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The Rise of Education in Africa
The History of African Development www.aehnetwork.org/textbook/ The rise of education in Africa Johan Fourie 1. Introduction How often do we stop to consider where the things we use every day come from? All our necessities and luxuries, from clothes and household utensils to mobile phones and computers, are the result of our advanced market economy. This introduction describes briefly how this economy came into being. For most of the thousands of years of human history we were hunter-gatherers spread out across Africa, Europe, Asia and the Americas. In those days we were limited to what we could find or produce for ourselves. With the dawning of civilisation came the urge to produce something bigger. But to build a pyramid or a temple or a fort we had to combine the collective effort of hundreds or thousands of people. The only way we could make something big was to get a lot of people to do the work. In those early days, if you wished to increase productivity you simply added more people. This is what farmers in many parts of the world did for hundreds of years. In the days of the Roman Empire, the Romans seized slaves from the countries they conquered and forced them to work on their farms. In colonial America, farmers in the southern states boosted productivity on their large sugar and cotton plantations by using slaves captured from various parts of Africa. (Many black Americans in the United States today are descendants of these slaves.) But technology has changed our dependence on unskilled workers. -
African Families in a Global Context
RR13X.book Page 1 Monday, November 14, 2005 2:20 PM RESEARCH REPORT NO. 131 AFRICAN FAMILIES IN A GLOBAL CONTEXT Edited by Göran Therborn Nordiska Afrikainstitutet, Uppsala 2006 RR13X.book Page 2 Monday, November 14, 2005 2:20 PM Indexing terms Demographic change Family Family structure Gender roles Social problems Africa Ghana Nigeria South Africa African Families in a Global Context Second edition © the authors and Nordiska Afrikainstitutet, 2004 Language checking: Elaine Almén ISSN 1104-8425 ISBN 91-7106-561-X (print) 91-7106-562-8 (electronic) Printed in Sweden by Elanders Infologistics Väst AB, Göteborg 2006 RR13X.book Page 3 Monday, November 14, 2005 2:20 PM Contents Preface . 5 Author presentations . 7 Introduction Globalization, Africa, and African Family Pattern . 9 Göran Therborn 1. African Families in a Global Context. 17 Göran Therborn 2. Demographic Innovation and Nutritional Catastrophe: Change, Lack of Change and Difference in Ghanaian Family Systems . 49 Christine Oppong 3. Female (In)dependence and Male Dominance in Contemporary Nigerian Families . 79 Bola Udegbe 4. Globalization and Family Patterns: A View from South Africa . 98 Susan C. Ziehl RR13X.book Page 4 Monday, November 14, 2005 2:20 PM RR13X.book Page 5 Monday, November 14, 2005 2:20 PM Preface In the mid-1990s the Swedish Council for Planning and Coordination of Research (Forskningsrådsnämnden – FRN) – subsequently merged into the Council of Sci- ence (Vetenskaprådet) – established a national, interdisciplinary research committee on Global Processes. The Committee has been strongly committed to a multidi- mensional and multidisciplinary approach to globalization and global processes and to using regional perspectives. -
Amref Health Africa in the USA 2017 WE ARE an AFRICAN-LED ORGANIZATION TRANSFORMING AFRICAN HEALTH from WITHIN AFRICA
ANNUALANNUAL REPORTREPORT Amref Health Africa in the USA 2017 WE ARE AN AFRICAN-LED ORGANIZATION TRANSFORMING AFRICAN HEALTH FROM WITHIN AFRICA We strengthen health systems and train African health workers to respond to the continent’s health challenges: maternal and child health, non-com- municable and infectious diseases, access to clean water and sanitation, and surgical and clinical out- reach. Our approach is community-based and makes the people we reach partners, rather than just beneficiaries. Amref Health Africa ANNUAL REPORT 2017 2 WELCOME TO OUR ANNUAL REPORT 2017 was a landmark year for Amref Health Africa as we celebrated our 60th anniversary. Six decades of equipping African communities with the knowledge and tools to build sustainable and effective health systems. Thanks en- tirely to our donors. We hope you are proud to call yourselves a part of the Amref Health Africa family. In 2017 alone, we reached 9.6 million people with health services and trained 125,000 health workers thanks to your support. This achieve- ment should not be downplayed, especially within the context of the US Government drastically reducing their budget to foreign humanitarian aid, with the greatest cut to family planning programs. The people hardest hit by these cuts are women and children, the population that we primarily serve. We met this challenge head on and boosted our work in raising awareness of what we do in Africa and reaching more supporters. Our second annual ArtBall was bigger on all fronts and allowed us to engage with a vibrant com- munity of artists, art lovers, and musicians. -
