The OLPC In Review

I take the time today to return to key interests of mine - technology and education in the developing world. In fact, whilst perhaps I have not mention it here earlier, I was accepted on a PhD programme in the field and due to start at the beginning of this year (having deferred from the year before), but the fees made this non-tenable at the present time and like many things in life, I am thinking about what I do next. 

The subject of this posting however centres around whether one ed tech approach - the OLPC - is still relevant today. Interestingly a couple of years ago, the OLPC featured in a thesis I wrote, at a time when there was considerable debate about whether it was idealistic to expect full saturation of laptops (one per child) in the developing world. Additionally, I have blogged about this on several occasions.

One of the blogs - OLPC News - that I have followed on the subject announced its 'closure' last month and today another blog - Educational Technology Debate (also previously mentioned here) - raised the debate about whether, in the face of the rise of mobile devices and tablets, the OLPC project too had also run its course.

Of course the OLPC is rooted in Nicholas Negroponte's endorsement of a Constructivist ideology - the idea that children can create their own knowledge and educational content with the right tools - in this case - a small open source laptop - that has been designed to be a low power robust machine that can creates its own peer network - ideal for communities that do not have reliable power or internet connections.

Is the OLPC still relevant?

Wayan Vota, writing for the Educational Technology Debate asks the key question, that if we were to replace laptops with today's technologies - mobiles, handhelds and tablets and had full one-to-one saturation (i.e. every child in the developing world had their own device) would this be ideal? Could we instead instead share tools and equipment for the same results? Negroponte would argue that since children have their own pencils, they should have an entitlement to their own laptop. 

The crucial question around meeting the need for enabled and adequately-paid educators is one that continues to remain important, especially in large parts of the developing world. Often low teacher and high student ratios place additional stresses on already burden systems. Negroponte aimed to address the gap through the laptop programme (read that to mean that children can 'educate' themselves).  The Educational Technology Debate article also asks if this is wise or indeed the moral thing to do. 

'Free' Schools

I learned a long time ago to trust my own judgement and instincts and this has been at odds with the system I have found myself in over the recent past. In fact, over the last year, one of the things I have increasingly noticed about schools is how conditioned teachers can be. I don't know about others, but I resent operating within a straight-jacketed learning environment. So, last week, when I was offered another role at another school outside the state system, I confess to some sense of relief. It remains to be seen how much there will be an attempt to quash individuality, but having worked in three continents in many schools delivering different curricula, I think it is fair to say that I am able to pick and choose with some sense of informed accuracy and experience.

The demand for alternative types of schooling indicates how many of us believe that there are many forms of education that offer a much wider (or specific) set of experiences for acquiring skills and knowledge. Within this broad range, in schools that do not operate under direct state or local authority control (such as free schools, academies, home-schooling, independent schools etc.), a 'teacher' may not have a state-issued certificate or teaching license.

How important is this? In short, a teacher is someone who inspires, motivates, cares, and is willing to impart their skills and knowledge. By virtue, anyone who does this, from parent, to a highly-skilled artist, to a classroom practitioner or a colleague, is a teacher. It is not necessarily someone who has spent hours studying at an institution being trained in pedagogy and educational ideology. In fact this process of training may institutionalise them and narrow them as teachers by removing their openness and passion.

It is rather surprising then that the Deputy PM, Nick Clegg should have spoken this week about ensuring that all teachers in free schools needing to be 'qualified' (i.e.'certified'). Do we mean ideologically programmed to lack an alternative view? This too, from a man who was educated privately (that is, outside the state system) where there are more creative educational freedoms? It all sounds rather hypocritical, both for him to speak and for him to expect. I speak as a 'certified'/'qualified' teacher (UK/EU) who is passionate about the rights of educators for sound pay and conditions where clearly that is not what he is speaking of.

There has been something of an understandable media backlash over the past few weeks on 'free schools' following investigations into mismanagement, quality of service or misappropriation of budgets. I am not here to defend this or previous government's educational policies and understand that there is that element of controversy when it comes to public money being spent on alternative education. That is a completely separate issue. I strongly believe, however, in the principle that freedom in education is what makes it so appealing and worth fighting for and that many of the most enriching experiences for children/students do not necessarily stem from the institutionalised forms of education.

