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Ghana: Education; The Right Of Every Child

Ghana/April 17, 2018/By: Josephine Nettey/Source: http://theheraldghana.com

The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things (Jean Piaget)

At independence, many countries looked to reform education to accelerate economic and social development. Ghana was no exception, and the newly independent government saw in education the keys to social and economic development. This insight still lived 5 decades onwards in the Republic, for this reason the framers of the 1992 Constitutionprovided for the security and guarantee of this right in Article 25, Clause (1) Sub-clause (a) of the 1992 Constitution. This provision reads;

  • All persons shall have the right to equal educational opportunities and facilities and with a view to achieving the full realization of that right,
  • Basic education shall be free, compulsory and available to all.

Where Basic Education Level is provided for Section 1(2) of the Education Act, 2008 as amended by Education (Amendment) Act, 2010 as follows;

  • The basic level of education shall consist of
  • Two years kindergarten
  • Six years of primary
  • Three years of junior high school.

Per the above provisions all persons, every child has a right to education emphatically the right to free and compulsory education. This right as provided for imposed a duty on our government after the coming into force of the constitution to ensure that all children are educated as provided for in Article 38 Clause (2) of the 1992 constitutions. This provision reads;

  • The Government shall, within two years after Parliament first meets after the coming into force of this Constitution, draw up a programme for implementation within the following ten years, for the provision of free compulsory and universal basic education.

The issue is that all successive government following the enforcement of the 1992 Constitution have failed to implement the above provision in providing freecompulsory and universal basic education to all children. They have even failed more woefully in enforcing the compulsory aspect of the education as mandated them. Because of their inactionour children are on the street instead of being in the classroom working and engaging in perilous activities daily.

Yet we dare to tag them as “Street Children” …!!!  Who is to blame?

Especially when our own laws namelyThe Children Act, 1998 (Act 560) sets the minimum age for light work at 13yrs and hazardous work at 18years. However, the opposite is true that most often than not we see children below these ages engaged in hazardous work in the middle of highways and major roads including begging, selling, wiping windscreen of cars and even inhaling fumes from vehicle exhaust.

Noting that Begging as an activity is an offence as per Section 2 Subsection 1 (a) and (b) of the Beggars and Destitute Act, 1969 (N.I.C.D 1969) which reads;

  • A police officer may arrest without warrant
  • A person who is found begging
  • A person wandering, or
  • A person who is in any premise or place for the purpose of begging.

That is to say we will have no street children on our streets if the Police Agency were complying to the law and arresting these children and putting them in schools to receive education and enjoy their fundamental as such.

The sight of these children on the street is even more distasteful when you see them accompanied by adults who clearly by their conductare perpetuators of denying theirchild access to education. But isthat really the case?

Especially when the mandate is on the government through its Ministry namely the Ministry of Education and its local representative the is District Assemblies to provide for the necessary infrastructural needs for education of the population in the area of authority as provided for by Section 2 Subsection (2) of Act 778as Amended.

Notably to mention Section 4 of Act 778 as Amended provides for the role of the District Assembly social welfare where a child fails to go to school. This section reads;

  • Where a Child does not attend a course of instruction in compliance with subsection (1) the parent shall, in the first instance, appear before the social welfare committee of the District Assembly for the Appropriate action.

And Section 1 of Act 778 as Amended reads;

  • A child who has attained school going age shall, at the basic level, attend a course of instruction as laid down by the Minister in a school recognized for that purpose by the Minister.

The above is to the effect that the District Assemblies Social Welfare have a duty to ensure parent or guardians do not preventtheir child from enjoying their right to education as guaranteed by the supreme laws of our land. Have they lived up to this Duty?

As we recognize International Day for Street Children today April 12,2018 may our government through its Ministry and local assemblies live up to the duty imposed on them by the laws of our motherland so we may be celebrants of Children Day only and not the opposite.

For Education is a tool for producing a scientifically literate population, tacklingthe environmental causes of low productivity; and for producing knowledge to harness Ghana’s economic potential…!!!

Long live every Child. Long Live Ghana..!!

