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Tanzanian Girls’ Monthly Nightmare Forces Them Out of School

Tanzanian/September 11, 2017/Allafrica

Resumen: Las niñas en el distrito de Geita están desalentados por la falta de instalaciones sanitarias en las escuelas. A pesar de luchar con las normas culturales y los valores que los reducen a simples fuentes de ingresos sobre el matrimonio y esforzarse  por esquivar los embarazos tempranos y trampas matrimoniales.

Girls in Geita District are caught between a rock and a hard surface. Despite grappling with cultural norms and values that reduce them to mere sources of income upon marriage while on the other hand strive to dodge early pregnancies and marriage traps; they are disheartened by lack of sanitary facilities in schools.

It is a sad reality that majority of schoolgirls in the district stay at home, missing classes during their monthly periods due to acute shortages of menstrual hygiene facilities and services.

A ten-day survey by the ‘Daily News’ in the district found out that most schools lack clean water, menstrual sanitary facilities and services – factors that force girls to stay out of schools during menses.

«We have 48 girls enrolled in Standard Seven alone, but a quarter of them go missing in class for four to five days a week due to menstrual related issues,» says Magdaline Singano, a Matron at Nyalwazanja Primary School in Nyamwaga rural area, Geita District.

The same was reported at Lwamgasa Secondary School where five to six girls in one class record absenteeism every day of the week — menstrual challenges being the main factor. «A monthly period is a preventable reason for most of our girls not to attend classes,» said the School’s Matron Ms Atupakisye Megreth.

«Our school lacks permanent menstrual facility kits to offer girls hygiene services,» she said. Nyalwazanja and Lwamgasa schools are among the many schools in Geita that have no reliable water sources within the school compound, with limited toilets to accommodate the needs of schoolgirls.

Nyalwazanja Primary School alone has 662 girls, but has only seven latrine pits that serve all the girls. One pit is being shared by 95 girls. «The pits are not even in good condition,» said the School Matron.

Findings by United Nations Children’s Fund (UNICEF) in 2013, indicate that one in 10 African girls miss school during menses eventually leading to higher school dropout.

The report further says that many school-going girls and women in developing countries such as Tanzania struggle to find appropriate facilities and places to deal with menses.

One Vumilia Spirian, a Standard Six pupil at Ukombozi Primary School is one among the very many girls in the district’s schools, who go through the painful ordeal that comes with the monthly flow, as well as missing classes.

Vumilia has no option but to stay at home for a week when she is in her monthly period. «I normally stay at home to avoid embarrassments at school,» the 13-year old girl said.

Even when at home, Vumilia finds it difficult to use sanitary products to stem her monthly bleeding. «I use substances such as pieces of mattresses or shabby dresses to curb the bleeding,» she narrated with fear amid disgrace.

The same case applies to Susan Adam a form-three student at Lwamgsa Secondary School in Geita District. «I always stay out of school for three to four days just to face out my monthly period… this is because my parents lack money to purchase sanitary towels that I can use while at school.»

The ‘Daily News’ conducted a brief survey on the prices of the disposal sanitary pads and discovered that in most retail shops, in Geita Town, the products range between 1,500/- to 3,500/- per package.

A Baseline Survey report on Schoolgirls Menstrual Hygiene Management, 2014 for 8 districts in Tanzania indicated that most parents said that they would support their children with sanitary products if the prices are lowered to between 500/- and 800/- equivalent to 35 to 40 US cents.

 The report further outlined that 82 per cent of adolescent girls lack sufficient knowledge about their body changes and especially on how they can handle and manage themselves during menstruation.

«This ignorance affects girls who need to be supported and guided during adolescence stage, to rescue them from getting into risk of dropping out of school,» the report read.

According to the Water, Health Education and Sanitation Coordinator in the Ministry of Education, Ms Theresia Kuiwite, it is estimated that a girl student spends up to 60 days at home to serve the five days at the menstrual cycle every-year.

«Use of traditional towels makes girls lose confidence while attending lessons and thus opt to remain at home,» she said during the launch of International Menstrual Hygiene Week last year in Dar es Salaam.

The ‘Daily News’ discovered that some school managements in the District strive to purchase the menstrual products for the girls but fail to carter for the needs of all girls due to limited resources.

