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Pakistán: Malala abre cuenta en Twitter

Noticias

Pakistán/11 de julio de 2017/Fuente: http://www.semana.com

La joven ganadora del premio Nobel de Paz mudará su causa por la defensa de la educación y los derechos de los niños a las redes sociales.

El mensaje fue corto pero contundente. «Hola, Twitter», escribió el viernes Malala Yousafzai, la activista paquistaní y premio Nobel de Paz más joven del mundo. El saludo se volvió viral en un instante. A sus 19 años de edad, Malala anunció que era su último día de colegio y que entraba a esta red social. Y en pocos días, ya tiene más de 656.000 seguidores, un paso contundente en la lucha que continuará ahora en redes sociales en pro de la educación y los derechos de los niños.

@Malala

La paquistaní tiene muy claro su objetivo de vida desde muy pequeña. A sus 11 años ya escribía sobre la educación de las niñas en un blog de la BBC. Dos años más tarde, saltó a la fama en el documental Class Dismissed, en el que contaba su experiencia viviendo en el área militarizada de Pakistán.

Poco después y a causa de su recién adquirida prominencia internacional, un hombre armado ingresó a su bus escolar y le disparó tres veces, una de ellas en la cabeza. Milagrosamente, Malala sobrevivió y desde entonces se dedicó a luchar por el derecho de los niños de su país a recibir educación en paz.

Nunca abandonó sus obligaciones académicas, que continuó en Reino Unido, y que concluyó hasta ahora, como declaró en Twitter. “Graduarse del colegio es una experiencia agridulce para mí. Estoy emocionada con mi futuro, pero sé que millones de niñas alrededor del mundo no pueden ir al colegio y quizás nunca tengan la oportunidad de completar su educación”, escribió Malala en una serie de mensajes que llegaron a más de 54.000 retuits en pocos días.

Cientos de personas aprovecharon para darle la bienvenida a la activista, entre ellos Bill y Melinda Gates, el presidente canadiense, Justin Trudeau, el alcalde londinense, Sadiq Khan, y el secretario general de Naciones Unidas, António Guterres.

El presidente Juan Manuel Santos también saludó a la joven, quien le respondió a las pocas horas con un mensaje que decía: “Hola Presidente! Admiro su trabajo para llevar la paz a Colombia. Su país también tiene niñas maravillosas. Me envían mensajes hermosos”.

Como dato curioso, el presidente mexicano, Enrique Peña Nieto, también tuiteó un saludo para Malala, pero, contrario a lo que pasó con Santos, la activista paquistaní no le respondió nada.

Sin embargo, Malala escribió un tuit de agradecimiento en general por todos los mensajes de bienvenida, asegurando que aún está leyendo sus respuestas y que le tomará tiempo leerlas todas.

Además, Malala anunció que pasará el verano haciendo campaña alrededor del mundo: “La siguiente semana, estaré de vuelta con mi #GirlPowerTrip (una gira por los derechos de las niñas) encontrándome con niñas de Oriente Medio, África y América Latina. Cada historia es única – y sus voces son el arma más poderosa en la lucha por la educación y la equidad”.

A principios de este año, Malala anunció que recibió una oferta para estudiar en una universidad de alto nivel en Reino Unido. Según el Mail Online, se trata de Oxford, donde la joven se inscribió siguiendo los pasos de su modelo Benazir Bhutto, la primera mujer en ocupar el cargo de Primer Ministro en Pakistán. Pero antes de entrar a la universidad en otoño, Malala aprovechará sus vacaciones para promocionar los derechos de la educación por todo el mundo.

Y no ha perdido el tiempo. Desde el viernes, viajó a Lancaster, Pensilvania, conocida como la “capital de los refugiados en Estados Unidos” y se encontró con Justin Trudeau en Ottawa. El resto de su recorrido se podrá seguir en su página web y en su cuenta de Twitter.

“Estoy luchando por las niñas, -concluye Malala en su mensaje introductorio-. “¿Me acompañan?”

Fuente de la Noticia:

http://www.semana.com/educacion/articulo/malala-abre-cuenta-de-twitter/531995

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Uganda: Magufuli Stance a Setback On Girl-Child Education

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Uganda/July 11, 2017/By Jennifer Brenda Asiimwe/Source: http://allafrica.com

I am one of the African women deeply disappointed by the utterances made by Tanzania president John Pombe Magufuli that teenage mothers impregnated while still in school should not be allowed back to their studies.

