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Promoting access to quality, safe, and relevant education for all persons affected by crisis



Greater attention needed for women, children in flooded areas

The Jakarta Post 22 January 2013

21 Jan 2013 - Health Minister Nafsiah Mboi underlined on Monday the importance of greater attention to flood victims, especially women and children coping with the current hardship in Jakarta. Crowded and unhygienic living conditions in temporary accommodation centers, made worse by the lack of clean water, raises fears of illnesses with children being at particular risk,” said Nafsiah in a visit to one of the accommodation centers at Koinonia Church in Jatinegara, East Jakarta.

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Léa Ngaidama: pour l’alphabétisation des femmes en RCA

UN Radio 22 January 2013

22 Jan 2013 - Avec chaque crise l’analphabétisme s’accroit en République centrafricaine déclare cette semaine dans Voix de femmes Léa Ngaidama, Présidente-fondatrice de l’ONG AFCLA. Cette Centrafricaine engagée n’admet pas que ses censeurs ne soient pas en mesure de lire ou d’écrire. C’est pourquoi elle a décidé de se vouer à la création et au développement de l’ONG AFCLA qui se voue à l’alphabétisation avec pour principale cible les femmes et les enfants en situation vulnérable. L’initiative a connu beaucoup de succès et a même été nominée pour le Prix Nobel de la paix en 2005. L’initiative s’étend aujourd’hui au-delà de Bangui dans quatre régions du pays. (Interview : Léa Ngaidama, Présidente de l’ONG AFCLA; propos recueillis par Cristina Silveiro)

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CARE trains men and women in eastern Congo to detect and prevent sexual violence

Care International 11 January 2013

17 Dec 2012 - Hands clap and fingers snap as a group of women and men watch CARE staff Rose Vive Lobo’s lips and respond to her questions. “What does sexual violence mean? Do you know different forms of such violence? What are women’s and men’s rights and obligations?” Twenty women and men have been selected in each of three displacement camps in Goma, the provincial capital of North Kivu in eastern Democratic Republic of Congo. After several months of escalating violence, more than 150,000 people have been newly displaced, uprooted from their communities and mostly left to themselves in spontaneous displacement sites.

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From the field: gender equity through education in South Sudan

USAID 21 November 2012

By Jane Namadi

Regina Anek, a deputy director for gender at South Sudan’s Ministry of Education in Eastern Equatoria, just saved a 14-year old girl from an early, forced marriage. She says she was empowered to intervene as the result of her participation in a USAID-supported mentor-training program for teachers and education officials aimed at encouraging girls not just to enroll, but also to complete, secondary school.

Mentoring is just one of the ways USAID is addressing financial, social and institutional barriers to gender parity in education through the Gender Equity through Education (GEE) Program.

School completion rates for girls in South Sudan are extremely low. Survey data indicates that the rate of completing the eight-year primary cycle is currently 30 percent for boys, while the girls’ completion rate lags far behind at 17 percent. Secondary school completion rates are even worse.  This cannot only be attributed to the long conflict in this country, which prevented many girls from attending school, but also to other unique cultural and financial barriers.

One rampant cultural barrier is early marriage. Persistent poverty has been cited as a major reason for parents marrying off their daughters in exchange for money. Moreover, cultural norms in some places dictate marriage readiness for girls as young as 13. Communities often stigmatize older girls in schools, causing them to give up their education.

With USAID’s mentoring support and some tuition stipend, many girls now stay in school, and some who were married at an early age are now able to return and complete their secondary schooling.

The GEE program’s three components include:

  a scholarship program;
  an advocacy, community mobilization, and mentoring program;
  and an institutional support program.

Regina Anek was trained as a mentor, enhancing her skills to intervene in communities where girls face social pressure to leave school to get married.

“I was informed that a student from one of the schools in my state was about to be married off, and I hurried to convene a meeting with the family and community. Meanwhile, I asked the parents to allow me [to] accommodate the girl at my house so that she could continue attending school as we resolved her marriage case,” Anek said.

After weeks of negotiating and educating the community leaders and the girl’s parents on the importance of an educated girl to the family and society, the girl was allowed to return home and continue with school.

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