Sarah Rowse – DR Congo / Burundi – A report from a little known crisis

20 May

“There was something particularly undignified at seeing teenagers – on the cusp of adulthood – forced to sit on makeshift benches more akin to what one would find in a nursery school.”

I’m not long returned from a trip to eastern DR Congo where I was visiting Children in Crisis’ work with young Burundian refugees.

These teenagers, many of whom are unaccompanied minors – separated from their parents and siblings – have fled an unfolding and worsening crisis in their country.

It’s a lesser known crisis, one that hasn’t hit the headlines. Indeed, Burundi is a lesser known country that few have heard of, but what’s abundantly clear to me, from visiting the refugee camp and spending time with the young Burundian refugees with whom we’re working, is that this unfolding humanitarian crisis is no less important.

Since the crisis in Burundi first erupted two years ago, ignited by the unconstitutional and deeply divisive decision by incumbent President Nkurunziza to run for a third term, Burundi has been thrust into political and economic turmoil. Government crackdowns against opposition movements, suppression of the media, an increase in violence and extrajudicial arrests – have resulted in upwards of 260,000 refugees (the majority women and children) having fled to neighbouring Rwanda, Tanzania, DR Congo and Uganda.

Those that have fled to eastern DR Congo, some 16,000 of them, are living in a refugee camp on the shores of Lake Tanganyika.

Lusenda is already home to over 16,000 Burundian refugees who have fled increasing violence and extrajudicial arrests. © MONUSCO

Lusenda is already home to over 16,000 Burundian refugees who have fled increasing violence and extrajudicial arrests. © MONUSCO

Since November 2015, Children in Crisis alongside our dedicated local partner, Eben Ezer Ministry International (EMI), have been working predominantly with young people from this camp and with head teachers and teachers from the surrounding Congolese secondary schools. These schools, whilst doing their best to accommodate the young refugees, are struggling.

To this end, we’ve thus far supplied much-needed teaching and learning materials to the host schools to accommodate increased enrolment. We provided just over 1,000 school kits and uniforms – responding to the very real needs of these young Burundians who have fled, literally with the clothes on their back. We’ve applied our extensive pedagogical expertise to provide much-needed training to Congolese teachers from the host schools to help them respond to the changed classroom environment that the refugee crisis has brought, and we’ve established drama clubs for refugee and non-refugees alike, helping young people to express themselves and make sense of the situation they find themselves in.

We have supplied over 1,000 school kits and uniforms. What became clear during our conversations with Burundian students is that, apart from the clothes they were wearing when fleeing their homes, these uniforms are the only other clothes that they now have. Photo credit: a photo taken by Burundian students who borrowed our camera to show us their school and friends.

We have supplied over 1,000 school kits and uniforms. What became clear during our conversations with Burundian students is that, apart from the clothes they were wearing when fleeing their homes, these uniforms are the only other clothes that they now have. This photo taken by Burundian students who borrowed our camera to show us their school and friends.

Children in Crisis’ focus on education – both formal and non-formal – in this emergency context, is essential; it is also a mammoth task.

It is essential for the following reasons:-

  • At a time when young people are facing the toughest of times, uprooted from friends and family , going to school and maintaining their education provides some precious normality and stability in their lives.
  • In refugee situations, as has sadly been played out time and time again, young people are far more vulnerable to abuse and exploitation; the risk of recruitment into militias is a very real one, and girls in particular are at greater risk of sexual violence. The protective function that going to school plays in such situations can’t be understated.

But the task, as I mentioned, is a mammoth one.

With the crisis in Burundi showing no signs of abating, refugee numbers are predicted to increase.

The host Congolese secondary schools, even before the refugee crisis, were woefully under-resourced.

School buildings are small, cramped and dilapidated and there is a need to construct new schools and classrooms to cope with the doubling, in some cases, trebling, of enrolment.

In one of the schools I visited, Institute Lokololo, the head teacher had taken the initiative to rent an additional building to accommodate increased enrolment of refugee and non-refugee students, but the school lacked the means to furnish the school and, as a result, students were reduced to sitting on planks of wood or on upturned bricks on the dirt floor. There was something particularly undignified at seeing teenagers – on the cusp of adulthood – forced to sit on makeshift benches more akin to what one would find in a nursery school.

The planks which make for benches used by teenage students at one of the host Congolese schools.

The planks which make for benches used by teenage students at one of the host Congolese schools (photo taken by Burundian students).

