Sudáfrica

Page 26 of 49
1 … 24 25 26 27 28 … 49

Sudáfrica: Minister to Engage Higher Education Stakeholders

Noticias

Sudáfrica/Enero de 2017/Fuente: All Africa

RESUMEN: El Ministro de Educación Superior y Capacitación, Blade Nzimande, se reunirá con las partes interesadas en instituciones de enseñanza superior para minimizar las protestas violentas en los campus. Durante una conferencia de prensa el jueves en Pretoria, el ministro Nzimande dijo que durante las próximas dos semanas se involucraría con las partes interesadas para garantizar la estabilidad en las instituciones de educación superior. «Hemos establecido reuniones para involucrar a todas las partes interesadas, ahora mismo a principios de año, durante las próximas dos semanas … junto con el Viceministro y altos funcionarios del departamento», dijo. El año pasado, los estudiantes protestaron en algunos campus universitarios de todo el país exigiendo educación superior gratuita.

Higher Education and Training Minister Blade Nzimande will meet with stakeholders in institutions of higher learning to minimise violent protests on campuses.

Speaking during a media briefing on Thursday in Pretoria, Minister Nzimande said over the next two weeks he would engage with stakeholders to ensure that there was stability at institutions of higher learning.

«We have set up meetings to engage with all stakeholders, right now at the beginning of the year, over the next two weeks… together with the Deputy Minister and senior officials in the department,» he said.

Last year, students protested at some university campuses around the country demanding free higher education.

Minister Nzimande said the Presidential Commission of Inquiry into the Funding of Higher Education and Training is set to release its final report in mid-2017, making recommendations on the feasibility of implementing fee-free higher education and training in South Africa.

«We must again underline that there are national processes in place designed to identify a long term solution to the question of university funding and fees.

«The Presidential Commission will report this year, and we urge all stakeholders to co-operate with this important process and give space to the finalization of this matter,» Minister Nzimande said.

Fuente: http://allafrica.com/stories/201701120629.html

Foto de archivo

Comparte este contenido:
Leer más »

Africa: Kenyan Connection to the South African Higher Education Sector

Noticias

África/09 de Enero de 2017/Allafrica

Resumen: La reciente muerte del Prof. Rok Ajulu ha vuelto a centrarse en el por qué de tantos académicos kenianos están basados ​​en Sudáfrica. El profesor Ajulu, esposo de la ministra de Asentamientos Humanos, Lindiwe Sisulu, vivió la mayor parte de su vida productiva fuera de Kenya y no sólo en varias universidades sudafricanas, sino que también fue consultado por organizaciones internacionales.

The recent death of Prof Rok Ajulu has once again turned focus on why so many Kenyan academics are based in South Africa. Prof Ajulu, who was the husband of Human Settlements minister Lindiwe Sisulu, lived most of his productive life outside Kenya and not only in various South African universities but also consulted for international organisations.

The 1990s were interesting years for both Kenya and South Africa, mainly for political reasons. South Africa was emerging from apartheid. Kenya was re-entering more accommodative politics with the return of political pluralism from 1991.

But prior to the 1990s, the Kanu rule in Kenya had progressively created an anti-intellectual culture, which had led to many academics going into forced or self-imposed exile. Apart from America and Europe, the southern African countries of Zimbabwe, Lesotho, Swaziland, Botswana, Namibia and eventually South Africa hosted many of the migrating scholars, professionals and students who sought higher education in the region. South Africa became the preferred destination after 1994, when Nelson Mandela was elected in the first post-apartheid elections.

South Africa appealed to the migrating Kenyan scholars and professionals for many reasons. First, the political climate made it easy for Africans to settle down there. For those running away from political repression, South Africa’s liberal politics offered hope.

The pan-Africanist ideals of the African National Congress rekindled the dreams of the 1960s and 1970s decolonising Africa when academics were close to the political elite. These conditions made it easy for many scholars running away from countries such as Kenya, whose ruling elite had become quite intolerant and had jailed the academics before, to settle in South Africa. This is how individuals such as Prof Korwa Adar ended up teaching and researching at Rhodes University and at the Africa Institute of South Africa, in Pretoria.