Still from: Another Brick in the Wall Pt 2 (Education) by Pink Floyd
Further Opinion: Nick Clegg and his thoughts on Qualified Teachers

Elephant in the [Class] Room

Daniel Hoffman-Gill offers an interesting opinion on the alienation of the white working classes in the UK. Essentially, he does not want to see this group left behind and the comments that follow his blog posting highlight the differing (read 'divisive') points of view on the issue. Whatever we think however, it remains true, that white working class children have the lowest levels of academic achievement in schools and remain the most socially immobile of all the demographic groups within the UK (see the Joseph Rowntree Report). Invariably, schools that take these children in will have a bigger cultural issue to tackle in their communities that they serve and are challenged with breaking a culture of low aspiration at the individual, parental and societal level. It's a tall order.  

Sir Robin Bosher of the Harris Federation of Academies, describes his findings: "I see about 10 per cent in each class who are so unsociable that they hurt others, adults and other young children. But they’re unsociable because they’ve no practice at being sociable." Compare that to other 'poor' groups - European Muslim migrants, people learning in a non-native language and so on. Think also of people in the developing world who live a hand-to-mouth existence who also start off with disadvantage. The difference is, in general, these groups tend to value education and see it as a key to social mobility. 

As an educator, with a body of experience in several countries, it goes without saying that I believe that education is an important means to meet the needs of the wider social good. I cannot ignore, however, that in England education is way too (negatively) politicised and this makes education as a public service vulnerable to constant government manipulation. The challenges, however, of being at the chalk-face on a daily basis means that educators have a different perspective on the social matters that children bring into school and meeting the needs of the white working class is not as simple as another set of reforms. 

It would be fair to conclude that essentially 65 years of exhaustive educational reform in the UK has not delivered on closing the educational achievement gaps for white working class children or driving up their aspirations. The occasional examples that highlight traditionally working class people being the first in their families to access higher education are something of an illusory distraction. Progress to university remains a mainly upwardly mobile, middle-class aspiration. 

The social mobility arguments remain at the cornerstone of the 'moral purpose' behind education and there is some expectation that schools pick up the task of changing social and behavioural cultures. Scaled up on a nationwide level, is this possible or appropriate? I would understand if people thought that education plays a part in social reform, but in all honestly, despite the many dedicated professional educators who reach out to vulnerable communities, nearly 70 years after the post war education reforms began, who is actually responsible for breaking the culture of non-aspiration? Do we continue to respond to white working class low achievement with more resources or changing how teachers and schools are judged? 

Elephant in the [Class] Room 

It would be wise to stop, pause and consider why (and for whom) we aim to push through unchecked reforms. Are we missing the elephant in the room? What is it about white working class children that puts obstacles in their paths for achievement? Should our responses be 'politically challenging' rather than 'politically correct'? Is it okay to be critical of a consumerist, hedonistic culture that doesn't prioritise education? Can we honestly expect a completely universal educational approach/examinations system to work for all? Can we accept equality when we live is a society divided by class and race? Should political interventions be removed once and for all from education?

Malala Yousafzai commented a few weeks ago about British teenagers not appreciating their educational opportunities. She was right. I have seen schools in Afghanistan and Pakistan and know the conditions under which children learn. They aspire for better and in the most dangerous and poorly funded conditions, the fight for education is being bravely fronted by children. In comparison children in the UK are very fortunate and to have a public educational culture that is supported by a generous financial investment per pupil that remains amongst the highest in the world. Isn't a quality, free education a very real golden opportunity that some are simply giving up?

There is an elephant in the room. Are we prepared to admit it?

