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Low-Key Ceremony Marks Second Anniversary of Kenya’s Garissa Raid

Kenya/4th april 2017/By: / Source: All Africa

Garissa University College on Sunday marked two years since the deadly Al-Shabaab raid that claimed 147 lives among them security officers, with calls for a resolve to fight terrorism in the country.

In a low key ceremony attended by Garissa County commissioner James Kianda and other security officials, the university and Athletics Kenya organised a 5km marathon in memory of the victims.

On the fateful day, on April 2, 2015, four terrorists stormed the institution which is a constituent college of Moi University in a shooting spree.

In an interview with the Nation at the university on Sunday, Mr Kianda said the country had learnt a lot from the attack, adding that a multi-agency approach towards fighting terrorism had been adopted.

This, he said, had reduced terrorism since the attack. He, however, said the terror threat was still there because of the porous Kenya-Somalia border.

«There have been multi-agency approaches where all security organs including the National Police Service, regular police, General Service Unit, Kenya Defence Forces and other security organs work together in the fight against terror,» said the administrator.

GAP REDUCED

Mr Kianda said they also ensure that the gap between the security officers and the public is reduced so as to build confidence among the public and encourage sharing of information without fear.
He said security officials had also been working on intelligence-led operations as the public had been helpful in making sure terror threats were reduced.

Security was tight in and around the university during the second anniversary, with armed security officers manning the institution.

«Police officers are working to ensure lives and property are protected in all institutions, such as service delivery and learning bodies. Currently, there are police officers at Garissa Teachers College, NEP Polytechnic and Garissa Medical Training College among others,» he said.

«We understand terror threats still exist and we have deployed enough officers at the border to deter any threats within the country and we have also increased patrols to ensure the menace is completely wiped out,» he added.

Athletics Kenya’s vice-president Paul Mutui, who flagged off the marathon, said nothing justified the killings, adding that the purpose of the race was to remember those who were killed in cold blood by terrorists.

«Whether it is hatred, political, religious, and cultural differences or anything else, human beings must learn to co-exist and nothing can justify the killing of another for whatever reason,» he said. Adding that more than 200 athletes have participated in the marathon.

Garissa University College Principal Ahmed Warfa said the institution will never forget the students who lost their lives at a time when they were out to make a better future for themselves.

Source:

http://allafrica.com/stories/201704030126.html

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Kenia: Knut is opposed to foreigners meddling in education reforms

Kenia / 29 de marzo de 2017 / Por: WILSON SOSSION / Fuente: http://www.nation.co.ke

The ongoing review of the education curriculum is one of the most laudable undertakings in recent years.

The Kenya National Union of Teachers (Knut) has advocated the review for many years without much success.

Though the current system has served the country well, it is bedevilled by numerous challenges.

Various studies and reports have underscored the need to conduct a thorough review, in fact, an overhaul to achieve the desired goals.

This requires a massive reorientation and a strong political will. Sessional Paper No 1 of 2005, the Education Strategy 2012-17, among others, have underlined the need for reforms.

Last year, Education Cabinet Secretary Fred Matiang’i appointed a National Steering Committee consisting of key stakeholders and eminent educational professionals to spearhead the reforms.

Knut is a member and our understanding was that this is an independent committee and has the capacity and competence to oversee curriculum review.

However, Knut is increasingly getting concerned that the process, methodology and context of delivering the new education system is getting messed up.

First, the committee has not held any meetings for several months yet it was required to do so regularly to provide policy directions to the technical team, mainly staff of the Kenya Institute of Curriculum Development (KICD).

Related to this, some KICD insiders are using dirty tactics behind the back of able director Julius Jwan to delay or derail the process. We cannot accept such tricks.

UNACCEPTABLE ACT
Second, foreign organisations — not the development partners — have started to meddle in the process.

A month ago, one of those organisations convened a week-long workshop for some of the technical team in Nakuru, which at face value was to offer some training, it was actually to influence the content of the curriculum and teaching and learning materials.

As teachers, we abhor a situation where our education curriculum is determined or influenced by external organisations.

They should be delinked from the process or we will expose them.

