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Sudan: Resigned Students’ Demands Not Met, Lawyers Show Support

Sudán/24 de Julio de 2017/Allafrica

Resumen: Los policías siguen bloqueando a los cientos de estudiantes que ingresan a Jartum, ya que todavía están alojados en el pueblo de Sheikh El Yagout. Los intentos de llegar a un acuerdo con su universidad sobre la caída de cargos y la readmisión de los estudiantes.

Policemen continue to block the hundreds of students from entering Khartoum, as they are still hosted at the village of Sheikh El Yagout. Attempts to reach an agreement with their university on dropping charges and readmitting students.

The more than 1,500 Darfuri students of Bakht El Rida University in El Duweim are blockaded on the southern edge of the capital Khartoum after they were stopped by National Intelligence Security Service (NISS) agents from delivering a statement, listing their demands, to the government.

The students, who resigned en masse from the university, demand the release of 10 of their fellow students accused of killing two police officers and want 14 other students who were expelled from the university to be readmitted.

A student leader speaking to Radio Dabanga from Sheikh El Yagout village warned the government against resorting to violent solutions.»Our cause has nothing to do with politics.»

Representatives of the protesting students held a meeting with a committee of White Nile state, including members of the Bakht El Rida administration. Sheikh El Yagout, namesake of the village where the students are being hosted, mediated the meeting.

«We agreed on providing fair trial oppurtunities for the detained students, adjusting the academic status of the students who were unable to sit the exams and dropping the charges against them.»

«The government did not meet our fundamental demand of readmitting the dismissed students.»

The student said that the government committee did not approve their demand to readmit the dismissed students. «But this is a fundamental demand of ours.»

Civil society initiative representatives met with the student leaders yesterday, saying that the solutions proposed by the committee of White Nile are «acceptable in principle» which can be a framework to work forward on. El Sadig Adam Ismael, policy director of the initiative, asked the prosecution to refer the case against the students accused of killing two policemen, to court.

The Democratic Group of Lawyers condemned the security apparatus blocking the students’ way to the capital Khartoum: «A clear violation and depriving them from exercising their constitutional right to move within their country.»

The group said in a statement that it is ready to defend the hundreds of stranded students, against the crisis they deem was caused by Bakht El Rida University. «We follow the cases of the detained students, who have not been brought to trial for more than three months.»

Political issue

While students said to think otherwise, Mohamed Dia, member of the National Committee for the Defence of Darfuri students, finds the students’ issue «a highly political issue.

«We will deal with it politically, and expose it to the media. The sit-in shows a new form of civil disobedience, and a method that should receive support.»

Dia said that his committee opens the headquarters of opposition parties to shelter the stranded students, and stressed the need to form a national committee of lawyers to defend them.

One of the students’ representatives, Abbas El Khair recounted the background of the situation. «It goes back to the defeat of students allied to the ruling National Congress Party in the students’ union elections.» Unrest between student groups followed on 9 May, with two policemen being killed.

He explained that about 72 students were injured in the incidents witnessed by the university in the first day, as well as the arrest of others accused of the murders.

«Agents of the security forces then moved to evict students from the boarding houses and sent-awway about 1,200 male and female students.»

The tension caused students, mainly from Darfur, to resign en masse from the university and move to Khartoum to make their demands clear. «The security service prevented travel buses from transporting the students, however. After walking to Sheikh El Yagout, more than 15 kilometres away, they were denied access to Khartoum again.»

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Combating global poverty with education

By: Sarwar Md. Saifullah Khaled

Education is at the core of progress in all fields in the world. Its role in eradicating poverty through equitable distribution of income and achieving progress and prosperity can hardly be over-emphasised. There is no alternative to education to achieve Sustainable Development Goal (SDG) to alleviating poverty by 2030. A new United Nations Educational, Scientific and Cultural Organisation (UNESCO) policy paper shows that the global poverty rate could be more than halved if all adults completed secondary school.

