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La guerra sin cuartel contra el VIH en África: retos y esperanzas

agosto 4, 2018agosto 4, 2018Noticias

Redacción: Prensa Latina

La esperanza de vida en Etiopía alcanzó en 2017 los 66 años, de 49 en 1992, evidencia de un cambio en África debido, en gran parte, al éxito en la lucha contra el VIH/SIDA, consideraron hoy expertos.

De acuerdo con análisis elaborados sobre el tema, como Ruanda, este país se encuentra entre los territorios africanos donde los índices en sentido general mejoraron en la última década, aunque los observadores destacan la necesidad de no cegarse ante las estadísticas, pues aún queda mucho por hacer.

Algunos datos pudieran ser alentadores: en todo el mundo el índice de esperanza de vida aumentó en las últimas décadas, pasando de 66 en 1992 a 72 en 2016, cuando el Banco Mundial publicó por última vez datos demográficos del planeta.

Pero el llamado continente negro superó al resto del orbe, con una esperanza de vida general que aumentó de 50 a 60.

Cuando murió el sudafricano Nkosi Johnson, la medicación antirretroviral que controla el Virus de Inmunodeficiencia Humana (VIH), causante del SIDA, era escasa y demasiado costosa para todos, salvo para los más ricos, recordó el investigador del Centro de Estudios Estratégicos, Desta Gebrehiwot.

Nadie articuló la tragedia de la epidemia tan poderosamente como Johnson; tenía solo 11 años cuando habló en la conferencia internacional en Durban en 2000, con un rostro visiblemente transformado por la afección, detalló.

Sin embargo, en un breve discurso logró humanizar una enfermedad que aterraba demasiado a muchas personas como para enfrentar y galvanizar un nuevo esfuerzo internacional para vencerla.

El pequeño falleció cuando la epidemia en el África subsahariana todavía estaba en su apogeo. En la década anterior a su deceso, la afección redujo la esperanza de vida en algunos países de la región entre 10 y 15 años, según los expertos de la Organización Mundial de la Salud (OMS).

No obstante esos logros prometedores, muchos de los Estados del área permanecen enraizados en la parte inferior de las tablas globales que miden el acceso a servicios de salud, agua potable y educación gratuita.

En 2015, cerca del 70 por ciento de los 37 millones de personas infectadas vivían en el África subsahariana. A diferencia de las infecciones en Europa, el principal modo de transmisión aquí es a través de relaciones heterosexuales y la incidencia de infecciones nuevas es mayor en mujeres que en hombres.

Los científicos insisten en que si se comienza el tratamiento antirretroviral de por vida en la etapa temprana, la esperanza de vida es casi igual a la de un ser humano no infectado.

Durante los últimos 15 años se han hecho enormes aportes en la reducción de los patrones, pero la muerte asociada al SIDA sigue siendo más frecuente en hombres que en mujeres.

Hay una tarea muy importante pero aún más complicada que es la de enfrentarse a las normas de género perjudiciales que aumentan los riesgos para la salud tanto en un sexo como en otro, indicó a Prensa Latina Seid Mehammed, un trabajador de ayuda de una organización sanitaria no gubernamental con sede en Addis Abeba.

Respecto a las féminas, se suele abordar a través de programas de empoderamiento y educación. Sin embargo, en el África subsahariana, solo ha habido esfuerzos aislados para incorporar en las normas masculinas la idea de que necesitar apoyo no es incompatible con la identidad, agregó.

La incorporación de programas sanitarios en las regiones con alta prevalencia del VIH podría ser una solución con la que todos saldrían ganando. Menos hombres morirían a causa del SIDA y menos mujeres contraerían la enfermedad, refirió.

Algunos estudios corroboran que en África vive apenas una décima parte de la población mundial, mientras se dan nueve de cada 10 casos de nueva infección del VIH.

El 83 por ciento del total de muertes ocurre en este continente, donde la enfermedad mató 10 veces a más personas que la guerra, precisó un informe de Naciones Unidas de 2016.

En nueve países del África subsahariana, más del 10 por ciento de la población adulta tiene el VIH. En Botswana, Namibia, Swazilandia y Zimbabwe, del 20 al 26 por ciento de los habitantes entre 15 y 49 años de edad contrajo el virus.

Se observó que el número de fallecimientos relacionados con el SIDA aumenta de forma pronunciada en Oriente Próximo y el norte de África, en un 66 por ciento; tan solo tres países, Nigeria, Sudáfrica y Uganda, suman el 48 por ciento de todas las infecciones por VIH nuevas, a consideración del Informe de déficits y diferencias de ONUSIDA.