Third, attempts are being made to align the launch of the new system with the political interests of the ruling Jubilee coalition.

Suggestions have been made to do a pilot curriculum in May so that Jubilee can use it for election campaigns. We cannot accept this.

All the necessary policies have not been enacted and approved by the steering committee.

Only two policies — curriculum framework and teaching education have been discussed and agreed upon.

However, another critical policy — assessments and examinations — has not been developed.

Teaching of the new curriculum cannot start before the whole gamut of policies — content, teacher education and tests and measurements — are concluded.

More critically, budgets have not been concluded, textbooks and other teaching and learning materials have not been developed, while teachers have not been trained.

These are motherhood items that have to be dealt with before any roll-out.

KEY SUGGESTIONS
As a union with a vested interest in education reform, we wish to recommend that Dr Matiang’i does the following: one, he should appoint a substantive chairperson to lead the steering committee and together with the team, set a clear timeframe for implementing the new curriculum.

Two, repulse all the foreign busy-bodies seeking to manipulate the process and three, delink reforms from politics.

Four, the minister and KICD director must be on the lookout for the insiders undermining the process.

The new system holds the key to Kenya’s future, and must be well-planned and implemented.

Experience from the 8-4-4 some 32 years ago taught us the folly of a hurried roll-out of a system whose objectives and philosophy were otherwise sound.

Fuente noticia: http://www.nation.co.ke/oped/Opinion/Knut-is-opposed-to-foreigners-meddling-in-education-reforms/440808-3867084-1gkp9oz/index.html

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Teachers Tell Of Death Threats, Sexual Pestering at Kenyan School

Kenyan/March 28, 2017//Source: All Africa

«It’s no longer about my job, it’s about my life. That is all I have to fight for,» 28-year-old teacher Ancellah Cherotich Kessio told this Capital FM reporter when they met for the first time about three weeks ago.

As she recalled the incident, she explained that she found it prudent to give her employer time to handle the matter since she had reported it to the Teachers Service Commission (TSC).

Kessio joined Uhuru Secondary School, Nairobi as a History and CRE teacher in 2015.

But little did she know that she had landed herself into a worrying step in her teaching career as a member of the Teachers Service Commission (TSC).

After the initial encounter, Kessio came back to us because her life was in her words, «in danger.»

She was in tears and she had a headache.

Before the interview we had to give her painkillers and allow her time to calm down.

She gave us a note that was delivered to her by the school messenger last Tuesday.

«DEAR ANCELLAH CHEROTICH KESSIO. ATTENTION: DROP ALL CASES WITHIN ONE WEEK OR ELSE ……………. (). Yours faithfully 0000000,» the short note reads.

Tuesday’s incident was continuation of escalating intimidation that began in 2015.

It all began when the then Deputy Principal Juma Duncan asked her for a coffee date, an offer she kindly turned down on countless occasions.

In August 2015 she warned him that if he continued, she would let his wife know.

But the response she got left her terrified.

Capital FM News saw a text message sent from Juma to Kessio on August 22, 2015.

«I SWEAR IN THE MIGHTY NAME OF GOD I WILL KILL YOU. YOU CNT ESCAPE, TRUST YOU ME.»

The Principal later called explaining that he could not remember and did not understand how the message left his phone to her phone.

Since it was during the holidays, she kept cool and hoped the threats would subside by the time schools re-opened.

In September 2015, Juma became the Principal.

«He didn’t stop calling me to his office.»

He even promised to promote her to head the Humanities Department if she accepted to become his girlfriend.

But she refused.

Kessio also refused to take Sh2,000 he offered and requested her to accompany him to Mombasa.

The Principal, Kessio recalled kept on telling her; «you look tempting, you look sexy» on the many occasions he ran into her within the school compound.

After he realised Kessio would not give in, he resorted to using students in her class to malign and disparage her.

«He told them that the notes I used to teach them were college notes and they were not authentic and that he had slapped me with them. How I got to know – some of the students came to me and asked me; ‘Mwalimu, how can you be slapped in this compound and we don’t know, how can you condone to be beaten up’,» she recalled as she fought back her tears.