But new data from the UNESCO Institute for Statistics (UIS) show persistently high out-of-school rates in many countries. This makes it likely that completion levels in education will remain well below the target for generations to come. The paper titled ‘Reducing global poverty through universal primary and secondary education’ is being released ahead of the UN High Level Political Forum (10-19 July), which will focus on poverty eradication in pursuit of the 2030 Agenda for Sustainable Development (ASD).

The paper demonstrates the importance of recognising universal primary and secondary education as a core lever for ending poverty in all its forms everywhere in the world. UNESCO Director-General Irina Bokova was quoted as saying in a message received from Paris that the new analysis on education’s far-reaching benefits should be good news for all those working on the Sustainable Development Goal (SDG) to eradicate poverty by 2030. She said, «It shows we have a concrete plan to ensure people no longer have to live on barely a few dollars a day».

The new analysis on education’s impact on poverty and income inequality by the UNESCO’s Global Education Monitoring (GEM) Report team is based on average effects of education on growth and poverty reduction in developing countries from 1965 to 2010. It shows nearly 60 million people of the world could escape poverty if all adults had just two more years of schooling. If all adults completed secondary education, 420 million could be lifted out of poverty in the world, reducing the total number of poor people by more than half globally and by almost two-thirds in sub-Saharan Africa and South Asia. Studies have shown that education has direct and indirect impacts on both economic growth and poverty.

Education provides skills that boost employment opportunities and incomes of people while it helps protect people from socio-economic vulnerabilities. A more equitable expansion of education globally is likely to reduce inequality of income, lifting the poorest from the bottom of the income ladder. Despite education’s immense potential, the new UIS data show that there has been virtually no progress globally in reducing out-of-school rates in recent years. Nine per cent of all children of primary school age globally are still denied of their right to education with rates reaching 16 per cent and 37 per cent for youth of lower and upper secondary ages, respectively. In total, 264 million children, adolescents and youth were out of school in 2015.

Sub-Saharan Africa remains the region with the highest out-of-school rates for all age groups. More than half (57 per cent) of all youth between the ages of 15 and 17 are not in school, as are more than one-third (36 percent) of adolescents between 12 and 14 years and one-fifth (21 percent) of children between the ages of about 6 and 11. Six countries, namely Ethiopia, India, Indonesia, Nigeria, Pakistan and Sudan are home to more than one-third of all out-of-school children of primary age. Of the 61 million children of primary school age currently out of school, 17 million will never to set foot in a classroom if current trends continue. This affects one in three children out of school in sub-Saharan Africa, Western Asia and Northern Africa, and more than one in four of those in Central Asia and Southern Asia.

Girls in poor countries continue to face barriers to education. According to UIS data, in low-income countries, compared to almost 9 million of boys, more than 11 million girls of primary age are out of school. But the good news is that the girls who do manage to start school at primary level tend to complete the primary cycle and pursue their studies at the secondary level.

Education must reach the poorest to maximise its benefits and reduce global income inequality. Yet the GEM Report shows that children from the poorest 20 per cent of families are eight times as likely to be out of school as children from the richest 20 per cent in lower middle-income countries like Bangladesh. Those of primary and secondary school age in the poorest countries are nine times as likely to be out of school as those in the richest countries.

While urging countries to improve the quality of education, the paper stressed the need to reduce direct and indirect costs of education for families. New UIS data confirm that many households still have to bear expenses relating to education, totalling US $87 per child for primary education in Ghana, US $151 per child in Côte d’Ivoire and US $680 in El Salvador. This is higher in comparison to the level of cost that they can afford comfortably.


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Canberra Refugee Support education scholarships help refugees to a bright future

Europa/Asia/África/Oceania, 17 de junio de 2017.  Fuente:

A new computer for studying and education fees for a semester are just two things refugees will purchase with the money from a scholarship from Canberra Refugee Support.

Others will buy joggers, and some will pay school fees.Muzhgan Gafoori is receiving a scholarship from Canberra Refugee Support to further her studies in accounting.