Magufuli reasons that these girls may affect their colleagues if allowed to associate with them again.In a short time, Magufuli has gained popularity in East Africa and Africa in general as a result of the many positive things he has done and implemented, including the policy on free education.

When the famous president now comes up and thinks otherwise, it is a shock, a serious human rights violation and a setback to what many governments and organizations promoting girl child education and women empowerment have worked for in a long time.

One of the things that have caused early pregnancies among girl children is poverty. Many teenage girls coming from poor backgrounds get easily lured by men who come in their lives promising heaven and earth. As much as the president may be looking out for the interests of the rest of the girls not yet affected, I think stopping teenage girls from achieving their dreams after going through the unwanted pregnancy is double punishment.

Just last year, my neighbour’s daughter (in Ntungamo) who had been under the care of her paternal aunt in Ibanda district went through the same experience at 14 years old. She was ready to sit for her primary seven exams.

However, her dreams were cut short when a 35-year-old man got her pregnant. She could not go back to her aunt’s home or come back to her parents’ home for fear of the repercussions, including torture and discrimination. She, therefore, decided to stay with the man.

I remember cutting my Christmas break short after deciding that her uncle and I travel to Ibanda, investigate and report the matter to police!

While in Ibanda, this is what we discovered: That the aunt with whom the girl had been staying had not reported the matter to police for fear for her life and family as the man is said to be dangerous.

The community was aware of what the man had been doing to people’s children but was silent. From the local police station in Ibanda, we proceeded to another local police station on Entebbe road where the culprit works, according to the local sources. We reported the matter but, up to now, the case has not been taken to court.

In order to fight poverty in our continent, education remains paramount – more so the education of the girl child. Let us imagine the future of my neighbour’s daughter is at stake!

Pregnant at 14 years, she is now staying with the 35-year-old illiterate man, whose health status is not known and cannot even guarantee that he will stay and take care of her and the baby before he moves on another young girl. Does this young girl even know the values of marriage?

Does she understand what it means to be a mother? All she will be is a helpless woman with broken dreams and aspirations. Her parents cannot help much either, because they are also illiterate and only work for daily bread.

This girl was the hope of the family; probably after completing her education, she would have contributed to her siblings’ school fees. Unfortunately this is going to be the vicious cycle of poverty Uganda and Africa are facing.

We need to come up with lasting solutions that will not affect young girls’ education. Mr Magufuli and his government plus many other governments need to devise policies and strategies to address poverty and other social challenges which affect girl-child education in Africa.

It starts with family: parents ought to engage in serious talks with their children on matters of sex and its consequences. Make children your friends so that in times of confusion, they can feel free to share with you but also count on you for protection.

The law should provide severe punishments for defilers. Any person who collaborates with the culprits should face heavy punishment once found guilty.

Local leaders need to be pragmatic in ensuring the safety and wellbeing of the people in their communities, but should also share responsibility for any crimes committed against young girls. Civil society organisations working on girl empowerment issues should put in more effort in raising awareness.

In conclusion, teenage girls’ rights need to be protected and, therefore, we need combined efforts from all leaders. Alienating them is not a solution at all!

The author works with Advocates Coalition for Development and Environment (Acode).

Source:

http://allafrica.com/stories/201707100250.html

 

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Africa: Mauritius. Focus On Retention of Girls and Young Women in Education Systems

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Africa/ July 11, 2017/Source: http://allafrica.com

The education of girls and young women should cease to be an eristic matter subject to controversy or disputation. The African Renaissance can only be built on the conviction that the story of African girls and young women should no more be narrated sotto voce.

The Minister of Education and Human Resources, Tertiary Education and Scientific Research, Mrs Leela Devi Dookun-Luchoomun, made this statement this morning at the launching of a Forum on Strategies for retention of girls and young women in educational systems, at the Intercontinental Hotel, in Balaclava. The forum is conducted by a panel of resource persons from the AU, CIEFFA, UNESCO, WomHub, and UNICEF. Some 70 foreign delegates and 50 Mauritian participants are attending.