Koiwah Koi-LarbiOfosuapea, 0501451986

(Fellow – Center for Constitutional Order)

Source:

Education; The Right Of Every Child

 

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Los docentes africanos se comprometen con la campaña 100 Millones y garantizan la educación de todos los niños

África – Ghana/10 de abril de 2018/Fuente: https://www.ei-ie.org

África ha dado un importante paso hacia la equidad educativa con el lanzamiento de la campaña 100 Millones, un llamamiento a la acción para crear un mundo donde todos los/as jóvenes estén libres, seguros/as y formados/as.Al lanzamiento asistieron sindicalistas de la educación de todo el continente. La Oficina Regional de la Internacional de la Educación (IE) para África (EIRAF), junto con la coordinación regional de Global March Against Child Labour, el Ghana Agricultural Workers Union (GAWU), la Ghana National Education Campaign Coalition (GNECC) y la Kailash Satyarthi Children’s Foundation (KSCF), organizó el primer lanzamiento en África de la campaña 100 Millones, que tuvo lugar del 14 al 16 de marzo, en Accra, Ghana.

Esta campaña tiene por objetivo reunir a las principales partes interesadas del continente, comprometidas con la causa de los niños y niñas. Estos actores comprenden a organizaciones de la sociedad civil, a sindicatos, a organismos gubernamentales, intergubernamentales y no gubernamentales.

Máxima representación

El principal evento tuvo lugar el 16 de marzo con el lanzamiento público de la campaña 100 Millones, que contó con la participación de los sindicatos, del ministro de Empleo y Relaciones Laborales de la República de Ghana, y de varios representantes del Ministerio de Educación y del Ministerio de Género, Infancia y Protección Social. Además, en el lanzamiento estuvieron presentes autoridades tradicionales, representaciones diplomáticas y otros actores fundamentales en la lucha contra el trabajo y la marginación infantil.

A la reunión de planificación celebrada los días 14 y 15 de marzo asistieron algunos representantes sindicales y de la sociedad civil de varios países africanos, entre ellos Moustapha Guitteye, miembro del Syndicat National de l’Education et de la Culture UNTM (SNEC)/Mali, Siaka Traoré, secretario general del Syndicat national des enseignants du second degré de Côte d’Ivoire (SYNESCI)/Costa de Marfil, y Yohannes Benti, presidente de la Ethiopian Teachers’ Association (ETA).

Campaña de concienciación

Los participantes debatieron acerca de la campaña 100 Millones en África, en especial, sobre la forma de fomentar la confianza y la colaboración entre las partes interesadas. Por otra parte, analizaron de qué manera esperan llevar a cabo la campaña y cómo conseguir que los responsables políticos (parlamentarios, ministros, etc.) visiten las escuelas públicas con el fin de que aumenten su concienciación y orienten sus decisiones hacia una mejor educación para todos y todas.

Fuente de la Noticia:

https://www.ei-ie.org/spa/detail/15752/los-docentes-africanos-se-comprometen-con-la-campa%C3%B1a-100-millones-y-garantizan-la-educaci%C3%B3n-de-todos-los-ni%C3%B1os

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Maestros ghaneses inician huelga indefinida por pagos atrasados

Ghana/07 de Abril de 2018/Prensa Latina

Maestros de instituciones públicas preuniversitarias de Ghana declararon hoy una huelga indefinida por los atrasos en los pagos salariales.
El presidente de la Asociación Nacional de Maestros Graduados, Angel Carbonu, señaló en una conferencia de prensa que los educadores tomaron la decisión debido a las acciones deliberadas y la inacción del gobierno con respecto a los atrasos.

No tenemos otra alternativa. Cuando las escuelas preuniversitarias superiores reabran el 16 de abril, nadie debería esperar que nuestros miembros estén presentes, expresó.

Según él, el gobierno no ha dado razones convincentes para el impago de los salarios postergados, después de una serie de reuniones entre las dos partes.

Lo que vemos son orquestaciones, tácticas, maniobras y manipulaciones empleadas por el Ministerio de Finanzas para seguir retrasando y posiblemente negarse a pagar los atrasos, agregó.