«We do receive some 50 to 70 packages of sanitary towels per month… normally budgeted by the school management from the capitation grant, but the products do not carter for the needs of all the girls,» said the matron.

Lwamgasa School has a total of 352 girls. «We also have girls who come from families that cannot afford to purchase sanitary products and in that matter the majority are forced to stay at home,» she said, adding that some opt to drop out of schools for failure to endure the pain of going through the ordeal.

«Lack of water worsens the situation. Our school lacks permanent sources of clean and enough water. Our girls have to search for the precious liquid outside the school compound, a situation that exposes the girls at high risks of drop out,» she narrated.

 Lwamgasa Deputy Principal, Mr Masaguda Bundu said that the school’s dropout rate among girls is higher than that of boys. «The performance of girls in school is also very low compared to boys… this is because girls spend few hours attending classes compared to boys,» he elaborates.

Social taboos

Despite poverty facing majority of families in the district, there are social taboos related to menstruation and a culture of silence among the people in as far as the topic is concerned also haunt schoolgirls.

One Maria Stephano, a mother at Buyagu area in Geita District told the ‘Daily News’ that in Sukuma tribe, it is a taboo for girls, mothers and women to speak about their monthly periods before anybody.

«In our tradition, a girl-child is not allowed to reveal such information (menstrual period) to the family members or anybody else except her mother and if it is possible should be said in secret,» she said.

«Girls are required to protect their personalities and for that matter they are not allowed to reveal to anyone during their monthly periods because it is taboo,» she insisted.

One Noelia Nestory, a female teacher at Lwamgasa Primary School said that social taboos among the people in the area are seriously undermining the girls’ education and opportunities.

«Our schools have girls who cannot totally reveal the information of their monthly periods to the matron or female teachers present…the beliefs in their families prohibit the habit… they simply go missing from schools for days with some disappearing forever because the scenarios deny them self-confidence,» she said.

She called for government to conduct mass campaigns to create awareness on the value of girl-child education in the district. «Having such awareness campaign will help eliminate some of the taboos especially those related to menstruation in order to give girls freedom of expression,» she added.

She advised the government to allocate funds for the purchase of sanitary towels in schools to serve needy girls so that they can stay at school for better performance. «The matter should not be left in the hands of the government alone –we have NGOs and other education activists who visit our school for other missions, they should also support by contributing funds or advocate free distribution of sanitary towels to rural schools,» she disclosed.

Education Logistics Officer of Geita Township Council, Ms Neema Emmanuel confirmed that the area faces challenges of water and sanitation facilities, shortage of toilets pits in most schools to support the girl-child during their monthly periods,» she noted.

 «It is true that availability of water and sanitation still remains a major challenge in some schools but efforts are underway to ensure the majority of schools are equipped with the services,» she said.

She, however, said that every school has special room equipped with emergency menstrual hygiene facilities including sanitary towels to support the need girls. «The head teachers and headmasters of schools allocate funds from the capitation grants every month for the purchase of sanitary towels to support the needy girls,» she noted.

But a Head Teacher of Buyagu Primary School, Mr Juma Bugekere, said the resources from the school’s capitation grants are inadequate to carter for the menstrual products for all the girls in school.

The Baseline Survey report of 2014 conducted in eight districts in Tanzania indicated that 80 per cent of the school committees and teachers had never planned and allocated budget for things such as sanitary towels for emergency.

However, asked for a comment the Education officer for Secondary Schools in Geita Township Council, Mr Ramadhan Khalfan, said the government in collaboration with investors in the district has planned to put up water facilities in all secondary schools.

«Some of the schools have permanent water sources and well equipped rooms with menstrual kits for girls, the only challenge is of lack of enough menstrual facilities and trained personnel to manage the menstrual sanitation among the girls,» he said adding that District Township consists of 10 secondary schools composed of 4,613 girls’ population.

A study report by Tanzania Water and Sanitation Network (TAWASANET) on Improvement of Menstrual Hygiene Management (MHM) in Secondary Schools indicates that framework governing it is still not sufficient.

The report said that poor framework has impacted on the current trend on MHM considerations, «There are no bases of executing MHM issues sufficiently and at acceptable standards,» read part of the report.

