By Saroj Pattnaik, ChildFund India
At Avadi Municipal Middle School in Thirvalluru, India, the story of the animal kingdom is literally painted on the walls. Each day, students entering the school are greeted by a massive mural, a colorful landscape with wild animals in their environment.
On another wall of the fourth-grade classroom are posters demonstrating fruits and vegetables and their importance in our daily diet.
“These are things our students get to see every day,” teacher P. Jayanthi says. “They not only see those paintings and posters but learn a lot from them. Now, it is easy for us to teach our students through these materials.”
The paintings and other learning materials were made available to the school by ChildFund India under its Enhanced Education Quality Improvement Program (EQuIP). Supported by the Caterpillar Foundation, this program is being implemented in about 100 primary and middle schools around Chennai, the capital city of the southernmost Indian state of Tamil Nadu.
The three-year project, which started in September 2011, seeks to make comprehensive quality improvements in 100 schools in Villivakkam and Ambattur areas of Thiruvallur and Chennai districts of Tamil Nadu. These schools are run by the government and most students are from impoverished homes. Many are from the first generation of their families to attend school, so they may lack full support at home. So far, the project has reached more than 4,800 students.
“These wall paintings and hangings have made our task fairly easy. They not only help the classroom look great, but also help us in a great way to engage children in learning activities continuously,” says Mercy, a teaching assistant.
“All the classrooms of our school have some kind of thematic wall paintings, and we have observed that the paintings have helped gain students’ focus and increase learning,” she adds. “This has helped us greatly in teaching slower learners or those who take a longer time to grasp any subject material. We are thankful to ChildFund India for this support.”
Under EQuIP, schools were provided with learning modules specially designed for delayed learners, as well as workbooks, whiteboards, pencils, art materials, science sets, ceiling fans, round classroom tables and computers, among other resources. ChildFund has also appointed teachers trained to work with delayed learners.
The project has the following key objectives:
“Many slower learners suffer from low self-esteem and lack confidence,” says teacher N. Nalini. “You can address this not only by praising small achievements but also by personalizing lessons.
“I always keep this in mind and encourage them to work on their learning abilities. I encourage children to use our learning materials to observe, predict and solve problems. I invite them to tell stories and revise lessons on a regular basis. They like the attention given to them.” When the project started last year in this school, about two dozen children were designated as delayed learners. Now, 20 of these students have improved dramatically and are at par with their peers, she adds.
Eight-year-old Pallikondal had a problem in identifying animals a year ago. But today, she says, “I know everything about these animals in this painting,” pointing to the elephants.
School Management Committee member M. Laxmi is pleased about the progress her three grandchildren have made at school. “They are all doing well in their studies. I am very happy.”
By Sagita Adeswyi, ChildFund Indonesia
Yufen, a fifth-grader, lives in the Belu district of East Nusa Tenggara, Indonesia. He loves to play soccer, and he also likes school.
“I have two younger sisters, but they live with my parents in another village,” he says. “On weekends, Grandma takes me to visit my parents. I love my grandma. When she takes me to the farm, she likes telling me lots of different kinds of stories. At home, I help her, collecting water for cooking from our neighbor’s well. I have lived with my grandma since I was little, because my parents said the school here is better.”
Yufen attends Nanakelot Elementary School, which is supported by ChildFund and its local partner, LPAA Belu, through the Child-Friendly School program. ChildFund has provided schools with classroom renovations, school books, teaching aids, tables, chairs, bookcases and guitars. The program, which benefits 338 children and 17 teachers, helps schools become safe, healthy and protected environments for children, encouraging child participation in all aspects of school life.
“I like to go to school because I have many friends there,” Yufen says. “What I like most is science, learning about nature and living creatures. The teachers really care about us. If we are too noisy, they will remind us to be quiet and get back to studying.”
Maria Tai, the school’s principal, agrees that the changes have been beneficial for everyone. Teachers have learned better ways to convey information to their students by preparing lesson plans, managing their classrooms and disciplining children in more effective manners. In turn, students are more comfortable asking questions and giving their opinions in class.
“Before the training on child-friendly schools, we easily became angry with children when they made mistakes. Slowly, we changed our interactions with the children. We listen to children’s needs. On the second break between classes, children were usually asked to just stay in the class. However, some children mentioned that it was really boring and asked if they could take a break in the library. I thought it was a good idea, so I let them.” As a result, students read more than just their textbooks and discuss what they have learned back in class.