Carbonu añadió que la deuda asciende a 50 millones de cedis (poco más de 11 millones de dólares) acumulados a partir de 2013, por concepto de ajustes salariales, ascensos, subsidio de mantenimiento de vehículos y subsidios de transferencia.

El dirigente manifestó que también se incluían los salarios de los maestros recién contratados en el Servicio de Educación de Ghana, que habían enseñado durante varios meses, sin ser retribuidos.

La huelga de los docentes tendrá un impacto en la educación, ya que los estudiantes de último año de secundaria empezaron el martes el examen de certificación de África Occidental, y los pedagogos generalmente participan como supervisores.

Fuente: http://www.prensa-latina.cu/index.php?o=rn&id=165571&SEO=maestros-ghaneses-inician-huelga-indefinida-por-pagos-atrasados
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Ghana: Make girl child education priority for gender parity – Parents urged

Ghana/Source: https://www.myjoyonline.com

Parents have been urged to place more value on girl child education to help the country achieve gender equality.

According to the Director of Programmes and Projects of civil society organization, Youth Without Borders (YWB), Richard Appau, society also needs to do more to give females the right environment to flourish.

“Women must be empowered and inspired to take the necessary steps in the socio-economic development of their children,” he said.

He was speaking at the maiden edition of the Mafi Zongo Electoral Area Women Rising Summit in the Central Tongu District of the Volta Region.

The event was on the theme: ‘The Role of the 21st Century Women in the Growth and Development of Society.’

The programme brought together over 500 women, chiefs and elders in the district for mentoring.

The summit sought to connect the women to carefully selected mentors from academia and industry to empower and inspire them to take the necessary steps to properly develop their children.

Assembly Member of the Mafi Zongo Electoral Area Julius Karl D. Fieve encouraged mothers to invest more in their children to ensure their adequate development.

He said, “I have come to realize that, beyond infrastructure and social amenities, the only way, we could transform our communities and create a sustainable future for ourselves is through strategic investment in the education of the children of our communities.”

A lecturer at the Ho Technical University, Edem Nerissa Lawrencia Anku, admonished the women to have a vision for their children and play their part in the growth of society.

“You must endeavour to provide all the needs of your children. You have to draw more closely to them so as to be able to understand them,” she said.

Speaking on behalf of the women who participated in the event, Jane Duhoe said they would take the experiences shared by the mentors very serious.

She said, “we were really inspired today for action. We can assure the mentors and organizers of our resolve to push for the development of our children.”

 

Source:

https://www.myjoyonline.com/lifestyle/2018/March-29th/refrain-from-using-cane-to-discipline-children-medical-doctor-advises-parent.php

 

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Of investment in education: is Nigeria still Africa’s giant?

By Adekunle Adebajo

For as far as most Nigerians can remember, this country has been proudlyreferred to astheGiant of Africa. This title was earned by virtue of her intimidating economy, her huge population and her big brother role during the years immediately following her independence from British rule. However, the country is fast losing the respect accorded to her in the past, not only in Africa but across the globe. The factors responsible for this are not far-fetched: poor supply of electricity, poor state of infrastructure, notoriousness for internet fraud, corruption, an inferior quality of education among others.

Homing in on the last, it has been discovered that the state of the country’s schools can be easily explained financially. Comparing the budgetary behaviour of Nigeria and some other countries across Africa reveals that Nigeria’s giant status is not found where it matters the most, particularly in the level of attention paid to the education sector. While other African countries seem to have recognised the potency of education as a midwife to development, a better economy, a safer society and a more prosperous population, Nigeria’s priorities are still found in sustaining an excessively expensive system of governance and in national security, the funds for which often reflect better in foreign bank accounts rather than local battlefields. Rather than set the pace in implementing global standards, Nigeria evidently has a lot to learn from smaller and younger countries across the continent.

