Quotes & Sayings About Education In Third World Countries

Children born today-in both the industrialized world and developing countries-will live longer and be healthier, they will get more food, a better education, a higher standard of living, more leisure time and far more possibilities-without the global environment being destroyed. — Bjorn Lomborg

For many of us we are always wanting more - we would be happier if we had such and such. Maybe we should pause for a moment and hear what some people in the third world countries would like to make them happier. 1. Having enough to eat so when you go to sleep at night your stomach doesn't ach. 2. Having shoes on your feet and any kind of clothing to keep the cold out. 3. Having a roof over your head. 4. Having the hope that you'll be lucky enough to get some kind of an education. 5. Believing that the dream of freedom, brotherhood, and peace for all mankind will someday come true. — Abigail Van Buren

Fostering the leadership necessary for transformational outcomes in education is hard work, and in countries around the world, there is a constant search for easier solutions. — Wendy Kopp

Thanks to quality education, Israel is one of the most advanced countries in the world .. Israel is advancing in high-tech even more than other developed countries. — Bill Gates

The economic borderlines of our world will not be drawn between countries, but around Economic Domains. Along the twin paths of globalization and decentralization, the economic pieces of the future are being assembled in a new way. Not what is produced by a country or in a country will be of importance, but the production within global Economic Domains, measured as Gross Domain Products. The global market demands a global sharing of talent. The consequence is Mass Customization of Talent and education as the number one economic priority for all countries — John Naisbitt

What's behind these terribly low diagnostic rates? "One of the reasons celiac disease is so grossly underdiagnosed in this country," says Dr. Green, "is that the pharmaceutical industry has such a major role in the direction of health care here. In many countries around the world, where there are national health plans, doctors are actively encouraged to diagnose celiac disease. In this country, the pharmaceutical industry provides eighty percent of the money for medical research. It also provides a lot of money for postgraduate education, and there just aren't any drug companies that are interested in researching celiac disease. There's basically no money in it - no drug company will provide funds for the research." Simply put: Since there are no drugs to treat celiac disease, pharmaceutical companies stand to gain no profits from encouraging its diagnosis. — Elisabeth Hasselbeck

I'd been looking around the world for clues as to what other countries were doing right, but the important distinctions were not about spending or local control or curriculum; none of that mattered very much. Policies mostly worked in the margins. The fundamental difference was a psychological one. The education superpowers believed in rigor. People in these countries agreed on the purpose of school: School existed to help students master complex academic material. Other things mattered, too, but nothing mattered as much. — Amanda Ripley

In my life I've been very lucky to travel around the world and see students and teachers in nearly two dozen countries - but the most awe-inspiring experience I've ever had was two years after 9/11 when I had the chance to attend a conference in Manhattan and personally meet many of the heroic teachers who persevered under conditions that in our worst nightmares we could never have imagined. In my opinion there's not been nearly enough written about those teachers, and I hope that changes soon. — Tucker Elliot

One of the biggest development issues in the world is the education of girls. In the United States and Europe, it has been accepted, but not in Africa and the developing countries. — Harri Holkeri

The developing world is full of entrepreneurs and visionaries, who with access to education, equity and credit would play a key role in developing the economic situations in their countries. — Muhammad Yunus

The merits of deeper debt cancellation, when accompanied by conditions of accountability and transparency on the part of recipient countries, have been shown to generate much needed resources for health, education and poverty reduction for some of the world's poorest people. — John Ricard

Take the following potent and less-is-more-style argument by the rogue economist Ha-Joon Chang. In 1960 Taiwan had a much lower literacy rate than the Philippines and half the income per person; today Taiwan has ten times the income. At the same time, Korea had a much lower literacy rate than Argentina (which had one of the highest in the world) and about one-fifth the income per person; today it has three times as much. Further, over the same period, sub-Saharan Africa saw markedly increasing literacy rates, accompanied with a decrease in their standard of living. We can multiply the examples (Pritchet's study is quite thorough), but I wonder why people don't realize the simple truism, that is, the fooled by randomness effect: mistaking the merely associative for the causal, that is, if rich countries are educated, immediately inferring that education makes a country rich, without even checking. Epiphenomenon here again. — Nassim Nicholas Taleb

I have spoken to world leaders and encouraged them to raise the education budgets of their countries and pushed powerful nations to give greater education aid to developing ones. — Malala Yousafzai

