Nicholas Kristof’s latest column focuses on Tererai Trent, a remarkable woman from Zimbabwe who overcame extreme poverty and a husband who beat her and will be receiving her Ph.D. from Western Michigan University next month. As Mr. Kristof puts it: “Tererai is a reminder of the adage that talent is universal, while opportunity is not.”

Below is the beginning of her story. You can read Kristof’s full column here.

Of all the people earning university degrees this year, perhaps the most remarkable story belongs to Tererai (pronounced TEH-reh-rye), a middle-aged woman who is one of my heroes. She is celebrating a personal triumph, but she’s also a monument to the aid organizations and individuals who helped her. When you hear that foreign-aid groups just squander money or build dependency, remember that by all odds Tererai should be an illiterate, battered cattle-herd in Zimbabwe and instead — ah, but I’m getting ahead of my story.

Tererai was born in a village in rural Zimbabwe, probably sometime in 1965, and attended elementary school for less than one year. Her father married her off when she was about 11 to a man who beat her regularly. She seemed destined to be one more squandered African asset.

A dozen years passed. Jo Luck, the head of an aid group called Heifer International, passed through the village and told the women there that they should stand up, nurture dreams, change their lives.

Inspired, Tererai scribbled down four absurd goals based on accomplishments she had vaguely heard of among famous Africans. She wrote that she wanted to study abroad, and to earn a B.A., a master’s and a doctorate….

Keep reading here.

At the start of the year, Nora Coghlan from our policy team wrote about the education crisis in Zimbabwe. After a heated conflict between school teachers and the Zimbabwean government, it was feared that “2009 will be another lost year for education in Zimbabwe.”

Today, CNN.com has an article examining the state of education in Zimbabwe. While they note signs of the education system fighting back to normalcy, the price of education and continued lack of funding still make it incredibly difficult for families to send their children to school.

Watch this corresponding video that CNN ran a few weeks back:

Excerpts below, full piece here:

The country’s education minister in the year-old power-sharing administration believes it could be decade before standards are back up to Zimbabwe’s good past record.

According to the education department, 20,000 teachers have left the country in the past two years and half of Zimbabwe’s children have not progressed beyond primary school.

Many parents today are too poor to send their children to school. Rural schools — where pencils, desks and books are luxuries — are hardest hit.

When CNN visited a Mathabisana primary school in Umguza, in the southwest of Zimbabwe, headmaster Nonkululeko Ndlovu said that at one point teachers used charcoal as a substitute for chalk.

“There are no textbooks to talk about at the moment because I remember the last text books were bought sometime in 2000 or so, when we were still getting government grants but now we don’t have anything.

“Those text books have reached their shelf life. An aid organization donated 32 text books which we really appreciated and we are using those text books right across the grades, trying to impart knowledge to the kids.”

Over the weekend I happened to catch this clip with Queen Rania on CNN. It covers an array of subjects, but I thought the particular focus on education would be of interest to readers.

She also discusses 1GOAL in detail (which we’ve covered here) as well as the role of social networking in creating change.

Last Friday, ONE members from the Twin Cities gathered at the University of Minnesota for a special conference on Literacy and Education in a 21st century Africa.

The event was hosted by a local organization called Books for Africa, the world’s largest shipper of donated books to the African continent. In the past 11 years they have shipped over 20 million high-quality text and library books to 45 African countries. ONE shares a belief in the simple mission of Books for Africa: To empower the next generation of leaders by leveling the playing field with literacy and education. ONE hosted a table at the event and spoke to many attendees about what ONE is doing locally and nationally to improve the lives of those living in extreme poverty by advocating for greater access to basic education.

During the conference the US Assistant Secretary of State for African Affairs, Johnnie Carson, gave the keynote address remarking that his last trip to the University of Minnesota was nearly 15 years ago when Ugandan President Yoweri Kaguta Museveni was conferred an honorary degree. Among the many facts he cited, he also noted population projections for sub-Saharan Africa are expected to double in the next 25 years.