Secondly, the South African economy was more advanced and offered better opportunities compared to many African economies that had been battered by the economic structural adjustment programmes that had seen the «real earnings» of civil and public servants collapse. Universities couldn’t pay lecturers living wages.

South African institutions of higher learning offered much better salaries and easily recruited from elsewhere on the continent because they needed to satisfy the new employment rules in South Africa that demanded that a certain percentage of staff in an institution be black. Considering that the apartheid system had disadvantaged black South Africans in education, qualified and skilled Africans filled the gap in the immediate.

Many Kenyans teaching in South African universities got employed in this way. But more also got employed because they were offering «special skills and knowledge», which was in short supply at the time of their employment.

Thirdly, and probably most important, and which explains the large number of Kenyan academics in South African universities today – compared to say Uganda and Tanzania – is that hundreds of Kenyans registered at South African universities for their Master’s and Doctorate degrees from the 1990s.

South African universities offered then and still do higher education comparable to any in Asia, Europe and America, more affordably. These institutions had a more established research culture than Kenyan universities and, therefore, attracted students who wanted to pursue postgraduate studies who couldn’t be absorbed locally.

 Many of those Kenyan students found lecturers who were eager to teach, supervise and mentor them; some of the professors were Kenyan. The South African professors found such students handy research assistants, which meant that the professors’ research output increased. Kenyan students were always seen as hardworking and able to finish their degrees within the prescribed duration.

Also, given that the Department of Education, through the National Research Foundation, recognises and supports innovation through direct funding, the universities, the professors and the students, all benefitted.

The result was a faster graduation rate and further registration for a higher degree or pursuit of post-doctoral research. This system partly explains the large number of Kenyan academics teaching and researching at South African universities, research foundations and independent organisations today.

There are at least three categories of Kenyan academics in South Africa. First, there are the exiles forced to migrate and travelled either directly to South Africa or via Zimbabwe, Namibia, Botswana, Lesotho or Swaziland. Some also transited through Europe, Asia or America, back to South Africa.

Second is the first batch of individuals who voluntarily left for studies, graduated and got employed. The third group is made up of individuals who were supported, taught and mentored by the earlier generation.

For instance, many in what one can call the Prof Adar generation «returned» home, got back to teaching, settled down into other work, retired or migrated to Europe and America, to teach. But the second and third cohort has a fair number teaching and working in South Africa.

 A few names – not representative but illustrative of the three groups – include Prof Shadrack Gutto (Director, Centre for African Renaissance Studies, University of South Africa); Prof James Ogude (Senior Research Fellow and Deputy Director, Centre for Advancement of Scholarship, University of Pretoria); Prof Nixon Kariithi (CEO Tangaza Africa Media, who previously taught journalism at Rhodes University and University of the Witwatersrand); Prof Sam Kariuki ( University of the Witwatersrand); Prof Dan Ojwang’ (University of the Witwatersrand); Prof Grace Musila (Stellenbosch University); Prof Collins Oguto Miruka (Vaal University of Technology); Dr Job Kibii (archeologist/paleontologist, University of the Witwatersrand); Prof John Ogony Odiyo (University of Venda).

Thus, the South Africa-Kenya academic linkages that were established in the colonial era when Mr Charles Njonjo and Mr Eliud Mathu went to study at Fort Hare University survived the isolationist years of the apartheid era and were firmly re-established post-1990. South African institutions of higher learning have contributed immensely to postgraduate training of teaching and research staff from several Kenyan universities.

For instance, the University of the Witwatersrand has produced tens of Kenyan PhDs in fields such as literature, media, medicine, law, engineering, history etc in the past three decades. Stellenbosch University is currently the lead partner in a postgraduate programme known as PANGeA – Partnership for the Next Generation of African Academics that involves Makerere University, University of Dar es Salaam, University of Malawi and the University of Nairobi. This truly multinational world of scholarship is the community to which Prof Ajulu belonged.