The 53 recipients of the money will each receive a cheque of up to $1000 to help shape the rest of their lives.

The candidates have been chosen for their hard work and dedication to their education, and for their commitment to making their lives and their family’s lives better.

Muzhgan Gafoori, 23, arrived in Canberra in 2013. She didn’t speak English, but spent a year and a half learning the language.

 She was born in Afghanistan and sought refuge in Australia with her parents and two younger siblings.
Ms Gafoori said her family came to Australia to feel safe.

«If you compare here to Afghanistan, it’s more safe here. But you can’t even compare it. At the moment in Afghanistan it’s all war. Every day there are bomb blasts.»

In the years since her arrival, Ms Gafoori has worked full time to support her family while also studying full time. She hopes to pursue a career in accounting, and is undertaking her diploma at CIT.

«It will help me pay for my diploma, and it will help me save for my advanced diploma next year,» Ms Gafoori said of the scholarship.

Her dream is to finish her accounting degree, become an Australian citizen and get a good job.

«You can do whatever you want here, but you need to work hard for it,» she said.

Mother-of-four Viola Oshan will be paying for a variety of things with her scholarship, putting it towards a new computer, her own education fees and her children’s school fees.

Ms Oshan is from Luo ethnic group from South Sudan, but lived in North Sudan due to the war. She arrived in Australia in 2005.

«We moved from North Sudan to Egypt and I was in Egypt for four years and then from Egypt we came to Australia in 2004,» Ms Oshan said. She was pregnant with her first son when she arrived, and her daughter was four years old.

Her son is now 12, and her daughter 17.

Ms Oshan works part time in a childcare to support her family both in Australia and overseas. She is also studying for her diploma in Early Childhood Education at CIT.

She also volunteers with a playground for children from the South Sudanese community. Ms Oshan said the transition to living in Australia was difficult, particularly the language barrier, but she was grateful for the help of Canberra Refugee Support.

«It’s very hard, it means a lot,» she said of the scholarship.

Canberra Refugee Support vice-president Brian Calder said the money was a recognition of achievement and effort the recipients were making in their education.

«They’ve come to Australia and they’ve really realised how education is a pathway to not only employment but to active involvement and contribution to their new community,» he said.

Canberra Refugee Support is a Canberra-region not-for-profit organisation with a purpose to be a good neighbour to refugees and asylum-seekers.


Photo: Dion Georgopoulos


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African history is a discipline on the rise – and one that raises many questions

África/Sudán/Ruanda/Sudáfrica/África del Norte/África Occidental

Mayo del 2017/Noticias/


African history has gone through many incarnations as an academic discipline.

Most recently, there’s been a global turn in African historiography. This shift has been prompted by a greater awareness of the powerful forces of globalisation and the need to provide an African historical perspective on this phenomenon. This has helped to place the continent at the centre of global – and human – history.

It’s important to explain the role of Africa in the world’s global past. This helps assert its position in the gradual making of global affairs. As an approach, it’s a radical departure from colonial views of Africa. It also complements the radical post-colonial histories that appeared from the 1950s and 1960s. And it may offer another framework for thinking through the curriculum reform and decolonisation debate that’s emerged in South Africa’s universities over the past few years.

The history of African history

Afrocentric history emerged strongly during the 1950s and 1960s, in tandem with Africa’s emergence from colonial rule. Newly emerging histories served as an antidote to the pernicious views of imperial and colonial historiography. These had dismissed Africa as a dark continent without history.

But demonstrating that Africa has a long, complex history was only one step in an intellectual journey with many successes, frustrations and failures.

The long 20th century ended. A new one beckoned. It brought new sets of challenges. South Africa euphorically defeated apartheid. The decolonisation project that started during the 1950s in west and north Africa was completed. These achievements were overshadowed by a horrific post-colonial genocide in Rwanda. Another genocide loomed in the Sudan. Coups, civil wars and human rights abuses stained the canvas on which a new Africa was gradually being painted.