He concluded his keynote address by delineating five areas key to the progress of African countries: closing the digital divide, reversing the ‘brain drain’ (African Diaspora), investing more in girls’ education, expanding teacher training, and improving academic research and higher education.

The breakout session, “Economic Development and Literacy”, was comprised of four expert panelists. They presented facts such as country literacy rates, educational variables, and learning impediments. The common threads throughout the day included minimizing the gender gap, (“women hold up half the sky”), expanding access (geographical and financial), and improving systems and teacher training (accountability).

In the past, former President Clinton has said that US media and citizens need to stop viewing Africa as a monolith, given that there are 48 countries in sub-Saharan Africa alone. Each country has its own unique challenges and strengths. I heard similar sentiments echoed at the conference on Friday, and believe it is important to continue promoting this increased understanding.

As a ONE member and a participant in the conference, I am truly hopeful. While the way forward is not always apparent, it is clear that the development community and Africans themselves are committed to an improved future.

-Kris Jernigan & Libby Crimmings

Last week I spoke to 4-year-old Ercilia in the village of Muzingane Bairro 3. As she played with her friend Carlos on the swings at their preschool, Ercilia told me how much she loves her new playground. She smiled and laughed as Carlos pushed her high up into the air on the swing.

Nothing is more thrilling than the sight of a happy child like Ercilia. And we at Save the Children in Mozambique have seen a lot of joyful children lately — all of them laughing, playing and hanging out with friends at brand-new playgrounds outside of our preschools.

Here in the rural communities where we work, children had few amenities, much less new see-saws and jungle gyms. These new playgrounds, built with funds raised by the 2007 Idol Gives Back television special, add a whole new element of excitement to our early childhood development program. They also give children another reason to look forward to going to school every day.

The response from Americans to Idol Gives Back (video above) is a testament to the power that people can have when everyone works together to support a cause, much like we all do through the ONE campaign. With the opening of 31 playgrounds this summer and 42 preschools last summer, Americans have made it possible for over 3,000 Mozambican youngsters to learn and to play. I know that the kids are more excited than ever to go back to school this year.

The playgrounds were designed by three local Mozambican artists and the jungle gyms, seesaws and tire swings were all built with locally available and environmentally sustainable materials.

MACHALUCUANE, MOZAMBIQUE – JULY 15: Children play in the newly built ‘Idol Gives Back’ playground supported by Save the Children in Machalucuane, Mozambique on July 15, 2009. The village is located about 18 miles outside Xai-Xai, in Gaza province in Mozambique. The villagers have about 7 miles to the nearest hospital and secondary school. (Photo by Per-Anders Pettersson/Reportage by Getty Images for Save the Children.)

Aside from being a great addition to our schools, the playgrounds have created an opportunity for communities to come together and support education for their children.

Community members volunteered their time this summer to help build the structures and local auto mechanics donated used car tires for swings.

Through our work with the ONE campaign, we can continue to advocate for support for basic education, including early childhood development programs like the one in Mozambique, providing communities with the tools they need to improve the lives of their children.

-Domingos Mahangue, Field Operations Manager, Early Childhood Development Programs, Save the Children in Mozambique

Tonight PBS’s “Wide Angle” series will begin airing part 3 of the program Time for School. A 12-year documentary project on global education, Time for School has been following a group of students in Afghanistan, Benin, Brazil, India, Japan, Kenya and Romania since they first entered in 2002.

According to PBS,

These children’s stories put a human face on the shocking fact that more than 75 million children are currently out of school; of these, two thirds are girls. One in four children in developing countries does not complete five years of basic education, and there are nearly one billion illiterate adults — one-sixth of the world’s people. WIDE ANGLE plans to continue revisiting all the children, and their peers and families, through 2015, the year they should graduate — and, not coincidentally, the U.N.’s target date for achieving universal education, a Millennium Development goal endorsed by all 191 members of the United Nations.

Check out this brief clip:

You can check your local listings here, and join in at 12:00 pm EST tomorrow for a live discussion with the film’s producers and experts on global education through PBS’s website here.

