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Tanzania: Move to enlighten girls on science

África/Tanzania/03 Junio6/Fuente:Dailynews /Autor: Hazla Omar

Resumen: La Asociación de Guías de Tanzania, en conjunción con la recién creada ‘TechChix de Tanzania han ideado un programa especial destinado a inculcar el interés por la ciencia entre los estudiantes de las escuelas secundarias locales.

Arusha — The Tanzania Girl Guides Association in conjunction with the newly established ‘TechChix Tanzania’ have hatched a special programme aimed at inculcating interest in science among female students in local secondary schools.

According to the Director of TechChix Tanzania, Ms Rebeca Ryakitimbo, they intend to organize a meeting of female students from a total of 70 secondary schools from Tanga, Arusha, Manyara, Singida and Kilimanjaro regions.

The students will gather at the Nelson Mandela Institute of Science and Technology (NM-AIST) next month. «The gathering is aimed at sensitizing girl students to undertake science subjects and also encourage those taking them not to drop out of the stream because many of the girls in the country seem to steer away from science subjects upon reaching Form Three.»

This was said by Ms Ryakitimbo who added that during the meeting, a number of female speakers who succeeded in science and engineering careers will share their life experiences.

The TechChix Director was speaking during a recent ‘Day of Stem Mentoring,’ event, where STEM stands at Science, Technology, Engineering and Mathematics. The mentoring sessions were held at Arusha Secondary School. The event attracted over 200 female students from eight schools in Arusha City.

Mwalimu Monica Kwayu, who owns the Peace Academy School and previously taught Chemistry at Arusha Secondary school, was the facilitator during the STEM training day and used the occasion to enlighten the girls on the importance of science subjects in modern days.

The students in attendance were taken from eight secondary schools among them, Saint Judes, Notredame, Renee, Meru, Peace Academy and the host Arusha Secondary School.

The Training Commissioner for Tanzania Girl Guides, Mrs Patricia Mbuya, said the forthcoming meeting at NM-AIST will give priority to institutions that have Girl Guide groups.

«Female students who are members of Girl Guide Associations happen to be more confident, understanding and can easily be taught, unlike those who are outside the movement,» said Mrs Mbuya, adding that despite that, they anticipate a huge turnout of participants.

Established in 2016, TechChix which stands for Technology ladies is a nonprofit organization that seek to provide STEM awareness to tomorrow’s leaders who are the young girls of today by teaching them STEM related programmes.

Being an NGO run by females in technology field it also seeks to inspire not only young ladies to join fields in STEM but as well as to pursue careers related to it so as to bridge the gap between the two opposite sexes in technology.

Fuente de la noticia:http://dailynews.co.tz/index.php/home-news/50047-move-to-enlighten-girls-on-science

Fuente de la imagen:https://images.indiegogo.com/file_attachments/683633/files/20140630013044-Meru_girl_cropped.jpg?1404117044

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Corea del Sur ofrecerá US$10 millones en apoyo educativo a países africanos

Seúl/Yonhap/1 de junio de 2016.

Seúl, 1 de junio (Yonhap) — Corea del Sur acordó este miércoles ofrecer a la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco, según sus siglas en inglés) 10 millones de dólares durante los próximos cinco años para ayudar a apoyar la educación profesional en Etiopía, Uganda, Kenia, Tanzania y Madagascar.

El ministro surcoreano de Educación, Lee Joon-sik, firmó una carta de intenciones en París con la jefa de la Unesco Irina Bokova, reflejando el ofrecimiento surcoreano de una segunda fase del fondo para financiar el proyecto «Mejor Educación para el progreso de África», conocido como BEAR por sus siglas en inglés.

El proyecto BEAR, al cual se adhirió Seúl en 2011 a petición de la Unesco, recoge la entrega de ayuda oficial al desarrollo durante cinco años para que los fondos sean empleados por la organización de la ONU en un propósito especial.

La Unesco puso en marcha la primera fase del proyecto BEAR entre 2011 y 2015, desarrollando programas de estudios y libros de texto, así como la formación de profesores, en cinco naciones africanas que fueron Botsuana, República Democrática del Congo, Namibia, Zambia y Malaui.