In her opening address, the Minister Dookun-Luchoomun, spoke of the need for leveraged actions so that both, boys and girls have the possibility to be active participants in fashioning the destiny of our countries. Mauritius fully subscribes to the idea that any theme that places girls and young women at centre stage should sit high on the national agenda, she said.

Mauritius has made considerable progress in terms of access of girls to education, equity of treatment and inclusion. In Mauritius, we hardly need to talk of retention when girls are known to outperform boys and are self-motivated enough to pursue their education path to the hilt, she said. Mrs Dookun-Luchoomun enumerated some factors that contribute to this fact namely, the advantage of being a small country with a declining population; and the powerful demand for education universally seen as an instrument for social mobility and economic take-off.

However, the Minister conceded that Mauritius still faces numerous challenges as regards STEM (Science, Technology, Engineering, and Mathematics). The trend in Mauritius, as elsewhere in Africa, is the disproportionate number of women as compared to men, both in STEM subjects in academia and in employment. It is, therefore, important to come up with strategies to attract more girls and young women in the STEM and TVET fields and work towards ensuring gender parity in the field of science and sustaining that parity once it is attained, she pointed out.

 For her part, the Coordinator, African Union (AU), the International Centre for Girls’ and Women’s Education in Africa (CIEFFA), Dr Rita Bissoonauth, stressed that if gender equity and equality is to be achieved and if full participation of all segments of African human resources is to be ensured, all training fields should be mobilised and made accessible to all.

«We should accept the educational and professional choices of the women who wish to give themselves the capacity, knowledge and skills», she added.

About the Forum

The three-day event is organised jointly by the AU, the CIEFFA and the Ministry of Education and Human Resources, Tertiary Education and Scientific Research. The objectives are to address the challenges that impede the retention of girls and young women in education systems, and find solutions so as to bring about real and sustainable changes.

Discussions will focus on: accessibility of STEM (Science, Technology, Engineering, Mathematics) for girls and young women in Africa; women in STEM – challenges and perspectives; gender stereotyping in TVET – assessing the facts, challenging the myths; legal and institutional environment to support right to quality education for girls and young women; higher education and gender sensitivity to increase retention rate among young women and quality acquisition; identifying gender-sensitive contents in teaching and learning resources.

Source:

http://allafrica.com/stories/201707100691.html

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FAO and the Ministry of Education support school garden initiative for better nutrition in Sri Lanka

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Sri Lanka/July 11, 2017/By Abdul Mujeeb/Source: http://www.elankanews.com

The Food and Agricultural Organization of the United Nations (FAO) together with the Ministry of Education hosted a ceremony on Tuesday, 4 July 2017 at Wijerama Maha Vidyalaya in Udahamulla, Nugegoda to highlight the importance of school gardens for child nutrition and life skills. The event took place in the context of the project on “Scaling up Nutrition through a Multi-Sector Approach”, jointly implemented by FAO and the World Food Programme (WFP) in collaboration with the Government of Sri Lanka.
 
Through this project, more than 6000 schools have been inspired to create their own organic and healthy garden within the school grounds. To support each school develops their own garden, FAO together with the Ministry of Education has facilitated a series of training workshops in all nine provinces, training 377 education officers.
 
Nina Brandstrup, FAO Representative for Sri Lanka and Maldives presents gardening equipment to principals of 22 schools in the Sri Jayawardenapura Education zone at the school garden ceremony.
Nina Brandstrup, FAO Representative for Sri Lanka and
Maldives presents gardening equipment to principals
of 22 schools in the Sri Jayawardenapura Education
zone at the school garden ceremony.
At these comprehensive two-day workshops, education specialists have learned the different aspects of establishing and managing school gardens, from selecting a location and deciding the type of beds to create, to identifying the best tools and equipment. They have also learned about fertilizing, pruning and pest control by utilizing plant extracts and modern technologies. The education specialists have acquired the skills to impart this knowledge to the school community within each province. They have been provided a guideline and manuals which teachers, parents, and children can use in establishing the school garden. As the project includes knowledge about child nutrition, health, and education, it encourages the children to directly apply what they learn in their school gardens and replicates the same healthy habits at home. FAO has distributed gardening tools and resources to participating schools across the island to support the project’s sustainability.
 
