education

Hardships in Zambia’s School System

By Tenagne Mekonnen, Africa Regional Communication Manager

The road to education is hard, rocky and bumpy in Zambia. There are overcrowded classrooms, a shortage of materials, long walks to school and often not enough food.

Zambian children with mothers

John and Gracious, pictured with their mothers.

Flocks of children, age 8 and older, walk more than a mile each way to school every day, sometimes without having eaten breakfast. Some have no shoes, and their school may not have fresh water when they get there. Access to education is the right of every child, but poverty creates many obstacles to school attendance in Zambia and other countries that ChildFund serves. 

ChildFund strives to make the journey to school easier by working with the Zambian government to build standardized facilities that include libraries, labs, restrooms and learning materials. Sometimes we help provide shoes and uniforms too.

John and Gracious, two Zambian children, say they are happy just to be in school, even though it’s sometimes difficult to walk there. Their mothers now work for a small business that allows Gracious, 11, and John, 9, to attend school. They hope one day that there will be a school in their own community or a means of transportation other than their own feet.

Zambian community leaders at school

Community leaders meet at a new school.

The Struggle Continues in Africa

By Tenagne Mekonnen, ChildFund Africa Regional Communications Manager

Jumbe Sebunya, ChildFund’s regional director for east and southern Africa, recently reflected on ChildFund’s commitment to children’s rights and the Day of the African Child, celebrated annually on June 16.

man standing

Jumbe Sebunya

What are ChildFund’s current strategies in Africa?
We currently work in 11 African countries, reaching a total of 8.5 million children and families. ChildFund focuses on engaging children, families and communities in an effort to improve outcomes for children both at the micro level within their immediate communities but also on a macro level, within their countries and regions. Thus, our approach is two-pronged: hands-on at the community level, and also at national and regional levels in terms of policy advocacy efforts on children’s issues.

We have had good success with a number of our program strategies, such as ChildFund’s work on early childhood development (ECD), which focuses on parent-child-community relationships that are central in creating a healthy beginning for a child. Through ECD programs, we are able to ensure that the first experiences of a child begin with an informed ECD caregiver and a supportive community. We have seen that such an environment has a lifelong impact on the children’s development and success in life.

The Day of African Child is one of the main events celebrated in Africa. How is the event helping promote the rights of children in Africa?
The event should remind us all of our duty as citizens of Africa and its friends to promote the rights of the child on this continent. It does indeed commemorate children rising up against [South Africa’s] apartheid government that was bent on denying children their equal rights to education, health, etc. In Africa today, there has been some progress achieved for children in education, gender equity, HIV and AIDS and other areas. However, with children making up a significant portion of our populations (in some countries more than 50 percent), governments, civil society organizations and other key development partners have to keep children’s well-being and rights central to any and all sustainable development efforts on the continent.

girls on playground

Biftu and Chaltu play at an ECD center in Fantale, Ethiopia Photo: Jake Lyell

How are you planning to celebrate the Day of the African Child, and what will that mean to the children you serve?
In Ethiopia, we are joining with the African Union Commission and others to organize a forum that will highlight African achievements and the plight of children in the continent. We are also bringing children from other countries where ChildFund works to share their stories and have their voices heard on issues affecting children in Africa. We are also participating in various events within countries in which we operate.

The theme this year is “Eliminating Harmful and Social Practices Against Children: Our Responsibility.” What is ChildFund doing along these lines?
In almost all the countries where ChildFund operates, children experience some form of physical violence before the age of 8! This is unacceptable, and in a number of countries ChildFund works with children, families, local communities, as well as governments, to address harmful social practices as well as violence and exploitation against children.

What are your expectations as you join other organizations and the African Union to celebrate the Day of the African Child?
I have many expectations for the Day of the African Child, especially to urge all African citizens and governments in renewing our commitments: To significantly reduce the number of children that are subjected to sexual violence and abuse of any form; to reduce the number of children living outside family care; to end harmful social practices against children like early marriage and genital mutilation; to eliminate any form of child labor on the continent; and to support birth registration for all children without discrimination in Africa.