Find out more about Education Reform here

History of Education in the UK: Wikipedia
Arc of Underachievement: BBC
The Underclass: Prisma

Malala Complex

As an educationalist, it is natural that I should support Malala Yousafzai's right to have an education. This is further reinforced by our common Pashtun heritage. She is also from Swat, so this resonates even deeper. I am genuinely proud to see her stand on a world platform - at the UN General Assembly in New York - and confidently address an international audience. My first reaction? Very impressed. She is one of us and her campaign is a morally justified one. She is a Pashtana. She is a Swati. She is still only young (having turned 16 on July 12th). She is a survivor of one of the most horrendous crimes to have occurred in recent times. She is truly inspirational when it comes to a positive Pashtun image on the international platform. I support this wholeheartedly. Malala is so right when she says: "One child, one teacher, one pen and one book can change the world. Education is the only solution. Education First."

Beyond this, however, it becomes more complex. The doctors and nurses who treated her, are not mentioned and Kainaat and Shazia, who were shot with her have not attracted the same media attention, whilst there are others who are leaching off the 'Malala effect'. The celebs gathering around her, are often simply promoting themselves. Madonna, stripped to her bare skin last year in one of her concerts in solidarity to the girl. The paradox? Malala, like most Pashtanas appears modestly dressed in public. Gordon Brown is not the only politician to have made mileage out of her tragedy. The contradiction? Four years ago, whilst still in Swat, she wanted to be a doctor, not a politician. Sure she was young and politics has a place in bringing about wider change, but it is now much more complex than a case of girl who single handedly took on the Taliban.

As a Pashtun, my first reaction is to want to protect her - not 'smother' her, as could happen in our male-dominated set-up. As an educationalist, I want to take her campaign and make it universal. As an individual, I want her to succeed and grew up to be a contributing member of society. As a political cynic, I wish the politics around her would go away, and this is where I see the difficulty in her campaign. The well-crafted speech that Malala delivered at the UN had many, many merits but the conservative reaction in Pakistan and Afghanistan continues to be part of the challenge. The Taliban still draws sympathy from those who have not benefited from the US presence in Afghanistan and the damaging ripple effect this creates in Pakistan.

They will see personalities - actors, singers, politicians, liberals etc. who will use their own Malala campaigns - as something very alien.  It serves to cloud the cause for universal education - and for the Yousafzai's delegitimizes their position and potentially damage the long-term good. Ziauddin Yousafzai, Malala's father, was - in the end - forced to distance her from her own people and take his family out of Swat. They are now in the hands of outsiders; outsiders with their own agendas.

I hope I am wrong and that the education is not entirely lost to the politics because the cause remains noble. 

Read Malala's Speech in Full.

Vindication Part II

... continued from previous post ...

The day before the school received the call that Ofsted were going to be in, I stayed in school - much to my own surprise - until pretty much close to 10pm. I made sure that my copying, printing and planning was done, that my room looked tidy and organised and that my displays were fresh and vibrant. Had I chosen to leave at 3.45pm, I would have been well within my right to do so since I owe the school no more of myself. This has been a difficult year and the school have just about fully absolved themselves of me. Institutions offer little loyalty to the individual. So why did I stay; why did I turn in all my reports, additional paperwork on time, and so on?

I'm not fully sure that I can pinpoint the exact reasons that I continued in the way that I did over the past few months. Professionalism, I guess. Remaining dignified and intact. Not letting the side down. All of those reasons, perhaps. Knowing that if I give positive energy, then those closest to me who receive my positive energy, will at some point give it back to me. Seems reasonable. Mostly, I'd stuck with my duties because it was the moral thing to do.

After the Management Team were briefed by the Inspectors, the headteacher came and sat next to me. She said that the Inspection Team had given my lesson a banding close to the 'Outstanding' category. I repeated that I felt I'd been exonerated thought ultimately I refuse to be enslaved to the opinions of those who like/don't like me personally. I'm not easily flattered and conversely, I refuse to be put down. Perhaps in saying so created an awkward moment for the head. I got the closest I would to hearing an apology and the past couple of days has been an attempt, I sense at damage repair.

The onus is on me to forgive and accept a type of rapprochement. Of course, it will never be publicly seen as a matter of apology and forgiveness - there are too many egos at stake, but for me it will never be the same. The politics within education is enough to turn one off. That sense of having been wronged will clearly now affect the decisions that I now make.