Member of Parliament (MP) for Busanda Constituency in Geita District Ms Lorensia Bukwimba said that plans were underway to conduct an awareness programme on menstrual hygiene management in schools situated in the constituency.

«I believe all the challenges facing our girls are due to insufficient knowledge on menstrual hygiene management,» she said, adding that a campaign is scheduled for September this year. She said the programme will focus on enforcing menstrual sanitation trainers equipped with facilities in schools.

«It also aims at creating awareness in the society,» she said.

Fuente: http://allafrica.com/stories/201709020073.html

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La era digital puede contribuir en la alfabetización mundial

Por: TeleSur

Cada 8 de septiembre, se celebra el Día Internacional de la Alfabetización y este año, la Unesco lo hará bajo el lema «La alfabetización en la era digital».

El evento conmemorativo por el Día Internacional de la Alfabetización de este año será en la sede de la Organización de las Naciones Unidas (ONU) para la Educación, la Ciencia y la Cultura (Unesco, por su sigla en inglés) en París, Francia.

El acto servirá para determinar las competencias en lectoescritura que necesitan las personas que utilizan las redes en sociedades cada vez más digitalizadas y aprovechar los recursos de la era digital.

«Las tecnologías digitales están cambiando a un ritmo cada vez más creciente el modo en que las personas viven, trabajan, se instruyen y socializan en todas partes del mundo. Dichas tecnologías ofrecen nuevas posibilidades a las personas para que mejoren en todos los aspectos de su vida, incluido en el acceso a la información», afirma la Unesco a través de su página web.

Todavía existen 750 millones de adultos no alfabetizados

La Unesco, a pesar de los logros alcanzados y de las oportunidades que puede brindar la era digital para sus propósitos, indicó que unos 750 millones de adultos y 264 millones de niños no han sido alfabetizados y carecen de competencias básicas en lectoescritura.

«Estas nuevas tecnologías brindan nuevas y amplias oportunidades para mejorar nuestra vida y conectarnos a escala mundial, pero también pueden marginar a quienes carecen de las competencias esenciales, como la alfabetización», expresó Irina Bokova, directora general de la Unesco.

Según el reciente informe de Seguimiento de la Educación en el Mundo (GEM) de la Unesco, un 12 por ciento de niños en América Latina se prevé que nunca se matricule en el sistema educativo, siendo el porcentaje más bajo en comparación con Asia central (19 por ciento), Asia meridional (62 por ciento) y África subsahariana (45 por ciento).

Programa de alfabetización «Yo sí puedo»

El 28 de marzo en 2001, el presidente de Cuba en aquel momento, comandante Fidel Castro, dio la orden de emplear un programa de alfabetización llamado «Yo sí puedo», a través de una cartilla que combinaría números y letras para enseñar a leer y a escribir a personas adultas mediante el uso de recursos audiovisuales.

El principal objetivo de este programa es la inserción activa de los participantes en el ámbito social, económico y política de la comunidad en donde viven. Los resultados han sido altamente positivos y es descrito como un método económico, muy flexible, sin exclusiones y puede adaptarse a cualquier comunidad o país.

Algunos de los países que han participado en esta campaña de alfabetización son: Venezuela, Bolivia, México, Argentina, Ecuador, Perú, Honduras, Nicaragua, República Dominicana, Granada, Brasil, Nueva Zelanda, Mozambique, Guinea Bissau, Colombia, El Salvador, Uruguay, Guatemala y Sant Kitts y Nevis.

En 2003, Venezuela creó un sistema educativo denominado Misión Robinson, con el propósito de alfabetizar a más de un millón de personas. Esta iniciativa logró que, en 2005, se declarara a esta nación como territorio libre de analfabetismo y recibiera el reconocimiento de la Unesco.

Por su parte, Bolivia inició el método «Yo sí puedo» en 2006 y continuó con el programa «Yo sí puedo seguir», ambos proyectos enfocados en la educación básica. En 2008, fue declarada como territorio libre de analfabetismo.

