{"id":3921,"date":"2014-10-28T18:23:00","date_gmt":"2014-10-28T18:23:00","guid":{"rendered":"http:\/\/www.africlub.net\/awdf\/?p=3921"},"modified":"2015-08-14T15:10:56","modified_gmt":"2015-08-14T15:10:56","slug":"africas-rise-is-leaving-rural-children-behind","status":"publish","type":"post","link":"https:\/\/awdf.org\/OldSite\/africas-rise-is-leaving-rural-children-behind\/","title":{"rendered":"Africa’s Rise is Leaving Rural Children Behind"},"content":{"rendered":"\n
\"IMG_0103\"<\/a>
Children of the Bandisuglo Women’s Group in Tamale<\/figcaption><\/figure>\n

 <\/p>\n

As Ghanaians we are rightly proud of our national achievements; winning early independence, championing pan-Africanism and supporting liberation struggles across the continent, founding a vibrant democracy and building our economy. And yet 57 years after independence there are still areas that remain woefully neglected; particularly the education system in the north of the country.<\/p>\n

This came home to me recently as I was taking my daughter to school in the capital Accra to sit for the Basic Education Certificate Examination (BECE).<\/p>\n

The BECE – a week of examinations taken by every school child in Ghana – serves as the crucial bridge between basic and higher level education. My daughter, along with others attending schools in urban areas in the south of the country, stands a relatively fair chance of passing this exam.<\/p>\n

\"DSC00698\"<\/a>
Young woman weaves on a loom in Northern Ghana, Northern Development Forum (NDF)<\/figcaption><\/figure>\n

But pupils in the rural parts of the north, where I grew up, are almost certain to fail because of the decades of educational neglect by successive governments. Ghana consistently ranks high in education spending in sub-Saharan Africa, but it is still failing many of its young people.<\/p>\n

Basic education is compulsory and free in Ghana but many northern rural areas lack teachers, school buildings and other facilities. I thought about the children who were ill-prepared for the exams after spending their school life attending makeshift classes sitting under trees. And the children who arrive at school too hungry to concentrate; having slept the previous night with nothing but a drink of millet-flour water or possibly a breakfast of porridge. Many of these children have never seen a textbook or other material required for an effective education.<\/p>\n

All of this makes me question how fair it is to assess these children by the same standards as those who have better facilities. These children\u2019s opportunities are thwarted from the very start of their lives. This regional disparity is not confined to Ghana, in many other African countries quality basic education is assured for some but not all of the people.<\/p>\n

In Sierra Leone and Ethiopia the few educational opportunities that exist are not evenly distributed, putting children from rural areas at a huge disadvantage. All children from rich household in Ethiopia had been to school while 43% from pastoralist households in rural regions had not, for example – and girls from the poorest families fare just as badly. If indeed Africa is rising, how is it rising for a child who does not even have an exercise book or lies on her stomach on the bare ground to learn?<\/p>\n

Primary school enrollment in African countries is among the lowest in the world and disproportionately distributed. Forty-two million children in sub-Saharan Africa are out of school and children in rural areas are twice likely to be out of school. It is a situation that demands a change in attitudes and political will towards long-neglected regions and rural communities. This is not just a matter of justice and fairness but also about building sustained economic growth, which can only come with an educated, skilled workforce from all geographical locations.<\/p>\n

The dry savannah of northern Ghana has seen little development and most people live in chronic poverty with few economic prospects. An improved education could give northern children better life opportunities, but to achieve this requires long term, coherent and systemic strategies by the government.<\/p>\n

Poor school facilities are a problem throughout the north. Many children in rural areas attend classes under trees where they are also exposed to high temperatures, rainfall, and dust storms. As in many African countries, poor infrastructure has an impact on children\u2019s attendance as well as their educational achievement. Improving the facilities doesn\u2019t have to mean spending lots of money.<\/p>\n

\"IMG_0046\"<\/a>
Young women train in hair braiding, Girls Growth & Development (GIGDEV) in Tamale<\/figcaption><\/figure>\n

Rather than relying on capital-intensive construction methods, governments could work closely with local communities to develop and build schools using local materials such as clay, mud and straw. I lived in a thatched roofed, stone and mud dormitory whilst in secondary school in the mid-80s. The building is still housing girls in my old school, occasionally the thatch roof is changed. This practice can be replicated in many rural areas for children to get a better education.<\/p>\n

Another important issue across rural Africa is that it is hard to attract skilled teachers to remote areas. In the north of Ghana for example, over 400 schools in the region have no qualified teachers. One way our governments could solve this problem is by encouraging retired teachers or civil servants, who have returned home to the area, to act as tutors and mentors so that even those children in the poorest areas have a chance at sharing in their country\u2019s development successes.<\/p>\n