If you get a chance to check it out, let us know what you think in the comments thread!

-Chris Scott

As in many African countries, children in Ghana often missed out on schooling because their parents could not afford the school fees or needed them to help work in the fields or the home. In 2004, Ghana started a free compulsory Universal Basic Education Program, which abolished school fees and introduced a National School Feeding Program. Much of this was done with the help of donor funding. Between 1999 and 2006, donor support for basic education in Ghana more than doubled. Ghana is now on track to achieve 100 per cent basic education enrolment by 2015. The removal of school fees opened school doors to the poorest Ghanaian children; school lunches have helped improve attendance and retention rates. By the end of 2008, 595,000 children were receiving lunches through the program, many of them eating locally produced food purchased largely by the United Nations World Food Program. Thanks to this combination of measures, Ghana’s net primary school enrolment rates for boys increased from 60 per cent in 2004-2005 to 84 per cent in 2007-2008. Enrolment of girls increased from 58 per cent in 2004-2005 to 82 per cent in 2007-2008.

-Nora Coghlan

Hello, I’m Christina Holder, a ONE member from Augusta, Georgia, currently working as a Uriel and Caroline Bauer Human Rights Law Fellow in Lusaka, Zambia, where I promote human rights-based approaches to development. My education has enabled me to understand and transform some of the root causes of social injustice. I believe every individual deserves the opportunities education creates.

That’s why I sent my personal story to The Big Read, a movement to secure $2 billion for a Global Fund for Education. I would be honored if your name, and the names of tens of thousands of ONE members, would accompany my story when ONE and the Global Campaign for Education deliver it to President Obama in June.

With the book and our signatures, ONE will include this inscription:

Please ensure all children have access to quality basic education by making a U.S. contribution of $2 billion to a Global Fund for Education.

To add your name to the book, please click this link:

http://www.one.org/us/bigreadpetition/o.pl

I’ve spent eight months in Zambia, and have realized that quality education is the key to lifting individuals, and the nation, out of poverty. After learning how to read themselves, women I work with from Lusaka’s Garden Compound pooled their resources to open a “community school” so their children could learn to read and write, too. At Mother Teresa Hospice and Community School, where I volunteer each Friday afternoon, some of the adult residents volunteer to teach children reading and math.

Without the opportunity to attend school, these children risk becoming child laborers in local industries such as stone-crushing — pounding big rocks into gravel for sale to builders. But slowly, regular Zambians are laying the foundation for every child to enjoy the right to quality education, a prerequisite for ending poverty.

By adding your name to The Big Read and encouraging our government to support a Global Fund for Education, we can help Zambia and other countries finance high-quality education for even the most impoverished students.

Please sign The Big Read now, for all those who can’t:

http://www.one.org/us/bigreadpetition/o.pl

Thanks so much!

Christina Holder, ONE Member, Augusta, Georgia

A mother and daughter, Sarita, who attends early childhood development classes in Nepal where teachers are trained by Save the Children. Sarita’s parents never went to school. They are determined to help Sarita have better opportunities.

Did you know that more children drop out of school in first or second grade than in any other year in most low-income countries?

If we are to achieve Millennium Development Goal #2 to make sure all children get an education, we need to do a better job of preparing children to go to school and stay in school.

Save the Children’s 10th annual State of the World’s Mothers report, released today, focuses on the link between early childhood development and future success in school. The report finds that millions of children are not prepared to succeed in school.

We need to do more than just teach ABCs and 1-2-3s. Eighty-five percent of brain development occurs before age 3. It’s clear we need to start earlier, and be smarter, to ensure a quality education for all children.

Mothers and families today are juggling child-rearing with work and threats brought on by poverty, AIDS, displacement and more. They’re doing some wonderful things for their children every day, but they often need extra help to help their children overcome the challenges they face.

