Archives pour la catégorie EDUCATION

NURTURING THE FUTURE OF CHILDREN THROUGH SCHOOL

In Chad, a project to improve learning conditions and environment is bringing back thousands of out-of-school children on school benches.

Patricia - 6ans - eleve CP1.cmprsd
UNICEFChad/Azoura/2018

It only takes a quick glance to see the contrast. Bits of words and voices can be easily heard from the lessons taught afar, but in place of sheds under which teachers and children used to gather are new buildings standing. Four new buildings that have become the pride of the school “5 Octobre” and its community. “We used to do our class under sheds, which had to be renewed every year. Today it is not only nicer but also safer for our school children” explains Paul Beinde, the Director of the school.

In Chad, one out of two children attend primary schools and less than 40% will eventually complete their primary education. Lack of school facilities, limited intake capacities, coupled with socio-economic barriers continue to hamper the education of children. Promoting access, attendance and retaining children in schools require establishing fair conditions and environment for children to learn. For Paul Beinde, the project has demonstrated exactly that.

Paul Beinde dans son bureau de Directeur.cmprsd
UNICEFChad/Azoura/2018

Since we have the new buildings, we have seen more and more children joining. We had about 1,100 children before. This school year, there are 1,600” stresses Paul quite proudly. A positive change that cannot be explained by new facilities alone.

Esther Kinga, community teachers at the school confirms Paul’s observation. « The new buildings have attracted many primary school children. You can see it with the size of my class this year.” First-hand witness, Esther is also one of the agents leading this change. Community teachers represent about 64% of school teachers in Chad, and carry heavy responsibilities in helping children grow their potential ; which is not an easy task for those who have not always the qualifications needed.

Mme Mbai-Kinga Esther Djako - Maitre communautaire - CP1.cmprsd
UNICEFChad/Azoura/2018

Under the project, Esther has been trained along other community teachers on lessons preparation and presentation. A training that has boosted her motivation and confidence in her ability to not only carry out her job but bring the best opportunities for children. “The training helped me improving my teaching skills and I believe that I am now able to give the same chance to my students than those in big cities” she comments with the energy of those dedicated to a noble cause. “Now it is my turn to do my part of the job, for them to become an engine of change for their future and the one of our country.”

It takes a village to raise a child tells the saying and in the present case to bring and sustain change. Along with teachers, parents play a critical role in the education of their children. This is even more true in Chad, where about half of the schools are community schools, and parents, those who would keep schools alive, supporting wages of community teachers, as well as the management of school facilities. « Our role is to make sure that our children learn in the best conditions and this starts with maintaining the buildings and equipment’s that have been donated” tells Benadji Luciano, 52, the Secretary General of the Parents’ Association.

Benadji Luciano dans une classe
UNICEFChad/Azoura/2018

Supporting parent’s association also means giving them the ability to contribute to a better educational environment for their children and Mr. Benadji was one of the 570 members of the Parent Teacher Association trained under the project on the maintenance of classrooms. “We come often to visit and make sure students don’t lack anything. A good school environment, helps children to learn. This is also why we explain to them the benefit of maintaining their school and its furniture in good conditions” explains Benadji.

For the school “5 Octobre”, the mobilization and commitment of teachers and parents in improving learning conditions and environment has created critical changes in the life of the children of the area, including those who were until now kept out of the system. And as new children enroll in schools, new chances are given not only to children but to a whole community to believe in a better future and greater chances in life.

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The Project for Revitalizing Basic Education in Chad (PREBAT) is contributing to increasing access to primary education and quality education through improving school learning environment, including the construction and furnishing of classrooms, latrines and boreholes, as well as the provision of learning materials and school feeding programmes. Thanks to the Education Above All Foundation, under the funding of the Qatar, UNICEF has provided 237 new classrooms and improved WASH facilities to 68,412 out-of-school children in 11 regions of Chad, while supporting in parallel enhanced quality learning and teaching for 1,034,000 students in grades 1 and 2 and their teachers through distribution of books and pedagogical guides.

Publicités

3 jeunes sur 10 sont analphabètes dans les pays touchés par des conflits ou catastrophes – UNICEF

Avant la Conférence d’annonces de contribution du Partenariat mondial pour l’éducation à Dakar, le Fonds des Nations Unies pour l’enfance annonce avoir besoin cette année d’environ un milliard de dollars pour ses programmes d’éducation 

N’DJAMENA, le 31 janvier 2018 – Parmi les jeunes de 15 à 24 ans vivant dans les pays touchés par des conflits ou des catastrophes naturelles, près de trois enfants sur 10 – soit 59 millions – sont analphabètes, ce qui est trois fois supérieur au taux mondial, annonce aujourd’hui l’UNICEF.

 

Le Niger, le Tchad, le Soudan du Sud et la République centrafricaine – pays qui connaissent tous une instabilité de longue date et une pauvreté importante – ont les taux d’analphabétisme parmi les jeunes les plus élevés : respectivement 76 %, 69 %, 68 % et 64 % des 15 à 24 ans ne savent pas écrire ou lire.