Child Labor Still Accepted in India’s Firozabad

By Saroj Pattnaik, ChildFund India, and Sagita Adesywi, ChildFund Indonesia

Our focus on child labor practices continues today in support of International Labour Organization’s World Day Against Child Labour.

Vipin

Although Vipin wishes to become a doctor, his daily work leaves little time for studying.

Vipin, 18, aspires to become a doctor and is working hard to achieve his goal. Yet, there is unhappiness in his eyes. He worries about having time for his studies, as half of his day goes into bangle making. It’s the only livelihood option for his nine-member family, living in a half-constructed house on a narrow lane in Firozabad in India’s populous state of Uttar Pradesh.

youth melding bangles over an open fire

Vipin making bangles at his home in Firozabad.

Vipin wakes up for work at 4 a.m. each day. He sits before a hot stove and joins two ends of a glass bangle together, bangle after bangle, while his siblings sort the bracelets and decorate with glitter. Each family member spends at least five to six hours a day on this repetitive work, hoping that their collective efforts will bring sufficient income for their basic daily needs.

“I spend three hours in the morning and three hours in the evenings. Some days, I get my fingers burned and blistered. But I have to work; otherwise, we will not complete the day’s quota and incur loss,” says Vipin who recently sat for his 12th-grade exams.

“I have done well in my exams and I am preparing for the medical entrance exam,” he notes. “But I am not getting much time to read as I cannot just stop contributing to my family income. I don’t like the work, at least at this point of my life. But I have no choice,” he says, his voice breaking.

sister and brother

Kamlesh comforts her brother.

“See, we are a big family and we don’t know any other earning means other than bangle work, explains Vipin’s elder sister Kamlesh, as she comforts her brother. “Both our parents are aged and are not keeping well. So, we siblings have the responsibility to keep our kitchen running.”

young woman in India sitting

Kamlesh reflects on her family’s situation.

Although she too was a good student, Kamlesh had to quit school and work full-time. “I took the decision because I wanted my siblings not to stop going to school. I am happy that all my younger siblings (two sisters and two brothers) are now studying and nursing big dreams,” she says.

For all the hard work her family does daily, Kamlesh says they earn a paltry 5,000 rupees (US$100) a month, which is much less than the family requires.

“We have seen lot of hardships since childhood,” she acknowledges. “But I am grateful to ChildFund India for choosing Vipin as a sponsored child. His sponsorship actually helped the others continue their studies.”

Vipin nods in agreement. “After being associated with ChildFund, I actually came to know what child labor is. I am now an active member of the ChildFund-initiated Youth Federation, which is campaigning against child labor in this town.”

Bangle making.

Bangle ends must be melded over a hot fire.

Though Vipin and his siblings have additional support because of their enrollment with ChildFund, hundreds of other children work all day in home-based factories in Firozabad, a town famous throughout the country for its glass bangles.

“Firozabad is one of the worst examples of child labor. It’s because engaging children in the bangle process is a common and accepted norm in this area,” says Dola Mohapatra, national director of ChildFund India. “And getting a real estimate of the number of children working is quite a challenge. The problem is not just in numbers but also in the high level of acceptance among family members about engaging children [in the work]. It’s not seen as a ‘problem’ even by children themselves.”

Despite the ban on child labor in India, it’s estimated that more than 12.6 million children are still enduring hazardous conditions while working in various factories across India, while more than 200,000 children are working as domestic help.

The good news is that an anti-labor campaign launched by ChildFund in Firozabad is making inroads. Community factories are no longer employing children. However, it is estimated that more than 20,000 children are engaged in home-based bangle work, where most of the finishing work is being done.

“As a large number of families depend on bangle-making for their main livelihood, it’s not totally possible to move the families to some other occupation,” Mohapatra says. “We have been persuading families to adapt new occupations and at least keep their children out of this occupation.

