries so that proper allocation can be made and ensure that a large number of children benefit.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reference

In Brown, C. A. (2014). Globalization, international education policy and local policy     formation: Voices from the developing world.

Shields, R. (2013). Globalization and international education. London: Continuum.