« Ces chiffres nous rappellent cruellement les effets tragiques de ces crises sur l’éducation des enfants, leur avenir et la stabilité et la croissance de leur économie et de leur société », déclare la Directrice générale de l’UNICEF, Henrietta H. Fore. « Un enfant non scolarisé qui devient un jeune analphabète dans un pays déchiré par un conflit ou détruit par des catastrophes risque de ne pas avoir beaucoup de perspectives d’avenir. »

Cette nouvelle analyse – qui se fonde sur les taux d’alphabétisme de l’UNESCO dans les 27 pays en situation d’urgence mentionnés dans l’appel en faveur de l’action humanitaire pour les enfants lancé par l’UNICEF pour 2018 ­– est publiée juste avant la Conférence d’annonces de contribution du Partenariat mondial pour l’éducation qui se tiendra cette semaine à Dakar, au Sénégal.

Il ressort également de cette analyse que les filles et les jeunes femmes sont les plus désavantagées en matière de lecture et d’écriture, 33 % de celles qui vivent dans les pays en situation d’urgence – contre 24 % des garçons – n’ayant acquis aucune base dans ce domaine.

Pourtant, bien qu’elle contribue à égaliser les chances des enfants et des jeunes les plus vulnérables, l’éducation demeure très insuffisamment financée. À l’heure actuelle, seuls 3,6 % du financement de l’aide humanitaire servent à dispenser un enseignement aux enfants vivant en situation d’urgence, ce qui en fait l’un des secteurs les moins financés par les appels humanitaires.

Globalement, l’UNICEF estime qu’il consacrera environ un milliard de dollars par an aux programmes d’éducation au cours des quatre années à venir. Hier, il a lancé un appel humanitaire de 900 millions de dollars en faveur de l’éducation dans les pays touchés par des conflits et des catastrophes naturelles.

Dans des pays du monde entier, l’UNICEF s’emploie à faire en sorte que les enfants puissent aller à l’école et apprendre, notamment en fournissant des possibilités d’éducation accélérée et d’apprentissage non formel, en formant des enseignants, en remettant en état des écoles et en distribuant mobilier et fournitures scolaires.

En Afrique de l’Ouest et en Afrique centrale, où se trouvent les pays en situation d’urgence qui ont le taux d’analphabétisme le plus élevé parmi les jeunes (39 %) et où se tiendra la troisième conférence d’annonces de contribution, l’UNICEF coopère avec un ensemble de partenaires pour aider les enfants à apprendre malgré les conflits et l’insécurité ambiante. Un partenariat avec les Gouvernements du Cameroun et du Niger contribue par exemple à renforcer un programme éducatif novateur diffusé à la radio, qui constitue un moyen d’apprentissage alternatif pour les enfants et les jeunes vivant en situation de crise. Plus de 144 épisodes sur l’apprentissage de la lecture, de l’écriture et du calcul sont diffusés à la radio en français, en fulfulde, en haoussa et en kanouri. Ce programme sera bientôt étendu au Burkina Faso, à la République centrafricaine, la Guinée et la Guinée-Bissau.

L’UNICEF demande instamment aux gouvernements et autres partenaires de prendre les mesures nécessaires pour remédier à la crise éducative qui touche les enfants et les jeunes vivant en situation d’urgence :

  • En assurant l’accès des jeunes enfants à des programmes d’éducation préscolaire de qualité qui favorisent leur développement et les préparent à poursuivre leur apprentissage tout au long de leur enfance ;
  • En donnant aux jeunes analphabètes la possibilité d’apprendre à lire et à écrire et de poursuivre leur éducation par des programmes d’enseignement alternatif ou accéléré spécialement conçus à cet effet ;
  • En investissant davantage dans l’éducation, en particulier pour les enfants et les jeunes les plus défavorisés.

« L’avenir d’un enfant peut dépendre de l’éducation », déclare H. Fore. « Pour que tous les enfants bénéficient pleinement des bienfaits de l’apprentissage, il est essentiel qu’ils disposent d’un enseignement de la meilleure qualité possible, le plus tôt possible. »

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Notes aux rédactions 

L’UNICEF s’est fondé sur les données de 2018 de l’Institut de statistique de l’UNESCO pour calculer les taux d’analphabétisme parmi les jeunes de 15 à 24 ans dans 27 pays pour lesquels des données existent, sur les 32 pays en situation d’urgence en faveur desquels l’UNICEF a lancé un appel humanitaire.

À propos du financement du Partenariat mondial pour l’éducation pour 2020 

Le troisième cycle de financement du Partenariat mondial pour l’éducation pour 2018-2020 vise à obtenir d’importants engagements financiers en faveur de l’éducation de la part des pays partenaires, des donateurs existants et de nouveaux donateurs, afin que tous les enfants puissent aller à l’école et apprendre. L’accent sera mis sur l’éducation des enfants en situation d’urgence, l’éducation pour tous et l’apprentissage préscolaire. Pour en savoir plus, cliquez ici.