A school toilet.

A school toilet (photo taken by Burundian students).

DSC_0815

Temporary classrooms have quickly fallen into a bad state (photo taken by Thea Lacey).

And these teenagers – like teenagers the world over – are bright, articulate, creative, intelligent, proud individuals.

Each that I spoke too had ambitions and hopes.

Each were clearly deeply anxious and troubled by the situation they find themselves in.

Each had harrowing stories to tell of what forced them to flee.

Children in Crisis and EMI are the only organisations responding to young people’s secondary educational needs at this time. We can and must do more to respond to the plight of these young people; with over 10 years skills and experience working in the region, in the field of education and with displaced communities, we know what to do and how best to do it, in response.

A photo taken by Burundian students who borrowed our camera to show us their school and friends.

A photo taken by Burundian students who borrowed our camera to show us their school and friends.

If we are able to secure the necessary support, this is what we will do:

Increase the secondary school premises available in Lusenda as the current situation is untenable. We are currently drawing up plans to construct a new school building.

Address the gap in out-of-school activities for young people of secondary school age (both in and out of school) in a way that combines several different goals, such as :

  • boosting intra-community cohesion
  • providing young people with positive ways to spend their free time (reducing the risk of them being attracted to anti-social and harmful activities)
  • creating ‘edu-tainment’ opportunities through which important public health and protection messages relating to early marriage, sexual and reproductive health can be communicated to other young people and the wider community.

In addition to additional teacher and school management training provide support to schools to establish enterprises; enabling them to generate a school income & increase resources such as classroom furniture and learning materials (which are currently at a very low level and which will need maintaining into the future).

The establishment of school enterprises would also enable young people to learn enterprise and business skills. Such skills would be highly relevant to young Burundians at this time, helping them to offset any dependency created as a result of their refugee status.

Advocacy & support

We need help in order to sustain our activities in the longer term. We need advocates and supporters to raise awareness of the plight of these young people and of this little known crisis that is unfolding in this little known country on the shores of Lake Tanganyika.

Please don’t hesitate to get in touch or donate online if you think that you can help today.

Joseph Kamara – Sierra Leone – abilities not disability

14 Dec

WESOFOD is a Sierra Leonean NGO run by and for people with disabilities. It is an organization that Children in Crisis is proud to count as a local partner. This blog was written by Joseph Kamara, WESOFOD’s Founder and Director, for Children in Crisis’ supporters – to mark the International Day of Persons with Disabilities and to give voice to people with disabilities in rural Sierra Leone. Voices which are being listened to more and more thanks to Joseph and WESOFOD.

The international day of persons with disabilities is a very important day for people with disabilities around the world. For us in Kambia, Sierra Leone, it’s an opportunity to reflect on the year and meet with communities to remind them of their duties and responsibilities in making the world inclusive for ALL abilities.

This year, WESOFOD decided to go farther into one of the hardest-to-reach communities, Bramaia Chiefdom, to raise awareness of the gains to be made from the integration of persons with disabilities in every aspect of political, social, economic and cultural life.

T-shirts ready for the day

T-shirts ready for the day

To make this day a success, people with disabilities from all walks of life came from across Kambia district and all over Bramaia chiefdom to its main town of Kukuna. For the first time in the history of Bramaia chiefdom, people with disabilities, as well as their parents, well-wishers and chiefdom leaders filled the major street of their town, singing and dancing and marching to their village hall. Almost the entire township joined the march. They marched with us all the way into the village hall to hear what we had to say. People with disabilities held placards with various messages and during the meeting, described with passion what each of their placards meant. This was what some of them said:

Focus on my ability and not my disability. In his local language and with almost tears in his eyes he said: ‘you always look at our blind eyes, our small limbs, our arched backs, our speech impairment, our disabilities; you deny us opportunities, education, jobs, the right to talk in meetings all because of  our disability. Today I want to say it here loud and clear- we have more abilities than the disability’’.

Focus on my mbility and not my disability

Focus on my ability and not my disability

By promoting Empowerment, real opportunities for people are created. ‘When people are empowered they are better prepared to take advantage of opportunities, they become agents of change and can more readily embrace their civic responsibilities’. ‘Give us education, give us skill so we will be able to look after ourselves, our families and give up street begging’.