Kenya
Kenya’s education sector has traditionally received the lion’s share of the country’s national budget to take care of teachers’ salaries, and primary and secondary school subsidies; and this tradition was upheld in the 2015 budget.In April 2016, the Kenyan government tabled its 2016/17 national budget estimates before the National Assembly. The Budget Policy Statement (BPS) ceilings in all the sectors summed up to 1,498 Kenyan shillings; but the Gross Expenditure Estimates, after the increase by the Treasury, amounted to 1.667 trillion Kenyan shillings. Based on the BPS, education received a total of 346.6 Ksh, which in other words is 23.1% of the entire budget. This figure is topped only by the allocation to Energy, Infrastructure and ICT, some of the projects under which are also academic in nature, for instance the laptop project gulping Ksh 17.58 billion.

South Africa
In the 2016/17 budgetary year in South Africa, the country spent R213.7 billion on basic education, which is about 15% of the total budget; and, according to the National Treasury, the allocation is projected to rise an average of 7.4% annually over the following three fiscal years. In terms of percentage, this allocation, according to data from the United Nations, trumps those of the United States, United Kingdom and Germany. As projected, more recent figures are even more education-friendly. According to aUnited Nations Children Fund (UNICEF) document titled, “Education Budget, South Africa, 2017/2018”, the budget for school children is presently 17% of total government expenditure.

Ghana
Ghana has also established herself as one of Africa’s big spenders on education. In 2013, she committed a whopping 31% of her budget to education as against Nigeria’s 8% in the same year. The following year, the figure dropped to 20.5%; and it declined even more in 2015 to 17.8% and in 2016 to 13.5%. In 2017, however, the Ministry of Education’s budget experienced a 20.7% increase from the previous year’s figure; that is from 7.55 billion Ghanaian cedes to 9.12 billion Ghanaian cedes. And in 2018, the allocation has increased by another 11.6% as the government proposed last year to spend GHS 10.18 billion on the Ministry. This amounts to 16.42% of the total budget of GHS 62 billion.

Egypt
As for Egypt, one country whose universities alwaysstand out on the continental ranking, the government proposed to spend EGP 104 billion on education in the 2016/2017 fiscal year, which amounted to 11.1% of government spending in that year. This is an improvement on the allocation of EGP 99.3 billion the previous year. The increment in the allocation is partly attributable to the Egyptian Constitution. According to the document, the government is required to spend at least 3 per cent of the Gross National Product (GNP) on healthcare and at least 4 per cent on education every year. It is noteworthy that the global average education budget in relation to GDP stands at 5%.

Lesotho
This country is renowned to spend most part of its GDP on education. According to the budget speech to the parliament for the 2017/2018 fiscal year presented by Dr.MoeketsiMajoro, the Minister of Finance, the government proposed to spend a total of M2.423 billion on education and training in 2018. This, to put it differently, is 19.2% of the entire budget. The previous year, the government had spent 20.7% on

the same sector.

Now to Nigeria
In the acclaimed giant of Africa and home to the largest black population on earth, regard for education appears to be an anathema to all forms of government, whether led by a military dictator or a democratically elected individual, a Northerner or a Southerner, a Major General or a Ph.D. holder. An assessment of the trend from 1999 shows that the lowest allocation, 4.46%, to education was in 1999, and the highest, 11.44%, was in 2015. The average allocation in all 16 years of democratic rule is 9.14%. In the pre-1999 years of military rule, the sector did not fare any better as a study has shown that the average allocation to education between the years of 1981 and 1998 was a meagre 4.18%.

The situation has in fact worsened under the present administration. The first budget presented by President MuhammaduBuhari in December 2015 for the 2016 fiscal year was in stark contrast to the double digits legacy left by his predecessor. Education received ₦369.6 billion, which was 6.07% of the entire budget. In the 2017 budget proposals, N448.01billion was allocated to education, representing about 6% of the ₦7.30 trillion budget. And in the 2018 Appropriation Bill, the government proposed an allocation of ₦435.01 billion to education, which is just 7.04% of the total budgeted amount of ₦8.612 trillion.