A manual available in both Sinhala and Tamil has been crucial to the success of the initiative and has reached over 300,000 children across the island. In many parts of the country that continue to struggle with food insecurity and undernutrition, this initiative has supported children to take responsibility for their diets and share their learnings with their families and the wider community.
 
Priyanthi Chandrasekera, Project Manager-Scaling up Nutrition through a Multi-Sector Approach, FAO plants a tree with a student of Wijerama Maha Vidyalaya.
Priyanthi Chandrasekera, Project Manager-
Scaling up Nutrition through a Multi-Sector Approach,
FAO plants a tree with a student of Wijerama Maha Vidyalaya.
Speaking at the event, the FAO Representative Nina Brandstrup highlighted school gardens as a key tool in teaching children the value of nutritious organic food and the importance of sustainable lifestyles. “School gardens can be used as a classroom by reconnecting children with the outdoors and the source of their food,” she said. “These gardens teach children about the importance of a balanced diet and nutrition while opening their eyes to new agriculture concepts. The gardens are also encouraging the children to increase their consumption of fruits and vegetables; no one can resist eating what they grew with their own hands!”
The Honorary Consul of Spain, Priyadarshini Jayawardena encouraged the promotion of school gardens to keep children safe and healthy while nurturing future generations to ensure a healthier and better tomorrow. “Gardens are of utmost importance to the development of the country. Well-nourished children are healthier and learn better, have improved opportunities for growth and contribute positively to society,” she said.
 
Commenting on the programme, Mr. Jayantha Wickramanayake, Director of National Schools said: “This project jointly implemented by the FAO and the Ministry of Education is a good solution to tackle health problems and the lack of awareness about the environment among school children. This programme really takes education beyond the classroom, guiding students to form a relationship with nature. I encourage all principals, teachers, and students to replicate this model in their schools. I have no doubt that this will help to create a healthier generation of youth and contribute towards minimizing the risk of natural disasters in the country with more awareness.”
 
Brenda Barton, Representative and Country Director of World Food Programme (WFP) highlighted that the school garden initiative ties in with the efforts of WFP to treat undernutrition in Sri Lanka. WFP distributes specialized fortified nutritious food to pregnant and nursing women and children aged between 6 months and 5 years and provides technical support to the Ministry of Health to enhance the impact of Thriposha – a nutritious and locally fortified blended food. “Our aim is to support behavioral changes through enhanced nutrition education and information on safe and nutritious foods, dietary diversity, nutrient deficiencies and their root causes,” she said. WFP also supports the Ministry of Health to conduct national nutrition surveys for pregnant and lactating women and for schoolchildren, to promote the linkage of health, nutrition, and food security as a national development priority.
 
The event concluded with the distribution of gardening tools to 22 school principals from the Sri Jayawardenapura Education zone of the Western Province, and the planting of a fruit tree followed by a visit to the school garden by guests and the school community.
 
School gardens are one aspect of the Scaling up Nutrition through a Multi-Sector Approach project, jointly implemented by FAO and WFP in collaboration with the Government of Sri Lanka. The project is part of the United Nations Sustainable Development Goals Fund, an international multi-agency and multi-donor development mechanism created in 2014 by The United Nation Development Programme (UNDP) funded through the Government of Spain. 
Source:
http://www.elankanews.com/2017/07/fao-and-ministry-of-education-support.html
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China Distance Education Hldgs : CDEL Announces Strategic Investment in Beijing Ruida

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China/July 11, 2017/Source: http://www.4-traders.com

China Distance Education Holdings Limited (NYSE: DL) (‘CDEL’, or the ‘Company’), a leading provider of online education and value-added services for professionals and corporate clients in China, today announced that it signed a definitive agreement to acquire 40% equity interest in Beijing Ruida Chengtai Education Technology Co., Ltd. (‘Beijing Ruida’), a leading provider of exam preparation services for participants in China’s national judicial examination, for a total consideration of RMB192 million ($28.3 million), subject to adjustments under certain pre-agreed conditions. In addition, CDEL has the right, at its option, to further increase its equity interest in Beijing Ruida up to 60% before April 2019 under certain pre-agreed conditions. The acquisition of 40% equity interest in Beijing Ruida is an all-cash transaction, and is expected to close in the fourth quarter of fiscal 2017.