She confronted him during a meeting attended by the Dean of Studies after Juma alleged that she had not taught well.
«I finally got the opportunity to ask him, ‘what is it do you want from me?»

But that did not stop the intimidation.

On September 19, 2016 she wrote to TSC requesting for a transfer but for fear that the principal would revenge, she stated that her reason for the transfer was over distance to the school.

«The transfer did not go through. I was told I am under the five-year rule. The principal brought the letter to me and sarcastically told me ‘you are not going anywhere’.»

«Imagining more years with him, I didn’t think I would survive, I started looking for other avenues like going for study leave,» she recalled she couldn’t qualify again because of the five-year rule.

«My life at Uhuru has been so difficult such that if you are not threatened you are intimidated, if you are not intimidated, children are laughing at you because the principal has this habit of discussing teachers with students.»

On scrutinising the Kenya Certificate of Secondary Education (KCSE) examination results 2016, we realised performance of students in the subjects she teaches, History was third and CRE was fourth in the school rank.

After all the drama, she hoped 2017 would be a better year.

But it was until he ran into her at the assembly ground that Kessio knew the war was far from over.

He told her she looked sexy and asked; «Have you ever tasted a Luo?»

Capital FM News is in possession of a letter sent by Kessio to TSC dated March 1, 2017.

Referenced as, ‘Sexual harassment, threats and a difficult working environment’ Kessio wrote «I wish to lodge a complaint of sexual harassment by the Principal, Uhuru Secondary School, Mr Juma Duncan. I have been intimidated and harassed and I no longer have an ounce of energy to fight back.»

Throughout the letter, she narrated a trail of incidents in which Juma made sexual advances and upon refusal he resorted to intimidation, death threats and embarrassment.

Capital FM News is in possession of minutes of several meetings held at the school – some to discuss issues raised with the Education County Office and TSC over the sexual harassment complaints and others to accuse Kessio of sullying the name of the school.

«I know what will happen if I move out of here. If my life is to end but I will want to say something, if saying no to someone, keeping your dignity as a woman is wrong, then I am ready for that death, at least go down that I protected my dignity,» she said as she broke down into tears.

«I cannot even speak about my fear, I even fear my own shadow, I walk looking back if someone is following me, I have nightmares, I have one that is recurring that someone is trying to suffocate me. I have been going to sessions of therapy.»

Kessio, a mother of one has been a frequent hospital client.

Her weight dropped from 50 kilos to 40 kilos.

Capital FM News has a medical report from a doctor recommending counselling sessions.

Provisional diagnosis showed that she has ‘clinical depression’.

According to records from a counselling centre in Nairobi, she has so far attended four sessions.

Kessio’s sexual harassment case at Uhuru Secondary School is not the only one filed at the TSC.

The second case concerns Biology and Agriculture teacher Mary Karimi Muhia who still has marks of assault on her thigh and head.

According to a P3 form filed at Buruburu Police station, it was recorded that Karimi was assaulted by the three teachers after she was summoned by the Deputy Principal to his office on February 23, 2017.

The Investigating Officer at Buruburu Police station confirmed the case was under probe; «we are investigating we cannot comment further.»

The moment she entered the office, three teachers attacked her trying to snatch a phone in which she had recorded students confessing that the school Principal had coerced them to lie that she had given them an examination leakage.

It was the phone they also thought she had recorded evidence of sexual harassment by the principal.

«Madam (name withheld) who was standing grabbed my hair plucking my braids which were only two days old. She shouted saying, Karimi, today people will collect you at the morgue, release your phone or else I kill you, I must get all the recordings, video, tapes and photos that you have been taking.»

This happened as a third teacher held her to allow the first madam to injure her.

And as the beating continued, there was suddenly an excruciating pain on her thigh.

The teacher after plucking off her hair pierced her thigh with a sharp object.

«I saw death with my own eyes. I screamed louder calling their names, asking – why are you killing me.»

During that commotion the Principal entered the office and joined the gang that was roughing her up.

«Mr Juma hit me against the office table hurting my ribs. He then stepped backward and closed the door,» she recalled even the insults that accompanied her during the gruelling attack.