Why provoke me? In her presentation, she asked this question three times and concluded, ‘it could be you, you and you’.This question made the entire hall silent. The majority of those present were guilty of this. Provocation is a challenge for many people with disabilities across Kambia district. A lot needs to be done to address the situation.

It could be you, you and you

It could be you, you and you

‘It could be you, you and you’ was a strong message from this child. He was very loud and brief; ‘disability was never a choice for me and I am sure it will never be a choice for anyone of you, it will come when it will come’. ‘Why not join WESOFOD in making Kambia district inclusive for all abilities’?

In the past, it has always been a challenge to bring stakeholders to a meeting that has to do with disability issues. In Bramaia it was a different case. Was it because they wanted to see for the first time people with disabilities singing and dancing? For some people, yes, but for majority, no. By the end of the day I realised why there was such a huge turnout. I saw sincerity in their statements. They were touched by our presentations and especially the presentations from the children. They know these issues were real in their communities and they wanted to do something to help and to support WESOFOD to address disability issues in their chiefdom and the district as a whole. Every section in the chiefdom pledged to donate a piece of land to be developed to empower people with disabilities in their communities.

In his statement, the paramount chief representative assured WESOFOD that they will do all in their powers to make sure that all new public structures are made accessible to people with disabilities in their chiefdom. ‘We are sorry we do not have the resources to make our present schools and public places accessible to people with disabilities but we give all the support within our reach to help WESOFOD correct these past wrongs’.

Magbema Chiefdom's football team

Magbema Chiefdom’s football team

The social inclusion evening also made the day a memorable one. This included a football match between persons with disabilities in Magbema chiefdom and Bramaia chiefdom and a dusk to dawn dance. For the first time in the history of Bramaia chiefdom people with disabilities were seen in the field of play.

For me, the day was a huge success. People with disabilities came out in their numbers. Thirty three children and fifty nine youngsters/adults were registered and have joined the WESOFOD membership. People with disabilities in Bramaia chiefdom saw successful and authoritative colleagues with disabilities from their own district sitting at the high table together with their local authorities, telling them to open their eyes and see ability in disability and appealing to them to make space for the inclusion of persons with disabilities in Bramaia chiefdom, Kambia district and Sierra Leone.

Children with disabilities in Bramaia chiefdom for the first time saw more fortunate children with disabilities, who had the opportunity to be cared for by WESOFOD, role-playing the challenges faced in getting an education; the attitude of parents of children with disabilities and communities towards children with disabilities in their own homes and communities. They are happy that WESOFOD has come to their chiefdom and this gives them hope for a better future. Above all, they are very hopeful that these pieces of land that their stakeholders have pledged to give to WESOFOD will in future be developed to better their lives and their communities. Lastly, after almost a year and half of the Ebola crisis, we were able to come out, we were seen and heard, we were able to tell the people of Bramaia chiefdom-one of the hardest to reach and remotest communities of Kambia district – that Inclusion Matters, and that Access and Empowerment are key to inclusion.

WESOFOD staff and members

WESOFOD staff and members

As I reflect on the 2015 theme of the IDPWDs- ‘Inclusion Matters: Access and Empowerment of people of all abilities. Let us as a section, chiefdom, a district, a country and the world at large reflect on these questions: ‘How many of our offices are accessible to people with disabilities? How many of our health centres are accessible to people with disabilities especially women and children? How many of our schools are accessible to children with disabilities? How many of our mosques and churches are accessible to people with disabilities? How much have we invested in making sure children with disabilities are in school? How much have you invested in women with disabilities to eliminate all forms of abuse and discriminate against them? How much have we contributed to making our communities, our district, our country and our world inclusive for all abilities? How much have we contributed to the empowerment of people with disabilities?’

Written by Joseph Alieu Kamara -Founder and Director -WESOFOD

Laura Colgan – Sierra Leone – Mr Kamara

3 Dec

When we asked what they wanted to be when they grow up, some said Minister for Education, some said Minister for Disabilities, several said President, and many said that they wanted to grow up to be just like Mr Kamara.

On my recent and very first trip to Children in Crisis’ projects in Kambia, Sierra Leone, I was fortunate enough to spend time with Joseph Kamara, the founder of our local partner organisation WESOFOD. I accompanied Joseph on his visits to some of the communities that Children in Crisis and WESOFOD work in. There, we met some of the children we have supported, as well as those who still need support.

IMG_2089

Joseph Kamara, the founder of Children in Crisis’ partner organisation WESOFOD – a local NGO run by people with disabilities who advocate for the rights of the disabled and directly support children with disabilities.