Community participation models in rural education – where local community members are involved in and help to decide class supervision, school hours and seasons, as well as contribute to the housing of students and teachers – have worked well in some countries, whether organised by government or NGOs.<\/p>\n

For example in parts of Ethiopia and Mali, as well as Ghana, the complementary schooling, Schools for Life and community schools are operating successfully because of their inherently decentralized approach and reliance on local initiatives, management, and decision-making.<\/p>\n

This type of model, when it fits with the local context, can be highly successful and cost effective and governments must be encouraged to adopt more of them so that rural children might gain not just an education but also to also go on to have meaningful livelihoods.<\/p>\n

Many may dismiss investing in rural populations because rural populations are increasingly moving into urban areas. In 2014, 40% of Africa\u2019s population lives in cities. Although urban growth is expected to increase to 56% by 2050, the continent will still remain one of the most rural in the world.<\/p>\n

\"Women<\/a>
Women taking part in economic livelihood activities, Ghana National Association of the Deaf, Women’s Wing (GNAD)<\/figcaption><\/figure>\n

All of these reforms require political will and investment in the educational system across Africa. It also essential that we reform our public institutions and for the state to be even more accountable for the way public and donor money is managed. Thankfully Ghana does not have the deep regional and religious divides of other West African countries but, even so, we know that leaving young people with high unemployment and social disparities can sow the seeds of these social tensions.<\/p>\n

If we are to make further economic progress then children, even from the poorest families, need to have the chance for social mobility. If Africa is rising, the children from rural communities must rise with it.<\/p>\n

Nafi Chinery is the Capacity Building Specialist at the African Women\u2019s Development Fund (AWDF) and is a 2014 Aspen New Voices Fellow at the Aspen Institute. Connect with her on Twitter (@nafichinery).<\/em><\/p>\n<\/p>\n

\"IMG_0103\"<\/a>
Children of the Bandisuglo Women’s Group in Tamale<\/figcaption><\/figure><\/p>\n

Comme nous sommes \u00e0 juste titre Ghan\u00e9ens et fiers de nos r\u00e9alisations nationales; la premi\u00e8re conqu\u00eate de l’ind\u00e9pendance, champions du panafricanisme et soutenir les luttes de lib\u00e9ration \u00e0 travers le continent, la fondation d’une d\u00e9mocratie dynamique et \u00e0 b\u00e2tir notre \u00e9conomie. Et pourtant, 57 ann\u00e9es apr\u00e8s l’ind\u00e9pendance, il ya encore des zones qui restent terriblement n\u00e9glig\u00e9es; en particulier le syst\u00e8me d’\u00e9ducation dans le nord du pays.<\/p>\n

Cela est arriv\u00e9 chez moi r\u00e9cemment, j’emmenais\u00a0ma fille \u00e0 l’\u00e9cole dans la capitale Accra pour passer l’examen de base du Certificat d’\u00e9tude (BECE).<\/p>\n

Le BECE – une semaine d’examens prises par chaque enfant \u00e0\u00a0l’\u00e9cole au Ghana – sert de pont crucial entre l’\u00e9ducation de base et de niveau sup\u00e9rieur. Ma fille, avec d’autres fr\u00e9quentent des \u00e9coles dans les zones urbaines dans le sud du pays, et a une chance relativement juste de passer cet examen.<\/p>\n

\"DSC00698\"<\/a>
Young woman weaves on a loom in Northern Ghana, Northern Development Forum (NDF)<\/figcaption><\/figure><\/p>\n

Mais les \u00e9l\u00e8ves dans les r\u00e9gions rurales du nord, o\u00f9 je grandissais, sont presque vou\u00e9s \u00e0 l’\u00e9chec en raison des d\u00e9cennies de n\u00e9gligence \u00e9ducative par les gouvernements successifs. Le Ghana se classe constamment haut pour les d\u00e9penses d’\u00e9ducation en Afrique sub-saharienne, mais il ne parvient toujours pas \u00e0 atteindre beaucoup de ses jeunes.<\/p>\n

L’\u00e9ducation de base est obligatoire et gratuite au Ghana, mais de nombreuses zones rurales du Nord manquent d’enseignants, de\u00a0b\u00e2timents scolaires et d’autres installations. Je pensais aux\u00a0enfants qui \u00e9taient mal pr\u00e9par\u00e9s pour les examens apr\u00e8s avoir pass\u00e9 leur vie \u00e0 l’\u00e9cole pour assister \u00e0 des classes de fortune assis sous les arbres. Et les enfants qui arrivent \u00e0 l’\u00e9cole en ayant trop faim pour se concentrer; avoir dormi la nuit pr\u00e9c\u00e9dente avec rien, mis \u00e0 part\u00a0un verre d’eau avec de la farine de mil ou peut-\u00eatre un petit-d\u00e9jeuner fait de porridge. Beaucoup de ces enfants n’ont jamais vu un manuel ou autre mat\u00e9riel n\u00e9cessaires \u00e0 une \u00e9ducation efficace.<\/p>\n