Asimismo, los últimos datos de que tiene el Instituto de Estadística de la Unesco (IEU) indican que las cifras de personas que no saben leer ni escribir en algunos países de Latinoamérica son: en Argentina: 621.457 (2015), en Brasil: 13.043.857 (2014), en Chile: 26.452 (2013), en Colombia: 2.101.738 (2015), en Ecuador: 657.586 (2016), en El Salvador: 539.212 (2015), en Guatemala: 1.880.427 (2014), en Honduras: 621.870 (2016), en México: 5.055.690 (2015), Perú: 1.342.371 (2016) y en Uruguay: 39.784 (2015).

Según datos oficiales aportados por el IEU, en países latinoamericanos y caribeños, todavía existe un nueve por ciento de población mayor de 15 años y más en condición de analfabetismo.

Fuente: https://www.telesurtv.net/news/La-era-digital-puede-contribuir-en-la-alfabetizacion-mundial-20170906-0071.html

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Emiratos Árabes: Unidos celebra simposio sobre lucha contra el terrorismo y educación

Emiratos Árabes/11 de Septiembre de 2017/Enlace Judío

El acontecimiento es parte de una lucha más grande conducida por los Emiratos Árabes Unidos para utilizar la educación y la mensajería religiosa como manera de hacer frente al terrorismo en la región y el mundo.

l Centro de Estudios e Investigaciones Estratégicas de Emiratos organizó el miércoles un simposio en Abu Dhabi dedicado a enfrentar las amenazas del extremismo y el terrorismo.

A la luz de los peligrosos desarrollos del extremismo y el terrorismo, las contramedidas de seguridad por sí solas ya no son suficientes para erradicar estas atrocidades“, dijo el ECSSR en un comunicado de prensa.

El evento es parte de una lucha más grande liderada por los Emiratos Árabes Unidos para usar la educación y la mensajería religiosa como una manera de enfrentar el terrorismo en la región y el mundo. Tiene importantes ramificaciones porque esta lucha ha llevado a los Emiratos Árabes Unidos y aliados como Arabia Saudita y Egipto a confrontar a Qatar por las acusaciones de que apoya a Hamás y Hezbolá.

Durante el evento del ECSSR, Hussein bin Ibrahim Al Hammadi, ministro de educación de los EAU, dijo que es importante para el sistema educativo tomar una posición decisiva contra los grupos extremistas.

Es evidente que los valores, las actitudes y las ideas contenidas en todas las etapas del sistema educativo de cualquier sociedad modelan el futuro de esta sociedad y determinan su posición en el mundo”, dijo, añadiendo que esto es importante en todo el mundo árabe. Esto se refiere especialmente a los “planes de estudios sobre la religión, para librarlos de las impurezas del extremismo y el terrorismo“, dijo.

Según los tweets y citas publicadas por los organizadores, el director general de ECSSR señaló que la región se enfrenta a retos particulares debido a los rápidos acontecimientos de hoy.

Aunque el simposio no lo mencionó específicamente, los grupos extremistas, como ISIS, han utilizado los medios sociales y la tecnología para llegar a audiencias globales. Ellos construyeron sobre lo que Al-Qaeda logró en los años 90, pionero en la distribución de materiales de propaganda e influenciando a los jóvenes.

Nuestra nación árabe y el mundo entero están pasando por momentos difíciles“, dijo el doctor Tarek Shawki, ministro egipcio de Educación y Educación Técnica, en el simposio.

Frente al desafío del “terrorismo y el extremismo”, instó a “la educación apropiada de nuestros niños y proporcionarles una educación innovadora que ponga fin a estos fenómenos de una vez por todas“.

El ministro de educación de Bahrein, el doctor Majed bin Ali Al-Nuaimi, hizo referencia a la primavera árabe de 2011 como un punto de inflexión, después de lo cual las amenazas terroristas y extremistas “se han tratado de manera estratégica”.

Otros oradores discutieron la importancia de promover la convivencia y la necesidad de incluir el papel de la mujer en la familia y en la sociedad.

El Dr. Khalif al-Suwaida de la UAE University dijo que los profesores de historia deberían reducir la concentración en el conflicto y enfatizar la cultura y la civilización. “Las clases de historia necesitan ser purgadas de las impurezas que pretenden reducir la historia de toda la nación árabe a batallas, guerras y golpes de Estado“.