Children also are allowed to water plants in the school garden, a task formerly done by staff members. “We never thought that it could be of interest to them and that they could participate,” Tai says. “Now, children water the plants every day, using the water jugs they bring from home.”
Yufen notes that there are other new projects that have brought fresh life to school. “We also made our own attendance boards,” he says. “We made them from recycled materials like used plywood, paper and plastic. We made it together in class. When we come in to the classroom, we mark our arrival time ourselves on the attendance board.
“In every class we also have an honesty box. It is made from a used carton. It teaches us to practice honesty. If we find a pen, we put it in the box. If tomorrow morning, someone is looking for a pen, he or she will be asked to look for it in the box. Once, I lost my book. The next day I checked in the box and I found it had been put there by my friend.”
Yufen also likes to play soccer with his friends after school, but his village doesn’t have a soccer field, so they play in the garden. He hopes his school will get a field one day.
Reporting by Tenagne Mekonnen, Africa Regional Communications Manager
In 1976, thousands of black school children took to the streets of Soweto, South Africa. In a march stretching more than half a mile, they protested the inferior quality of their education and demanded their right to be taught in their own language. Hundreds of young boys and girls were shot down by security forces. In the two weeks of protest that followed, more than 100 people were killed and more than 1,000 were injured.
To honor the memory of those killed and the courage of all those who marched, the Day of the African Child has been celebrated on June 16 since 1991, when it was first initiated by the Organization of African Unity (now known as the African Union). ChildFund takes part in the day, which draws attention to the lives of African children today. This year’s theme was A Child-Friendly, Quality, Free and Compulsory Education for All Children in Africa.
Below, we offer excerpts of speeches given by four young women enrolled in ChildFund Ethiopia’s programs, who spoke to the African Union in Addis Ababa on June 16.
Eden, age 16.
“Governments have the ability to give quality, free and compulsory education for all children in Africa by having a meeting with all African leaders and discuss the issues about what things can be done to create a better education system and prepare training for all African teachers.”
Helen, age 14.
“Even though formal schooling is important, this is not enough. Our families are the people that we see when we first open our eyes. And we learn a lot of things from them and most importantly from the society. If a child is to be educated, then the contribution of families, society and friends is very important. This is because they build us in a very faithful, good manner. This is what we are looking forward to, and I believe we are on our way.”
Aziza, age 15.
“Once upon a time, there were two young ladies. They were best friends, and they grew up in the same place. One of the girls has an interest to learn and study. Even when she was a child, she always asked questions. She loves asking and knowing different things. Even though the girl always wants to learn, her mother doesn’t have enough money to send her to school. So, because of their economic status, she spent her time helping her mom.
“The other girl never wants to go to school. She hates to study, but her family was rich. Even though she went to school, when she visits her smart friend, she brings her homework for her to do.
“When they grew up, both didn’t have happy endings. The rich girl has an unhappy ending because she didn’t study, and she was not strong. What about the smart girl? She was a smart, intelligent and hard-working girl, but she had an unhappy life because she didn’t have opportunities to learn. How did I know about the girl? Because she was my mother!
“She supports me, although she doesn’t have much money; she makes sure to buy me school materials and other essential things. By her strong heart, I haven’t any inferiority. Rather, I always worked hard to be an intelligent and smart girl, but the secret behind me is my dearest mother.”
Bemnet, age 14.
“Disabled children are not being educated; they might not be in a position to fight for their right to be educated. We need to fight for their right and give them educational materials. To give disabled children an education, government and family have a main role. If we provide a free and quality education for children, they can easily get self-confidence and a good education, which enables them to be successful and responsible citizens.”
By Erin Nicholson, ChildFund Staff Writer
Last year in Belarus, a young man named Vlad passed the Baranovichi University entrance exams. A significant but fairly routine achievement, perhaps, except that Vlad was born with cerebral palsy. And in Belarus, his acceptance into college was nothing short of groundbreaking.
Although cognitively Vlad is very capable — he can quote Dumas with ease and loves classical literature by Tolstoy and Dostoyevsky — the palsy makes his speech unclear, and he has trouble writing or using a keyboard. He almost missed out on going to college altogether; over and over he was prevented from taking entrance exams because students weren’t allowed any kind of assistance during the tests.
His break finally came after the vice rector of Baranovichi University attended a ChildFund-supported training on inclusive education, the USAID-funded project Community Services to Vulnerable Groups. She shared her new knowledge with colleagues, and Vlad was able to take the exam by answering questions verbally. He passed and even had the highest scores among all applicants that year.