À propos de l’UNICEF

L’UNICEF travaille dans certains des endroits les plus inhospitaliers du monde pour atteindre les enfants les plus défavorisés. Dans 190 pays et territoires, nous travaillons pour chaque enfant, chaque jour, afin de construire un monde meilleur pour tous.

Pour en savoir plus sur l’UNICEF et son action en faveur des enfants : www.unicef.org/fr

Suivez-nous sur Twitter et Facebook 

Pour plus d’informations, veuillez contacter :
Cindy Thai Thien Nghia I Communication I cthaithiennghia@unicef.org

Schools: a safe haven for children

The massive displacement of islands’ populations of Lake Chad to the land areas as a result of Boko Haram-related violence has uprooted 1.3 million of children and placed them at high-risk of separation, abuse, exploitation and recruitment by armed groups. In the Lake Chad region, children who have fled and seek refuge in Chad are now given an opportunity to access education.

In this context, access to a safe school and learning environment often represents a rare opportunity of normalcy and future in the life of these children. A multi-country project in Lake Chad gives both teachers and students the tools to play a central role in securing and protecting that precious environment.

Dolgue Noel.Kousseri School
©UNICEF/2017/Azoura

Mr. Ngarnayal Ami, director of the Bagasola School, realized how vulnerable was his school. “We had no idea of the risks, even us adults. Without being aware, we were in constant danger”. While potential risks have not entirely disappeared, he confesses he feels more at ease, now that students have been trained. “They know how to distinguish between bad and good. They can identify a potential danger and, above all, they will know what to do to avoid it by taking shelter”.

The “Children of Peace” project in the Lake Chad Region, has trained teachers and children in psychosocial support, conflict and disaster risks management strengthening the school’s safety environment by better assessing vulnerabilities and establishing related mitigation measures. Both teachers and children were trained on and accompanied in conducting a vulnerability mapping and the development of preparedness plans. An exercise that have not only helped in raising their awareness on the risks they could face, but even more importantly, increased their capacity and power to identify hazards and school vulnerabilities in and around school and respond safely if facing those risks.

I will be ready to take the right actions if an incident occurs” tells Adam Mbodou, a 14-year-old in Matafo primary school, near Bol and under the “Children of Peace” project. “I learned how to help my teacher evacuate the students and how to protect them from harm’s way. I also know where to seek refuge after an evacuation.”

From reinforcing physical security measures, such as creating a second door as an emergency exit, to the awareness and knowledge of children and teachers alike on adopting the right measures in case of emergencies, the training has also provided basic tools for teachers in supporting recovery of children often affected by the hardship of their everyday life.

This was notably the case for Ms. Aheppa Zenaba, teacher of Grade 4 at the SODELAC school of Bol, who recognized the importance of the training in developing her ability to counsel children. « This little girl was traumatized when she arrived here” she remembers, telling us of the example of one of her school girls whose parents were killed by Boko Haram. “Thanks to the training, I was able to provide her with the support and advice she needed”.

More than 570 teachers have been trained so far on psychosocial support, conflict and disaster risks management, preparing in turn more than 34,000 school children, and bringing a change already recognized by all.

« The training brought a big change for the school, the students and even for the whole community » as summarized by Dolgue Noel, Director of the Kousseri school. « We are more reassured as mothers, to see that our children feel at peace » adds Falmata Mahamat, the president of the educating mother association of the school, who along with 20 others mothers are now playing an active role in supporting the school by educating other parents as well as teaching children about precautionary measures in case of danger.

With the “Children of Peace” project, there has been a before and after, not only for teachers and children in the confine of the school, but far beyond, in the community. Children, teachers, parents, community members must Know, Do, Plan, Prepare in case of danger or potential risk within their school, enabling therefore greater involvement of the community for the safety of their children.

IMG_0987
©UNICEF/2017/Azoura

The « Umbrella » exercise consists in identifying the risks and dangers that could occur in the school and making sure the school stays under the umbrella so that the raindrops (risks and danger) are retained by the umbrella. This technique permits to children to easily assimilate many tips on their safety.

 

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From November 2016 to November 2017, under ECHO-funded “Children of Peace” project, UNICEF piloted the development and implementation of school emergency response plans as well as the training so far of 579 teachers and 34,205 school boys and girls in psychosocial support (PSS) and conflict and disaster risk reduction (CDRR). 23,948 trained children took part in conducting a vulnerability mapping and developing a preparedness plans for CDRR. The initiative aimed at contributing to school’s resilience by supporting preparedness for mitigation of risks identified collaboratively by teachers, children, parents and children of peace focal points in the community. As part of a multi-country effort, the “Children of Peace” project has opened a door for boys and girls, in the Lake Chad Region, giving them access to a safe school and learning environment, thus expanding their opportunities for the future.