La única mujer que habló, la Dra. Karima al-Mazroui, directora ejecutiva del Consejo de Educación de Abu Dhabi, afirmó que los extremistas habían explotado materiales educativos para reclutarlos. “Los grupos extremistas han aprovechado el sistema educativo para reclutar seguidores intentando atraer a profesores leales, produciendo el currículo que apoya sus ideologías“.

A pesar de que los oradores hicieron hincapié principalmente en amplias generalizaciones tales como “pasar de la cantidad a la calidad” y el refrán constante de oponerse al “extremismo”, al tiempo que promueven la tolerancia y la moderación, el mensaje general del simposio es parte de una lucha cultural más amplia en la región para enfrentar el terrorismo. Países como los Emiratos Árabes Unidos y Egipto han desempeñado un papel clave en los últimos años en reconocer que la educación es clave junto con la normalización de los mensajes religiosos.

Esto vino después de que grupos yihadistas, como ISIS y al-Qaida, pudieron influir en una generación en la región, así como después de que la Hermandad Musulmana ganara las elecciones en Egipto en 2012.

Los Emiratos Árabes Unidos y, en particular, sus funcionarios del Ministerio de Asuntos Exteriores han estado alentando a los países occidentales a enfrentarse a grupos como la Hermandad Musulmana y también a la financiación y acogida de lo que ellos llaman “extremistas”. Esto incluye una ruptura en las relaciones diplomáticas con Qatar,  y acusaciones de que apoya a grupos terroristas como Hamás.

La terminología es importante para estos estados.

Richard Stengel, que actuó como subsecretario de Estado para la diplomacia pública y los asuntos públicos, señaló en febrero de 2017 que la administración Obama eligió el término “extremismo violento” en vez de terrorismo islámico después de las consultas. “Nuestros aliados islámicos, los jordanos, los emiratos, los egipcios, los saudíes creían que el término [“islamista”] injustamente vilipendiaba a toda una religión”.

Usar la religión para enfrentar el extremismo es un aspecto clave de lo que se destacó en el simposio.

Los presentadores hablaron sobre la necesidad de promover el “verdadero Islam” y eliminar los currículos de “impurezas” mediante la construcción de fuertes sociedades nacionalistas.

El reconocimiento por parte de estos educadores líderes es que los sistemas estatales, que tienden a adaptarse lentamente, necesitan reconocer cómo los grupos terroristas tuvieron tanto éxito en el pasado para obtener avances en la educación.

Fuente: https://www.enlacejudio.com/2017/09/07/emiratos-arabes-unidos-celebra-simposio-lucha-contra-terrorismo-educacion/

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Schools in Parts of Cameroon Remain Shut

Cameroon/September 11, 2017/Allafrica

Resumen: Millones de escolares no han aparecido para el comienzo del año escolar en las regiones de habla inglesa de Camerún, incluso después de que el gobierno liberó a la mayoría de los líderes encarcelados de las protestas anglófonas.

 Millions of school children have failed to show up for the start of the school year in Cameroon’s English speaking regions, even after the government freed most of the jailed leaders of anglophone protests.

A teacher at Ntamulung bilingual high school in Bamenda, Cameroon, is teaching 20 children who have shown up on day one of the school year. At least 70 were expected in the classroom.

Schools have been closed in the English-speaking northwest and southwest regions of Cameroon since November last year when lawyers and teachers called for a strike to stop what they described as the overbearing influence of French. After strike leaders were arrested, pressure groups called for their immediate and unconditional release before resuming classes.

Last week, 55 of the 75 anglophone protesters were released and their charges in a military tribunal dropped.

Analysts said it was an important concession to the strikers’ demands that could open the way to renewed talks to the end the crisis.

But separatist groups are asking for Cameroon President Paul Biya to release another 20 people, to call back those who escaped into exile, and to recall 5,000 soldiers deployed to the English-speaking regions before dialogue can begin.

 Journalist Finnian Tim, who was released from jail after seven months, says the detainees wish to see schools reopen.

«We were pleading with our brothers to stop whatever thing they were doing, because what they were doing, like ghost towns, was not helping us in any way. We are pleading with them to instead stop. Schools can go on for me. My children have stayed home. I paid fees last year for close to 1,300,000 francs (about $2,000 US dollars) for all children I sponsor in school. It went like that, so why should I tell my children to stay home again?» he asked.