The hair that was plucked off was picked up and thrown at her telling her; «you stupid fool, today is your end.»

At that moment she was again hit with a paper punch and a stapler and she was again asked to surrender all the evidence she had against Juma.

They were still searching for her phone which she had hidden in her bra then in her inner wear.

She got help after a different teacher went to the ‘slaughter house’ to respond to the distress call that she begged him to call a female colleague.

«I wanted her to at least come and dress me. I was dirty and bleeding and my panty was down. As I moved out in the presence of students who were taking lunch and workers all over to see what was happening. Many thought I had been raped. There was blood coming from my thigh entering my shoe, I was limping,» she narrated.

Karimi’s attack this year was triggered by an incident that happened two years after she joined the school in 2012.

«Juma started his sex advances in 2014. He used to tell me you are the prettiest woman that I have ever seen. At first I told him thank you.»

«I realised when we are passing on corridors Mr Juma wanted we meet head on collision, I used to run away from him. The sexual advances were several. He would tell me ‘you look yummy’, in 2014, 2015 he didn’t stop telling me ‘you are sexy’.»

On September 20, 2014, Juma threw a science party meant to celebrate her birthday. But she didn’t show up.

«The following Monday he called me to his office and asked me, ‘Karimi, I want you to explain me why you let me down’,» she said she had a family birthday party.

«And so he asked me,» ‘Have you ever tasted a Luo?’

«And I told him, Sir, is a Luo a meal in any of the hotels?»

«Then I told him, even if God eroded the earth, you and me were left, nothing can happen. And from that particular day, he now declared war on me,» she explained as she broke down into tears.

Whenever there were office meetings, he resorted to embarrassing and threatening her.

At some point, the Principal had conspired with the Guidance and Counselling teacher to slap her so that she could fight back.

But because she knew of the witch-hunt she did not fight back.

The threats went as far as hiding her Kenya Revenue Authority forms and her pay slips.

Students in her class, one day told her that Juma had told them to lie that she had given them an exam leakage, a confession she recorded and handed over to TSC.

Students also wrote a letter in Caps protesting Juma’s consistent persuasion that they lie to fix their class teacher.

«BUT THERE IS SOMETHING THAT WE FEEL IT IS NOT RIGHT THE WAY THE PRINCIPAL THREATS YOU TEACHERS AND US. TOO WE ARE AFRAID TO TELL HIM BECAUSE HE WILL VICTIMISE US,» the letter read.

Capital FM News has a letter she wrote to TSC reporting sexual harassment by the Principal and asking for a transfer.

Last Tuesday she received a letter like the one sent to Kessio telling her to drop her classes or else…
«Today I have come here to let the world know that it could be the end of me. If I leave this door and I am killed it is Duncan Juma.»

At that point she broke down and we had to give her time to recover.

«It has affected my family. I feel weak, I feel pain all over, I have acidity that I never had. I feel I am just a shell of my old self. If I am killed, may justice prevail and my younger sisters who will come to that school they will be salvaged,» she cried.

All the two teachers want now is justice because the headmaster has threatened to make their lives hell for embarrassing him with the allegations they make.

They are appealing to TSC to transfer them and also investigate the Principal.

Capital FM News spoke to Juma on Thursday.

«Those things are under investigations by TSC I think TSC has done their part, I don’t want to comment.»

But about five minutes later he called back saying he was innocent. Capital FM News also asked him why he didn’t report the physical attack meted on Karimi at the Deputy Principal’s office.

TSC Principal Administrative Officer – Child Protection, Gender and Disability Zipporah Musengi told Capital FM News; «We have the cases and we are doing the appropriate investigations.»

The Nairobi County Education Office also confirmed it had received the complaints from Kessio and Karimi and that investigations were ongoing.

But as the processes take longer, the two women are scared for their lives as they pay several visits to doctors and counsellors.

Karimi is currently on sick leave.