Mr. Zhengdong Zhu, Chairman and CEO of CDEL, said, ‘Our investment in Beijing Ruida is ideally aligned with our strategy to build industry-leading comprehensive lifelong education verticals. With this investment we immediately strengthen our legal education vertical by adding a prominent national judicial exam preparation provider to our portfolio of education services.’ Mr. Zhu added, ‘Beijing Ruida has enjoyed impressive growth since being launched last year due to its highly acclaimed instructors, best-of-breed educational content, and innovative new media marketing strategy. We welcome the Beijing Ruida team to the CDEL platform.’

Mr. Fengke Liu, Founder and Chairman of Beijing Ruida, said, ‘We are delighted to have CDEL as our strategic investor. CDEL and Beijing Ruida share the common goal of providing high-quality education services to help professionals advance in their careers. We believe our focus on delivering high-quality educational content and services for participants in China’s national judicial examination will further complement CDEL’s broad array of industry-leading exam preparation services.’

Safe Harbor Statement

This announcement contains forward-looking statements within the meaning of Section 27A of the Securities Act of 1933, as amended, and Section 21E of the Securities Exchange Act of 1934, as amended, and as defined in the U.S. Private Securities Litigation Reform Act of 1995. Forward-looking statements are not historical facts, but instead are predictions about future events. Future events are inherently uncertain, and our forward-looking statements may turn out to be incorrect. The Company may not realize the anticipated benefits of the investment in Beijing Ruida. The forward-looking statements in this press release speak only as of the date on which they are made, and we assume no obligation to update any forward-looking statements except as required by law.

About Beijing Ruida

Founded in 2016, Beijing Ruida was established by eight highly acclaimed instructors in China’s legal education industry. Beijing Ruida provides exam preparation services and products, including proprietary books and reference materials, for participants in China’s national judicial examination. Beijing Ruida delivers services and products at six campuses in China (Beijing, Shanghai, Nanjing, Hangzhou, Guangzhou, and Shenzhen) as well as through its online platform and a nationwide network of education partners.

About China Distance Education Holdings Limited

China Distance Education Holdings Limited is a leading provider of online education and value-added services for professionals and corporate clients in China. The courses offered by the Company through its websites are designed to help professionals seeking to obtain and maintain professional licenses and to enhance their job skills through our professional development courses in China in the areas of accounting, healthcare, engineering & construction, and other industries. The Company also offers professional education courses for participants in the national judicial examination, online test preparation courses for self-taught learners pursuing higher education diplomas or degrees, test preparation courses for university students intending to take the nationwide graduate school entrance exam, practical accounting training courses for college students and working professionals, as well as online language courses and third-party developed online courses. In addition, the Company provides business services to corporate clients, including but not limited to tax advisory and accounting outsourcing services. For further information, please visit http://ir.cdeledu.com

Source:

http://www.4-traders.com/CHINA-DISTANCE-EDUCATION-3860988/news/China-Distance-Education-Hldgs-CDEL-Announces-Strategic-Investment-in-Beijing-Ruida-24725738/

 

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Sexuality education for Kenya’s youth: When the evidence is on the wall, but politics gets in the way

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Kenya/July 11, 2017/By: Diana Warira* /Source: https://www.standardmedia.co.ke

The need to provide sexuality education for Kenya’s youth has been the subject of discussion in Kenya’s development circles for decades. Whether sexuality education has a critical role in improving the sexual and reproductive health outcomes of youth, or not, is no longer the debate. Why? One may ask. Well, research evidence already shows that sexuality education reduces risky sexual behaviour among youth. This means that when youth are well-informed about their sexuality, then the likelihood of engaging in risky sexual behaviour reduces. Those who are abstaining from sex continue abstaining, and those who are already having sex practice safer sex. This means that sexuality education has potential to reduce teenage pregnancy, unsafe abortions, and HIV infections among other negative sexual and reproductive health outcomes in Kenya.

However, despite the strong evidence supporting the need for sexuality education for Kenya’s youth, the momentum the government had gained over recent years towards incorporating sexuality education in the formal education curriculum seems to have waned, drastically. To quote one development practitioner, the ‘matter was shelved.’

We have an enabling policy environment, right?

