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Teaching boys in Kenya how to intervene to stop sexual violence

Kenya/09.04.2018 / From: www.bbc.com.

Isaac, a 15-year-old boy, watched as a group of men grabbed a young girl. It was a bustling new year’s eve in Kibera, Kenya’s largest slum, and he knew she was in trouble.

He also knew he didn’t have the strength to fight off those older, larger men. Having been taught to intervene if he sees predatory behaviour, Isaac called over another man to help confront the group.

«Everyone started arguing,» explains Isaac. «The group said the girl was their ‘catch’ and they had to rape her.»

After 20 minutes, they decided to let her go.

«The stories you hear are shocking,» says Anthony Njangiru, a field co-ordinator for the Kenyan non-profit Ujamaa, which trains boys like Isaac to help stop violence against women and girls in the slums of the capital, Nairobi.

«Not everyone is so lucky,» he says.

Changing attitudes

Mr Njangiru teaches a programme called Your Moment of Truth to boys, aged 14 to 18, in secondary school.

He is one of many instructors, and the classes cover everything from sex education, to challenging rape myths, consent, and how to intervene if the boys witness an assault taking place.

Training for girls in how to resist a sexual assaultImage copyrightALEX MCBRIDE
Image captionTraining for girls in how to resist a sexual assault

For younger boys, aged 10 to 13, a programme called Sources of Strength focuses primarily on body changes.

The course takes place over weekly two-hour lessons, for six weeks, and each class is divided into two, with girls taught their own set of skills.

Since the organisation first began, Ujamaa has taught 250,000 children in over 300 schools across Nairobi.

When it comes to the boys, it’s ultimately about changing their perceptions and attitudes towards girls.

«If we, as boys and men, are part of the problem, then we can be part of the solution,» says Mr Njangiru. «We can be the first people to change.»

Confident ‘no’

The programme has been working to stop boys thinking that if a girl said «no» to sex what she actually meant was «yes». Or that it was justifiable to rape a girl if she wore a short skirt.

«They tend to use the girl’s weakness to their own advantage,» says Mr Njangiru. «If she says no, but she doesn’t confidently say no, for them it’s a ‘go zone’ – they just do whatever they want.»

The results are impressive, according to research from Stanford University in the US.

Following the Your Moment of Truth classes, the percentage of boys who intervened when they witnessed a physical and sexual assault rose from 26% to 74%.

Boys were also found to be less likely to endorse myths about sexual assault and the incidence of rape by boyfriends and friends had fallen.

Among female participants in the project, there was a remarkable 51% decrease in the reported incidence of rape.

Violence against women

Sexual harassment has become a worldwide issue and these programmes in Kenya, teaching young people how to recognise and prevent sexual violence, seem to be working.

Violence against women is a huge problem in Kenya.

This worsens once you enter Nairobi’s slums, where research has suggested that almost a quarter of girls will have been victims of sexual assault in the previous year.

From: http://www.bbc.com/news/education-43466365

Image copyrightALEX MCBRIDE. Image captionThe boys are taught about respect, consent and «the journey to manhood».

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Etiopía trabaja para garantizar mejor futuro a sus jóvenes

África/Etiopía/09 Abril 2018/Fuente: Prensa Latina

El Ministerio de Juventud y Deportes de Etiopía aseguró hoy que las instituciones religiosas y legales, las universidades, medios de comunicación y organismos interesados trabajan conjuntamente para alcanzar los objetivos principales del plan estratégico quinquenal para la juventud.
 El programa, lanzado a principios de este año, tiene como objetivo mejorar la calidad de vida de las nuevas generaciones en varios aspectos, y de esa forma disminuir la exposición a malos hábitos y conductas impropias, entre ellas el consumo de drogas.

La directora de Desarrollo de la Personalidad Juvenil de la entidad, Eleni Tadele, indicó que todos los interesados, incluidos las autoridades de los estados, están presentando su plan estratégico en cascada de cinco años para aplicarlos plenamente en sus respectivos territorios.