 Source of the news:

http://allafrica.com/stories/201703240345.html

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La innovación transforma la educación de los estudiantes refugiados en África

África/25 de Marzo de 2017/vlcnoticias.com

Gracias a las tabletas y a las redes móviles, los estudiantes en los campos de refugiados se benefician de los últimos avances de la educación on-line,que además estimula su interés por el aprendizaje. Los estudiantes están impacientes por utilizar las tabletas distribuidas en los kits Instant Network School.

DADAAB, Kenia, 14 de marzo de 2017 (ACNUR/UNHCR)- Dekow Mohamed todavía estaba temblando días después de que su ídolo, la ganadora del premio Nobel y activista por el derecho a la educación Malala Yousafzai, visitara el pasado mes de mayo su escuela en el complejo de campos de refugiados de Dadaab, en Kenia.

“No puedes imaginarte lo que contenta estaba cuando la vi frente a mí”, cuenta Dekow, una refugiada somalí de 18 años, apenas un año más joven que la activista pakistaní, quien escapó de un intento de asesinato tras desafiar a los talibanes y su prohibición de que las chicas puedan asistir a la escuela.

La historia de Malala dio la vuelta al mundo e inspiró a millones de personas. Sin embargo, no habría llegado a oídos de Dekow si no fuera por una innovadora iniciativa llamada Instant Network School (INS), que ha logrado llevar la educación online y la conexión a Internet a su campo de refugiados.

Algunas de las escuelas y centros comunitarios han recibido una “caja digital” que incluye un conjunto de tabletas, baterías solares, una red satélite o móvil, así como una serie de programas y apoyo pedagógico para el aprendizaje on-line. Los profesores reciben soporte informático y formación continua.

“Tanto los estudiantes como los profesores dicen que el programa ha aumentado su motivación”.

Desde el lanzamiento del proyecto piloto en el campamento de Dadaab en 2014, el programa se ha ampliado a 31 centros en cuatro países de la región: Kenia, Tanzania, Sudán del Sur y la República Democrática del Congo.

El proyecto ha experimentado un crecimiento orgánico desde que inicialmente surgiera como un acuerdo entre ACNUR, la Agencia de la ONU para los Refugiados, y la Fundación Vodafone, y fuera puesto en marcha en escuelas de los campos de Dadaab. Dadas las enormes lagunas en materia de recursos y la falta de conexión a Internet en el campamento, se vio que las tecnologías móviles podrían mejorar la calidad de la educación en estas zonas tan remotas.

Más de 65 millones de personas se encuentran actualmente desplazadas de sus hogares por las guerras y la persecución, cifra que incluye a más de 21 millones de refugiados. La mitad de ellos son niños y niñas, y son demasiados los que no han tenido acceso a la educación. Según un informe de ACNUR, solo el 50% de ellos se ha matriculado en educación primaria, el 22% en secundaria y el 1% en educación superior.

En África, el continente que acoge a más personas desplazadas que ninguna otra región -sin contar a Oriente Medio-, millones de estudiantes refugiados tratan de proseguir sus estudios. Programas innovadores como el INS contribuyen a garantizar que puedan seguir estudiando durante el mayor tiempo posible.

Incluso cuando son escolarizados, los niños refugiados en África a menudo aprenden en condiciones extremadamente difíciles, en aulas masificadas y sin apenas recursos. A través de programas como INS, la Agencia de la ONU para los Refugiados está contribuyendo a cubrir algunas de estas lagunas y ayuda miles de estudiantes como Dekow.

“Los estudiantes entienden mejor lo que ven que aquello que oyen, y a nosotros nos solían hablar de muchas cosas que no habíamos visto nunca” explica Dekow. “Pero cuando llegaron las tabletas, incluso nuestros profesores se sorprendieron de lo mucho que participábamos. Somos capaces de responder preguntas difíciles sin tener que mirar los apuntes”.

Para Jacqueline Strecker, coordinadora del Laboratorio de Innovación de ACNUR en Nairobi, la idea era introducir la tecnología en las clases a través de un enfoque integral. “Queremos poner la tecnología al servicio de la mejora de la enseñanza, favoreciendo el acceso a materiales pedagógicos adecuados y a información actualizada que los profesores puedan utilizar, así como permitiendo que los estudiantes puedan acceder a fotografías y vídeos educativos”.