In Belarus, more than 26,000 children are considered to have a disability and as many as 120,000 have special educational needs, according to UNICEF. These are alarmingly high numbers, especially for a country with just under 9.5 million people, and have nearly tripled since 1990. A complex mix of problems may be to blame, including the lingering effects of post-Soviet Union economic depression and the trauma of the Chernobyl nuclear plant explosion nearly 30 years ago.
There is not any direct evidence proving that long-term radiation exposure caused an increase in health problems in Belarus, but the economic devastation following the disaster resulted in widespread post-traumatic stress, depression and anxiety throughout the population. Along with chronically high unemployment, the prevalence of smoking, alcoholism and overall poor nutrition contribute to an increase in disease and disabilities.
And in a country with limited economic resources, the infrastructure to support children who need assistance just isn’t there. So what happens to them? Institutionalization and exclusion from family and society is common, and children with disabilities, who are often seen as a burden or even an embarrassment, overwhelm orphanages. Rarely do they receive the physical, cognitive and emotional support they need — much less an education. The communities in Belarus where we work have seen some improvement, with the number of institutionalized children dropping to an average of 6 percent in 2009, down from the national average of 25 percent.
With the right support, life for these children can be better. As of 2012, 4,000 children and family members benefited from the USAID-funded inclusive education project. Vlad is gaining an education, as well as future opportunities and more independence. After college, he hopes to become a lawyer and fight for the rights of people with disabilities.
Recently, Belarus leaders have begun to prioritize inclusive education for children with disabilities, thanks in part to groundbreaking cases like Vlad’s and the work by ChildFund and other groups. More children are in a position to become leaders and have greater hope for the future, just like Vlad hopes to be.
Consider contributing to ChildFund’s Fund a Project for children living with disabilities in Belarus, giving them access to necessary classroom equipment. You can keep the momentum going for Vlad and other young people.
By Kate Andrews, ChildFund Staff Writer
It’s time to give your toes some air, while raising awareness for children’s health and education. Tomorrow is One Day Without Shoes, an annual event hosted by TOMS that calls attention to the plight of millions of children whose future is at risk because they walk barefoot or have only thin sandals.
Here are just some of the problems these children face:
TOMS Shoes, one of ChildFund’s partners, started One Day Without Shoes in 2007 to encourage people to take off their shoes for a day and experience a bit of what is a daily challenge for millions around the world. We encourage all ChildFund supporters to give this a try — and explain to the people you meet tomorrow why you’re walking through your town, your school or your office without shoes on.
Today, Feb. 21, is International Mother Language Day, so we’re looking at some of Africa’s linguistic traditions. Did you know that a child you sponsor in Africa may speak as many as five languages?
By Meg Carter, ChildFund Sponsorship Communication Specialist
In July 1975, I began a training program for Peace Corps volunteers in Dakar, Senegal. The volunteers were immersed in French and Wolof in the classroom and in field settings. We practiced our bargaining language while speeding along in cars rapides — large, open vehicles painted bright blue and crammed with women, children, chickens and goats — on our way to Dakar’s open-air markets.
Speaking a mixture of Wolof and French, we sometimes saw English phrases painted lopsidedly on cars and walls: “It is forbidden to spit,” for instance.
“Spit” is one of about two dozen words common to many cultures that have remained highly stable over time, so they’re useful for understanding language dispersion. In French, to spit is cracher, and spit itself is crachat; Wolof uses tufli and tuflit. Both languages make use of onomatopoeia — the words sound like what they mean — even though English and French are members of the Indo-European cluster, and Wolof belongs to the world’s largest language family, the Niger-Congo.
As an English speaker, it was easier for me to learn French than Wolof. The U.S. Foreign Service Institute agrees. French, Portuguese and Spanish are relatively straightforward for native English speakers to learn, with their many cognates, similar alphabets and common grammatical structures. It’s tougher for us to achieve proficiency in Hindi, Vietnamese or Thai; Arabic is among the most difficult of languages for Americans.
West Africans move effortlessly between four or five languages.
Yet many of the children in ChildFund’s programs speak three or more languages fluently before the age of 15: First they learn their mother tongue, then a regional or national language — Wolof, in Senegal — and, in school, an international language like Arabic, English, French, Portuguese, Russian or Spanish.