 Fuente: http://allafrica.com/stories/201701080015.html
Comparte este contenido:
Leer más »

África: Pymes que se comprometen con la infancia vía Unicef

Noticias

África/06 de Enero de 2017/guiaongs.org

La iniciativa Multiplica por la Infancia es una idea de Unicef, un programa que tiene como objetivo que pequeñas y medianas empresas movilicen recursos a favor de la educación de los niños en África en función de sus posibilidades. Una de las que ha confiado en este programa es la burgalesa Gambastar, que suma con 2017 su quinto año consecutivo apostando por mejorar la situación de los pequeños africanos.

Gambastar va a proporcionar recursos que irán destinados a Escuelas para África. Esta acción se desarrolla en 13 países del continente: Angola, Etiopía, Madagascar, Malí, Burkina Faso, Guinea Bissau, Malawi, Mozambique, Sudáfrica, Níger, Ruanda, Zimbabwe y Sierra Leona. Se lleva a cabo en colaboración con la Fundación Peter Krämer y la Fundación Nelson Mandela, unidas las tres para trabajar por una mejor educación de estos pequeños que les supondrá acceder a mejores oportunidades de futuro.

Multiplica por la Infancia de Unicef lleva funcionando más de diez años. Una década de trabajo destinado a mejorar la formación de los niños. En este tiempo han participado en la misma más de 30 millones de niños y niñas que así han podido estudiar en estas escuelas amigas de la infancia. Estas se encuentran equipada con instalaciones de calidad, materiales adecuados, profesores bien formados y programas que se han adaptado a estos estudiantes especiales, con necesidades diferentes al resto y con otro nivel formativo.

Unicef se caracteriza por cuidar a la infancia a diferentes niveles y en esferas diversas. Una de ellas es la relativa a la formación. Se considera que hay que dar una educación a todos los peques, que tienen derecho a ir a la escuela como medio para superar el círculo vicioso de pobreza, abusos y discriminación. De ahí que una parte importante de las acciones de la ONG vayan destinadas a cuidar este tema y es por ello que acciones como Multiplica por la Infancia son importantes, pues sin recursos difícilmente pueden llevarse a cabo este tipo de actividades tan necesarios para los más jóvenes.

Gambastar, como reseñamos anteriormente, no es la primera vez que forma parte de esta campaña. Ya ha colaborado en otros momentos con Unicef, como sucedió con el caso de la emergencia de Haití. Realizó una acción para movilizar fondos entre sus empleados.

 Fuente: http://www.guiaongs.org/noticias/pymes-se-comprometen-la-infancia-via-unicef/
Comparte este contenido:
Leer más »

Sudáfrica: SA’s tertiary education system needs overhaul: matrics

Noticias

Sudáfrica/Enero de 2017/Fuente: IOL

RESUMEN: Con la atención del país enfocada en la accesibilidad de la educación terciaria en los últimos meses, en medio de protestas generalizadas en las que participaron miles de jóvenes sudafricanos exigiendo educación universitaria gratuita, la Agencia Africana de Noticias (ANA) buscó reunir las perspectivas de los futuros estudiantes universitarios. Lo que han recibido hasta ahora los ha preparado para su próximo capítulo en la vida. Los reporteros de ANA hablaron a la clase Matric de 2016 mientras se preparaban para escribir sus exámenes finales en Ciudad del Cabo y áreas circundantes acerca de sus pensamientos sobre el sistema educativo de Sudáfrica, cómo se puede mejorar y si los ha preparado para la universidad.

With the country’s attention focused on the accessibility of tertiary education in recent months amidst widespread protests involving thousands of South African youth demanding free university education, the African News Agency (ANA) aimed to gather the perspectives of the country’s future university students on how the education they have received thus far has prepared them for their next chapter in life.