So Kim Kardashian is getting a divorce, 72 days after a wedding that is variously reported to have cost $10 million or more. Just to put that in perspective, that sum could have built 200 schools in poor countries around the world for kids who desperately want an education. Then Kardashian could have helped transform the world, not just entertain it. And the schools would have lasted incomparably longer than her marriage. — Nicholas D. Kristof

Illness and death are not the only consequences of the lack of access to water; it also hinders education and economic development. Widespread illness makes countries less productive, more dependent on outside aid, and less able to lift themselves out of poverty. According to the United Nations, one of the main reasons girls do not go to school in sub-Saharan Africa is that they have to spend so much time fetching water from distant wells and carrying it home. — Tom Standage

How can the United States be competitive globally if higher education is unaffordable? Germany, Austria, Denmark, Finland, Norway, Scotland and Sweden have no tuition for college. Other countries have low tuition. We need the best educated workforce in the world. Instead of spending endless amounts on the military, we need to invest in our young people. — Bernie Sanders

The world's socioeconomic landscape has been drastically altered in the last three decades. The list of changes - indeed, of achievements - is as long as it is surprising: 84 percent of the world's population is now literate, compared to 75 percent in 1990. University education is up, and even average scores on intelligence tests all over the world are now higher. Meanwhile, combat deaths are down - by more than 40 percent since 2000. Life expectancy in countries most hard-hit by the HIV/AIDS pandemic is starting to rise again. And we are providing for our agricultural needs better than ever: since 2000, cereal production in the developing world has increased twice as fast as population. — Moises Naim

Today the most civilized countries of the world spend a maximum of their income on war and a minimum on education. The twenty-first century will reverse this order. It will be more glorious to fight against ignorance than to die on the field of battle. The discovery of a new scientific truth will be more important than the squabbles of diplomats. Even the newspapers of our own day are beginning to treat scientific discoveries and the creation of fresh philosophical concepts as news. The newspapers of the twenty-first century will give a mere 'stick' in the back pages to accounts of crime or political controversies, but will headline on the front pages the proclamation of a new scientific hypothesis.
Progress along such lines will be impossible while nations persist in the savage practice of killing each other off. I inherited from my father, an erudite man who labored hard for peace, an ineradicable hatred of war. — Nikola Tesla

General education is the best preventive of the evils now most dreaded. In the civilized countries of the world, the question is how to distribute most generally and equally the property of the world. As a rule, where education is most general the distribution of property is most general ... As knowledge spreads, wealth spreads. To diffuse knowledge is to diffuse wealth. To give all an equal chance to acquire knowledge is the best and surest way to give all an equal chance to acquire property. — Rutherford B. Hayes

The income ratio of the one-fifth of the world's population in the wealthiest countries to the one-fifth in the poorest went from 30 to 1 in 1960 to 74 to 1 in 1995.3 The United States spends over $87 billion conducting a war in Iraq while the United Nations estimates that for less than half that amount we could provide clean water, adequate diets, sanitation services, and basic education to every person on the planet.4 — John Perkins

In the United States the legacy of settler colonialism can be seen in the endless wars of aggression and occupations; the trillions spent on war machinery, military bases, and personnel instead of social services and quality public education; the gross profits of corporations, each of which has greater resources and funds than more than half the countries in the world yet pay minimal taxes and provide few jobs for US citizens; the repression of generation after generation of activists who seek to change the system; the incarceration of the poor, particularly descendants of enslaved Africans; the individualism, carefully inculcated, that on the one hand produces self-blame for personal failure and on the other exalts ruthless dog-eat-dog competition for possible success, even though it rarely results; and high rates of suicide, drug abuse, alcoholism, sexual violence against women and children, homelessness, dropping out of school, and gun violence. — Roxanne Dunbar-Ortiz

No Arab country produces graduates who can compete with their East Asian counterparts; the only Muslim country whose graduates meet world standards is Turkey. University graduates throughout the Arab world have miserable prospects. "The average unemployment rate for the age group 15-24 years in the Group of Arab Countries reaches to 30%, compared with an average rate of world 14.4%," according to the Arab Labor Organization. "Problem [sic] of high unemployment rates among the educated graduates from universities and colleges, which reaches to 26.8% in Morocco and 19.3% in Algeria, 17.7 % in Jordan. It was noted that 94% of the unemployed in the Arab Republic of Egypt are in the age group 15-29 years, reflecting a lack of consistency of education plans to the needs of the Labor market."9 — David Goldman