“When we started our work, in 1995-96, we had to offer stipends for children as an incentive for parents to let their children come to ChildFund’s non-formal education centers. Over the years, we have seen changes in the mind-sets of parents,” he says.

“We are now seeing the emergence of children and youth leadership in spreading the message of education. These children were earlier working as child laborers – they were gradually weaned away and helped with completing their education. Their success stories have inspired parents. These children are now acting as a pressure group,” he notes.

“We have been successful in our endeavors,” Mohapatra adds, “but still a lot has to be done.”

Learn more about ChildFund’s work in India and consider sponsoring a child.

In Guatemala, a Young Man Pursues a Dream

By Diana Benitez, ChildFund Guatemala

Tomorrow, June 12, is the World Day Against Child Labour, an annual event launched in 2002 by the International Labour Organization to highlight the dangers and disadvantages child laborers face.

In rural Guatemala, 18-year-old Didier works 10-hour days on a farm, and on weekends he attends high school. One day, he hopes to be a mechanic.

Guatemalan teen in field

Didier, 18, has worked full time farming since he was 15.

“I have to work daily because I need money to continue studying and also to help my family because our economic situation is not good enough. My dream is to finish high school to find a better job and to continue to college,” says Didier, a gangly youth who started working at age 15.

Didier lives with his parents, a brother and two sisters; their house has a tin roof, a cement floor and has just one bedroom. Didier’s father also works as a farmer. Didier earns only $35 a week, which goes toward school fees and his family’s survival.

Guatemalan teen studying

Didier goes to school on weekends and hopes to become a mechanic.

But a ChildFund project known as “My Chance” is helping him and other Guatemalan youths make plans for their future. Didier also has a sponsor through ChildFund.

In the My Chance program, teens meet for workshops and activities that help them create plans for vocational studies and how to become leaders in their communities, as well as learning entrepreneurial skills. ChildFund representatives and local partner organizations support the project.

Many Guatemalan children, especially in rural regions, do not attend secondary school; only a third continue their education beyond primary school. This contributes to a high level of adult illiteracy.

Next year, after he completes high school, Didier plans to study auto mechanics and to continue helping his family.

“Since I started my participation in the ChildFund project My Chance, I have other expectations for my life,” Didier says. “Now I can see that a positive change is going to happen in my future. Thanks to ChildFund and my sponsor, I am a better person, and at some point I will be a good example in my community.”

Fredrick’s Success Story: ‘I Can Be an Engineer’

By Sharon Ishimwe, ChildFund Uganda

Fredrick’s family grew their own food in eastern Uganda, like many other families in their village. They used the food for their meals and sold the extra vegetables. It was enough to help the family get by, but the income was too low to send Fredrick and his six siblings to school.

young man with goats

Fredrick has bought farm animals with the help of his sponsor, which has increased his family’s income.

Fortunately, Fredrick, who is now 21, gained a sponsor through ChildFund in 2000. He was able to go to school then; and, today, he’s on his way to becoming a mechanical engineer. For most youths, sponsorship ends in their teens, but some sponsors continue to assist when a young adult pursues higher education.

As a child, Fredrick went to Magombe Primary School.

“When I first went to school,” he says, “I felt hopeless because I didn’t see a bright future in education. My parents were poor. I didn’t think I’d reach this level of education.”

But Fredrick worked hard and completed school with top grades. By this point, he knew that he wanted to be an engineer. So he remained optimistic and focused.

young man in field

Fredrick plans to become an engineer, a goal that is within sight because of income from his livestock.

The assurance he got from his sponsor, Kathryn, through letters and gifts gave him confidence and the hope that he could achieve his goal. When Fredrick finally sat for his A-level exams in 2012, he scored an outstanding 15 points in physics, chemistry, mathematics and economics. With such a stellar performance, Fredrick feels his dream has drawn even closer.