Se calcula que la prevalencia es 28 veces mayor entre los usuarios de drogas inyectables, 12 veces mayor entre los trabajadores del sexo y hasta 49 veces mayor en las mujeres transgénero que en el resto de la población adulta.

En África subsahariana una de cada cuatro infecciones se produce en chicas jóvenes. En la mencionada pesquisa se examinan los motivos por los que determinadas poblaciones aún no tienen acceso a los servicios de tratamiento y se destaca la necesidad urgente de dar respuesta a sus necesidades particulares.

‘Nunca se logrará acabar con el SIDA si no se anteponen los intereses de las personas, si no se garantiza que a quienes afecta esta epidemia forman parte de un nuevo movimiento’, concluyó Mehammed.

Fuente: http://www.prensa-latina.cu/index.php?o=rn&id=200403&SEO=la-guerra-sin-cuartel-contra-el-vih-en-africa-retos-y-esperanzas

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Rwanda: ‘Smart Classrooms’ a Top Priority – Government

abril 23, 2018abril 23, 2018Noticias

África/ Rwanda/ 23.04.2018 / By Jean d’Amour Mbonyinshuti/ From: All África.

Equipping secondary schools with ‘smart classrooms’ remains a government priority in education sector and there is optimism that all public schools will have been connected by 2020, according to Rwanda Education Board (REB).

The aim of smart classrooms is to incorporate ICT into various aspects of the country’s education system and revolutionarise teaching and learning systems, said Dr Irénée Ndayambaje, the director general of REB.

The policy seeks to integrate technology in all education processes such as preparation, delivery of lessons, assessments, research among others.

Ndayambaje said the aim is to have all 1,500 schools equipped with smart classrooms but so far only 645 schools are equipped countrywide.

He was speaking on Wednesday in Kigali during a training session for teachers on the use of ICT in schools.

A smart classroom should be equipped with computers connected to the internet with a screen projector among other aspects, officials said.

Ndayambaje said the Ministry of Education is working with other ministries such as the Ministry of Infrastructure to avail electricity and solar energy adopted in areas which are yet to get on-grid electricity.

He said that smart classrooms will bring about positive change both for teachers and learners as the latter would get a wide range of resources, while the former would be taught using a wide range of resources other than using a single book.

He urged the teachers to put into good use the acquired hands-on skills to impart such skills to their colleagues in their respective schools.

«You have acquired hands-on skills from the training and you are expected to impart them to other teachers, you are advised to let us know any challenges you encounter,» he added

In 2014, the Ministry of Education entered a partnership with Microsoft Corporation that seeks to incorporate information and communication technology into various aspects of the country’s education sector.

From: http://allafrica.com/stories/201804200017.htm

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UNICEF: How inclusive education works for children with disabilities in Rwanda

abril 7, 2018abril 7, 2018Noticias

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

abril 7, 2018abril 3, 2018Noticias

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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¿What first phase of quality education campaign achieved?

marzo 7, 2018marzo 7, 2018Noticias

Por: www.newtimes.co.rw/07-03-2018

Offices at the Ministry of Education were closed early last month as top officials in the Ministry, and all affiliated institutions, embarked on a tour to assess the quality of education in over 600 schools including primary, secondary, university, as well as technical and vocational education and training institutions (TVET).

Dubbed “Quality Education Enhancement Awareness Campaign”, it was the first countrywide campaign organised by the Ministry, unlike the regular inspection and visits made by officials to various schools.

Some students at TTC Kanama listening to education officials during the campaign. /Jean d’Amour Mbonyinshuti

Education officials had some hours each day to tour at least two schools. They visited classrooms, dormitories, laboratories, kitchens and even checked the hygiene status of the facilities.

Later, officials sat with the school management teams to discuss issues pertaining quality education and, management. They discussed the challenges they face and what can be done to boost quality education.

Issues discussed were the growing number of school dropouts and high repetition rates which could result in results in poor completion rates, use of drugs and unwanted pregnancies, among others.

According to 2015 figures from the Ministry of Education, school dropout rates stood at 5.7 per cent, 6.5 per cent and 2.5 per cent in primary, and lower and upper secondary respectively. The repetition rate was 18.4 per cent, 11.6 per cent and 6 per cent respectively.

The Ministry of Health also reported that 17,444 teenage pregnancies were reported in 2016 alone which affected transition and completion rates.