*for another view on school inspections read this

Protecting Education from Attack

Students and educators in situations of armed conflict face violence every day. Schools and universities should be safe havens, where communities can work toward a better future. Instead, in many places, these institutions have become the targets of violent attacks for political, military, ideological, sectarian, ethnic, religious or criminal reasons.

Attacks on education are any intentional threat or use of force—carried out for political, military, ideological, sectarian, ethnic, religious, or criminal reasons—against students, educators, and education institutions. Attacks on education may be perpetrated by:

• State security forces, including armed forces, law enforcement, paramilitary, and militia forces acting on behalf of the state.
• Non-state armed groups.

Attacks on education include attacks on:

• Students of all ages.
• Educators, including school teachers, academics, other education personnel, members of teacher unions, and education aid workers.
• Education institutions: any site used for the purposes of education, including all levels of education and non-formal education facilities, and buildings dedicated to the work of ministries of education and other education administration.

The occupation or use of education institutions by armed forces or other armed groups can lead to attacks on education institutions and can displace educators and students, denying students access to education.

Learn more by following the GCPEA website and their postings on Twitter.

ملالې تا خو لر او بر وژړو

Dedicated to Malala Yousafzai 

ملالې تا خو لر او بر وژړو
هم دې شمساد هم دې خیبر وژړو
یه د هلک په وار پیدا ملالې
نن د افغان هر ټبر دې وژړو
د پښتونخوا هر بوټی ګل خپه دی
تا خو د ګرد وطن هر غر وژړو
ستا د قلم زوره نن خبر شو
د تور تمیانو دی لښکر وژړو
مئندې زامن نه، لوڼې غواړي
نجوني خو ژاړي تا هر نر وژړو
کاش د ضیا په ځای کي زما لورکئ وی
د وطنپال خو دې ځیګر وژړو

http://www.facebook.com/watan.pal

Massive Open Online Courses: MOOCs

The combination of education and technology brings new opportunities for sharing content and learning and I have a key interest in distance learning, having successfully gone through the process. Despite some obvious challenges - such as the need to maintain your skills of self reliance, generally, I have enjoyed being part of a technologically connected international learning community. Some time back in this blog, I did mention Curt Bonk's enthusiasm for on-line learning too. In my case it meant that I could pursue an academic programme whilst living overseas and crucially meant that I didn't have to give up my full-time work order to do so. In fact in many ways, the DTCE programme at Manchester University was the 'genesis' for this blog (specifically it was a unit taught at a distance on Emerging Technologies that required my thoughts and input that was the key factor in accelerating me towards becoming a regular blogger). However, it is the overall experience of distance learning in my vocational area of education that is the key discussion point here, and the fact that I am now contemplating further academic study through a blended course that involves some distance and some face-to-face contact suggests that - for some - distance programmes remain a valuable opportunity to pursue further learning. Watch this space, but yes, a doctorate is something that I most certainly would like to complete, InshAllah.

I occupy several spaces to be honest - I have worked at the chalkface as a teacher in a variety or national and international state and private settings and I have worked in consultancy and in advisory roles aiming to build capacity. Each setting has its own specifics. A good example would be how primary education is about developing the 'whole child' and how university education is about developing knowledge and understanding in specific academic areas.

We still live in a world where we expect much of our formal learning to be accredited, so that still remains an important point for pursuing a university programme in my opinion so there are some drawbacks with no-fee MOOCs (Massive Open On-line Courses). In fact, if it simply comes down to distribution of course notes/learning materials then there is little to differentiate it with what is already available/downloadable on the Internet in general. Interaction between students and between students and content and tutors is key and that remains yet to be seen. But since some prime universities seem to be investing time in opening up course modules to the world, then perhaps there is some to be experienced and learned hopefully. I've decided to sign up for two courses in areas of interest - education being one of them, naturally, but I wanted to have a go at Life Sciences and specifically, I am interested in learning more about Sustainable Environment. 