“Esta iniciativa se apoya en el compromiso de ACNUR de ofrecer una educación de calidad mejorando las aulas”.

Jacqueline Strecker añade: “Esta iniciativa se apoya en el compromiso de ACNUR de ofrecer una educación de calidad mejorando las aulas y favoreciendo el acceso de los refugiados a material digital. Tanto los estudiantes como profesores dicen que el programa ha aumentado su motivación. Los profesores también se muestran más entusiasmados de venir a la escuela y sienten que están recibiendo más apoyo”.

Gadafi Mohamed, profesor en el campamento de Hagadera en el complejo de Dadaab, señala cómo el acceso a las tecnologías de la información y de la comunicación, o TIC, ha estimulado el interés de todos en las clases. “Antes de tener TIC, muchos estudiantes ni siquiera venían a clase por falta de interés”, afirma. “Desde que empezamos a usar las TIC, se han registrado muchas mejoras. Básicamente se trata de poder visualizar las cosas en vez de enseñar con libros de texto. Esto ha despertado el interés de los estudiantes”.

El programa Instant Network Schools (INS) es uno de los ocho proyectos puestos en marcha en siete países que se han mostrado en África Shares, un fórum de tres días celebrado en Ginebra y que muestra cómo los refugiados pueden constituir una baza importante para las comunidades que les acogen. Organizado a iniciativa de ACNUR, el evento se celebra del 14 al 16 de marzo y tiene como objetivo mostrar que la innovación se está extendiendo por el continente y que los refugiados están muy comprometidos con estas exitosas iniciativas.

Entre el conjunto de proyectos se incluyen: refugiados artesanos de Malí en Burkina Faso; una iniciativa para promover la lectura para niños en Etiopía; el proyecto en Ruanda sobre estufas que ahorran energía; un proyecto de avicultura en Zimbabue; un proyecto de conexión a Internet con Microsoft en Malaui, así como iniciativas para la urbanización y subvenciones para la compra de gas en Níger.

Todos estos proyectos se desarrollan a través del enfoque comunitario puesto en práctica por ACNUR y sus socios. Los refugiados, que son el elemento central de los proyectos, pueden poner en práctica sus habilidades y competencias al tiempo que aprenden otras.

“El principal activo de ACNUR es el hecho de que trabajamos con comunidades con gran resiliencia y creatividad”, dice Strecker. “Lo verdaderamente importante es permitirlas utilizar su creatividad en la gestión de este tipo de proyectos”.

Igual de importante es el hecho de ver cómo los refugiados en África utilizan la innovación para encontrar soluciones propias desarrolladas localmente. Para Dekow, la innovación no solo ha mejorado la calidad de su educación, sino que la ha motivado seguir el ejemplo de Malala Yousafzai, su modelo. “El principal activo de ACNUR es el hecho de que trabajamos con comunidades con gran resiliencia y creatividad”.

“Malala nos animó a hacer oír nuestra voz” afirma. “Me encantó su mensaje, porque se corresponde por completo con mis sueños. En mi caso, mi sueño es llegar a ser abogado y defender la causa de la educación en mi sociedad para que algún día, todos podamos llegar a ser grandes en el mundo”.

“La Educación en Emergencias y Crisis” es el lema escogido para la Mobile Learning Week (semana del aprendizaje móvil), la emblemática conferencia de la UNESCO sobre educación que este año tendrá lugar del 20 al 24 de marzo en París. La conferencia reunirá a expertos y responsables políticos de todo el mundo con el objetivo de explorar cómo promover la inclusión en la educación y preservar la continuidad en el aprendizaje en contextos de conflictos y desastres.

Este año, ACNUR coorganiza la conferencia, haciendo énfasis en el papel de la tecnología para garantizar una educación de calidad a los refugiados, incluso en caso de emergencia.