Africa’s woes were deepened by the emerging HIV/AIDS pandemic. State-driven, pro-poor policies and programmes founded during the early post-colonial period atrophied. This decay was driven by hegemonic global neoliberal economic policies.

And the study of history on the continent took a knock. Student numbers declined as post-colonial governments shifted their priorities. Global funding bodies focused their attention on applied social sciences and science, technology, engineering and mathematics disciplines.

Nearly two decades into the new century there’s been another shift. The subject of history, alongside other humanities disciplines, is attracting growing attention aimed at averting their further decline. This can be explained in part by the subject’s own residual internal resilience and innovative research in newer areas of historical curiosity. There’s an emerging interest in history as a complementary discipline. Students of law, education, and political science are taking history as an additional option.

In South Africa in particular, history cannot be easily ignored, although it is contested. The country is still redefining itself and charting its new course after decades of apartheid and colonialism. However, a great deal of newer interest in history as a subject can be ascribed to university student movements. These movements have garnered greater public attention for ongoing debates about decoloniality and decolonised curricula.

Decoloniality is a radical concept. Its main aim is to degrade the coloniality of knowledge. In South Africa, the decolonisation movement has been tied to bread and butter issues: tuition fees and access to higher education. Decoloniality affords both the language and the reason for seeking to dismantle what are regarded as western and colonial systems and structures of knowledge production and dissemination.

Rethinking decolonisation

But while decolonisation is riding a wave of academic interest, the histories of precolonial Africa are receding as an area of primary research focus. The histories of resistance to colonialism continue to resonate with current struggles for transformation and decolonisation. They have long been popular among historians in and of Africa. Indeed, several social and political movements have used decolonial interpretations of African history as their currency.

However, questions continue to be asked about the kind of history curriculum that should be studied at university level at this moment. And what are the purposes of such curricula? Is an African history module a necessarily transformed one? What new conceptual and methodological tools should be deployed to describe and explain colonial encounters from a decolonial lens? What modes of ethics should inform such approaches?

The challenges go beyond the conceptual aspects of decolonisation in the domain of African history. There are historical structural formations, hierarchies and tendencies within academia that are rooted in coloniality. These make it a huge challenge to articulate newer forms of knowledge. At the same time, decoloniality should operate through other forms and frameworks. This will allow it to find application beyond its own self-defined frames.

In addition, new approaches should challenge received wisdom and develop new kinds of curiosity. Newer curriculum should, for instance, grapple with the fact that there is no single Africa. A unitary model of Africa is a colonial invention. Ordinary people’s identities form and evolve via multiple networks and knowledge forms. An Africa approached from its diverse histories and identities could help forge new, purposeful solidarities and futures.

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Africa: Racist attacks – Will African students shun India?

África/Abril de 2017/Fuente: University World News

Resumen: Después de lo que se considera ampliamente como ataques racistas contra estudiantes nigerianos en la India en marzo, existe la preocupación de que la violencia podría contribuir a hacer del país un destino menos atractivo para los estudiantes africanos que buscan una educación superior fuera del continente. Según la Asociación de Estudiantes Africanos de la India, cerca de 25.000 africanos estudian en universidades indias, dibujadas por lo que el político indio Shashi Thoor cree que son altos estándares, tarifas bajas y el uso del inglés. Nigeria envía los números más altos, seguido por Sudán y Kenia. Al menos cinco estudiantes nigerianos fueron atacados a finales de marzo en Greater Noida, una ciudad satélite de la capital Delhi. Se retiró un informe posterior de asalto contra un nacional de Kenia. Mientras que los ataques del mes pasado parecen los peores incidentes hasta ahora violentos dirigidos a los africanos han estado creciendo desde 2009, muchos de ellos aislados y en menor escala.

Following what are widely regarded as racist attacks on Nigerian students in India in March, there are concerns that the violence could contribute to making the country a less attractive destination for African students seeking higher education outside the continent.

According to the Association of African Students in India, about 25,000 Africans study in Indian universities, drawn by what Indian politician Shashi Thoor believes are high standards, low fees and the use of English. Nigeria sends the highest numbers, followed by Sudan and Kenya.

