Global Education Solutions

In developing countries, children in non-urban communities or rural villages are faced with illiteracy and the lack of academic opportunities, which lead to diminished career or work prospects. SBA believes that must address educational problems that small communities face in order to improve their health and well being.

Small schools can be built in prime communities, with the targeted focus on the chosen communities.  SBA has designed and developed a comprehensive educational program that can be adapted to specific community needs.  For larger communities, standard community school facilities should be constructed. For rural communities and villages, SBA has developed not only small schools, but also the curriculums and the involvement of the school in how it interacts with the needs of the community.

Building community schools that teach children academic curriculums that will provide each child with the necessary skills to achieve productive adult lives is paramount to SBA’s primary goals.

In poverty stricken communities, the youngest of children are consumed with the day-to-day task of dealing with poverty, hunger and even forced labor.  Even if schools were to be built in poverty areas, most children will be unable to attend school due to strife.  It basically comes down to either attending school or starving.  The primary challenge that children in poverty communities face, is the day-to-day struggle to find food to survive.  Offering incentives to encourage children to attend school is important to the educational program. By serving nutritional meals in the morning and midday, the schools can affect positive change.  When children in poverty communities are not concerned and worried about foraging for food, they will attend school.

In these communities, nutrition plays a significant role in children’s mental and physical capabilities. Malnutrition dramatically diminishes the mental functions and comprehension, as well as the general physiology of the human body.  By providing nutritional meals, children who are suffering from malnutrition will regain their health and their ability to retain what they learn.

The new schools constructed in poverty stricken and small rural communities need to teach a practical curriculum and real life skills such as:

  • Indigenous and English Languages (spoken and written)
  • Reading
  • Writing
  • Mathematics
  • Social and Life Skills
  • Personal Health & Hygiene
  • Modern Agriculture
  • Science
  • History

In small villages and townships, the school facility should be constructed on land that is adjacent to an open field where the school assists the community to establish a community garden.  This garden will not only provide food for the school and community, it will also act as a learning opportunity for the children to be educated in modern organic agriculture.

By providing useable skills, such as agriculture, children will be better prepared to contribute to the community as they grow up.  Life skills play a vital role in building a productive future for each child attending this type of school.Being prepared with skills that will ease the burden of poverty as well as providingadditional vocational skills and knowledge will carry each child into a better and more productive future.

The concept of these educational projects is to construct school facilities that have every opportunity and all of the resource to become a long-term success and not dependent upon short-term issues that the community may face.  All facilities should be constructed using technologies that will make the facility self-sustainable.  By incorporating wind turbine energy, solar energy, agriculture, potable fresh water sources, and waste management technologies the educational facilities will have the resources to succeed independently.