Tadele recordó que se realizaron varios estudios antes de formular la estrategia mediante la identificación de problemas importantes.

Además, se estableció un grupo de trabajo permanente que reúne a 26 sectores e incluye representantes de los ministerios de Comercio, Salud, Educación, Cultura y Turismo, la Policía Federal y siete instituciones religiosas.

El desempleo, la falta de centros recreativos, la influencia de los medios y el impacto negativo de la globalización son los factores centrales que inciden sobre los jóvenes y los exponen a desarrollar comportamientos indeseables, indicó la funcionaria.

‘El plan estratégico de cinco años, que comprende 12 áreas prioritarias, nos ayudaría a lograr un cambio considerable en la personalidad del jóven y sería muy útil para llenar los inconvenientes de los marcos legales anteriores’, señaló.

Las actividades de sensibilización, la renovación y formulación de nuevos marcos legales, la reducción de la vulnerabilidad a las drogas y la expansión de los centros de rehabilitación se encuentran entre los tópicos descritos en el plan, agregó.

En su opinión, los padres primero deben estar sensibilizados con el problema y, en consecuencia, los medios también deberían jugar un papel importante en la educación de la sociedad.

Fuente: http://www.prensa-latina.cu/index.php?o=rn&id=165712&SEO=etiopia-trabaja-para-garantizar-mejor-futuro-a-sus-jovenes
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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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UNICEF: How inclusive education works for children with disabilities in Rwanda

Inclusive education is a form of teaching that uses physical accessibility, individual education plans, toys and teaching aids to support children with disabilities. Find out how it’s changing the shape of one boy’s future in Rwanda.

Africa/Rwanda/PrensaUNICEF/By Veronica Houser

Resumen: Cuando Olivier, de 11 años, era apenas un bebé, su padre se preocupó cuando notó que su hijo pequeño se estaba desarrollando a un ritmo más lento que sus seis hermanos y hermanas. «Ni siquiera podía orinar», dice Innocent Ntawimenya, el padre de Olivier. «Me pregunté, ¿podría incluso crecer?»Cuando  era un niño pequeño, Olivier tenía habilidades motoras débiles y no podía sostener ni siquiera objetos pequeños. A pesar de que estaba inscrito en la escuela de su ciudad en el sur de Ruanda, no se relacionó con otros niños y tenía muy pocos amigos. «Los otros niños solían llamar a Olivier nombres abusivos. Le dijeron que era estúpido «, dice Inocente con voz temblorosa. Para evitar la intimidación, Inocencio y su esposa comenzaron a acompañar a Olivier a donde quiera que fuera. Un maestro ayuda a los estudiantes en uno de los salones de Ruhango Catholique. El programa de educación inclusiva brinda capacitación a los maestros para que puedan incorporar herramientas para niños con discapacidades en sus lecciones diarias. Los maestros de Ruhango Catholique también están capacitados en la enseñanza «centrada en el alumno», donde los niños aprenden a través de actividades prácticas y trabajo en grupo, y mediante el autodescubrimiento. Esta forma de enseñanza permite a los niños como Olivier aprender de y con otros niños, así como a sus maestros. En la clase de hoy, los niños sostienen dos dedos con el pulgar entre ellos para indicar la letra «K» en el alfabeto de la Lengua de Señas inglesa. Mientras el maestro de Olivier se mueve por la sala haciendo preguntas, los estudiantes saltan emocionados, con las manos en el aire, gritando: «¡Maestro, por favor, a mí!»


When 11-year-old Olivier was a just a baby, his father became concerned when he noticed his young son was developing at a slower pace than his six brothers and sisters.

“He was not even able to urinate,” says Innocent Ntawimenya, Olivier’s father. “I asked myself, would he even be able to grow?”

As a young child, Olivier had weak motor skills and couldn’t hold even small objects. Although he was enrolled in school in their town in southern Rwanda, he didn’t engage with other children and had very few friends.