At least five Nigerian students were attacked in late March in Greater Noida, a satellite town of the capital Delhi. A subsequent report of assault on a Kenyan national was withdrawn.

While last month’s attacks seem the worst so far violent incidents targeted at Africans have been growing since 2009, many of them isolated and on a smaller scale.

The rise of China

While such attacks are not confined to India – and have in the past been reported in Russian cities, for example – the rise of China and its strong desire to assert its influence on Africa could complicate matters for India, a traditional ally of Africa – at least in terms of education and trade.

Furthermore, observers argue that countries in Eastern Europe, including Ukraine and Russia itself, are increasingly emerging as study destinations for Africans, thanks to relative affordability, as well as scholarships offered by respective governments.

Last month, the government of the Slovak Republic offered Kenya six scholarships for various programmes in the Eastern Europe country, while the Russian government, though its state nuclear energy corporation Rosatom, offered 60 places to students from all over Africa to study nuclear and related sciences.

Back in Africa, the impact of the attacks is the subject of debate.

“The recent attacks gave India widespread negative publicity but they were confined to just one part of the country in a very vast country,” said Patrick Mbataru, a lecturer at Kenyatta University’s School of Agribusiness in Nairobi.

Historical ties

The attacks in his opinion should not justify labelling India a racist country or even make the country unattractive to Africans, considering that Africans have been seeking higher education there for decades.

“We have seen racism and even attacks in Eastern Europe and Russia, so it would not be fair to say racism against Africans is only found in India. However, it is important to note that China also has its eyes on Africa and would like to edge out India as a destination of choice,” he said.

Inroads made by China in Africa, including the introduction of Chinese language teaching and the establishment of Confucius institutes, in addition to widespread economic ties, are pointers that the Asian giant is set to compete with India in the higher education sector, he said.

Mbataru said while India had edge due to traditional ties and the fact that English as medium of instruction in universities favoured the country, the problem of language could be solved through a one-year “crash course” in the Chinese language.

In an article published by the Hong Kong-based South China Morning Post, Ajay Dubey, a professor at the Centre for African Studies in India’s premier Jawaharlal Nehru University, was quoted as saying: “These attacks will affect bilateral ties adversely. It will damage recent Indian initiatives to promote people-to-people contact under India-Africa forum summit initiatives.”

India’s advantages

However, Shashi Thoor, former United Nations Under-Secretary and Chairman of the Standing Committee on External Affairs in India’s lower house of parliament Lok Sabha, said his country will continue drawing African students and believes India still has many advantages over China.

“I can understand why many African students would consider other options. Language, however, remains a powerful disincentive when it comes to studying in China”, he told University World News.

He said India has been “warmly” receiving Africans for decades and the fact that the violence was localised meant it was not enough to tarnish the country’s image.

“The problems we are all reading about relate essentially to the Delhi area. African students have received a warm and hospitable welcome in many other parts of India, particularly Southern India,” said the parliamentarian.

“There is a case for diversifying away from the crowded and stressed life of the national capital”, he said in reference to the densely populated nature of the city and attendant challenges.


A strong sense of sympathy and solidarity with Africans and African causes remained strong among most educated Indians, said Thoor, and this had endeared Africans to the country.

Thoor urged students not to be discouraged from seeking education in India, noting that Africans had been coming to India for higher learning for 60 years.

“Every society, sadly, has its share of thugs and racists we should not assume everyone in India is like the goons who misbehaved with Africans recently,” Thoor said.

In his view, factors likely to discourage Africans from seeking to study in India include growing opportunities in Africa and the fact that education in India was becoming more expensive, or a drop in the overall number of available scholarships.

At the 2015 Indo-African summit attended by representatives of 54 African countries, India committed to offer 50,000 scholarships to Africans over a period of five years beginning in 2016, as well as pledging US$10 billion in “concessional credits” over the same period, and a US$600 million grant.