ANA reporters spoke to the 2016 Matric class as they prepared to write their final exams in Cape Town and surrounding areas about their thoughts on South Africa’s education system, how it can be improved, and whether it has prepared them for varsity.

Many pupils praised their schools for equipping them with the skills necessary to pursue further studies. The majority, however, expressed concern at the subpar nature of the education system in the country, in particular noting the lack of infrastructure and resources allocated to schools in poorer regions, putting those pupils at a significant disadvantage.

«In the poorer schools there is a lack of resources. If the government could produce more resources I think that would be much better,» said Nkosibonile Mahlangobeze, Head Boy of Isilimela High School in Langa. Mahlangobeze aspires to study Political Science and lead a career in politics.

Pupils who were able to afford higher quality private school or better of public school education also highlighted the inequality between schools in affluent regions and those that are disadvantaged.

«I think [that] the private schools and the schools we can afford to go to are much better in terms of the standard [of education] than the rest of South Africa currently receives,» said Alexandra Wittenberg-Scott, a pupil at Rustenburg High School for Girls in Cape Town’s leafy Southern Suburbs.

Wittenberg-Scott, who wants to study law, said: «But I know that a lot of South Africa doesn’t have the same benefits that we have.»

Yanga Gangasi, who attends Oscar Mpetha High School in Nyanga, said that education was very poor in his township and pupils were not safe at school. Gangasi, who also aims to study law, suggested that the government should provide more infrastructure, including computer and science labs to improve the quality of education in townships.

«The good side to this education is we are able to speak English, and we are able to solve some problems. But the bad side is we don’t have enough quality equipment to improve,» Chuma Poswa, also a pupil at Oscar Mpetha who wants to be a mechanical engineer, added.

Many students critiqued the lack of funding and neglect from the Department of Education, but expressed praise for their teachers.

«From the type of school [I come from] we are [not that] fortunate, but we are fortunate enough to have teachers who make use of what they have,» said Chulumanco Mawonga, a pupil at Portlands High in Mitchells Plain. When asked whether the education system had prepared her for varsity, she added: «I wouldn’t say it’s the Department of Education that has done that, but our teachers have made sure that we are on par with the things that we need to know.»

Mawonga, who wants to study law, psychology, or teaching, suggested that more frequent visits from the Department of Education would augment their ability to improve the quality of education that pupils received.

Matrics’ concerns extended beyond the lack of funding to schools, focusing also on the quality and method of teaching.

Le marco Jones, who also attends Portlands High, suggested that the current method relied mostly on pupils’ capacity to memorise the material they were taught. «It’s basically memory. If you have a good memory, you pass.»

Jones, who aspires to pursue future studies in film production and media studies, suggested that matriculants were «generally ill prepared» for the job market. High schools should be «more career oriented», he added.

Tamzyn Payne, a pupil at South Peninsula High School, who wants to study forensics, suggested that South African high schools prepared their students well for university in South Africa, but fell short of the standards of overseas institutions.

Similarly, Lusindiso Njodo, a pupil at Sebelius High School in Retreat, who aims to study either safety and security or film and media, remarked that the South African education system was «five years behind» the rest of the world.

At a time when government funding to the country’s tertiary education system is under public scrutiny, the unequal quality of schools observed by these matriculants indicate that investment in the country’s secondary education institutions, too, is deserving of attention.

Asked how she felt about the education system, Payne said: «They didn’t dream it. They didn’t make it as good as it could have been. And because of that it’s just carrying on without purpose.»

Fuente: http://www.iol.co.za/news/matric-results/sas-tertiary-education-system-needs-overhaul-matrics-7317720

Comparte este contenido:
Leer más »

Sudáfrica: Technology key to gear SA pupils into the 4th industrial revolution

Noticias

Sudáfrica/Diciembre de 2016/Fuente: It News Africa

RESUMEN: La educación robótica comenzó hace más de una década en Sudáfrica. Sin embargo, el 90% de los alumnos en el país todavía no están expuestos a los fundamentos de la robótica. Hace menos de un mes, el departamento de educación redujo el nivel de aprobación de las matemáticas al 20%, elevando la espantosa perspectiva de una generación sin habilidades matemáticas, ya que el mundo en general abraza una cuarta revolución industrial.