Bajo el acuerdo de este miércoles, Corea del Sur ofrecerá otros 10 millones de dólares hasta 2020 para ser empleados en la segunda fase del proyecto en cinco países que son Etiopía, Uganda, Kenia, Tanzania y Madagascar.

La presidenta surcoreana Park Geun-hye visitó Etiopía, Uganda y Kenia la semana pasada.

Lee deseó que el apoyo de Seúl al proyecto, unido al viaje de Park a África, facilitarán la obtención de resultados óptimos en la cooperación en educación con estos tres países.

Fuente:panish.yonhapnews.co.kr/news/2016/06/01/0200000000ASP20160601003400883.HTML

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Colonial Legacies and Social Welfare Regimes in Africa: An Empirical Exercise


Colonial Legacies and Social Welfare Regimes in Africa: An Empirical ExerciseThis paper identifies three types of welfare regimes in Africa, based on the insight that tax and expenditure regimes are closely associated. Using cluster analysis, the author highlights historical legacies in current welfare policies, demonstrating that welfare regimes in Africa have been strongly determined by the ways in which different countries were incorporated into the colonial economy. The author finds that many of the new social welfare reforms are taking place in what he refers to as labour reserve economies, and are generally internally rather than aid-driven. He stresses the importance of thinking of social expenditure in relationship to domestic resource mobilization, and finds that the focus on aid and social expenditure has tended to obscure this important aspect of welfare regimes in Africa.

Thandika Mkandawire is Chair and Professor in African Development at the London School of Economics, a Senior Fellow of The Graduate School of Development and Practice and Visiting Professor at the University of Cape Town.

  • Publication and ordering details
  • Pub. Date: 27 May 2016
    Pub. Place: Geneva
    From: UNRISD

Informe disponible desde Mkandawire-PDRM

Imagen tomada de: http://www.irishtimes.com/polopoly_fs/1.1736427.1395680271!/image/image.jpg_gen/derivatives/box_620_330/image.jpg

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Tanzania: First students win places for further education abroad

África/Tanzania/28 Mayo 2016/Fuente y Autor:Tanzania daily news

Resumen: Los estudiantes que se graduaron en los primeros lugares en la Escuela Internacional de Tanganica (IST) han ganado lugares para continuar sus estudios en las universidades de gran prestigio en todo el mundo. De acuerdo con un comunicado emitido por el Director de Comunicaciones de la IST, la Sra Debra Backlund, los varsities incluyen los clasificados en el top 50 en todo el mundo por el índice University Rankings QS World.

 

Students in the graduating class of 2016 at the International School of Tanganyika (IST) have won places to continue their education at highly respected universities around the world.

According to a statement issued by the IST’s Business Communications Manager, Ms Debra Backlund, the varsities include those ranked in the top 50 worldwide by the QS World University Rankings index.

She cited Albert Kisole, who earned admission to both the University of California Berkeley as well as Michigan State University in addition to obtaining a full scholarship for the placement. «Kisole has chosen to attend the University of California, Berkeley, beginning September 2016.

Our students continue to be in strong demand from excellent universities all over the world,» she explained in the press statement. Kisole followed the Tanzanian national curriculum before starting the International Baccalaureate Diploma Programme at the IST in 2014.

«I chose to study Agricultural Science from the age of twelve. Most students preferred other sciences as agriculture was considered to be for underprivileged kids. This did not put me off, however.

«I lived in a farm; my community was made up of labourers, and I had grown up with stories of poor yields, persistent pests and diseases. I wanted to learn whether anything could be done to transform an unproductive farm into a profitable one,» wrote Kisole in his university application. «IST has shown the value of being open minded and recognising cultural diversity in me.

Over the two years at the school, I have learned the significance of giving back to my community through community service and working hand in hand with my peers in transforming the communities we live in,» Kisole said.

Among the other well respected universities to which members of the Class of 2016 earned offers of admission are the University of Durham, University of Nottingham, University of Birmingham, University of Southampton, University of California (Davis), Boston University and University of Alberta.