He’s also working to earn his own income. Fredrick received one heifer through a ChildFund project and used monetary gifts from his sponsor to purchase a second heifer. Over time, these animals have multiplied to seven, and with proceeds from the sale of milk and calves, he has bought seven goats. The milk from all these animals has been of great help to the family, as they sell it and also use some of it at home.

“This helped me realize I could reach my dream with even the little I have,” Fredrick says. He plans to start his engineering training in January 2014.

The family has also managed to build a semi-permanent house, which is a major step forward from the mud-and-grass-thatched house they lived in before.    

“I thank ChildFund and my sponsor Kathryn for supporting me. I can now be an engineer,” Fredrick says.

An Early Marriage Averted: Kadiatu’s Story

Reporting by ChildFund Sierra Leone

For 50 days, ChildFund is joining with numerous organizations to demonstrate support for government policies and programs that will allow women and girls to be healthy, empowered and safe — no matter where they live. Ending early and forced marriage is this week’s theme.

Sierra Leone girl in school uniform

School has been a refuge for Kadiatu.

In 2005, at the age of 10, Kadiatu was enrolled in ChildFund’s programs serving the Daindemben Federation in her Sierra Leonean community. With support from her sponsor to pay for school fees and learning materials, Kadiatu eagerly embraced the educational opportunities available to her.

But when she reached junior secondary school, Kadiatu’s father decided to remove her from school and give her in marriage to a middle-aged man in the village. ChildFund and its local partner intervened on Kadiatu’s behalf, standing firm to ensure that her father’s decision was overturned. The marriage was cancelled, and Kadiatu continued her schooling. But her father withdrew all support. Her mother has died long ago and her stepmother showed no love to her.

Without ChildFund sponsorship and the support of Daindemben Federation, Kadiatu would have had nowhere to turn.

girl sitting on bench near her home

“I have no fear now. I can continue my education.”

Today, Kadiatu, 18, is in senior secondary school preparing for the West African Senior School Certificate Examination. She credits ChildFund and Daindemben Federation for restoring her hope and believes she would have been the mother of two or three children by now had it not been for the intervention of the federation. “Daindemben has made me realize my importance and value in society,” she says.

Now she is determined to go all the way to university to study accounting. “I want Daindemben Federation and my sponsor to be proud of me. They have done so much to get me to where I am today. I don’t want to let them down,” she says. “Even my father is proud of me now,” she acknowledges. “He has regretted the action he had wanted to take then.

“I would like Daindemben Federation and my ChildFund sponsor to continue being my pillar, so that I will achieve my dream of becoming an accountant.”

Read more about ChildFund’s work to prevent early marriage.

Getting Parents Engaged in Their Children’s Schools

By Aydelfe M. Salvadora, ChildFund Timor-Leste

At a primary school in Timor-Leste, parents are becoming more involved in their children’s education through the Parent-Teacher Association.

Timor-Leste mother and children

Madalena Soro and three of her children, who are benefiting from renovations to their primary school.

“As a member of the PTA, I have to help so that my children will have a comfortable classroom,” says Madalena Soro, a mother of four. Two of her children are at EBC Samutaben, a primary school in the Bobonaro district, where AusAID and ChildFund Australia fund a project to promote child-friendly preschools and primary schools. Seventeen Early Childhood Development (ECD) centers and 13 primary schools participate, with more than 4,000 children benefiting.

One of the program’s objectives is to strengthen schools through active PTAs. Parents and teachers are expected to understand their roles and responsibilities and how they contribute to a child-friendly school.

ChildFund is not new to Madalena; her children all benefit in different ways from projects run by our national office in Timor-Leste and Hamutuk, a local partner organization.

Her second child is a fifth-grader, and her third-born is in second grade. The youngest attends an ECD center in the same compound as the children’s school. Ricardo, the fifth-grader, has had a sponsor from Australia since 2007. 