Despite the lack of knowledge and understanding around disabilities in Kambia, it was incredible to see such a positive and welcoming reaction to Joseph’s arrival within these communities. For the children we met – many of them confined to their homes because the world beyond their (often high and challenging) doorstep is not adapted to their needs – I thought that it must be rare for them to see a person with disabilities being regarded in such high esteem.

It was at these moments that I felt truly proud to work for an organisation like Children in Crisis, that puts such great emphasis on working with local partners – and WESOFOD is a pretty special example of this. Joseph himself is living proof that people with disabilities in Sierra Leone CAN succeed and be a beacon for their communities, and he represents everything that WESOFOD is, with absolute determination and pride.

IMG_2230

Some of the children who are cared for by WESOFOD

When we spoke to the children who were soon to move into a new home and treatment centre, many told us about the multitudinous challenges faced by people with disabilities in Kambia, but that Joseph had given them hope. When we asked what they wanted to be when they grow up, some said Minister for Education, some said Minister for Disabilities, several said President, and many said that they wanted to grow up to be just like Mr Kamara.

Since returning to London, I am constantly reminded of my time with WESOFOD. When a London bus driver moves closer to the curb to allow a wheelchair user to disembark using the built-in ramp (there are many wonderful things about that sentence) I am immediately transported back to the remote communities of Kambia.

IMG_2871

Children with disabilities in rural Kambia are often confined to their homes, unable to travel on unpaved roads

I have become infinitely more aware of my surroundings in so many ways. I have realised that every inch of the land around me is produced, reinforced, maintained, and adapted so that it is that much more accessible (though certainly far from perfect). I was born into this world. I did not earn it or contribute to it, I am simply lucky. I have a whole new appreciation for my own mobility, and how something as seemingly simple as a flat pavement can mean a child’s safe route to school.

I think of Joseph often, and always with a smile. It is astounding how one man’s determination can bring so much hope, strength and ambition to so many others. Joseph has given Kambia reason to believe that what many once thought impossible, is most definitely possible.

Written by Laura Colgan – Corporate Fundraising Officer – Children in Crisis

Robert Benham – Sierra Leone – ‘Inclusion matters’ is more than just a phrase

3 Dec

Having witnessed first-hand the importance of a mother who understands about disability and supports her child, or how a simple aid can enable a child to be a child, I encourage you to look beyond this big title and to consider what ‘Inclusion matters’ really means to children like Nouhou.

Imagine having to move away from your family home, the village you have grown up in, because your community do not accept your child.

For children like Nouhou 'inclusion matters' is more than just a phrase - it is the key to a brighter future

For children like Nouhou ‘inclusion matters’ is more than just a phrase – it is the key to a brighter future

When Aminata gave birth to Nouhou, who has cerebral Palsy, she was told he was ‘evil’ and that she must throw him away. Aminata refused. She chose her son instead.

It is the discrimination and lack of understanding that Aminata and Nouhou faced that the International Day of Disabled Persons is trying to overcome. Based around the theme of ‘inclusion matters’, the day is focussing on the gains derived from integrating people with disabilities into society.

Sitting outside Nouhou and Aminata’s home, listening to her story, I can’t imagine how hard her decision must have been but, how she talks about her son, and the warm look in her eyes as she watches over him, I know that she still believes it was the correct one.

Nouhou with his mum Aminata - his protector.

Nouhou with his mum Aminata – his protector.

She has built a life for her son. Nouhou has grown into an inquisitive 6 year old. With the help of his sister, every day he walks to a nearby primary school and is starting to get the education that will enable him to live an active and inclusive life when he grows up.

Sat next to his mum, wearing his bright green uniform, Nouhou eyes us cautiously, slowly leaning in closer to his protector. Nouhou’s natural suspicion is understandable considering the battles he faces to be included in his world.

His father refuses to acknowledge him as one of his own because of his disability and children at his school provoke and agitate him. Even his community, whilst much more understanding than the one he was born into, do not fully accept him – just the Friday before the family was asked to leave the Mosque.

“It is always a challenge, but I have no choice, I will always support my child.”

During my time in Sierra Leone, the barriers facing children with disabilities were striking in their number. I witnessed an absence of understanding around disability, sometimes unsupportive families, schools and homes that are inaccessible to the disabled – all of which contributed to too many children with disabilities being destined to a life of marginalisation and isolation.