Others include University College, London, King’s College, London, University of Edinburgh, and University of Michigan in addition to University of Manchester, University of Toronto and University of Bristol.

Founded in 1963, the IST boasts being a leading international school in the region, whose graduates routinely score above world average on the rigorous International Baccalaureate Diploma exam – and secure places for continued studies at prestigious universities around the world.

The school offers a well-rounded curriculum, including time allocated each week for students to participate in service activities and pursuing a rigorous academic curriculum.

Fuente de la noticia: http://www.dailynews.co.tz/index.php/home-news/50029-ist-students-win-places-for-further-education-abroad

Fuente de la imagen:http://www.istafrica.com/uploaded/photos/ICT/computingSecondary.jpg

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Tanzania: Girl Scouts Redefine Abilities

Is it for girls?

Tanzania/ The Citizen, 21May2016

Resumen: El artículo hace referencia a la vivencia de las niñas de Tanzania que participan en el movimiento Scouts y los beneficios que les trae el desarrollo de habilidades como exploradoras que les permite manejarse de manera autónoma e independiente en contextos que suelen ser solo de hombres, debido a que interactúan con los niños, tanto que tienen la capacidad de tomar decisiones informadas acerca de sus cuerpos, y de ayudar a otras chicas que no son exploradores sobre cómo comportarse en torno a los niños.

«Girls need to know that there is a remarkable difference between Scout Girls and those who aren’t Scouts», says Rehema with a laugh. She knows that people think that if girls are scouts, they will be loose women because they constantly interact with boys. But she thinks that it is the other way round.

«It is because we interact with boys so much that we are empowered to make informed choices about our bodies. Actually, I always help other girls who aren’t scouts on how to behave around boys,» she says.

As a young girl training to become a nurse, Zahara has been empowered through training as a Scout. She says that she has great confidence in herself, a fact shared by all four girls. «Even when I am working in the wards, I find myself operating within the ethics of our training as Scouts – we have a duty (to perform) to other people. I am often asked by people, why am I not afraid of authority. People are often afraid of the police. I know that I am supposed to work with them and not fear them. Scouting has changed my perspective on this,» she says.

Heriet is currently a Form Five student at Jitegemee High School where she takes Geography as one of her subjects. She explains how Scouting has helped her improve in her studies, «As Scouts, we learn about life in nature.

I see what I learn in class vividly in nature. I have also learnt how to manage my time, since we are always timed in the tasks that we are given.»

On her side, Rehema testifies that she can now manage the house when her mom is away. «It has helped me do things quickly. I can manage time well. I can walk and save money. I am not lazy. And it has made me courageous. I am not afraid of men. Whatever task given to them, I can perform it as well, even better. I am a strong woman,» she says.

Assistant Chief Commissioner (Camp Sites), Devina Adosi, explains that The Scout Association was founded in 1907 by Robert Baden-Powell, a lieutenant-general in the British Army.

«Try and leave this world a little better than you found it and when your turn comes to die, you can die happy in feeling that at any rate you have not wasted your time but have done your best.» – is one of his famous words. This is why Scouts are taught how to care for others and for themselves – and how to become better people in their society.

As it was at the beginning when Scouts was founded, Devina says that they are soldiers with no intention of fighting or being easily recognized. She explains that there are four Scout groups based on age groups namely, Cub Scouts (6 – 10 years), Junior Scouts (10 – 15 years), Senior Scouts (16-17), Rover Scouts (18-26 years) and Scouts (27 and above). To become a scout, students can join the Scouts club in their school or join one nearest to their locality. Adults can also apply by registering at a Scouts office near them.

The Invisible Army

We are invisible, says Rehema. She explains that whenever you see a tragedy being reported on the news, the Scouts were probably there but no one thought to mention their contribution.

Zahara recalls in 2014 when people living in Jangwani swamp were affected by floods and relocated to Azania Camps. She was one of the Scout members who volunteered to help them at their time of need. She says they were able to save many lives and also assist in maintaining order at the Camp site.