“The other children used to call Olivier abusive names. They told him he was stupid,” says Innocent with a trembling voice. To avoid the bullying, Innocent and his wife began to accompany Olivier wherever he went.


Innocent knew that Olivier needed a change. He and his wife decided to enrol him at G.S. Ruhango Catholique, a UNICEF-supported school that promotes inclusive education for children with disabilities. The school has been rehabilitated with ramps, wider pathways and door frames, and disability-friendly toilets. Students with learning impairments are taught in an integrated classroom alongside other students.
Learning from each other

Teachers at Ruhango Catholique are also trained in ‘student-centred’ teaching, where children learn through hands-on activities and group work, and through self-discovery. This way of teaching empowers children like Olivier to learn from and with other children, as well as their teachers.

In today’s class, children hold up two fingers with their thumb between to indicate the letter ‘K’ in the English Sign Language alphabet. As Olivier’s teacher moves around the room asking questions, students jump excitedly, their hands in the air, shouting, “Teacher, please, me!”


Inclusive schools also involve parents through resource rooms, where they learn to make learning and teaching aids from locally available materials.
Getting parents involved

“I like visiting my son’s school,” Innocent says. “I like spending time in the resource room with other parents, making things to help Olivier and other students learn.”  He uses the materials to reinforce Oliver’s education at home, so he can continue to develop outside the classroom.

Now in his second year of primary school, Olivier has shown vast improvement. Innocent smiles proudly, reporting that Olivier can now count to 1,000, and his motor skills have improved so much that he can even lift a 5-liter jerry can.

“He loves sports, especially football,” says Innocent. “He is now willing to play with others, and the other children no longer treat him badly.” He beams as Olivier comes to join him after his class, sitting on his lap while he embraces him.

Innocent looks down at his hands, speaking slowly and deliberately.

“I can see that Olivier will continue to progress throughout his life, and I am so grateful. I never thought such improvement could be achieved so quickly.”

The 2015 Study on Children with Disabilities and their Right to Education: Republic of Rwanda noted that there is no incentive for schools to accept children with disabilities, and there is a lack of awareness about the learning barriers they face. UNICEF Rwanda supports the Government to implement the national Inclusive Education Policy in all 30 districts, and to address sociocultural barriers which impede educational access, learning and completion for children with disabilities.

Fuente: https://www.unicef.org/infobycountry/rwanda_102776.html

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La unión africana llama a alianzas continentales para desarrollar sector científico

África/Ruanda/07 de Abril de 2018/cnctv.icrt.cu

La Unión Africana (UA) enfatizó hoy en la importancia de las alianzas continentales para el desarrollo de la ciencia y la tecnología en cada país.

La UA describió además a la ciencia como un “asunto muy serio”, con motivo de la presentación en la sede oficial del bloque comunitario aquí en Addis Abeba de un resumen de los resultados del recién celebrado Next Einstein Forum (NEF), en Kigali, Ruanda.

Un texto difundido por la organización reseñó además las declaraciones de su presidente pro témpore y jefe de Estado ruandés, Paul Kagame, quien apuntó que África es la que perdería si no apoyara el sector en beneficio del pueblo.

Así, la UA aprovechó la exhortación de Kagame para instar una vez más a los gobiernos africanos a aumentar las asignaciones presupuestarias en educación, salud y agricultura, ya que son los pilares clave de la transformación científico-técnica de África.

“La educación y la ciencia deberían ser centrales en nuestra vida cotidiana si queremos hacer los avances que nos hemos propuesto en los próximos 50 años”, apuntó la Unión.

Ya Kagame apuntó en la conclusión del Foro que África no debería perderse ninguna futura revolución de desarrollo en todo el mundo.

“No hay duda de que África tiene la intención de aprovechar este momento. La ciencia tiene un lugar, lo admitamos o no”, refirió el titular.