Nigeria against the world
Across Africa, most countries are spending more and more on education by the year. As a matter of fact, government expenditure on education in Sub-Saharan Africa increased from US$12 billion in 2000 to US$67 billion in 2013 representing over 450% growth. This trend has resulted in higher literacy rates, lesser numbers of out-of-school children, improved quality of learning, and more foreign investments as well as greater industrialisation owing to greater availability of skilled labour. It has also led to a gradual increase in GDP for many of these countries as educated citizens naturally earn more than those who do benefit from formal learning.

Nigeria, on the other hand, especially under the presidency of MuhammaduBuhari, has yet to board the train of progress, despite cries from various corners. For this country, it has become an unending cycle of budgetary disregard for education, and complaints from stakeholders, accompaniedby silence from the government. The same pattern is repeated year in year out. This habit has affected us greatly, because not only are our schools not reckoned with on the international stage, the culture of academic tourism has seen our economy shed weight to the benefit of such countries as the United States, the United Kingdom and even Ghana.

In 2012, the Chairman of Exam Ethics International, Ike Onyechere, said Nigerians spend over ₦1.5 trillion annually on students studying abroad. ₦160 billion out of this goes to Ghana, while ₦80 billion goes to the United Kingdom. Likewise, in 2016, the Chairman of the Senate Committee on Tertiary Institution and Tertiary Education Trust Fund, Senator BintaMasi, said Nigeria spends over $2 billion annually as capital flight on education abroad. With this figure alone, Nigeria can build one or two world-class universities every year, considering the fact that Pakistan planned to spend $750 million for each of its new universities of engineering, science and technology and Qatar’s Cornell University spent the same amount establishing its School of Medicine in 2002.

The country’s lacklustre attitude towards education equally reflects in the ranking of universities across the globe and in Africa. According to the 2016 Times Higher Education World University Rankings, there is only one Nigerian university in the top 15 ranking in Africa, and that university, the University of Ibadan, is number 14 on the list. On the same list, we have six universities from South Africa, three from Egypt, two from Morocco, one from Uganda (ranked fourth), one from the Ghana (ranked seventh), and one from Kenya (ranked eighth). A similar pattern recurred in the 2018 ranking.

Finally
It is high time the Nigerian government recognised that recognising the good in education is for the good of the country. We do not have to go as far as the extreme West or the far East to get examples of countries reaping bountifully from great investments in education. Right here in Africa, there are more than sufficient instances. The Nigerian National Assembly should adopt the Egyptian legislative model by incorporating, into the constitution, a benchmark for budgetary allocations to the education sector. This preferably must not fall below 5% of the nation’s GDP or 20% of government’s annual spending.

Our schools are ailing; and it is not by scrapping Post UTME or quelling industrial actions that they will get better. We must make conscious, radical efforts by investing all we can to turn things around for good. Before we complain that our graduates are unemployable, we must ask first if our schools are habitable and if our facilities are universally acceptable. But beyond just dumping huge sums of money into the sector in theory, the government has to also ensure a balance in recurrent and capital expenditures as well as an effective implementation of whatever plans are laid out on paper. If we can do this, then the return of the giant to her rightful place is not only inevitable but will happen before long, before our very eyes.

Source:

https://www.thenigerianvoice.com/news/263557/of-investment-in-education-is-nigeria-still-africas-giant.html

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Microsoft da equipo a profesor de Ghana que enseña Word en pizarrón y gis

Ghana / 18 de marzo de 2018 / Autor: Redacción / Fuente: Publimetro

La empresa contactó al docente luego de que se viralizara una imagen en donde se observa a Owura Kwadwo impartir clase por medio de un pizarrón y no una computadora

Owura Kwadwo, el profesor de Ghana que enseña a sus alumnos a usar Word en un pizarrón, fue contactado por la compañía Microsoft, quien informó que brindará equipo y recursos necesarios para que imparta correctamente su clase.

La empresa estadounidense contactó al docente luego de que la usuaria, Rebecca Enonchong, compartiera la noticia. «Oye, Microsoft, (el profesor) está enseñando Word en un pizarrón. Seguro puedes conseguirle recursos adecuados», escribió.