Tout cela me fait juste me demander comment il est possible d’\u00e9valuer ces enfants par les m\u00eames normes que ceux qui ont de meilleures installations. Les possibilit\u00e9s de ces enfants sont contrari\u00e9s d\u00e8s le d\u00e9but de leur vie. Cette disparit\u00e9 r\u00e9gionale ne se limite pas au Ghana, dans de nombreux autres pays africains l’\u00e9ducation de base de qualit\u00e9 est assur\u00e9e pour certains, mais pas pour tous les gens.<\/p>\n

En Sierra Leone et en Ethiopie les quelques possibilit\u00e9s d’\u00e9ducation qui existent ne sont pas uniform\u00e9ment r\u00e9parties, en donnant aux\u00a0enfants des zones rurales un \u00e9norme d\u00e9savantage. Tous les enfants de m\u00e9nages riches en Ethiopie avaient \u00e9t\u00e9 \u00e0 l’\u00e9cole, tandis que 43% des m\u00e9nages d’\u00e9leveurs dans les r\u00e9gions rurales\u00a0n’y ont jamais \u00e9t\u00e9, par exemple – et les filles des familles les plus pauvres s’en tireront tout aussi mal. En effet, si l’Afrique est \u00e0 la hausse, comment est-elle en hausse pour un enfant qui n’a m\u00eame pas un livre d’exercices ou doit se raconter des mensonges sur son ventre, assis sur le sol nu apprendre?<\/p>\n

Le taux de scolarisation primaire dans les pays africains est parmi les plus bas dans le monde et distribu\u00e9 de fa\u00e7on disproportionn\u00e9e. Quarante-deux millions d’enfants en Afrique sub-saharienne sont hors de l’\u00e9cole et les enfants dans les zones rurales sont deux fois plus susceptibles d’en sortir. Il est une situation qui exige un changement d’attitude et une\u00a0volont\u00e9 politique en faveur des r\u00e9gions longtemps n\u00e9glig\u00e9es et les communaut\u00e9s rurales. Ce n’est pas juste une question de justice et d’\u00e9quit\u00e9, mais aussi sur la construction d’une croissance \u00e9conomique soutenue, qui ne peut venir avec une main-d’oeuvre \u00e9duqu\u00e9e et qualifi\u00e9e de tous les emplacements g\u00e9ographiques.<\/p>\n

La savane s\u00e8che du nord du Ghana a vu peu de d\u00e9veloppement et la plupart des gens vivent dans la pauvret\u00e9 chronique avec peu de perspectives \u00e9conomiques. Une \u00e9ducation am\u00e9lior\u00e9e pourrait donner aux enfants du nord de meilleures possibilit\u00e9s de vie, mais pour atteindre cet objectif cela exige a long terme, des strat\u00e9gies coh\u00e9rentes et syst\u00e9miques par le gouvernement.<\/p>\n

Les pauvres installations scolaires sont un probl\u00e8me dans tout le nord. Beaucoup d’enfants dans les zones rurales suivent des cours sous les arbres o\u00f9 ils sont \u00e9galement expos\u00e9s \u00e0 des temp\u00e9ratures \u00e9lev\u00e9es, des pr\u00e9cipitations et les temp\u00eates de poussi\u00e8re. Comme dans de nombreux pays africains, l’insuffisance des infrastructures a un impact sur la fr\u00e9quentation des enfants ainsi que leur r\u00e9ussite scolaire. Am\u00e9liorer les installations ne doit pas signifier beaucoup de d\u00e9penses d’argent.<\/p>\n

\"IMG_0046\"<\/a>
Young women train in hair braiding, Girls Growth & Development (GIGDEV) in Tamale<\/figcaption><\/figure><\/p>\n

Plut\u00f4t que de compter sur les m\u00e9thodes de construction \u00e0 forte intensit\u00e9 capitalistique, les gouvernements pourrait travailler en \u00e9troite collaboration avec les communaut\u00e9s locales pour d\u00e9velopper et construire des \u00e9coles en utilisant des mat\u00e9riaux locaux tels que l’argile, de la boue et de la paille. Je vivais dans un un dortoir couvert de chaume, fait de pierre et de\u00a0boue tandis que j’\u00e9tais dans l’enseignement secondaire au milieu des ann\u00e9es 80. Le b\u00e2timent est toujours un logement pour filles dans mon ancienne \u00e9cole, et parfois le toit de chaume est modifi\u00e9. Cette pratique peut \u00eatre reproduite dans de nombreuses zones rurales pour permettre aux\u00a0enfants d’avoir une meilleure \u00e9ducation.<\/p>\n

