Exploring Social Barometers
Heather Sanderson
Eastern Connecticut State University
Dr. David Stoloff
February 3, 2018
Different organizations around the world are dedicated to ensuring children have a pathway to a positive educational experience, no matter the circumstances that need to be overcome. These organizations may have different barometers on how they measure success, but they are all trying to better the lives of the citizens and the children they work with across the globe.
Some goals that many of these global organizations have in common are protecting and taking pride in one’s heritage, tolerance of other’s cultural differences, access to information, improving access to basic needs, and improved economic success.
In order to be successful one must take pride in who they are and where they come from. Many of these educational global organizations focus on helping people embrace their heritage. UNESCO is an organization whose mission is “to build peace, eradicate poverty, and drive sustainable development” in order to ensure citizens are educated” (UNESCO, 2017). UNESCO believes that “both heritage and creativity lay the foundations for vibrant, innovative and prosperous knowledge societies” and “ensures that the role of culture is recognized through a majority of the Sustainable Development Goals (SDGs), including those focusing on quality education” (UNESCO, 2017).
Similar to UNESCO, The Mosaic Institute is dedicated to amplifying “the voices of Canada’s diverse communities” because they “believe that an equitable and thriving society is made possible when different people experience themselves as valued members of society, which begins with being heard” (The Mosaic Institute, 2016). In Canada in 2016, some alarming statistics reported include: 11 indigenous Attawapiskat youth having committed suicide, a 600% increase in hate speech online, and an 8% increase in hate crimes as reported by the Toronto Police (The Mosaic Institute, 2016). To combat this rise in intolerance, the Mosaic Institute runs a five day workshop called Next Generation for high school students. After completing the course the students reported a “367% increase in students’ awareness of Canada’s Indigenous peoples and their history” and a “150% increase in students’ feeling that they could include other students not of the same background into their friendship group” (The Mosaic Institute, 2016). Similarly, another organization, The Saskatchewan Intercultural Association (SIA) out of Canada, is also helping to promote heritage preservation and tolerance. According to their website, “The SIA has been committed to supporting cultural groups retain their distinctive cultural identity, language, and arts” (Saskatchewan Intercultural Association Inc., 2013-2014). The SIA promotes diversity acceptance by providing “anti-racist education” and promoting “intercultural understanding to the general public through workshops, programming, and community events” (SIA Inc., 2013-2014). Both organizations focus on the empowerment of minority groups to help educate the majority.
Tolerance of others’ cultures seems to be the key to educational success according to many of these organizations. The Mosaic Institute and the Saskatchewan Intercultural Association empower minority cultures to take pride in their heritage, but they also provide programs to educate the public to promote tolerance. Additionally, Global Youth Connect promotes acceptance by “empowering young activists from the globe to meet face to face, exchange ideas and take action together” to advance human rights across the globe (Global Youth Connect, 2018). Global Youth Connect has had great success promoting human rights as “20% of GYC alumni have founded a Human Rights related program, organization, or initiative since their delegation” (Global Youth Connect, 2018).
Africa is a country rich in cultural and ethnic diversities, and Afrobarometer is an organization dedicated to promoting tolerance by educating the rest of the world on the people of Africa. They “collect and publish high-quality, reliable statistical data on Africa which is freely available to the public” (Afrobarometer Communications, 2014). Afrobarometer provides statistics showing that some countries like Namibia are very tolerant while others like Morocco are not (Afrobarometer Communications, 2014). This organization has concluded that exposure to news media, to education, and to contact with people from different backgrounds lead to African countries being more tolerant (Afrobarometer Communications, 2014). Thus, Afrobarameter can help educational organizations know what countries have the greatest needs when promoting tolerance.
The promotion of tolerance of other ethnicities and cultures is essential in Europe because so many people of different backgrounds are living together. Two-thirds (65%) of respondents from the 27 EU Member States were able to recall interacting with someone from a different ethnicity, religion, or nationality within the past seven days when being interviewed (THE GALLOP ORGANIZATION, December 2007). An interesting part of the data was that “the youngest, those living with the highest levels of education and those living in a city are more likely to think that cultural diversity is an asset to a country’s cultural life” (THE GALLOP ORGANIZATION, December 2007). Considering these numbers, it is essential that these global organizations continue to focus on providing diversity education to youth. Since young people tend to be more open-minded, achieving a more tolerant and educated global society starts with our younger generations.
Providing access to basic needs and to economic success is another important goal of many of these global education organizations. The Social Progress Index measures “basic human needs, foundations of well-being, and opportunity” in order to “empower leaders and change makers…to understand where their actions will have the greatest impact” (The Social Progress Imperative, 2014). There is a clear correlation between a lack of access to clean water and shelter and low education levels. When kids struggle to simply survive, education is certainly not a top priority. Kids in these circumstances need attention and focus so they can have access to education and opportunity.
Closer to home, the “Connecticut Association for Human Services promotes family economic security strategies that empower low-income working families to achieve financial independence” (Connecticut Association for Human Services, 2015). This group is working hard to reduce poverty in the state. They would like children of poverty to have access to early childcare and education (Connecticut Association for Human Services, 2015). Cleary, children from affluent families have an academic advantage, as they often begin their educations at preschools from very young ages, leading to greater success. This same access and advantage should be a right that all children enjoy.
Access to information is another key barometer of success for many of these global education organizations. Social Progress Index measures “access to information and communications” as well as “access to basic knowledge” as part of their foundations of well being (The Social Progress Imperative, 2014). As well, UNESCO has “building knowledge societies” as one of their key themes (UNESCO, 2017). Afrobarometer states that education and exposure to news media leads to African Nations being more tolerant (Afrobarometer Communications, 2014).
One intriguing measure of success that is different from most sites is Australia’s and New Zealand’s measurement of hope and engagement as criteria to help school districts to promote student success (Gallop, Inc., 2014). Hope “describes how confident students feel about achieving their goals, dreams, and ideal outcomes in life” (Gallop, Inc., 2014). Engagement “is defined as [student] involvement in, and enthusiasm for school” (Gallop, Inc., 2014). This measurement is a beneficial gauge to improve education in countries where basic needs are already being met.
References
Afrobarometer Communications. (2014). Afrobarometer. Retrieved from http://www.afrobarometer.org/
Connecticut Association for Human Services. (2015). CT Kids Count. Retrieved from http://www.cahs.org/ct_kids_count
Gallup, Inc. (2014). The Gallop Student Poll-Austrlia and New Zealand. Retrieved from http://www.gallupstudentpoll.com.au/home.aspx
THE GALLUP ORGANIZATION. (December 2007). Intercultural dialogue in Europe: Summary. Retrieved from http://ec.europa.eu/public_opinion/flash/fl_217_sum_en.pdf ,
Global Youth Connect. (2018). Building Connections between Cultures & Exploring Human Rights. Retrieved from https://www.globalyouthconnect.org/
The Mosaic Institute. (2016). The Mosaic Institute Difference is the Solution. Retrieved from http://mosaicinstitute.ca/
Saskatchewan Intercultural Association Inc. (2013-2014). Promoting harmony among all people. Retrieved from https://www.saskintercultural.org/
The Social Progress Imperative. (2014). Social Progress Index 2014. Retrieved from http://www.socialprogressimperative.org/data/spi
UNESCO (2017). Education for the 21st Century. Retrieved from http://en.unesco.org/themes/education-21st-century