I'm potentially excited by the possibilities, but really, is anything for free? 

Watch this space.

Read more here and here.

Changing Education Paradigms

Here's an interesting discussion about the limitations of contemporary approaches to education.

The speaker is Sir Ken Robinson. Animation by Cognitive Media.

Education: A Human Right

I begin this posting with a quote that I used this summer for my thesis:

"Hope dims for universal education by 2015 … The total number of children out of school is … 69 million in 2008. Almost half of these children (31 million) are in sub-Saharan Africa, and more than a quarter (18 million) are in Southern Asia." (see The Millennium Development Goals Report, United Nations, 2010).

In their 2010 analysis, The Global Campaign For Education reported that if “current trends continue, the slowdown in progress in enrolments will mean that in 2015 there will be more children out of school than there are today. In addition, too often the quality of education on offer is very poor, leading to early drop-out and illiteracy”.

As we lead up to International Literacy Day, UNESCO report that in 2008, 796 million adults (15 years and older) could not read or write. The Right to Education Project state what many of us have come to expect from education, but one that we don't always see in real numbers.

"As well as being a right in itself, the right to education is also an enabling right. Education ‘creates the “voice” through which rights can be claimed and protected’, and without education people lack the capacity to ‘achieve valuable functioning as part of the living’. If people have access to education they can develop the skills, capacity and confidence to secure other rights. Education gives people the ability to access information detailing the range of rights that they hold, and government’s obligations. It supports people to develop the communication skills to demand these rights, the confidence to speak in a variety of forums, and the ability to negotiate with a wide range of government officials and power holders."

Textbook Conversations

Shuttling between Kabul, Islamabad, Rawalpindi, Attock, Karachi, Abu Dhabi and Manchester over a period of four days is pretty hectic. Several flights, taxi rides, meetings, dinners and family formalities later, I take the opportunity to reflect on conversations that I've had with people. Briefly I want to consider Pakistan - damaged by internal strife, poor international press and yet still trying to build an image for itself.

I'm always willing to learn in order to understand more, but that does not mean I passively accept everything that is said. I had an interesting dinner in Islamabad, where the host accepted that Pakistan had a poor public image but his view was that Pakistan survived despite aggressive policies by greater enemies because of Allah's protection and that the neighbours - India and Afghanistan could not be trusted. I heard a similar view in Karachi - that India was ready to 'attack' Pakistan. Rather than contemplate the failings within, the commonality was one of finger-pointing and feeling sorry that Pakistan had failed to live up to its founder's ideals. In short the view was that the country was misrepresented and misunderstood and that the leaders were little more than stooges for the UK and the US. 

I have a family connection to Pakistan, but I have always been a little ambivalent about what the country stands for - and whilst I always want it to be better for the common people, I don't claim to be automatically forgiving. As much as I try to understand the passions of the country, I see significant failures and widespread alienation. What emerged from the conversations I had with people is how commonly held values (myths?) about Pakistan are not questioned or challenged. These opinions form what may be considered the "textbook" view within Pakistan.  There are voices from beyond that ask legitimate questions, but these seem to be filtered out of the media within because they criticise the basis on which the country stands. I think that this fundamentally comes down to an education system that has operated much like the state's propaganda machine where critical thinking is not encouraged.

Most people in Pakistan think of survival, so I can forgive some of the apathetic acceptance of the way things are, but if an educational culture of critical thinking were to exist, then there could be serious questions asked about the status quo. A kind of enlightenment, no less.

Malla Kalyan

Road to Jalalabad I

We are all on a journey of some description and since arriving in Afghanistan, it has been a series of conversations; sitting in on meetings, chairing meetings, having social discussions, writing reports and working on the project that I am here to support. It continues to be an incredible experience and one that has allowed me to learn as much as has allowed me to share.

This is Afghanistan. Security is on everyone's agenda and means that it is wise to be low key. When the reasons for being here were discussed with the British Ambassador, William Patey, the message was about stark warnings regarding travel and the millions being poured into education in the country. Said with a confidence that I respect, but one that generates other sets of questions about how and why - which incidentally, I did put to him. I got some slightly  vague answer that I'm still not sure of.