Madalena helped cook and provided vegetables and bread for workers who were renovating the school recently. She also was happy to assume the responsibility of supervising quality control whenever the workers asked her to check the alignment of blocks and proper placement of ceilings.

She excitedly anticipated the end result: a comfortable learning space for the schoolchildren. Before, children endured leaking roofs, which disrupted their learning, as well as unsecured doors and windows, which allowed the entry of stray animals into classrooms. Madalena says that before starting classes in the morning, the children had to clean the classrooms and the land around the school, putting their health at risk and reducing learning time.

Positive Changes

But, today, with the help of parents, teachers and students, EBC Samutaben is more comfortable and has proper chairs and tables for the children. Teachers now have space to prepare their lesson plans and keep school records in a renovated faculty room. Madalena added that rehabilitated classrooms are not only good for students but for the entire community.

Still, the school has remaining challenges; animals continue to enter the school premises because there is no perimeter fence, and there’s no safe drinking water. Children also are at risk because the school is dangerously close to the community’s main road.

The PTA’s participation continues to be very important in improving the condition of the school, Madalena notes, and she hopes more parents will participate as time goes on.

Creating a Safe, Child-Friendly School in Indonesia

By Sagita Adesywi, ChildFund Indonesia

students walking to class

Students exclaim over their new school.

Dina, a sixth-grader in Lampung, Indonesia, loves her school now. “It looks clean and nice,” she explains. “It used to be dirty and was full of trash. The walls were cracking everywhere, and we didn’t have many trees either. I feel the teachers care more about the school and us too now. When they see us littering, they remind us not to do so. I even helped clean the school by picking up trash.”

school campus

The school is ready for opening day.

After undergoing renovations and program changes with the help of ChildFund and its local partner, LPMAS, Karangsari 2 Elementary School earned the child-friendly school designation. The project, which started last September, benefits 216 students and 16 teachers.

The child-friendly school model aims to help schools become safe, healthy and protective environments for children; eliminates gender stereotypes; and encourages child participation in all aspects of school life. Teachers attended a workshop to learn more about the model and how to integrate it into their instructional approach.

“I love children and want to dedicate my life to them,” says Lukiati, the school’s principal. “When children feel happy and secure in school, I feel really happy. I know now that a school must further the interest and strengths of the child, not just teach.

“When we used to call children to come to us, they used to run away. That is because we were just delivering lessons,” she adds. Now, children come to us, even when we don’t call them and happily greet us with Assalamualaikum (Peace be upon you). I learned that when we teach children, we need to do it from our heart.”

teachers sitting in classroom

Teachers attend training sessions on child-friendly school model.

As a result of the workshops, Lukiati and the teachers are now more aware of the importance of a creating a conducive learning environment for children. They now understand that children are influenced by what happens inside as well as outside the classroom.

“A child-friendly school benefits both children and teachers alike. This is the first time I have felt that I am really a teacher,” says Kartiyah, a sixth-grade teacher. “I used to just teach the children in class and then go home. Now, I feel the school is really ours — the children and the teachers.”

With the support of ChildFund, Lukiati submitted a proposal to Indonesia’s Ministry of Education and received a grant to renovate the school. The walls had cracks, and the space near the school had been used as a garbage dump for years. Dramatic changes were needed.

Men and women dig trench around school

Parents help renovate the school.

With the help of the community, a transformation began. Twelve truckloads of garbage were removed from the backyard, and 6,000 baby catfish from the Indonesian Food Security Agency were released into the pond. The community agreed to feed the fish and use the funds from their sale to fund further improvements in the school. The school received 1,500 bamboo seeds from the Pringsewu Environmental Agency and also created a vegetable garden. Proceeds from selling vegetables enable the school to purchase educational materials and organize excursions for the children.

“The school looks so clean, and I like how we display our writings or drawings on the wall now,” says Zainal, a fifth-grader.

boys arranging chairs

Zainal (left) and Wisnu (right) help set up the classroom.