The campaign was expected to progressively lead to the enhancement of the quality of education by reducing school dropout and class repetition rates.

It also sought to improve the quality of school management and leadership, raise pupil awareness on the effects of drug abuse, improve school hygiene and sanitation among all education stakeholders.

Schools will be ranked based on a standard checklist and inspection criteria and findings by officials.

How important is it?

According to school managers, teachers and parents, the campaign was long overdue as it brought them closer to officials in the education sector at the national level to discuss the challenges hindering quality education and, helped them understand the role each should play.

Denis Uzaribara, the head teacher of G.S Kanama Catholique in Rubavu, says the campaign was an eye opener and an opportunity to chat with top officials to raise their concerns and seek ways to address the issues of quality education.

“The campaign was timely; meeting with officials from the Ministry of Education was an opportunity to discuss issues affecting the sector. It was an eye opener as we were told that even with challenges, what we are doing is not enough to provide quality education.”

“It was also an opportunity for us to raise the issues we have in order to improve quality education. Officials have seen for themselves the pupil-teacher ratio imbalance, whereby some classes have over 70 learners, and while we are committed to contributing to education for all, teachers are overwhelmed and it remains hard to offer quality education,” he says.

Agnes Musabyimana, another teacher from G.S Kanama Catholique, says that it was a great opportunity to meet top officials from the Ministry, and interact and share their experiences.

“We are thankful for the campaign, officials needed to come to the field and see how we are performing. We were reminded that we need to work closely with all stakeholders and avoid the blame game,” she says.

Musabyimana adds that in some cases, parents get busy and forget to take care of their children, hence just sending them to school without help in revision or homework.

“For instance, we discussed during the campaign that we need to work with parents and local leaders to ensure that there are no more cases of dropouts and that students attend classes regularly. We also discussed with local leaders and education officers that it is their responsibility to follow up on whether parents are playing their part,” Musabyimana says.

A teacher only identified as Juvenal from Nyabihu District said that he wished all the findings from the campaign could be addressed accordingly, adding that in some cases, teachers are asked to do a lot with little facilitation.

“For instance, we are required to provide quality education using the knowledge-based curriculum but we don’t have educational material. We are dealing with a greater number of learners per class and we find it hard to serve them all in a short period of time,” he says.

Juvenal referred to the fact that a teacher can have as many as 80 pupils in one shift and the same number in another shift, which he says is hard if they are to provide quality education.

“We need more issues to be addressed at the ministerial level, we need materials, we need more classrooms to be constructed and we need the government to involve parents to be aware of their responsibilities,” he says.

Dieudonné Manishimwe, a science teacher from Centre Scholaire Rusamaza in Rubavu District, says the campaign was important as it helped them understand the responsibility of each player.

“The Ministry should put into use the recommendations from the campaign; we need their support to ensure we provide quality education.” he says.

Fidel Basebanya, a parent from Rugerero sector in Rubavu District, argues that teachers can do very little if parents do not play their part.

“This campaign brought us together and as a representative of other parents, I will work with local leaders to ensure that we mobilise parents to understand their role,” he says.

Officials speak out

Dr Eugene Mutimura, the Minister of Education, says the campaign was an opportunity to assess quality education and the challenges facing the system, so as to seek solutions and address them.

“It showed us that we need to strengthen the collaboration with schools, local leaders and education officers at the sector and district levels. We should keep the momentum to boost quality education in schools,” he says.

The Minister says that once all players work together, the issue of dropouts, repetition, absenteeism and unwanted pregnancies will be curbed, and he urges all key players to play their part.

The Minister notes the department was aware of the teacher-learner ratio problem, especially in primary schools, adding that more classrooms will be constructed and more teachers will be engaged.

He says that some schools need renovation while others are dilapidated and need demolition. Last year alone, about 1000 classrooms and latrines were constructed and there are plans to build more.

Over the next seven years, the Prime Minister says the government will construct a total of 28,665 classrooms.

According to Marie Christine Gasingirwa, the Director General for Sciences Research and Technology at the Ministry of Education, students need support from parents, teachers and the community.

“We want to start with the youth because they are the treasure of the country, we also need to know that the education sector cuts across and that all the sectors can develop,” she says.

The campaign, held under the theme “Good Learning Methods and Cultural Values are the Foundations of Quality Education” will be held on a quarterly basis throughout the year.

editorial@!newtimes.co.rw

*Fuente: http://www.newtimes.co.rw/section/read/229144/

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