The education statistics paint a picture that shows ongoing needs and even here in Kabul, children begging, selling bits of bread on the street and picking through rubbish heaps shows how very far from the ideal that we are.

I took the road to Jalalabad the day before yesterday and stayed overnight at a very fine guest house. The reason for the journey was not about comforting day trips, but a chance to explore what will be the setting up of a school. The road to Jalalabad is precarious because of the driving and the insurgency and the trip was not announced early, as per local sensibility regarding security. Scenery along the mountain passes is breathtaking. The map at the head of this posting and this slide-show are from the New York Times. I share below a snapshot or two of the journey.

More on the school project in another posting.

Tor_Khan تور خان

One Laptop Per Child - Why?

Continued from previous posting ... Why give a laptop to a child who may have no electricity or even running water?

In Part 2 of the video produced by the One Laptop Per Child Foundation, this is a fundamental question is explored. Provides some very valuable food for thought.

One Laptop Per Child - Mission

There are many arguments and counter arguments in regards to the effectiveness of the One Laptop Per Child Foundation, but put like this, there is a sense of purpose for project itself. This is the first of a two parter - the second video which will follow in the next posting defines the "laptop" project as a "education" project.

Speaking from the Chalkface

... In fact, it was a wise Head Teacher who considering the whole picture, once said that teaching itself was like being on a mouse-wheel. 

"No matter how fast you go, or no matter how much you slow down, you are always in the same place."

Puts the whole business of the delivery of education into perspective when I take this view.

Educational Technology Debate

On my journey through the whole Crystal Maze of Educational Technology, I keep coming back to a few simple questions about what works, what is ethical and what are the costs. Some of these questions, perhaps remain open ended, but provide for genuine debate and what I feel would make for valuable areas of investigation for my upcoming research project.

The Educational Technology Debate (ETD) seeks to promote a substantive discussion of how low-cost information and communication technology (ICT) device initiatives for educational systems in developing countries are relevant to the very groups they purport to serve – the students, teachers, and their surrounding communities.

The Struggle

I was visited in school today by a gentleman called Ayedh Al Tamemi whom I mention here because I worked with him for a key part of last year in an advisory capacity. I was responsible for coaching and mentoring him as he worked his way through his first year in teaching. He represents, in many ways, the 'new' face of education in public schools here in the UAE. Forward thinking, experimental, adaptable and ambitious.

This sets Ayedh apart from other teachers, mostly expat Arabs (from poorer backgrounds), who make up the bulk of the system. Ayedh, whilst still growing as an educator, asked me to write him a recommendation so that he could eventually enrol on a Masters in Educational Leadership in New York. Paid in full by ADEC, whilst he will retain his teaching salary. Way to go! I only wish my MA was paid for in the same way and I got to travel. Sounds envious, but I speak here of the wider investment in people both small and on a global scale.

It's difficult for the other teachers in the UAE public system to raise their own motivation levels. Apart from being ill-prepared, their motivations cannot be the same as Emiratis, since they have less stake in the system. Laziness and apathy is only part of it - mostly expat teachers are on the fringes, dis-empowered and unable to affect change within. They are largely unsupported, have fewer opportunities for professional development and cannot grow roots within the UAE because of the expat set-up.

Public schools, here, are on the whole, poor and the process of change is hindered by these very obstacles. Give people a stake - a reason -  and watch desire to see students achieve and professional commitment rise. As an advisor in schools and as a chalkface educator I have long recognised this struggle. It starts with teachers who are happy, supported and appropriately challenged; not with hurdles, bureaucracy, unrealistic expectations, inadequate resources and no clear sense of hope for tomorrow.

Whilst education costs because it requires financial commitment, it should not be at the cost of the individuals who educate.

Reflection and Introspection

Here in the UAE, we have the largest population of Pashtoons outside their homelands - Pakistan and Afghanistan, so everyday, I see plenty of people who are, as they say, rather familiar.