«Be prepared» is what they keep saying to each other concerning any situation that they encounter. Devina explains that a Scout will never be stranded or unable to know what to do in a situation because they are trained to always be prepared. One of the things that most Scouts will carry with them is a scarf, even if it won’t be around their neck, it sure will be with them somewhere. A Scout can use this ‘neckerchief’ as a bandage in case someone they encounter is hurt. It can also be used as a dust mask, a sling, a napkin, a bib or a signal flag. They are governed by 10 Principles that reflect on their role to other people and to themselves.

In four minutes, Mwanahamisi Hussein (18), Heriet Komba (20), Zahara Kingalu (21) and Rehema Ramadhani (18), are able set up a tent in the woods without the help of a man. This isn’t the only impressive thing they can do. They can climb trees, cross over one side to another by gripping a rope. And most importantly; they can adjust themselves to adapt to any life situation, and to offer support to those in need. Their abilities are endless; they can extinguish a fire, save those who are drowning, give first Aid and peer education in their communities. They have been doing this for years now, Mwanahamisi being the longest member among them – 8 years in total.

Tomado de: http://allafrica.com/stories/201605230278.html
Fuente de laimagen: http://3.bp.blogspot.com/-YkwE3y4wXw8/UxjIK9VrMlI/AAAAAAAAALQ/OyOPMFdeRUA/s1600/SAM_5798.JPG
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Cuba: A propósito de la jornada estudiantil por los 53 años de la Unión Africana

Cuba/13 de Mayo de 2016/Sierra Maestra

El 53 aniversario de la creación de la Organización de la Unidad Africana, hoy Unión Africana, a celebrarse el venidero 25 de mayo, es una fecha trascendental para los jóvenes de diversas nacionalidades que cursan estudios de educación superior en Cuba, quienes realizarán una amplia jornada conmemorativa.

Organizada por el Comité de Estudiantes Africanos en esta ciudad, la celebración comenzará hoy con la Copa Deportiva “Nelson Mandela” -que comprende futbol sala, voleibol y basquetbol- y se extenderá hasta el día 27.

Visitas a diferentes sitios de interés histórico, muestra de cine africano en la Casa del África, varias conferencias magistrales sobre oralidad e influencia de esa nación en la cultura santiaguera, y la intervención social del proyecto Esperanza en el hogar de ancianos “Corazones Contentos” conforman el programa de actividades.

Baile, poesía, trajes y platos típicos serán exhibidos en la exposición “Esta es nuestra África”, a realizarse el día 25 en el parque Serrano desde las 9:00a.m. hasta las 7:00p.m. Como cierre de la jornada está prevista una gran gala cultural el 27, dedicada al 90 cumpleaños de Fidel Castro, cuyo sitio aún no se ha definido.

“Dentro de nuestra unidad, cada país presenta su propia cultura e identidad, entonces realizamos la jornada como motivo de integración, para conocernos mejor y llevar al pueblo santiaguero una pequeña muestra de quiénes somos.”, comentó Pedro Augusto Mussole, Presidente del Comité.

Unos 370 estudiantes africanos residen en la provincia, desde la Universidad de Oriente y la Universidad de Ciencias Médicas se forman como futuros profesionales que servirán en Angola, Nigeria, Guinea, Togo, Guinea Conacri, Guinea Bisau, Namibia, Niguer, Zambia, Madagascar, Djibuti, Uganda, Ghana, Yemen, Tanzania y la República de Arabia Saudita.

Hablan más de 30 dialectos entre todos, aunque sus lenguas oficiales son el inglés, el portugués, el español y el francés indistintamente. Ellos rompen con las barreras culturales e idiomáticas para mostrar que África está aquí.

Fuente: http://www.sierramaestra.cu/index.php/titulares/7756-a-proposito-de-la-jornada-estudiantil-por-los-53-anos-de-la-union-africana

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Africa Code Week (ACW): la lucha por la cualificación digital en África

África/ 11 de Mayo de 2016/Informativos.net

¿Cómo fomentar la alfabetización digital como una capacidad básica para la juventud africana en la economía actual? 150.000 niños y jóvenes africanos de 30 países aprenderán y se divertirán desarrollando código durante la celebración de Africa Code Week 2016, organizada por SAP y cientos de entidades colaboradoras y que se presenta hoy en Kigali (Ruanda) en el marco del Foro Económico Mundial.