It’s not complicated. There are simple, low-cost activities to keep children safe, healthy and learning. And, these activities are virtually the same, whether families live in the mountain villages of Nepal or the cattle ranches of Uganda. For example, mothers and care givers can read to their children or if no one can read, families can tell stories and rhyme with their children; and they can name things babies see and hear.

Do these programs work? Absolutely. For example, all illustrated in this video, in Nepal, more than 95 percent of children who had early learning opportunities went on to primary school, compared to 75 percent of non-participating children. And, in the Philippines, children who participated in early childhood development programs had a 5 to 10 percent school drop out rate, compared to the national average of 50 percent.

So, why are early childhood development activities not a part of every young child’s life? (more…)

On Monday, the Global Campaign for Education (GCE) launched its annual Global Action Week, seven days of advocacy to raise awareness around education and encourage governments to follow through on their commitments to put 75 million children in school by 2015.

Here in Washington, GCE kicked off the week with a roundtable discussion on the state of global education and the potential for a new U.S. investment. The guest of honor was Queen Rania of Jordan, a longtime advocate for education in her home country and around the world. Queen Rania began the conversation with a timely topic: economic growth. Education, she pointed out, is central to fueling national economies and raising incomes at the family level. And as a critical input into health, gender empowerment and democracy, education is one of the highest-yield investments we can make into families and communities, especially in the world’s poorest countries. With the global financial crisis in full swing and threatening to hit poorest countries the hardest, the time is riper than ever for a bold new initiative to get every child in school.

Queen Rania was backed up by three powerful education advocates here in the U.S.: Congressional champion Representative Nita Lowey and two experts who are now serving in the Administration – Gene Sperling (who is Council to the Secretary of the Treasury) and Gayle Smith (Senior Director for Relief, Stabilization and Development and Senior Advisor to the President on the National Security Council).

Rep. Lowey spoke first, saying that the “stars are aligned” for achieving the education for all. She noted that U.S. funding for basic education has increased seven-fold since 2001 (thanks largely to her leadership on the House Appropriations Committee), an impressive scale-up but still a far cry from the U.S.’s fair share of the $11 billion price tag for meeting the Education for All goals. Rep. Lowey pointed out that strong congressional leadership is now paired with clear support from the Administration, a reference to President Obama’s commitment to contribute $2 billion to a Global Education Fund. As a result, she said, the constituency for global education has never been stronger. Gayle Smith also spoke on President Obama’s commitment to education, saying that the President remains committed to his campaign promise and that she was hopeful that “in the not-too-distant future,” he will make an announcement on the establishment of a robust, sustainable Global Fund for Education.

This discussion couldn’t have been more timely- details on President’s Obama’s budget request will be coming out in the next couple weeks. ONE and other advocates are hoping that they contain a strong boost for global education spending to indicate the Administration’s intent to fulfill its commitment to a Global Fund for Education. An investment in education by the U.S. in FY10 will ensure that any initiative in the “not-too-distant future” will have the resources it needs to be successful.

Gene Sperling (former head of the Center for Universal Education) ended the panel by outlining a few trade-offs that global policy makers cannot afford to make when it comes to education- access vs. quality, donor funding through bilateral vs. multilateral channels, and a focus on primary education (5 years) vs. eight years of basic education. He also said it was time for global leaders to step up their efforts to supporting education in countries in conflict and transition, noting that just as a dollar invested in girls’ education is one of the best-spent dollars in the world, so is a dollar invested in education for children of conflict.

To drive this point home, Sperling quoted a passage from What is the What by Dave Eggers, one of my favorite books. The scene takes place in a school in a refugee camp in the midst of the Sudanese civil war. A group of boys are writing lessons in the dirt. Their teacher looks over their work and attempts to convey to them the magnitude of what they’re doing, saying:

Many of you no longer have mothers. You have lost your fathers. Here, if you are smart enough to accept it, you will be educated. Education will be your mother. Education will be your father. While your older brothers fight this war with guns, when the bullets stop, you will fight the next war with your pens.

Stay tuned here on the ONE blog for other things going on around the Global Action Week and how you can get involved.

-Nora Coghlan