More puzzling is the fact that the government has a policy outlining the need for sexuality education for Kenya’s youth, adolescents to be precise. The Ministry of Health’s National Adolescent Sexual and Reproductive Health (ASRH) Policy of 2015 outlines contributing to increased access to ASRH information and age-appropriate comprehensive sexuality education (AACSE) as one of the policy objectives. The Policy goes on to outline that it shall “Strengthen ASRH information and AACSE programmes for out-of-school and in-school adolescents.”

Further, in order to ensure the policy recommendations are implemented, the Policy stresses the use of a multi-sectoral approach cutting across various ministries and state agencies. Top on the list of ministries to be involved in the Policy implementation is the Ministry of Education, Science and Technology (MoEST). The Policy stipulates that MoEST shall implement sexuality education, AACSE to be precise, in-line with the Education Sector Policy on HIV and AIDS of 2013. Other areas of involvement for MoEST as outlined in the Policy are: facilitating provision of information to parents on the sexual and reproductive health of adolescents within the school set up, and strengthening partnership with the Ministry of Health (MoH) to provide ASRH information and services in schools.

That said, it is clear that the question of whether we have a policy framework, or not, within which to implement sexuality education is no longer valid. Several groups of stakeholders, including a technical working group on adolescent sexual and reproductive health, have convened in order to deliberate how to move the policy recommendations into action. However, all these efforts seem to have hit a snag.

While the mandate of ensuring good sexual and reproductive health outcomes among youth falls on the MoH, implementation at the school level lies with MoEST. A good point to note is that we have a National Curriculum Policy of 2015, which outlines various education reforms driven by the Second Medium Term Plan of Kenya Vision 2030. The Policy seeks to ensure life-long learning and steer learners towards achieving their full potential.

Ensuring that youth have good sexual and reproductive health outcomes is a major determinant as to whether youth achieve their full potential or not. However, the glaring absence of any mention of sexuality education (or the more salient option, family life education) in the National Curriculum Policy as part of the curriculum reforms is evidence to the disconnect in commitments between the various state agencies charged with steering the ASRH Policy and other policy frameworks forward. The 2015 National Curriculum Policy was an excellent opportunity for MoEST to take up some of the recommendations of the 2015 ASRH Policy in order to ensure joint effort towards improving the sexual and reproductive health of Kenya’s youth. Perhaps it is worth mentioning that the ASRH Policy was published a few months ahead of the National Curriculum Policy hence there was room to incorporate these elements in the latter.

A middle ground perhaps?

The lack of collective political will within government therefore, is the greatest hurdle standing in the way of realising sexual and reproductive health among Kenyan youth. It is widely known that a notable proportion of adolescents in Kenya are engaging in sex. The 2014 Kenya Demographic and Health Survey (KDHS) reported that half of women and men begin having sex by age 18. Moreover, 15 percent of women and 22 percent of men aged 20-49 had sex by age 15. Opponents of sexuality education have pointed out that this type of education, if implemented in schools, will lead to moral decadence, spike curiosity among adolescents to experiment with sex, among other issues. However, shouldn’t the government, parents, teachers and other stakeholders be working collaboratively to ensure these young ones have the right information regarding their sexual and reproductive well being? The ASRH Policy is very clear on the emphasis on ‘age-appropriate’ sexuality education. This means that information shared with a 10 year old is very different from that shared with an 18 year old. The fixation on the ‘comprehensive’ bit of sexuality education has led many to throw out the entire agenda. Throwing the baby out with the bathwater, so to speak.

While the arguments against sexuality education may be hinged on genuine fears, it is time we separated the evidence from the myths and opinions. It is at this point that the government agencies charged with steering this matter should step up to provide guidance on the best way forward. Sexuality education, comprehensive or not, is a critical remedy to the runaway morals we are witnessing among our youth, and a long-term fix to the declining sexual and reproductive health outcomes. If nothing is done, we shall not only miss the sustainable development targets on improving the health and wellbeing of Kenyan youth, but also the Vision 2030 goals. Therefore, a key question for us to answer is – should we let go of what the evidence says because the reality makes us uncomfortable, or should we all find a middle ground and save our youth while we still have the chance? 


*Diana Warira is a Communications Officer at the African Institute for Development Policy (AFIDEP)

Source:

https://www.standardmedia.co.ke/ureport/story/2001246878/sexuality-education-for-kenya-s-youth-when-the-evidence-is-on-the-wall-but-politics-gets-in-the-way

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