De ahí que la UA resaltó que las inversiones en educación superior para cursos de información, comunicación, tecnología y ciencia no deberían realizarse a expensas de las artes y las humanidades.

Lo mejor, en opinión de la organización panafricana, es realizarlas en la misma medida con el objetivo de reducir los desequilibrios en el mercado laboral y los requisitos de la industria y ayudar así a impulsar la economía de África.

Fuente: http://www.cnctv.icrt.cu/2018/04/01/ua-llama-alianzas-continentales-desarrollar-sector-cientifico/

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Kenya University Students Protest Against Lecturers’ Strike

Kenya/April 07, 2018/ Allafrica

Resumen: Estudiantes universitarios protestaron el miércoles en Nairobi contra la huelga de profesores que ha paralizado el aprendizaje durante más de un mes. Los estudiantes de varias universidades públicas acusaron al Ministerio de Educación de no abordar la crisis actual.

Students from various public universities have accused the education ministry of failing to address the crisis with striking lecturers, saying it is having a negative impact on their studies and causing them to graduate late.

University students on Wednesday protested in Nairobi against the lecturers’ strike that has paralysed learning for over a month.

The students from various public universities accused the Education ministry of failure to address the ongoing crisis.

Kenyatta University student Peter Evans said many of them were unable to graduate in time due to the strike and demanded that the government address the issue to prevent further agony.

«We are tired of staying in the university without learning. We want to go back to class,» Mr Evans.

GRADUATION

Another student, Mr Dennis Kipsigei, from the University of Nairobi, said they ended up staying in the institutions longer than they should.

«A degree course that is supposed to take only four years is now taking over six years, which is unacceptable. We want the Education ministry to look into the plight of students,» he urged.

Education Cabinet Secretary Amina Mohamed said she had not commented on the matter due to lack of accurate data on the staff of the public universities across the country.

«Now I can say with a measure of comfort that we have received 80 per cent of the data. We are going to assess it in collaboration with an inter-ministerial committee that is looking into the demands being raised and forge the way forward,» she said.

EMPLOYEES

However, Ms Mohamed reminded the lecturers that they were in contempt of court by failing to go back to work.

 The government has said it will use the data to make a counter-offer to the lecturers and other staff estimated to be 27,000.

The staff, who belong to the Universities Academic Staff Union (Uasu), the Kenya Universities Staff Union and the Kenya Union of Domestic, Hotels, Educational Institutions, Hospital and Allied Workers, challenged the Ms Mohamed to explain why the ministry did not have an accurate record of the public universities’ workers.

Uasu Secretary-General Constantine Wasonga said the Ms Mohamed had failed in her mandate if the ministry could not give the exact number of the employees.

«How can she not know the number of employees in the universities? This shows that the ministry has not been doing its work properly,» said Dr Wasonga.

MEETING

As the protests continued, Deputy President William Ruto was holding a meeting with officials from the Education ministry and the Treasury.

Treasury Cabinet Secretary Henry Rotich and Basic Education Principal Secretary Belio Kipsang attended the meeting.

However, Ms Mohamed was at Mary Hill Girls High School in Kiambu County for the prize-giving day.

«Held discussion with officials of the ministries of Education and National Treasury, Nairobi,» Mr Ruto tweeted.

His spokesman, Mr David Mugonyi, later told the Nation the discussions between the DP and the officials were on secondary and tertiary education.

Fuente: http://allafrica.com/stories/201804050182.html

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Africa: Science academy launches two new mobility funds

Africa/universityworldnews

Resumen: Dos nuevos fondos de movilidad han sido lanzados por la Academia Africana de Ciencias (AAS), con el objetivo de alentar a los investigadores africanos a trabajar juntos y con sus homólogos indios para abordar mejor los desafíos de salud y desarrollo.  Tanto el Plan de movilidad de la ciencia y el lenguaje África como el Fondo de movilidad África-India se implementarán a través de la Alianza para Acelerar la Excelencia en la Ciencia en África (AESA), una iniciativa fundada por AAS en asociación con la Agencia NEPAD. Son apoyados por Wellcome, el Instituto Pasteur y, en el caso del fondo África-India, la Alianza India. Juntos, los fondos tienen un valor de US $ 500,000 y su objetivo es llegar a 100 investigadores en África y la India.  Durante cinco años, el Programa de movilidad científica y lingüística ofrecerá subsidios de viaje a investigadores francófonos y anglófonos africanos involucrados en la ciencia biomédica y la salud pública de «relevancia» para las necesidades sanitarias nacionales, regionales o mundiales.