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Sudan: Displaced Students Take Top Honours in Central Darfur Exams

África/Sudan/16 Abril 2017/Fuente:dabangasudan /Autor: ZALINGEI

Resumen: Dos estudiantes desplazados de los campos de Darfur central han alcanzado las puntuaciones más altas en los exámenes escolares básicos, que fueron tomadas por 11.435 estudiantes en el estado. El estudiante desplazados Nurul Saada Musa Ahmed Adam de la escuela El Hassahisa logra primer lugar, con una puntuación de 276 marcas. Salma Suleiman Ibrahim de campo de Dar El Salaam quedó en segundo lugar.

Two displaced students from Central Darfur camps have achieved the top scores in the basic school examinations, that were taken by 11,435 students in the state.

The displaced student Nurul Saada Musa Ahmed Adam from El Hassahisa School achieved first place, with a score of 276 marks. Salma Suleiman Ibrahim from camp Dar El Salaam came in second,

The Central Darfur Minister of Education, Dr Mohammed Hassan Bashir, confirmed to Radio Dabanga from Zalingei that 11,435 students sat for examinations this session.

The education council of the camps for the displaced in Central Darfur congratulated students Nurul Saada Musa Ibrahim and Salma Suleiman Ibrahim for their respective first and second places.

Teacher Adam Abelmajid Abakar, the chairman of the educational councils of the state, said the results of the basic school certificate exams that were announced on Wednesday showed that the Ayor Barakat, El Amel, and Ibn Sina schools for the displaced rank among the top ten schools in the state.

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África: Sudan: Khartoum Students Trying to Enter Campus Arrested

África /Sudan/Abril 2017/Noticias/

Bahri / Omdurman — Bahri University students were barred from entering the campus in Khartoum on Monday, leading to a riot in which police detained at least twenty students. 40 women students have been suspended from the University of Kordofan.

The university administration issued a decision to ban students who have not paid their registration fees. A student told Radio Dabanga that a large number of students, mostly from Darfur, were surprised on Monday morning when they were prevented from entering the campus. They heard that they were not allowed inside on the pretext that they have not been registered for non-payment of the tuition fees yet.

«The students started to gather at the university’s gate and cheer slogans against the decision. Police forces, stationed in front of Bahri, intervened. They beat and chased the students until Kadaro and arrested at least 20,» he said.

Exemption from tuition fees for students from Darfur was one of the conditions of the Doha Document for Peace in Darfur. Students from Darfur, who have been impoverished by years of conflict, could then afford an opportunity to study. However, the measure has been met with resistance at universities thoughout Sudan and Darfuri students regularly protest the non-implementation or delays regarding the measure.

The administrators of Bahri University dismissed two students and suspended two others for speaking out against the administration in December.

‘The government pursues a policy of dismissing students who demand the cancellation of fees.’ – Students association

40 students suspended

On Sunday, several associations of Darfuri students announced that the names of 40 women from Darfur were removed from the student registry list of the Faculty of Health Sciences at the University of Kordofan, in El Obeid. The reason is that the 40 students were unable to pay the tuition fees, according to the student associations.

At a press conference in Omdurman, at the premises of the National Umma Party, the representatives of the associations said that students have recently been suspended for the same reason from the universities El Zaim El Azhari, Holy Quran, and others.

«The government pursues a policy of dismissing students who demand the cancellation of fees, after it failed to suppress the students’ protests by arbitrary arrests and assassinations,» a student told journalists.

Five banned

On Sunday, the University of Bahri also issued a decree and banned five students from entering the campus until they cooperate with an investigation committee. Mutasim Hamid Ibrahim, Hassan Tijani, Hussein Adam, Sadig Abdeljabbar and Mustafa Osman reportedly participated in a gathering of student supporters of the rebel SLM-Minni Minawi at the campus.

Yesterday a student told Radio Dabanga that the decision came a day after the SLM students addressed a crowd at the university, which was disrupted by student supporters of the ruling National Congress Party.


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