The government sent senior officials to the anglophone regions to convince parents to send their children to school. The Secretary of State in the Ministry of Industries, Mines and Technological Development, Fuh Calistus Gentry, visited northwestern Cameroon.

«The state can not sit and fold its hands and see people being prevented from going to school, such a state becomes an irresponsible state in the eyes of the world community,» Gentry said. «If you prevent someone from going to school, it can not be accepted.»

President Biya has announced reforms in response to the strike, like a new common law division at the Supreme Court, the creation of English departments at the country’s school of magistracy and the appointment of the first anglophone to head the judicial bench of the Supreme Court. But he has said that he will engage in no dialogue that threatens national unity.

 Fuente: http://allafrica.com/stories/201709050158.html
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Senegal: las últimas elecciones en el lugar de trabajo cambian el panorama del sindicalismo en el sector de la educación.

Por: Internacional de la Educación 

Las primeras elecciones representativas en el sector de la educación de Senegal, en las que uno de cada diez sindicatos fue declarado representativo, ha creado un panorama sindical único y ha promovido nuevas alianzas.

Acelerar el trabajo sindical destinado a lograr la unidad

Estas elecciones se celebraron con el fin de determinar la representatividad de muchos sindicatos senegaleses de docentes.

Una de las cuatro afiliadas de la Internacional de la Educación (IE), la Union Démocratique des Enseignantes et des Enseignants du Sénégal (UDEN), superó el umbral del 10 por ciento y fue reconocida como sindicato representativo en las primeras elecciones representativas celebradas en el sector de la educación en Senegal el 26 de abril. Por lo tanto, la UDEN puede asistir a las reuniones de consulta oficiales celebradas con el ministerio.

Dado que el número de docentes subcontratados/as ha superado gradualmente el número de docentes contratados/as por el Estado durante los últimos 20 años, esta situación se reflejó en los resultados de la elección. Los sindicatos que obtuvieron los mejores resultados, tanto en educación primaria como secundaria, son sindicatos que reúnen a docentes subcontratados/as.

Estos resultados han sorprendido a los sindicatos senegaleses, que se han visto obligados a revisar su estrategia y su hoja de ruta para su labor destinada a lograr la unidad. Por el momento, los marcos unitarios amplios no parecen haber sobrevivido las elecciones, y parece que acecha una agrupación de sindicatos no representativos, así como trabajo conjunto regular realizado por sindicatos representativos.

Ante estos riesgos de división, las cinco afiliadas de la IE han decidido acelerar su cooperación dentro de laUnion Syndicale pour une Education de Qualité (USEQ) a fin de fusionarse a largo plazo.

*Fuente: https://www.ei-ie.org/spa/detail/15342/senegal-las-%C3%BAltimas-elecciones-en-el-lugar-de-trabajo-cambian-el-panorama-del-sindicalismo-en-el-sector-de-la-educaci%C3%B3n

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Kenia: Private universities reject State-sponsored learners

Kenia / 09 de septiembre de 2017 / Por: PETER MBURU y LINET AMULI / Fuente: http://www.nation.co.ke

Private universities have turned away many government-sponsored students, citing poor funding.

Students admitted for courses such as law, pharmacy and clinical medicine were told to go back home when they reported for admission.

The problem has been reported in at least 28 universities.

The institutions referred the affected students back to the Kenya Universities and Colleges Central Placement Service.

At Kabarak University, tens of parents protested outside the main campus gate when the learners were denied admission.

SPONSORSHIP

The students were placed in the institutions by KUCCPS on a government-sponsorship basis after surpassing the cut-off points for the courses in the Kenya Certificate of Secondary Education examination.

“We were told that the government paid Sh70,000 yet a course like medicine requires more than Sh200,000 per student. We fail to understand why KUCCPS placed our children here if it knew fees would not be paid,” Mr Edwin Sitienei complained.

KUCCPS chief executive John Muraguri admitted that the universities referred the students to the agency, adding that the matter was being addressed.

“What the universities did was in order, considering the circumstances, because they expected the government to increase funding for the students,” Mr Muraguri said.

FUNDING

The CEO added that the students had been placed in the institutions but funding affected the programme.