 

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Two new mobility funds have been launched by the African Academy of Sciences (AAS), aimed at encouraging African researchers to work together and with their Indian counterparts to better address health and development challenges.

Both the Science and Language Mobility Scheme Africa and the Africa-India Mobility Fund are to be implemented through the Alliance for Accelerating Excellence in Science in Africa (AESA), an initiative founded by AAS in partnership with the NEPAD Agency. They are supported by Wellcome, the Pasteur Institute and, in the case of the Africa-India fund, the India Alliance. Together, the funds are worth US$500,000 and aim to reach 100 researchers in Africa and India.

Over five years the Science and Language Mobility Scheme will offer travel grants to Francophone and Anglophone African researchers involved in biomedical science and public health of ‘relevance’ to national, regional or global health needs.

According to an AESA press release, Africans tend to collaborate more with counterparts in the United States or Europe than with researchers on the continent, as researchers from Anglo- and Francophone countries are limited by language, culture and political barriers.

Citing a 2010 report by Thomson Reuters which found that none of the continent’s six stronger research nations – Algeria, Egypt, Kenya, Nigeria, South Africa and Tunisia – had an African country among its top five collaborating countries, the statement said a lack of collaboration resulted in “missed opportunities for sharing knowledge as with the Ebola outbreak in West Africa, where the lack of intra-Africa collaboration meant researchers in this region could not benefit from knowledge and capacities available in Uganda and the Democratic Republic of the Congo, which had previously experienced outbreaks of the disease”.

According to AAS Community and Public Engagement Manager Lillian Mutengu who will manage the scheme, researchers needing to overcome language barriers and to build their linguistic skills and capabilities will be funded to undertake short language courses in either French or English.

“While applications that involve existing collaborations will be considered, applications from new collaborations, young and early-career researchers ,postdoctoral researchers not in an established academic post, and a diverse range of applicants, particularly female, are strongly encouraged,” the statement added.

The second fund, known as the Africa-India Mobility Fund (AIMF), is a two-year programme designed to offer opportunities to researchers from Africa and India for short visits in either direction to explore scientific collaboration.

The initiative aims to encourage South-South collaborations and learning in recognition of the fact that Africa and India face similar challenges in health and sociopolitical issues.

Applications broadly focused on infectious and non-communicable diseases of relevance to local, national or global health will be accepted every month. The scope of the collaborative opportunity may include but is not limited to HIV/AIDS, TB, dengue, malaria, vector-borne diseases, parasitic infections, emerging infections, cancer, diabetes, hypertension, health systems research, antimicrobial resistance, drug development, microbiome and general biomedical sciences.

The AIMF is funded to the tune of US$200,000 for two years and is expected to cover approximately 40 scientists, according to Evelyn Namubiru-Mwaura, AAS strategy and policy manager who will head the fund.

She said India has seen major technological advances that include the manufacture of generic drugs and was one of the world’s leading filers of patents, which provided a valuable learning opportunity for African scientists. Africa, on the other hand, provides a conducive environment for research due to its high disease burden, genetic diversity, and fairly well developed capacities for clinical trials.

“With the AIMF, we hope to exploit this relationship and contribute to building a highly skilled science technology and innovative workforce and thereby advance knowledge economies and ensure more people live healthy, productive lives,” she said.

Fuente: http://www.universityworldnews.com/article.php?story=20180330115457887

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