Africa educationists gather in Lusaka to design a gender-responsive education

... Fr. Chilufya says an ideal education systems must recognize gender differences and particularities, and be safe, promoting gender equality.

By Francis Maingaila 

Lusaka, Zambia24 (17-05-2023 - The Bakhita Partnership for Education (BPE) Indaba for Girls Education in Africa opened in Lusaka, emphasizing the need for gender-responsive education policies.

BPE Chairperson and CEO Charlie Chilufya called on African governments to design education systems that address issues affecting girls in real time and offer transformative education to empower them. 

Fr. Chilufya raised attention to the crisis that has highlighted the vulnerability of girls and showed how access to quality education needs to be improved.

Furthermore, Fr. Chilufya said education systems must recognize gender differences and particularities, and be safe, promoting gender equality.

 He said policies must incorporate guidelines for a safe school environment, relationship, and sex education, and support systems, such as counseling staff. 

"Policies must be consultative and responsive to the realities that African children face, including cultural practices like early marriage and female genital mutilation."

He said the BPE is partnering with stakeholders to create a movement to demand gender-informed policies that empower girls and promote gender-responsive education. 

The organization plans to share a girls' declaration with clear points on developing curricula, financing, and policies for schools, among other things encouraging governments to prioritize gender-informed policies that consider the specific needs of African girls.

Meanwhile several girls across Africa recounted there experiences on how they endeavored hard lives at the hands of their loved ones.

For example Founder of Smart Girls mentorship program Brenda Karima has bravely shared her story of trauma and abuse at the hands of her stepfather. 

Karima explains how her stepfather, who came from a poor background and was a drunkard, sexually abused her for several years. 

She did not tell her mother for fear of ruining her mother's marriage, and her education and behavior suffered as a result. 

"It was not until a compassion international  church partner director noticed something was wrong with the young girl and took her under her wing that she was able to get the support she needed."

She eventually went to university and was doing well until she received news that her sister had been sexually abused by a community religious leaders made her pregnant 

Her sister was then helped by the same man who had abused her, and the founder had to take matters into her own hands to get justice for her sister. 

Through her own experiences, the founder stresses the importance of speaking up about abuse and educating others about it. 

She believes that it takes just one person to make a difference and encourages others to take action in their own communities. 

She also emphasizes the healing power of education and how it can help overcome trauma. 

Despite the challenges she faced, she is a living testimony that one can overcome such trauma and help others as well.

Kellyanne Chyastun, the founder of Children with Nature, and Githae Wanjiku, an advocate against female genital mutilation (FGM), came together to address the issue of girls' education and the impact of climate change. 

Chyastun spoke about the harm caused by FGM and called for a supportive environment that enables girls to lead decent lives. 

She emphasized the importance of teaching life-saving skills to girls and preventing FGM, which often leads to early marriage and death.

Chyastun shared her work in climate finance and called for investing in the global South, especially Africa, to create sustainable development opportunities. 

She explained how climate change exacerbates the effects of FGM and shared the story of a girl who witnessed her cousin's death from excessive bleeding after undergoing the painful procedure. 

Chyastun stressed that stopping FGM would allow girls to pursue their dreams, such as becoming doctors and advocates.

She called on policymakers and lawmakers to support girls' education and protect their rights, including the right to life and freedom of speech.

She also stressed the importance of promoting children's education and protecting girls from FGM. 

Chyastun concluded with a quote asking the audience to remember who they are and how they can make a positive impact on the world.

Similarly, International human rights lawyer and UNESCO SDG youth network member Cynthia Nyongesa urged communities to address the challenges faced by marginalized girls in society. 

Nyongesa explained that many children are unable to progress in life because no one is willing to listen to them. 

For example, in Togo, 86% of children living in poverty are unable to read proficiently before the crisis structure. The closures disproportionately affected girls who lack internet connectivity and conducive conditions for learning at home. 

Globally, at least 2% of children between the ages of five are engaged in various forms of child labor and poverty. COVID-19 has worsened poverty,

 unemployment, and food insecurity, which has disadvantaged the younger generation. 

Moreover, the shift towards technology and online platforms has exposed young girls to the dark side of the digital world, including online abuse, cyberbullying, and sexual exploitation.

 In Kenya, only 50% of the population owns a mobile phone, and only a fraction of those with internet access go online once a day. 

Creating an enabling environment that empowers children and ensures their rights requires prioritizing education and committing to providing 12 years of quality education regardless of gender. 

Governments must increase sustainable domestic financing and provide responsive education systems that address the basic needs of children.

Nyongesa shared her experience as a (GPE) Global partnership with education working with the British Broadcasting Corporation, which revealed that investing in education is a viable solution. 

Non-formal education is also necessary, free from barriers and focused on digital skills, science,

 technology, engineering, and mathematics (STEM) education for girls while ensuring their online rights and safety. 

Women like Nyongesa and other women in leadership and decision-making roles are crucial in shaping policies and solutions for gender equality, education, poverty, and partnerships for the greater good.

Investing in their leadership potential is a crucial step towards achieving the sustainable development goals.

Young people must be empowered to speak and take action, and all stakeholders must collaborate to transform public and private sectors and mobilize resources for achieving the sustainable development goals.

Additionally, Noluthando Honono, an activist for girls' education, shared a heartbreaking account of how the COVID-19 pandemic has impacted the lives of young girls, leaving many in devastating shock. 

She called for the creation of an enabling environment that empowers girls to stand on their own during times of need.

Noluthando urged African governments and parents to prioritize girls' education and create policies that support their interests in school.

She realized the discrepancies in South African education during her first year at university, realizing that she had access to former models in school, including computers, English teachers, and qualified educators who understood what was needed in the university space.

However, this was not the same experience for a young woman who did not know how to turn on a laptop and required one to get through her first year of law. 

Her command of the English language was not as strong, but it was necessary for her to be able to pass her coursework. 

This became Noluthando's passion project, seeking to determine the importance of university readiness for young people in South Africa, particularly those in townships that have access to education but lack the necessary resources to thrive.

Noluthando and her team built a program that teaches young people basic writing and speaking skills that will assist them in presentations and other areas beyond school, including interviews. 

The program creates a space where young people can correct their mistakes and grow in their educational spaces.

One of the biggest problems that Noluthando noticed is that young women often become the caretakers of their families. 

This trend is prevalent in South Africa because many young people were left on their own due to the HIV and AIDS pandemic, and there has been too much focus on COVID-19, which is viewed as an immediate inconvenience.

Many children are unable to access education due to their responsibilities as caretakers for younger siblings.

 Noluthando called for access to the Department of Education in South Africa, which is challenging due to bureaucracy and red tape.

There is a need to envision education differently, focusing on creating a space where children can build skills and incorporate these skills into their daily lives. 

The primary school curriculum needs to incorporate basic technology education, including how to use a laptop, move a mouse, and typing skills. 

Noluthando believes that all education systems, particularly in South Africa, need to prioritize university and college readiness.

Noluthando is urging all African governments to prioritize girls' education and create policies that support their interests. 

Education should not be a parental project, but rather a space where children can build skills and achieve meaningful development.