“We have communicated with the affected students and asked them to apply for other courses offered by public universities. We will place them once an agreement is reached,” Mr Muraguri said.

Angry parents, however, blamed KUCCPS for the turn of events and threatened to storm its city offices if their concerns were not addressed.

“It is very painful because some of us have sold land and other properties to bring our children here. Now we are being told to pay what we cannot afford,” Mr David Kurgat said.

ADMISSION

His son, who scored an A- in the KCSE examination, and was placed at the university to study pharmacy.

Mr Kurgat said his son had applied for admission to a public university but was placed at Kabarak.

Vice-Chancellor Henry Kiplagat said the university had addressed the matter with the KUCCPS.

“We have already admitted more than 1,200 government-sponsored students successfully.

For those affected, the matter is being handled by KUCCPS,” Dr Kiplagat said.

Fuente noticia: http://www.nation.co.ke/news/education/Private-universities-reject-State-sponsored-learners-/2643604-4085288-1m2e67z/index.html

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África/Whose record is it anyway? Musical ‘crate digging’ across Africa

África/Nigeria/Septiembre del 2017/Noticias/https://theconversation.com/

Legendary UK Radio DJ, the late John Peel used to play Zimbabwe’s The Bhundu Boys on his shows. A lot. Throughout the mid-80s, their jit-jivewould appear alongside Mancunians The Fall’s post-punk and Einstürzende Neubauten’s German industrial noise.

If Peel liked a band, he really championed them. And he really loved The Bhundu Boys. Peel was in tears the first time he saw them play live. The Bhundu Boys got their name from young guerrillas who supported the liberation army that fought for Zimbabwean independence. Between 1981 and 1984 they had four number ones on the local hit parade.

Touring the UK in 1986, they became stars of a new “World Music” scene. The term had been dreamt up by DJs like Charlie Gillett

The Bhundus didn’t feature on this tape but they became stalwarts of a scene in the UK that included African stars like Nigerian Sunny Adé, Zimbabwean Thomas Mapfumo and Youssou N’Dour from Senegal. This “scene” lies on a continuum of Western consumption of African music from 1960s’ exotica to the contemporary trend for African reissue vinyl and its attendant compilation culture.

This continuum has been lying on the margins of Western music consumption since the early 1960s, when Herb Alpert’s Tijuana Brass Sounds brought (what was marketed as) the music of Mexico to urban American and the UK. Arguably the first of many Western producers/musicians to export sounds and rework them for a domestic market, exotica was an early example of the culture of listening to music from “somewhere else”.

As producers, musicians and labels have had more access to old vinyl and to new digital technology, the opportunities of reissues and compilations have proliferated. And so the sounds of Ethiopian jazz, of Nigeria in the 1970s and of Mali’s Griot culture have become staples in a reinvigorated “World Music” culture reliant on reissue and compilation.

 

Nigeria’s King Sunny Ade & His African Beats performing ‘Me Le Se’.

Addiction, compulsion, obscurity and desire pepper this continuum, which has, at its centre, discomforting tensions around neo-colonialism and control. A fascinating podcast by the radio programme Afropop Worldwide has suggested that the latest urge to buy up African vinyl and to compile generically and geographically determined compilations is yet one more (white) western scramble for Africa. Are reissue labels like StrutAnalog Africa and Luaka Bop guilty of such a scramble? Or does this story have a number of different plot lines, not all of them hitched to neo-colonial narratives?

Space-disco musician

The trend in reissues manifested for me in the face of Nigerian space-disco musician, William Onyeabor, which appeared on my Twitter timeline a couple of years ago. Everyone I followed was raving about him. I clicked, listened and downloaded. Then I saw a documentaryabout him and wrote an academic piece that riffed off the idea of “raiders”. I linked the craze for Onyeabor to the phenomenon around the film “Searching for Sugarman”, which focused on the “missing” 70s folk rocker, Sixto Rodriguez.

Fuente:

https://theconversation.com/whose-record-is-it-anyway-musical-crate-digging-across-africa-83458

Imagen https://lh3.googleusercontent.com/7w5_2s_kXk-PdvGF84M0xIFCSx2f93LYaoqfG_ILc69h4LLqKesR9LCqEFQVD8pAJ6tShA=s85

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