Through the child-friendly school model, ChildFund and its partners have built strong partnerships with the government and community. More improvements to Karangsari 2 are still needed to ensure a quality education for students. However, the local government has stated its commitment to continue supporting the school.

a group of children sitting

Children gather for opening-day ceremony.

“We will continue to support this initiative, since education is essential to child development,” says Sujadi Saddat, the district’s head. “With a solid partnership among ChildFund, the community and local government, we can promote a safe, healthy and protective environment that enables children to achieve their full potential.”

Children’s Voices: Fatoumata From Guinea

Reporting by Arthur Tokpah Mamy, ChildFund Guinea

Guinean girl

Fatoumata, 13, is minister of discrimination in her school.

Fatoumata is 13 years old and lives in Guinea. A student in Sougueta Primary School, which is supported by ChildFund, Fatoumata holds the position of minister of discrimination in her student government.

We asked her why she accepted this post.

“In my village, families do not easily accept each other. Those from the Mandingo ethnic group do not collaborate with ones from the Foula ethnic group,” she says. “Unfortunately, our parents’ bad behavior has extended even to the schools and is affecting relationships between students on campus.”

She notes that students often fight each other and that each group of students discriminates against the other.

“I want to talk about peace with my fellow students and, if possible, with our parents,” Fatoumata says.

children in student government

Student government members at Sougueta Primary School in Guinea.

Asked what advice she would give, Fatoumata doesn’t hesitate: “To my friends, I would say, ‘Make peace with each other because if we follow our parents’ bad ways, we will not grow to become good people.’

To the parents, I would say, ‘Help us grow and become good people in the future.’ ”

A ChildFund Alumnus: ‘I Want to Be a Role Model’

Reporting by ChildFund Ethiopia staff

Tariku, now 33, grew up in a family of nine in the Amhara region of Ethiopia. Without the support of ChildFund, he says he would not have been able to afford school materials or continue his education. Today, as a university graduate and a master’s degree student, Tariku has found success. The following is his story in his own words:

Ethopian student speaking at event

Tariku, 33, a ChildFund alumnus, is studying for a master’s degree and working in Addis Ababa.

Today I am going to tell you about myself, about how ChildFund changed my life, as it did for many children, by providing various kinds of support. ChildFund played a great role in my life and helped me become who I am now.  I enrolled in the project when ChildFund opened its office at Semen Shoa, in the Amhara region, in 1992 during the downfall of the Derg political regime. At that time, I was a grade-six student, while my father was a soldier and my mom was a housewife. We were nine in the family.

I am the youngest in my family, except one younger sibling. However, no one in my family has gone far from home or been successful in education. Since I joined the project, ChildFund supported me with educational materials, health care and fulfilling our family’s needs. Before, I had no means to buy books or other educational materials. The project provided me with everything I required for my education; that, in turn, increased my interest in learning.

After I finished my diploma in agriculture at Jimma University (a top Ethiopian teaching university) in 2000, I had the chance to join ChildFund’s local partner organization staff as a community development worker. After some time there, I moved to a project in Addis Ababa.

I received my first degree in business management in 2009, and now I am a graduate student at Addis Ababa University in psychology. I am now a sponsorship relations head at work.

“Supporting one child means supporting the family.”

One thing that I want to highlight is how ChildFund’s work is fruitful. There are many successful alumni who are working in many areas in different organizations. Supporting one child means supporting the family. For instance, my family has benefited a lot. I have created work opportunities for my elder siblings by supporting them financially, and I was able to teach my younger sibling.

The support I received in the Semen Shoa project is the basis of all my success. I can say that ChildFund was just as important as my blood circulation.

I am sure that I will keep on improving my life even after this, but I will give credit to ChildFund often. Now I am successful in my work. I want to be a role model and pass this message on to other children who are receiving support from ChildFund to give credit for what ChildFund did for them. I hope that many children will attain similar success to what I have achieved now.

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