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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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The Liberian Government’s school privatisation program exposed

Africa/Liberia/PrensaIE

Resumen: Una copia filtrada del informe gubernamental encargado de investigar el programa de Escuelas de Colaboración para Liberia ha concluido que no puede funcionar «con presupuestos sostenibles y niveles de personal y sin efectos secundarios negativos en otras escuelas». El borrador confidencial del borrador, publicado en una publicación de Liberia , también encontró que el primer año de las escuelas de asociación para Liberia (PSL) «no era tan rentable como otros programas en países en desarrollo evaluados». El costo a largo plazo del programa «sigue siendo alto en comparación con los programas que producen efectos comparables en otros lugares», entre ellos Ghana y Kenya. «La subcontratación de nuestro deber más sagrado a compañías de educación sin fines de lucro como Bridge ha sido expuesto como un experimento privado muy costoso», dijo Fred van Leeuwen, secretario general de Educación Internacional (EI).

En enero de 2016, en un movimiento polémico, el Gobierno de Liberia anunció su intención de externalizar su sistema de educación primaria y preescolar a un actor corporativo con fines de lucro con sede en Estados Unidos, Bridge International Academies (BIA). Tras una considerable oposición a esta medida sin precedentes, el Gobierno concibió el programa PSL, en el que ocho actores operarían 93 escuelas en el primer año. El Ministerio de Educación, bajo la dirección del Ministro de Educación, George Werner, decidió aumentar el número de escuelas a 202 en el proceso, a pesar de que el PSL estaría sujeto a una evaluación rigurosa a través de un ensayo controlado aleatorio (RCT) el segundo año del proyecto. «Las conclusiones negativas de este informe pueden explicar la prisa del ministro para ampliar el programa de privatización, más que duplicarlo, seis meses en el» juicio «y antes de la publicación del informe contrario a las garantías de que no lo haría», dijo Mary Mulbah, Presidenta de la Asociación Nacional de Docentes de Liberia (NTAL). El informe muestra que cualquier mejora en los resultados de los estudiantes se logró gracias al aumento de la financiación entre 100 y 2.000 por ciento más que las escuelas públicas, incluyendo un 37 por ciento más de maestros.


A leaked copy of the Government commissioned report investigating the Partnership Schools for Liberia programme has concluded that it cannot work “with sustainable budgets and staffing levels, and without negative side effects on other schools.”

The confidential draft summary, released in a Liberian publication, also found that the first year of the Partnership Schools for Liberia (PSL) “was not as cost-effective as other programs in developing countries evaluated”. The long-term cost of the programme “remains high compared to programs yielding comparable effects elsewhere”, including Ghana and Kenya.

“Outsourcing our most sacred duty to unaccountable for-profit education companies like Bridge has been exposed as a very costly private experiment” said Fred van Leeuwen, General secretary, Education International (EI).

In January 2016, in a controversial move, the Government of Liberia announced its intention to outsource its primary and pre-primary education system to a US-based for-profit corporate actor, Bridge International Academies (BIA). Following considerable opposition to this unprecedented move the Government conceived the PSL program, where eight actors would operate 93 schools in the first year.

Despite claiming that PSL would be subject to a rigorous evaluation through a Randomized Control Trial (RCT), six months into the trial, the Ministry of Education, under the leadership of Education Minister George Werner, decided to increase the number of schools to 202 in the project’s second year.

“The negative findings of this report may explain the minister’s rush to expand the privatisation program, by more than doubling it, six months into the ‘trial’ and prior to the release of the report contrary to assurances that he would not do so” said Mary Mulbah, President of the National Teachers Association of Liberia (NTAL).

The report shows that any improvements in student outcomes were achieved on the back of increased funding ranging between 100 to 2,000 percent more than public schools, including 37 percent more teachers.

“What is most disturbing is that in many instances the improved student outcomes were achieved by pushing out students from schools on the “trial” denying children access to their local schools. In some cases this has  resulted in children being left out of school” added Mulbah.

Bridge International Academies, the government’s preferred private operator, is the subject of particular criticism in the report.

As one of eight actors participating in the pilot program, Bridge International Academies was desperate to show that its model for school management is the future of education. Unfortunately for Bridge, the facts and figures are in and it doesn’t look good for the company bankrolled by the likes of Pearson, the World Bank, DfID, Bill Gates and Facebook’s Mark Zuckerberg.

The report, detailing the progress of the PSL, pulls few punches when taking a closer look at Bridge’s financial operations, behaviour and lack of sustainability.

Under the PSL, the Liberian Government matches its investment per pupil, which is currently $50 USD, and hands it over to the private contractor to independently manage its public schools to see if this model presents a sustainable method to improving its education system. However, when it comes to Bridge the numbers just don’t add up.

According to the report, Bridge has spent an average of $1,052 USD per pupil, shattering any possibility that its own financial model is sustainable. With its billionaire funders footing the bill, Bridge has gone to any length to try and convince the public that it has the answer to quality education.  Yet, compared to other providers, student gains at Bridge managed schools were not as cost effective.

Bridge also saw a decrease in enrolments. When it came to ensuring education for all students, Bridge found a way to skirt the rules. Not having to abide by the same contractual obligations as the other pilot participants, Bridge quickly moved to cap class sizes in its schools, pushing out thousands of students. In addition to pushing out students, Bridge also purged 74 percent of existing teachers from classrooms.