In Senegal, I lived in a Pular-speaking district. Wolof and Pular are siblings: Tuttugol (to spit) is clearly related to tufli. My high-school students had already mastered Pular, Wolof, Arabic (the language of Islam) and French (Senegal’s official language). I taught them their fifth language: English.
English is often hard for non-native speakers to learn. Our vocabulary borrows from two sources — Romance (tricky, difficult, arduous) and Anglo-Saxon (tough, hard, thorny). Decades later, I taught English to university students in neighboring Guinea. Guineans also speak Pular, along with Malinké, Soussou and Kissi.
Just as Romance languages (French, Portuguese and Spanish) all derive from a Latin root, Malinké, Soussou and the Sierra Leonean Mende dialect belong to the same cluster as Senegalese and Gambian languages such as Mandinke, Bambara, Soninke and Serahuli. Its influence is felt in Liberia and Sierra Leone too. Niger-Congo languages blanket the West African coast, from the Sahara Desert to the River Congo.
West Africans move effortlessly between four or five languages. Not surprisingly, linguistic research suggests language itself originated there. As our African ancestors explored and settled the rest of the globe between 50,000 and 75,000 years ago, these expert language learners took their abstract communications and distinct cultures with them.
Our original mother tongue was an African language. Why not celebrate International Mother Language Day by sponsoring a child in West Africa? Explore one of the 1,500 living languages spoken by nearly a quarter of the world’s population.
As you may have noticed during the past few months, we have encouraged ChildFund supporters to purchase bikes as part of our Dream Bikes program. Girls in Sri Lanka and India face long walks to school, as well as attendant danger and exhaustion. Bicycles make a real difference.
And now, 1,000 girls will have their wheels, thanks to the generosity of our donors. We cannot thank you enough. We could not be prouder of everyone that contributed to this campaign, which began in September. Together, we raised enough money to provide 1,000 girls with bikes in less than 140 days. That’s about seven bikes a day!
Maybe you clicked onto our website and saw the video of Hirabai on her bicycle. Or you were scanning through Facebook and saw our posts about Dream Bikes on Giving Tuesday in December. However you found out about our Dream Bike campaign, we are so happy that you did — and that you took action to help a girl stay in school.
Thank you to everyone who helped us to reach our goal in record time, but more importantly, thank you for changing 1,000 girls’ lives and giving them the opportunity to finish their education, which they might have had to otherwise forego.
If you missed our Dream Bikes campaign, don’t worry. You can still contribute $100 and help change a life. Because you know what’s better than giving 1,000 bicycles? Giving 2,000!
By Rosa Figueroa, ChildFund Guatemala
On Oct. 1 each year, the Guatemalan people celebrate Children’s Day, a holiday to promote children’s rights. Many schools have special activities for students, such as breaking piñatas, exchanging gifts and handing out candy and other food. Sometimes, to the delight of children, there are clown performances.
Here’s how children in ChildFund-supported communities plan to celebrate.
Three hours from Guatemala City, you will find Rabinal in the Baja Verapaz region. Rabinal is a small town with friendly, lovely and sweet people, mostly of indigenous origin. Their houses are almost identical: small, sometimes with just one room, and made of adobe with a tin roof and dirt floor. Most of the families do not have access to water and electricity, and they use outdoor latrines.
In the community of Rabinal live Luciano and Rigoberto, who are both 12. Luciano lives with his parents, four brothers and five sisters, and Rigoberto’s household includes his mother, three sisters and three brothers.
Luciano is an active participant in ChildFund Guatemala’s project “Let Me Tell You,” in which he draws and paints and participates in programs that improve his self-esteem and teach values, including respecting others. He loves to have fun with his friends and share stories with them. Rigoberto participates in the ChildFund project Seeds of Change, where he has learned how to save money, share with others and be a valuable part of his community. With big smiles, both children told us about how they celebrate Children’s Day in their community.
“This day is very special for me; it’s like my birthday,” Luciano says. “We break piñatas, and everyone is happy and laughing. I would love for every child in the communities of Guatemala to celebrate this day.”
“I know my rights … right to life, education, health, to have a family, to have fun,” Rigoberto says, “but sometimes adults do not respect them, especially when parents do not let children go to school. Children’s Day is special because we talk about our rights.”
“How do we celebrate this day? Usually we have a big event at school, the major comes and the police. All children sing the national anthem, and later we have some food and candies,” Rigoberto adds.