Une autre question importante \u00e0 travers l’Afrique rurale est qu’il est difficile d’attirer des enseignants qualifi\u00e9s dans les r\u00e9gions \u00e9loign\u00e9es. Dans le nord du Ghana, par exemple, plus de 400 \u00e9coles de la r\u00e9gion n’ont pas d’enseignants qualifi\u00e9s. Une fa\u00e7on dont nos gouvernements pourraient r\u00e9soudre ce probl\u00e8me est d’encourager les enseignants retrait\u00e9s ou fonctionnaires, qui sont rentr\u00e9s chez eux dans la r\u00e9gion, pour agir comme tuteurs et mentors de sorte que m\u00eame les enfants dans les r\u00e9gions les plus pauvres aient une chance de partage dans les succ\u00e8s de d\u00e9veloppement de leur pays .<\/p>\n

Les mod\u00e8les de participation communautaire dans l’\u00e9ducation rurale – o\u00f9 les membres des communaut\u00e9s locales sont impliqu\u00e9es et aident \u00e0 d\u00e9cider de la supervision de la classe, des heures et des saisons scolaires, ainsi que de contribuer au logement des \u00e9tudiants et des enseignants – ont bien fonctionn\u00e9 dans certains pays, que ce soit organis\u00e9 par le gouvernement ou des ONG.<\/p>\n

Par exemple, dans certaines r\u00e9gions d’\u00c9thiopie et du Mali, ainsi qu’au Ghana, la scolarisation compl\u00e9mentaire, \u00e9coles pour la vie et les \u00e9coles communautaires fonctionnent avec succ\u00e8s en raison de leur approche intrins\u00e8quement d\u00e9centralis\u00e9e et le recours \u00e0 des initiatives locales, la gestion et la prise de d\u00e9cision.<\/p>\n

Ce type de mod\u00e8le, quand il s’adapte au contexte local, peut \u00eatre tr\u00e8s efficaces et rentable et les gouvernements doivent \u00eatre encourag\u00e9s \u00e0 adopter plusieurs d’entre eux de telle sorte que les enfants ruraux pourraient avoir non seulement une \u00e9ducation, mais aussi d’aller aussi avoir les moyens de subsistance significatifs .<\/p>\n

Beaucoup peuvent rejeter l’investissement dans les populations rurales parce que les populations rurales se d\u00e9placent de plus en plus dans les zones urbaines. En 2014, 40% de la population africaine vit dans des villes. Bien que la croissance urbaine est pr\u00e9vu d’augmenter de 56% d’ici 2050, le continent restera toujours l’un des plus rurale dans le monde.<\/p>\n

\"Women<\/a>
Women taking part in economic livelihood activities, Ghana National Association of the Deaf, Women’s Wing (GNAD)<\/figcaption><\/figure><\/p>\n

Toutes ces r\u00e9formes exigent une volont\u00e9 politique et des investissements dans le syst\u00e8me \u00e9ducatif \u00e0 travers l’Afrique. Il est \u00e9galement essentiel que nous r\u00e9formions nos institutions publiques et de l’\u00e9tat d’\u00eatre encore plus responsables de la fa\u00e7on dont l’argent public et des donateurs est g\u00e9r\u00e9. Heureusement le Ghana n’a pas les profondes divisions r\u00e9gionales et religieuses d’autres pays d’Afrique de l’Ouest, mais, m\u00eame ainsi, nous savons que laisser les jeunes avec un ch\u00f4mage \u00e9lev\u00e9 et les disparit\u00e9s sociales peut semer les graines de ces tensions sociales.<\/p>\n

Si nous voulons faire des progr\u00e8s \u00e9conomiques, puis les enfants, m\u00eame dans les familles les plus pauvres, ont besoin d’avoir la chance de la mobilit\u00e9 sociale. Si l’Afrique est \u00e0 la hausse, les enfants des communaut\u00e9s rurales doivent se lever avec elle.<\/p>\n

Nafi Chinery est la sp\u00e9cialiste de renforcement des capacit\u00e9s au Fonds Africain de d\u00e9veloppement de la femme (AWDF) et est une laur\u00e9ate 2014 d’Aspen New Voices \u00e0 l’Institut Aspen. Connectez-vous avec elle sur Twitter (nafichinery)<\/em>.\n

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