Fuente: http://www.vlcnoticias.com/la-innovacion-transforma-la-educacion-de-los-estudiantes-refugiados-en-africa/

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Así le enseñan a los niños a defenderse de los abusos en Kenia

Kenia/23 marzo 2017/Fuente: Diario Registrado

Kenia es uno de los países con una de las mayores tasas de abusos sexuales y violaciones en todo el mundo. Por eso, estas organizaciones sociales encontraron un método para reducir drásticamente este flagelo: la educación.

El concepto de educar antes de criminalizar queda muy claro en este video, que se realizó con impresionantes imágenes desde Kenia.

Allí la organización ‘No es No Mundial’, junto con otras organizaciones locales, lleva la maratónica tarea de educar a niños y niñas con respecto a los abusos y violaciones.

En uno de los países con mayores abusos sexuales y una violencia incontenible, esta gente está logrando que las cosas cambien en poco tiempo a través de la herramienta de la educación.

Fuente: http://www.diarioregistrado.com/internacionales/asi-le-ensenan-a-los-ninos-a-defenderse-de-los-abusos-en-kenia_a58d28d5afc34787c07f68c21

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Kenia: New degree holders win big as TSC shortlists 7,000 for promotions

Kenia / 22 de marzo de 2017 / Por: OUMA WANZALA / Fuente: http://www.nation.co.ke

The Teachers Service Commission has shortlisted 7,000 more teachers for 10,000 vacancies.

This is in addition to 20,057, others were to be interviewed last month as the commission seeks to hire principals, headmasters and deputies in primary, secondary and tertiary institutions. The positions were advertised in September last year.

“The shortlisted candidates include primary school headteachers and deputies serving in Job Group G and H who have acquired a Bachelor of Education degree,” said TSC’s Kihumba Kamotho Kihumba in a statement on Monday.

“Others are teachers, deputies and headteachers in Job Group L who will be interviewed for promotion to Job Group M. Headteachers, principals, curriculum support officers and lecturers serving in Job Group M will be interviewed for posts in Job Group N,” he said, and asked teachers to view the short list on the TSC’s website.

TEACHER PROFICIENCY COURSE

“Interview dates and venues will be communicated to the teachers by respective TSC County Directors,” he said.

Last year in August, the Commission promoted 5,171 teachers to Job Group H and J after completing the teacher proficiency course.

Another 1,305 were promoted to Job Groups P, Q and R through competitive interviews.

The positions were previously filled through direct appointments, a practice which created opportunities for abuse by the hiring teams.

The new recruitment policy was launched last year after the TSC stopped promoting teachers based on the number of years in service.

The collective bargaining agreement (CBA) that was signed last year between the teachers’ unions and the TSC states that teachers can only be promoted on the basis of their performance in school and not experience.

Fuente noticia: http://www.nation.co.ke/news/education/TSC-shortlists-7-000-for-promotions/2643604-3857418-e8ne57/index.html

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Una profesora de ética y política en Nairobi se convierte en la promotora de la lucha por la mujer

Nairobi/Marzo de 2017/Fuente: Antena 3

La desigualdad de la mujer está presente en casi todos los rincones del mundo, pero en muchos lugares de África las niñas ni siquiera sueñan con tener una vida digna. Una profesora de ética y política en Nairobi se ha convertido en la promotora de la lucha por la mujer.

Eunice quiere huir de este barrio chabolista pero sobre todo de su futuro. El más habitual para muchas como ella es la prostitución, una patera o una vida de miseria.

Antuanet Kankindi creció en El Congo y cree que eso puede cambiar, que la mujer es el autentico motor de África. «Si se va a desarrollar podrá llevar más peso, porque siempre digo, no hay una mujer que avance sóla», afirma Antuanet

Apuesta por una educación gratuita para todos, que no termina de llegar, porque cree que es la única manera de dar esperanza a las jóvenes. Ella ya es un símbolo para las mujeres africanas y confía en que son la clave para desarrollar su país.

Colabora con la organización Harambee que también promueve el desarrollo de la mujer en África. En otro de sus proyectos, grandes cocineros de España apadrinan a las futuras cocineras profesionales de ese continente, niñas que tienen la ilusión pero no los medios.

Fuente: http://www.antena3.com/noticias/mundo/africa_2017031558c953ef0cf264516cb4dd09.html

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