This behaviour, all under the supervision of Education Minister Werner, reveals the desperate unethical measures that Bridge is prepared to undertake in order to sell its failed ideology to unsuspecting students, parents and business partners.

The government report vindicates the demand of National Teachers’ Association of Liberia (NTAL) and civil society organisations that the government immediately abandon the PSL program.

The study has shown that Liberia must look within to improve its education system rather than selling it off to highest bidder who does not have free, quality public education at its core. If sustainability and a quality education system that serves all children is the goal, then Minister Werner and Bridge have failed its most important test.

Fuente: https://www.ei-ie.org/en/detail/15334/the-liberian-governments-school-privatisation-program-exposed

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Millions of children miss school because of war and drought in East Africa

Africa/Septiembre de 2017/Fuente: Norwegian Refugee Council

Resumen: Decidimos huir de Burundi porque había guerra. Echo de menos la escuela donde estaba estudiando en Burundi. Tenía suficientes materiales: zapatos y ropa, bolígrafos, goma de borrar y una bolsa de escuela «, dice Nyongere, de diez años, en el campamento de refugiados de Nduta, en Tanzania. Pero este año no tiene escuela para asistir. Con la guerra y la sequía golpeando a varios países del este de África, millones de niños como Nyongere que huyeron de sus hogares están abarrotados en los campamentos con pocas escuelas, y poca oportunidad para una educación. La falta de educación para los niños desplazados podría crear una generación perdida», dice Gabriella Waaijman, Directora Regional del Consejo Noruego para los Refugiados. «Mañana es el Día Internacional de la Alfabetización, y los niños tienen derecho a ir a la escuela. La educación puede salvar la vida de los niños durante las emergencias. Las escuelas proporcionan a los niños un lugar seguro, construyen estructuras sociales protectoras, enseñan conocimientos esenciales para la supervivencia y salvaguardan el futuro de los niños y las comunidades.

“We decided to flee Burundi because there was war. I miss the school where I was studying in Burundi. I had enough materials: shoes and clothes, pens, eraser and a school bag,” says ten-year-old Nyongere at Nduta refugee camp in Tanzania. But this year he has no school to attend.

With war and drought hitting several East African countries, millions of children like Nyongere that fled their homes are crammed into camps with few schools, and little chance for an education.

“The lack of education for displaced children could create a lost generation,” says Gabriella Waaijman, Regional Director for the Norwegian Refugee Council. “Tomorrow is International Literacy Day, and children have the right to go to school. Education can save children’s lives during emergencies. Schools provide children a secure location, they build protective social structures, they teach essential knowledge for survival, and they safeguard the futures of children and communities.”

Many children remain stuck in refugee camps for years, wishing that they could go to school. In the Kigoma district camps in Tanzania, some classes are held under trees, and the number of students in each class can be as high as 200. About half of 318,000 Burundian and Congolese refugees in Tanzania living in refugee camps are children. Only 65 percent of primary, and three percent of secondary students are in school.

In South Sudan 2.2 million children are out of school due to conflict in several regions. The country has the highest proportion of children out of school globally, with over 70% of children not getting an education. Over one third of all schools have been damaged or destroyed during the conflict.

In Somalia, over two decades of conflict meant that access to basic education was among the world’s lowest. This was worsened by the current drought which caused 766,000 people to flee their homes, imperilling the little but hard-won progress in education. 1.7 million children of school age are not in school, and 30 percent of children complete four years of schooling without learning basic elementary skills.

In Uganda, there are now over one million refugees from South Sudan, and more than half are children. 40% of 6-13 year olds are not enrolled in primary school; and 80% of secondary school-aged young people are not enrolled in secondary education. Each teacher has up to 128 children in their class.
In Kenya, 588,000 school age children need emergency education assistance due to the drought crisis. Over 1,200 schools do not have access to safe drinking water. Only seven percent of funding needs for emergency education have been met.

With the East African drought crisis, education receives far less funding than other emergency programmes. Out of the $970 million in funding committed to the drought crisis in Ethiopia, Kenya, and Somalia, only $16.5 million is for education projects, only 1.7 percent of total funds. Education funding for other crises in the region is also far below the need. The international aid community agreed in 2015 that four percent of humanitarian aid should go to education, but that target has not been reached for any country in the region. Among areas of humanitarian need, education is funded the least. This leaves a huge funding shortfall.

Education is lifesaving for displaced children. School attendance can keep children from joining armed groups. Lifesaving awareness on landmines and unexploded bombs can be taught in school. Without hygiene knowledge that children can learn in school, some refugee children can die of disease. Schools for refugees often provide lunches, reducing child malnutrition and vulnerability to disease.

“Everyone agrees on the importance of education, especially for children affected by conflict. Therefore, it is incomprehensible and unjustifiable that so little funding is provided for education for children in emergencies,” said Waaijman.

With more children fleeing their homes and with little humanitarian funding for schools, East Africa faces an education crisis. The Norwegian Refugee Council calls on the international community and donors to live up to commitments they made previously, asking them to ensure that education plays its role in alleviating humanitarian crises. More funding should be committed for the education response for the multiple crises in East Africa.

Fuente: https://www.nrc.no/news/2017/millions-of-children-miss-school-due-to-war-and-drought-in-east-africa/

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