Despite the obstacles that children with disability face to be included in their community, every day I was encouraged by the progress I saw being made by Children in Crisis’ partner organisations such as WESOFOD – a local NGO run by a group of inspiring people with disabilities who advocate for the rights of the disabled and directly support children with disabilities – and by the impact small changes were making to the lives of children like Nouhou.

Sahid's mobility aid enables him to travel to school each day and mix with other children. It enables a child to simply be a child.

Sahid’s mobility aid enables him to travel to school each day and mix with other children. It enables a child to simply be a child.

As we were sat talking to Nouhou, we heard a familiar noise coming up the road, Sahid being accompanied home by his friends.

Sahid, who will be moving into the residential rehabilitation centre being constructed by Children in Crisis & WESOFOD, attends the same school as Nouhou and, unable to walk, gets around on a mobility aid.

This simple device is a great example of little things having a huge impact. It enables Sahid to go to school and to achieve an education. It has allowed him to interact with children his own age and to make friends, making sure that the next generation of children treat those with disabilities equally.

It is estimated that worldwide there are one billion people with disabilities, many of whom live on the periphery of their community, marginalised and discriminated against.

This year’s theme, ‘Inclusion matters’, is a strong phrase for an important International Day. It represents a vision of hope, empowerment and equality.

Having witnessed first-hand the importance of a mother who understands about disability and supports her child, or how a simple aid can enable a child to be a child, I encourage you to look beyond this big title and to consider what ‘Inclusion matters’ really means to children like Nouhou.

For these children ‘inclusion matters’ is more than just a phrase; it is the key to a brighter future, one where they have the opportunity to live life on their terms.

Written by: Robert Benham, Trust Fundraising Assistant, Children in Crisis

Anne Leinonen – Kabul – Education gives a direction in life

7 Oct

Anne Leinonen is Children in Crisis’ newest recruit and will be volunteering her considerable communications and advocacy skills at our UK office for the next few months. As she was working for an organisation in Kabul, we couldn’t let Anne leave Afghanistan for Children in Crisis HQ without taking the opportunity to visit one of our Community Based Education Centres in the city. Below is her account of the visit. How wonderful to have a fresh perspective on the work of these Centres and a volunteer with such great experience of our work!

 Samir, a proud leaner, offered a friendly welcome.

“Welcome! We are happy that you are here,” a friendly voice greets me when I enter a classroom. I am immediately surrounded by shy laughter and hushed voices. The nervous giggles do not put off the friendly greeter.

“Hello. My name is Samir. How are you?” he continues in English and laughs, along with boys with whom he shares a desk at the back at the classroom.

I am visiting a Children in Crisis Community Based Education Centre (CBEC) in Kabul. Here, out-of-school children can cover an entire primary school syllabus at an accelerated pace. In Afghanistan, forty per cent of children do not go to the school.

Just 18 months ago 13-year old Samir was among the unfortunate forty per cent, as he spent his days on the streets of Kabul. One day, Children in Crisis teachers visited his parents to talk about CBEC in their neighbourhood. After the visit, Samir’s parents let him go.

The neighbourhood might be a short drive away from the city centre of the Afghan capital, but it is still far from being prosperous. Many struggle to provide for their families. Education is not a priority. It is not unusual that parents are illiterate and did not go to school either.

“I like it here. I will go to a state secondary school after this course, and I will study even after that. One day I will become a police officer and will make sure that my neighbourhood is a safe and peaceful place to live in,” Samir tells me proudly. His ethusiasm is contagious.

CiC school in Mariam's neighbourhood makes the school runs easy.

Mariam loves going to school. Having a CBEC in her neighbourhood makes the school run easy.

The school next door

Mariam, also 13, has been coming to the Community Based Education Centre for six months. The school is close to her home, so it is easy for her to come here. She loves Dari and art. At first, most of the words felt too long and a bit scary. It was pure joy and laughter when she learnt to read some of them. The importance of going to the school gets her serious.

“With education you get a direction in your life. Without education one doesn’t know even God,” she says and turns her head away shyly.

Mariam, too, hopes that she can go all the way to a state secondary school. But she does not want to talk about that. In a year or two, school might not be an option for her. In Afghanistan, the drop-out rate for school girls is unfortunately high, as the girls marry young. When they reach puberty, the parents feel staying at home is safer for the girls and their reputation. This makes the primary school education that Mariam is getting at Children in Crisis’ CBEC and the efforts of her teachers to advocate for her further education that much more important.