By ChildFund Brasil Staff
What does a perfect school look like? Lots of windows in the classroom, new desks, plenty of good books, bright colors, happy students and excellent teachers are some of the elements of a great school. Children in Belo Horizonte, Brazil, were asked to draw pictures of their dream school, which now illustrate a new book, Out of School No!, produced this summer by UNICEF with the support of ChildFund Brasil.
Brazil’s high rate of school dropouts is a serious problem, with only 48.7 percent of 19-year-olds having finished high school, according to a 2011 national survey. Fewer than two-thirds of 16-year-olds completed fundamental (or junior high) school, and almost a quarter of 12-year-olds had already dropped out, the report concluded.
Out of School No! tackles this issue focusing on social exclusion and how it factors into the number of students who drop out of school. Living in poverty, having a disability, being part of a racial minority group and residing in a rural region are all risk factors for students, who sometimes are also in danger of being exploited or hurt.
“What can each one of us do to ban the exclusion from education?” asked Maria Salete Silva, UNICEF Brasil’s education chief. “Every child can and must learn; there’s no child who can’t learn. This is a right that every child has. Because of this, the strategic agenda for Brazilian adolescents must be geared toward education and not reduction of the legal age for criminal responsibility. We have to discuss the construction of schools and not prisons. Without guaranteeing education, we won’t guarantee anything else.”
Children and teens enrolled in ChildFund programs read poetry, showed paintings and performed music at a launch party for the book, which was held at ChildFund Brasil’s office in Belo Horizonte.
“I participate in Oficina do Saber [an art workshop], where I learn to draw and do graffiti art,” said Luiz, a 12-year-old sponsored child, who attends programs held by ChildFund Brasil’s local partner organization, Gedam.
“I found it very important to participate in the book. Seeing my drawing in the book means a lot to me,” he added. “When I was younger, I never thought I could do such a thing like that, which can change the world. The world is too violent, and with the picture I drew, I’m sure the world can change school for better. That’s why I drew it, to change the world and schools for better. Drawing is the thing I like the most.”
By Meg Carter, ChildFund Sponsorship Communication Specialist
When you were young, did your parents read you bedtime stories?
One summer my youngest sister lived with me. She was 18, between high school and college. My daughter was 6. Every night, I read the two of them bedtime stories. Together, we finished the Lord of the Rings trilogy, The Hobbit and the entire Chronicles of Narnia.
Sept. 8 is International Literacy Day, a time to recognize how crucial literacy is to social development, along with the intrinsic benefits of reading and writing.
Children in developing countries often don’t share the experience of bedtime reading. At night, when families sit together in the darkness, parents sometimes tell stories — folk tales or oral history about ancient gods and kings, proud empires and illustrious ancestors. But many of these adults are illiterate, and books are scarce in their countries. Electricity, if it exists at all, is unreliable. On the equator, days are short. The sun rises at 6 a.m. and sets at 6 p.m. every day, regardless of the season.
In some countries where ChildFund works, there are no bookstores or public libraries; lack of demand results in no supply. Whatever reading material is available is far too expensive for all except the very wealthy. In the end, there is no culture of reading.
Even school classrooms often lack textbooks. Teachers lecture from hand-written notebooks — signed and stamped by the government ministry. They write on the chalkboard, and children copy into their own notebooks. Transcription errors handed down over the years create some misconceptions.
Research shows that, during story time, children bond with their parents, learning to read by matching the colorful pictures in their books to the storyline. Children also learn to think critically by observing the characters’ behavior. Bedtime stories begin a lifetime of reading.
Literacy is a fundamental human right. According to UNESCO, it’s the foundation for lifelong learning. It transforms lives, empowering people to improve their health, education and income. Without literacy, social and human development stalls.
UNESCO’s theme for International Literacy Day 2013 is Literacies for the 21st Century. In the United States, elementary school children learn computer-literacy skills, which are considered critical to success in modern society. Yet most of my 19-year-old information technology students in Guinea had never seen a computer.
Our measures for literacy in developing countries are limited to basic book-literacy. In Afghanistan, only 12 percent of youth attend secondary school. Of all of the countries we serve, Ethiopia has the lowest youth literacy rate — 63 percent for males and 47 percent for females. Only 16 percent of Ethiopian youths attend secondary school.
In many African countries, achieving literacy in their country’s official language (English, French, Spanish, Arabic or Portuguese) doesn’t occur until secondary school. Elementary school children are mostly taught in their local languages. They may not be able to write letters to their sponsors without assistance.