Robotic education started over a decade ago in South Africa. However, 90% of pupils in the country are still not exposed to the fundamentals of robotics. Less than a month ago, the education department decreased the pass standard of mathematics to 20%, raising the frightening prospect of a generation without mathematical skills – as the world at large embraces a fourth industrial revolution.

This revolution, also known as Industry 4.0 is building, and South Africa is not prepared. In early 2000, the slow growth of robotics in South Africa was linked to cultural and socio-economic issues. But today, it is an entirely different issue as government seems to still prefer to promote arts and culture above science, technology, engineering and mathematics (STEM). Private schools in South Africa are already ahead of public schools, teaching pupils on robot education and investing in STEM subjects to upskill the pupil’s knowledge for the future.

The Deutsche Schule Pretoria has a robotics lab and with the help of leading global provider of technology and services Bosch, they have an outreach initiative established to share robot skills with those from disadvantaged communities in the Pretoria area. The robotics lab is open to over 130 outreach schools including Nantes and Norridge Park from Eersterust, Christian Boys College as well as Pula Difate, Koos Matli and Sikhanyisele from Mamelodi, with robotic skills and knowledge to build and design robots.

According to Dr. Markus Thill, President of Bosch Region Africa, as part of the Agenda 2063 of the African Union, there are certain elements that are relevant to robotics. The one is education, the second is self-sustainability and the third is industrialisation.

South African pupils, especially those in townships and rural areas need to be empowered to engage in robot education and to take subjects such as IT, science and mathematics – as 15 out of the 20 growing jobs require mathematics and science. At the rate the country is going, in the future the poverty and unemployment rates will only continue to increase.

Thill said, “STEM subjects teach pupils how to code the literacy of the future. This initiative is very close our hearts, we are investing in Africa and in the future. As the continent will need engineers and mechanics.”

DSP pupils are taught robotics in classrooms from kindergarten to high school. The school’s curriculum includes extensive use of robotics and over 200 of the pupils from the Bosch Robotics Lab participate in robotics at national competition level annually.

On 21 November 2016, Bosch sponsored five pupils to travel to New Delhi, India and compete in the World Robot Olympiad. The WRO Competition is open to pupils from all over the world to come in and showcase their robots. The Bosch team was made up of the Hackers from DSP and the Infernos from the outreach school. The Infernos designed a robot that cleans dirty areas while the Hackers created a robot that could play soccer.

Six teams from South Africa qualified for the 2016 World Robot Olympiad, with one team the Mecha Strikers from the Western Cape winning all four games in the Robot Football category. Other categories at the robotics competition – which was attended by more than 450 teams from 50 countries, some as young as 6 years old, while others were approaching university graduation – asked participants to create robotics solutions to reduce or recycle waste, leading teams to create robots that emptied trash bins or pick up up building debris for future use.

“Robot education is very important. It has the ability to curb unemployment and poverty. Currently, the youth are at home with degrees that they cannot use because what they have studied is not what is needed,” says Warren Markley, Head of Robotics at DSP.

Robot education will play a fundamental role in solving some of the problems that South Africa is facing. As pupils who are introduced to STEM subjects are motivated to be involved in creating future technology and are prepared with some of the most invaluable skills such as problem-solving, logical reasoning, critical thinking and creativity.

Therefore, it is critical that pupils not only learn how to use the technology but also compete in world competitions that provides them with the knowledge and understanding of how to create robots. “South Africa has great potential and we believe that if we teach pupils at a young age on how to design and build, we are providing them with the tools to think logically and change something quickly,” says Thill.