However, of late, I have found some things a challenge - separation from those you love and care about is foremost. There is something of a kind of hollowness to some parts of the day. Mealtimes for instance. 

It isn't the first time that I have been 'forced' to work away. In fact most of the Pashtoon guest workers here in the Gulf live just that kind of existence. They live, several men to a room, toiling their shifts to feed their families at home. Over Eid, for instance, I had that experience. I visited a cousin in Sharjah and had a couple of beautifully restful days, listening to people in their deira which serves as a hujra and enjoying their melmastiya. I met with my mother's first cousin (an uncle) and my great-grandfather's grandson, which of course would also make him, in the Pashtoon tapestry of things, an uncle.

I know that I am lucky. I belong to a slightly different social demographic so my 'struggle' is much more comfortable. Still, the heart is cruel.

There are aspects to my job that I very much find positive. I feel that I give and gain trust, but there are constant hurdles which slow down my aspirations.The hours are long and this leaves me less downtime - so here's my criticism - education which is supposed to bring hope and inspiration can end up bleeding that very hope and inspiration of those who work so tirelessly to make it bear fruit. I find myself in that place. 

I have learned a lot this past year and whilst I'm not sure of what happens next, I feel change. It is not yet winter and here I am, at a crossroads, looking, left, right, forwards, backwards and introspectively. 

Who and Why?

The Hidden Enemy

Universal Primary Education is one of the Millenium Development Goals. I could write much more on this, but consider the picture here, taken from the BBC. It shows an outdoor school in an unidentified Pashtoon area. This, unfortunately is the plight of many Pashtoon children. These are the children who will, of course, shape the future.

In an earlier posting, I said I would return to this topic, so here goes. A report on BBC Pashto some weeks back began with:

په پېښور کې د اپريل په ١٩ مه نېټه د يوۀ ښوونځي د باندې چاودنه وشوه ، دا لومړى ځل نه و چې په خيبر پښتونخوا ، قبايلو يا د افغانستان په جنوبي ولايتونو کې ښوونځي په نښه کېږي

On April 19th in Peshawar, there was an attack on a school. This is the not the first time this has happened to schools in Khyber Pakhtoonkhwa, the Tribal Areas or the southern provinces of Afghanistan.

The question that was asked was:

پښتني سيمو کې ښوونځي څوک خرابوي او ولې ؟

Who* is attacking schools in Pashtoon areas, and why?

The responses to the question spoke of an "enemy" working to prevent Pashtoon educational progress. Who this enemy is - was not really identified, so the question about who* is behind the attacks remains. Fingers continue to point, but without knowing who the enemy is, can it be possible to begin to work out a solution?

For me, as an educationlist, and a Pashtoon, this is particularly troubling.

خادم الافغان- کابل
څرګنده ده چې د پښتنو د ښوونځیو سوځول د پښتنو د دښمنانو کار دی. دوی نه پرېږدي چې پښتانه له تعلیم برخمن شي

Khadim Al Afghan - Kabul

Apparently, the buring of Pashtoon schools is the work of the enemies* of the Pashtoons. They do not want Pashtoons to be educated.

حکيم الله ـ هندوستان
دوی د پښتنو په سيمو کې ښوونځي سوځوي، ځکه چې پښتانه يووالی نه لري، دوی نالوستي او د افغانستان دښمنان دي، دوی په دې کارونو سره امتياز اخلي

Hakimullah - India
They* can burn schools in Pashtoon areas because the Pashtoons are disunited and they* are the enemies of [ending] illiteracy and Afghanistan. It is to their* advantage to do this.

*whom exactly?

Tor_Khan تور خان

Adventure Learning: UNICEF in Space

In connection to my interest in Adventure Learning, here's something that has caught my attention - Adventure Learning in Space.

GAO VILLAGE, Mali, October 2009 – In the village of Gao, some 1200 km away from Mali’s capital city of Bamako, local children were given the special chance to speak to UNICEF Goodwill Ambassador and Belgian astronaut Frank De Winne – live from space.