Open doors

In Afghanistan, the government is unable to provide schools for all. Organisations like Children in Crisis bring education to these deprived neighbourhoods. Thanks to an agreement with the Ministry of Education, the children completing primary school education are guaranteed a place in a state secondary school – girls and boys.

“We research which neighbourhoods need our support most and where people would be keen to attend the classes. Then, we meet with the community elders to discuss our project,” says Timor Shah Abid, the Country Director of Children in Crisis in Afghanistan.

Open doors policy is part of the close ties with the community. Every community member can visit the Centre to see what happens there. That also brings security. When people trust the Centre and its staff, there have not been any problems with security. The communities make even sure that the girls can walk to their lessons without being disturbed.

Currently Children in Crisis runs two Community Based Education Centres in Kabul. The demand for quality education, however, exceeds the two neighbourhoods…

Amy Parker – DR Congo – This school is merely the tip of the iceberg

29 Apr

‘‘If we don’t have peace, life is empty. We will lose everything again if we don’t live in harmony. Children of Tulambo, this is your future.’’

These words, spoken last week at the inauguration of Tubangwa Primary School by a local chief were met with a huge round of applause by all those present to celebrate their new school. This Primary School is the 15th to be built on the Mid and High Plateau region in South Kivu, DR Congo, by Children in Crisis and our local partner NGO Eben Ezer Ministry International (EMI). Tubangwa School sits in Tulambo village. Nestled deep on the Itombwe Plateau, with no telephone coverage and several days’ journey by foot to the nearest centres, Tulambo has long suffered from inter-ethnic conflict. It is a region inhabited by two communities, the Banyamulenge and the Babembe. For many years, peace reigned and the communities lived happily side by side. However, the years of conflict from 1996 onwards saw the two groups pitted against each other. Former friends and neighbours found themselves entangled in a fatal conflict, driven by rumour, jealousy and manipulation. Today a fragile peace has been reinstated, but it is a peace that needs nurturing.

Approaching Tubangwa Primary School, with the rusty , leaking roof of the old school building to the left.

Approaching Tubangwa Primary School, with the rusty , leaking roof of the old school building to the left.

‘If we don’t have peace, life is empty. We will lose everything again if we don’t live in harmony. Children of Tulambo, this is your future.’  - Tulambo's community leader

‘If we don’t have peace, life is empty. We will lose everything again if we don’t live in harmony. Children of Tulambo, this is your future.’ – Tulambo’s community leader

When talking about what makes them sad, the first thing that the men, women and children of Tulambo spoke about was war. In my personal world, death is not something that I think about regularly. It is not something that I’m faced with regularly. However, for the group of 11 and 12 year old pupils with whom I chatted, the first thing they told me they didn’t like to see was death. The thing they most hated to hear was news of people being killed by war. These sentiments were echoed by the men and women I talked to. Men spoke about not wanting to hear people talk about inter-ethnic killings, they don’t like to hear news about war and they are sad when they see people fleeing and the destruction that war causes. Women spoke of the sadness of widows and orphans left behind following conflict. They hate to see friends become enemies and are scared when they hear news of fighting.

Sylvie is one of Tubangwa's pupils who I spoke with at the school opening.

Sylvie is one of Tubangwa’s pupils who I spoke with at the school opening.

Three women who were part of the school construction committee.

Three women who were part of the school construction committee.

The construction of a school is seen as a symbol of a brighter future. The building itself is merely the tip of the iceberg. In all of Children in Crisis’ schools-construction projects, we work closely with the community to ensure they are ready for the job at hand – the investment of the local population is enormous. Whilst we transport building materials from the lowlands and provide a skilled team to lead the project, the community will work together to provide stones for the foundations, sand for the cement and water on a daily basis over eight months of construction. Being so invested-in and integral to the project, they also scrutinise the quality of construction throughout, and become ambassadors for education within the wider community.

Esther Nyakaguju, a mother of eight children who spoke extremely powerfully about the power of the school to unite everyone and the hope it gives for the future.

Esther Nyakaguju, a mother of eight children who spoke extremely powerfully about the power of the school to unite everyone and the hope it gives for the future.

As is often the case, for the communities of Tubangwa Primary School, the construction project also provided a neutral platform for previously warring communities to work together for a common goal – more important than any lingering mistrust or suspicion.