Fuente: http://www.itnewsafrica.com/2016/12/technology-key-to-gear-sa-pupils-into-the-4th-industrial-revolution/

Comparte este contenido:
Leer más »

Seminario de la UNESCO se centra en fomentar la educación de calidad para las niñas en África.

Documentos

La UNESCO y el Centro Internacional de la Unión Africana para la educación de las niñas y las mujeres en África (UA/CIEFFA), están preparando un seminario que tendrá por tema central las inversiones estratégicas para ampliar la educación de las niñas en África.

África/Sudáfrica/20.12.2016/Autor y Fuente: http://www.unesco.org/

El seminario, que será una plataforma de debate, aprendizaje práctico e innovación, se celebrará en la Sede de la UNESCO en París los días 14 y 15 de diciembre, y en él se prestará especial atención a la fundamental transición desde la enseñanza primaria a la secundaria y a niveles superiores.

Se espera que al seminario asistan unos 40 participantes, procedentes de Estados Miembros de la UA, representantes de comunidades económicas regionales, delegados de organizaciones intergubernamentales y no gubernamentales, así como delegaciones de la UNESCO.

Con el apoyo de la UNESCO, el UA/CIEFFA ha iniciado tareas de investigación y promoción con el fin de abordar los obstáculos que frenan el aprendizaje de las niñas. Esta labor abarca estudios de casos en Argelia, Costa de Marfil, Chad, Tanzania y Zambia sobre métodos integradores de aprendizaje en África, con especial atención a la educación de las niñas y las mujeres. También participarán delegados de Costa de Marfil, Chad y Zambia.

Acceso, retención y desempeño

En el seminario se examinarán los datos sobre la desigualdad de género en la educación en África, incluyendo las principales conclusiones de los estudios de caso en los cinco países analizados. El seminario también promoverá el conocimiento, la aplicación y la ampliación de las políticas y prácticas idóneas para abordar las desigualdades de género en la educación y para definir las estrategias y los mecanismos capaces de reducir significativamente las desigualdades geográficas, sociales y de género en materia de acceso, retención y desempeño académico en escuelas y universidades.

La igualdad de género y la educación son preocupaciones primordiales en la nueva agenda de desarrollo sostenible, uno de cuyos 17 objetivos, el ODS 5, plantea la necesidad de alcanzar la igualdad de género y el empoderamiento de las niñas y las mujeres, como requisitos para la consecución de todos los demás objetivos.  Además, el objetivo consagrado a la educación, el ODS 4, tiene su propia meta relativa a la igualdad de género en la educación.

A pesar de los considerables avances que se han logrado desde el año 2000 en materia de igualdad de género en la enseñanza primaria, las desigualdades se amplían en la secundaria. Esto es sobre todo visible en el África subsahariana, que abarca a 7 de los 10 países donde hay menos de 80 chicas matriculadas en secundaria básica por cada 100 chicos. En esta región, nueve millones de niñas nunca llegarán a pisar un aula, y las desigualdades extremas en educación afectan especialmente a las niñas de las familias más pobres y aquellas que viven en zonas rurales o en lugares afectados por conflictos.

Fuente: http://www.unesco.org/new/es/media-services/single-view/news/unesco_seminar_focuses_on_fostering_quality_education_for_gi/

Imagen: http://www.unesco.org/new/typo3temp/pics/eeac6fe121.jpg

Comparte este contenido:
Leer más »

Zimbabwe: Jóvenes descontentos plantan cara a los jerarcas africanos

Noticias

Zimbabwe/19 de Diciembre de 2016/La vanguadia

La ola de descontento social que empezó a gestarse hace unos años ha ganado fuerza durante 2016 en distintas regiones del África Subsahariana, donde los jóvenes se sienten estafados por regímenes autoritarios de líderes que una vez lucharon por liberar a sus países.

Las calles de Sudáfrica han sido tomadas este año por estudiantes enfadados con un Gobierno que no garantiza la educación a todas las clases sociales, por ciudadanos hartos de la corrupción que acosa a la administración de su presidente, Jacob Zuma, actual líder del partido que terminó, precisamente, con el apartheid.