Posteriormente, la compañía de tecnología informó que «equiparía» a Owura Kwadwo con un dispositivo y que le darían acceso al programa Microsoft Certified Educator (MCE), así como recursos de desarrollo profesional gratuitos.

Además, hizo una invitación para que el profesor asistiera a la «Cumbre Global Education Exchange Summit’, realizada este martes en Singapur, evento diseñado para proporcionar información sobre las últimas tendencias en educación.

«Estamos muy contentos de ver a Owura Kwadwo en Singapur», publicó la compañía por medio de su cuenta de Twitter.

Incluso, varias personas y organizaciones se han ofrecido a entregar a la escuela donde trabaja Kwadwo diferentes dispositivos, como computadoras y proyectores para los alumnos de la escuela ubicada en Kumasi, Ghana.

La historia de Owura Kwadwo dio la vuelta al mundo luego de que se viralizara una imagen en donde se observa al profesor enseñar Word por medio de un pizarrón, en el cual dibujó las funciones del programa.

Fuente de la Noticia:

https://www.publimetro.com.mx/mx/virales/2018/03/13/microsoft-contacta-profesor-ghana-ensena-word-pizarron.html

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Ghana: TEWU lucha contra la transferencia de personal de educación superior a GES

Ghana/13 de marzo de 2018/Fuente: https://www.myjoyonline.com

El Sindicato de Maestros y Trabajadores de la Educación (TEWU) de TUC-Ghana ha condenado los intentos del Consejo Nacional de Educación Terciaria (NCTE) de transferir parte del personal de los Colegios de Educación al Servicio de Educación de Ghana (GES).

La Unión opinó que las medidas adoptadas por el NCTE eran unilaterales y constituían una violación del proceso para garantizar una transición y una operación fluidas en los Colegios de Educación.

En una declaración firmada por Augustine Saakuur Karbo, el Secretario General de TEWU, dijo que el Sindicato avistó una carta del NCTE para decir que quería que todo el personal no docente y otros que no habían reunido ciertas calificaciones en los Colegios de Educación fueran enviados de vuelta al Servicio de Educación de Ghana.

«La preocupación de la Unión era que la carta se haya emitido cuando está claro que la Ley de colegios de educación de 2012, Ley 847, Sección 33 (1 y 2) establece específicamente que los activos, derechos y responsabilidades de los Colegios de educación se transfieren a las Facultades de Educación actualizadas.

«Esto obviamente para la Unión significa que incluye a todo el personal ya sea calificado o no calificado. La ley no fue promulgada para tener un efecto retrospectivo sobre el personal existente «, agregó.

Dijo que sería difícil para la Unión aceptar la posición adoptada por el NCTE, recomendando que todo el personal que no había reunido ciertas calificaciones debe regresar a GES.

La declaración decía que el NCTE, sin consultar al Sindicato como un socio social crítico y una parte interesada en el sector de la educación, recurrió al proceso destinado a lograr que algunos miembros del personal regresen a GES con el pretexto de no calificar.

«Creemos que la mejor alternativa es que el NCTE colabore con otros interlocutores sociales para garantizar que el personal no docente, que el Consejo describe como no calificado, adquiera las habilidades adecuadas para cumplir con el requisito de funcionar eficientemente en las distintas instituciones ,» decía.

La declaración dijo que algunos de sus miembros que disfrutaban de un apoyo crítico habían sido retirados de la nómina y pidió medidas para abordar esos problemas lo más rápido posible.

Dijo que la Unión había traído inquietudes posteriores a la migración a la notificación del NCTE y la gestión de los colegios de educación sobre la colocación en la estructura salarial de columna única donde los miembros del personal no docente fueron discriminados y puestos injustamente.

La declaración instaba al Consejo a dialogar con los interlocutores sociales sobre el tema, ya que la Unión no apoyaba la decisión del NCTE de transferir parte del personal al GES.

Fuente de la Noticia:

https://www.myjoyonline.com/news/2018/March-11th/tewu-fights-against-transfer-of-education-colleges-staff-to-ges.php

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