África es uno de los continentes que cuenta con mayor mano de obra y más joven. Según datos del Foro Económico Mundial, el crecimiento del continente este año se situará por debajo del 5% debido a que la economía mundial sigue sufriendo. Y a pesar de ello el continente tiene el mercado de consumidores digitales que más rápido crece y la mayor población en edad de trabajar del mundo. Y sin embargo, las empresas africanas tienen dificultades para cubrir puestos de trabajo que requieren competencias digitales. Hoy, sólo el 1% de los niños africanos tiene conocimientos básicos de desarrollo de código al dejar el colegio.

En los próximos 25 años, la población de África en edad de trabajar se duplicará hasta los 1.000 millones, superando a la de China e India. Mientras tanto, la desigualdad en materia de conocimientos digitales es cada vez mayor.

Aunque la programación podría generar millones de empleos para jóvenes africanos y poner a sus países en la senda del crecimiento sostenible, las empresas en África a duras penas identifican candidatos con suficientes destrezas tecnológicas. Por tanto, la cuestión no es establecer si es necesario o no ofrecer a los jóvenes africanos un programa completo de apoyo a la formación, sino definir cuándo se debe poner en práctica. La respuesta de los participantes en Africa Code Week es: AHORA.

Según ha manifestado el ministro de Juventud y TIC del gobierno de Ruanda, Jean Philbert Nsengimana, «Hoy en día la alfabetización debe ir más allá de saber leer y escribir, incluso más allá de la alfabetización digital, es decir, de saber cómo usar los ordenadores. La formación básica para la próxima generación debe girar en torno a la programación y desarrollo de código”.

La iniciativa que ahora se presenta, se celebrará entre los días 15 y 23 de octubre de 2016, cuando se impartirán miles de talleres y formaciones gratuitas sobre desarrollo de código en las que participarán 150.000 niños y jóvenes de entre 8 a 24 años procedentes de 30 países de África –Angola, Argelia Benín, Botsuana, Camerún, Costa de Marfil, Egipto, Etiopía, Gambia, Ghana, Kenia, Lesoto, Madagascar, Malaui, Marruecos, Mozambique, Namibia, Nigeria, Ruanda, Senegal, Sudáfrica, Suazilandia, Tanzania, Togo, Túnez, Uganda, Zambia y Zimbabue-.

Los niños de 8 a 11 y 12 a 17 años participarán en workshops basados en Scratch, una plataforma de aprendizaje desarrollada por MIT Media Lab para simplificar el desarrollo de código. Los estudiantes aprenderán elementos básicos de desarrollo de código, así como a programar sus propias animaciones, concursos y juegos.

A aquellos con edades comprendidas entre los de 18 y los 24 se les invitará a un workshop denominado “Introducción a las Tecnologías Web” (para HTML, CSS, Javascript, PHP, SQL), que les proporcionará las bases para entender la arquitectura típica de un sitio web y les enseñará a crear un sitio web totalmente operativo y adaptado a dispositivos móviles.

Casi tan importante como formar a los alumnos es formar a los formadores. Por esa razón, de aquí a que empiece Africa Code Week, SAP impartirá sesiones para preparar para la iniciativa a miles de padres, profesores y educadores. Asimismo, los cursos de Africa Code Week, así como los materiales de aprendizaje estarán disponibles en la plataforma openSAP, totalmente gratuita, para todos los profesores, niños y jóvenes, independientemente de en qué parte del mundo se encuentren. Este es el multiplicador clave que permitirá que Africa Code Week pueda cumplir su ambicioso objetivo de capacitar a más de 200.000 profesores y tener un impacto positivo en la vida de 5 millones de niños y jóvenes durante de los próximos 10 años.

Fuente: http://www.informativos.net/tecnologia/africa-code-week-acw-la-lucha-por-la-cualificacion-digital-en-africa_55071.aspx#sthash.FduhsCDf.dpuf

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