«La desafección popular con el Congreso Nacional Africano (en el poder en Sudáfrica desde el final del sistema supremacista) está vinculada a un sentimiento de sectores hartos de los regímenes corruptos», sostiene el Instituto para Estudios de Seguridad (ISS, en inglés).

La frustración con el autoritarismo, la falta de transparencia y de ambición para mejorar la vida del pueblo obró el cambio en 2014 en Burkina Faso, que todavía hoy sigue inspirando a los movimientos populares que cruzan el continente, con éxito irregular y diferentes motivaciones.

En el sur, algunos de quienes un día fueron héroes contra la opresión colonial se han convertido en ancianos presidentes que se niegan a ceder el puesto y violan a diario los derechos de sus ciudadanos.

Robert Mugabe, el nonagenario presidente de Zimbabue, se convirtió en un héroe africano tras favorecer la reconciliación al final de la guerra civil de su país.

Tres décadas después, no solo ostenta el honor de ser el mandatario más anciano del mundo, sino el de haber sumido al antiguo granero de África en un abismo económico e institucional que ha desatado una violenta respuesta social sin precedentes.

En los vecinos Angola y Mozambique, las fuerzas que en su día encabezaron movimientos de liberación (el Movimiento Popular de Liberación de Angola y el Frente de Liberación de Mozambique) se han convertido en aparatos represores de oposición y ciudadanos.

«Los jóvenes están acusando a aquellos que han estado en el poder desde la independencia de amasar riqueza a través de la corrupción y de no hacer nada para aliviar la pobreza», enfatiza el ISS.

El origen de este sentimiento tiene una explicación simple para el director para África del observatorio británico Chatham House, Alex Vines: los votantes jóvenes han crecido ajenos a los días del colonialismo, pero sufren a diario el desempleo y la desigualdad.

«Han sido incapaces de crean empleo y oportunidades y expandir la riqueza, con lo que las desigualdades han aumentado y los jerarcas del partido se han hecho muy ricos», dijo Vines en Pretoria.

Más al norte, la falta de elecciones libres y justas están alimentando las protestas: Uganda, Burundi, la República Democrática del Congo y Etiopía han vivido este año violentos movimientos de contestación a sus líderes, que se resisten a dejar el cargo en contra de la ley.

Este verano, el atleta Feyisa Lelisa cruzó los brazos en el aire al terminar la carrera que le valió la plata en la maratón de los Juegos de Río: un gesto que denunciaba la represión del Gobierno etíope contra los oromo durante la mayor ola de protestas que se recuerda en el país.

Los oromo, como el resto de jóvenes que se han jugado la vida en otros países africanos, no reclaman solo más democracia, debilitada por la falta de arraigo de la tradición electoral y el neopatrimonialismo, sino sobre toda una «vida mejor».

«Estamos determinados a impulsar una solidaridad y unidad de los pueblos de África para construir el futuro que queremos: el derecho a la paz, la inclusión social y la prosperidad compartida», advierte la denominada «Declaración del Kilimanjaro», adoptada en una cumbre extraordinaria el pasado agosto en Arusha.

En aquella reunión, grupos de la sociedad civil, religiosos, sindicatos, mujeres, jóvenes y parlamentarios tomaron la decisión de «construir un movimiento panafricano que reconozca los derechos y libertades de nuestro pueblo».

Un movimiento que, de nuevo, vuelva a cruzar el continente para liberarlos ya no del yugo colonial, sino de sus nuevos opresores: dirigentes que, en la mayoría de los casos, ni siquiera han podido elegir.

Fuente: http://www.lavanguardia.com/politica/20161215/412641490282/jovenes-descontentos-plantan-cara-a-los-jerarcas-africanos.html

Comparte este contenido:
Leer más »
Page 26 of 49
1 … 24 25 26 27 28 … 49