Children sat at comfortable desks, in their new school.

Children sat at comfortable desks, in their new school.

The resulting, bright spacious school is not only a place for Tubangwa’s children to learn and prosper. It is the best chance we have to put an end to the spectre of death that haunts people of this region on a daily basis. It is the hope for a future without conflict.

Click here to learn more about constructing schools on the remote Plateau of South Kivu and the work that could benefit from your support. 

Peter Simms – Afghanistan – In these rooms, women had power

27 Mar

After three years, with these five latest CBECs, Children in Crisis has been able to help women become conscious of their identity, of their society. Some will accept that world, some will contest it, and some, or the daughters of some, will slowly, gradually, change it.

This month, classes at Children in Crisis’ current five Community Based Education Centres (CBECs) project in Afghanistan, came to an end. We are now working on opening Centres within other communities that need their support.

Every community project comes to an end and interventions, however long, can never be permanent. These five latest Education Centres run by Children in Crisis have been incredibly successful, helping women and children to access basic education. 300 children, mostly girls, from some of the poorest communities in Kabul have been able to gain a full primary education despite never having previously been to school. In addition, over 1,000 women from these communities have learned to read, write, and develop other critical skills at the CBECs.

The girls and women who came to our five Education Centres will be better off, not only because they have learnt to read, but because they will be granted access to a world of opportunity and hope.

The girls and women who came to our five Education Centres will be better off, not only because they have learnt to read, but because they will be granted access to a world of opportunity and hope.

For the girls who came to these Centres they will be half as likely to marry before their 16th birthday, and far less likely to be a mother before the age of 15. The women will be twice as likely to have their own children live past the age of five, and for every year of schooling will have a 20 per cent increase in household earnings.

However, the benefits of these centres go beyond statistics. The girls and women who came to these five Education Centres will be better off, not only because they have learnt to read, but because they will be granted access to a world of opportunity and hope.

From extensive research done around the world, we know that girls who learn to read and write will be more likely to work, to support their families, and to be economically independent. But the realities of life here in Afghanistan pose an added barrier to this empowerment. The lack of access to education for girls in Afghanistan was always a symptom of broader gender inequalities and reflected deep social norms inhibiting their participation in not only schools, but also in society and communities as a whole.

Our Education Centres provided a space for women to be safe, to be collective, to have a voice – literally to speak.

Our Education Centres provided a space for women to be safe, to be collective, to have a voice – literally to speak.

Reducing education to its rate of return is simply inadequate as a measure of impact in Afghanistan. Instead we need to look closer, to look harder at what education actually means to children and women of these communities. Paolo Freire showed how education allows people to be able to read the world – to describe, and then define, their contexts – to be truly conscious.

As I spoke to women in the CBECs it was clear that, despite progress made, their world is still not one of open opportunity.  However, the Community Education Centres offered something more – ‘A place to gather’ was the most common response; ‘a chance to leave the house’; ‘to be outside’. Many said it was where they could share experiences with other women. Our Education Centres provided a space for women to be safe, to be collective, to have a voice – literally to speak. In these rooms women had power, and through shared experience they could develop resilience.

One Community Education Centre is not going to break the deep-rooted structures of gender inequality in Afghanistan, but it can begin a process and encourage dialogue where women have a space to assert themselves and develop their own identities. The skills of reading and writing can then empower that identity, allowing someone to use a telephone, read a medicine box, or help a child with their homework.

Children in Crisis' latest Education Centres have been incredibly successful, helping women and children (mainly girls) to access basic education.

Children in Crisis’ latest Education Centres have been incredibly successful, helping women and children (mainly girls) to access basic education.

Children in Crisis will be opening new CBECs in other marginalised communities over the coming year, taking a model that we know works and expanding it to reach even more women and children. We will work in areas where others don’t go, meaning the challenges will be greater and the achievements relative to just how deprived these communities are.

After three years, with these five latest CBECs, Children in Crisis has been able to help women become conscious of their identity, of their society. Some will accept that world, some will contest it, and some, or the daughters of some, will slowly, gradually, change it.

Children in Crisis has currently been able to find support for two new Community Based Education Centres. We are still seeking funding to help us open the remaining three Centres within communities whose children and women need assistance. If you, your company or Charitable Foundation think you could help, please email Peter on peters@childrenincrisis.org

Follow

Get every new post delivered to your Inbox.

Join 962 other followers