Appendix 13 Pdf, 765Kb
UNRSC MEETING OCTOBER 5 – 6, 2010 LASER INTERNATIONAL MANAGING A ROAD SAFETY NETWORK Co authors : Ms. Ndèye Awa SARR – President Dr Daouda SAGNA- Director of Projects MAIN FORMER ACTIVITIES: DECEMBER 2009: FIRST EUROMEDITERRANEAN FORUM IN PARIS FEBRUARY 2010: GLOBAL ROAD SAFETY FILM FESTIVAL IN MARRAKECH MARSCH 2010: Launch GLOBAL HELMET VACCINE INITIATIVE IN SENEGAL MAY 2010: FIRST REGIONAL ROAD SAFETY FORUM IN DAKAR THE MINISTER OF TRANSPORT, THE 18-19-20 FEB IN PARTENRSHIP WITH PRESIDENT OF LASER, THE DIRECTOR MAROCCO OF CNPAC AND THE JURY GLOBALGLOBAL ROADROAD SAFETYSAFETY FILMFILM FESTIVALFESTIVAL MICHELE YEOH RECEIVING FIA AWARD FEBRUARYFEBRUARY 1919 –– 2020 GLOBALGLOBAL FESTIVALFESTIVAL ROADROAD SAFETYSAFETY ININ MARRAKECHMARRAKECH GLOBAL HELMET VACCINE INITIATIVE ¾ PROGRAM LAUNCHED ON MARCH 2010 ¾ SENEGAL THE PILOTE COUNTRY ¾ AIPF PROGRAM LEADED BY LASER INTERNATIONAL ¾ 5 CITIES TARGETTED MARSCH 18, 2010 LAUNCH GHVI SENEGAL Road Safety Ambassador Rita Cuypers receiving DIDIER AWADI FIA certificate M. Greig CRAFT HELMET DONATION IN A PRIMARY SCHOOL IN ZIGUINCHOR 1st REGIONAL ROAD SAFETY FORUM SAFE, CLEAN AND HEALTHY TRANSPORT MrMr EKEKEEKEKE MONONOMONONO (WHO(WHO AFRICA)AFRICA) COUNTRIES AND INSTITUTIONS Senegal, Malia, Ivory Coast, Mauritania, Benin, Togo, Cap Vert, Burkina Faso, Niger, Bissau Guinea, Morocco, Gambia, Tunisia, Cameroun, Nigeria, France, EU, UNECA, WHO, Fleet Forum, LASER EUROPE, TNT, North Star Alliance, UNEP, GTKP IT MOBILE, SICTA-SGS, CETUD LASER GOING REGIONAL AND INTERNATIONAL IN THE HEART OF A REGIONAL ROAD SAFETY NETWORK: WARSO - WAEMU – ECOWAS- WESTERN AFRICAN COUNTRIES ¾ RAISING GOVERNEMENTS COMMITMENT. ¾ FACILTATE RELATION BETWEEN GOVERNEMENT AND INSTITUTIONS. ¾ KNOWLEDGE AND REGIONAL EXPERTISE. ¾ PARTICIPATION IN COMITIES IN CHARGE OF DRAWING AND SETTING UP NATIONAL ROAD SAFETY PLANS. ◦ INVOLVMENT IN ROAD SAFETY AUDIT. -
Policy Guidelins on Digitizing Teaching And
Contents 1. Introduction .................................................................................................................................... 2 Presentation of the Problem............................................................................................................... 2 2. Discussions of the Issues ................................................................................................................. 3 i. Teaching and Learning Pre-COVID-19 ......................................................................................... 3 ii. Outcomes of the Specialized Technical Committee on Education, Science and Technology ..... 3 iii. Digitization for COVID-19 and Beyond using DOTSS ................................................................... 4 a. Administration ........................................................................................................................ 4 b. Primary Level and Secondary Level......................................................................................... 5 c. Tertiary Level ............................................................................................................................... 5 d. TVET ............................................................................................................................................ 5 e. Examples of Policies and Best Practices...................................................................................... 6 3. Recommendations ......................................................................................................................... -
AURA Ou De La Production Politique De La Musique Hip-Hop »
City Research Online City, University of London Institutional Repository Citation: Mbaye, J. F. (2010). AURA ou de la production politique de la musique hip hop. Cahiers de recherche sociologique, 49, pp. 147-160. doi: 10.7202/1001415ar This is the published version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/13253/ Link to published version: http://dx.doi.org/10.7202/1001415ar Copyright: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. Reuse: Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. City Research Online: http://openaccess.city.ac.uk/ [email protected] Article « AURA ou de la production politique de la musique hip-hop » Jenny MBaye Cahiers de recherche sociologique , n° 49, 2010, p. 147-160. Pour citer cet article, utiliser l'information suivante : URI: http://id.erudit.org/iderudit/1001415ar DOI: 10.7202/1001415ar Note : les règles d'écriture des références bibliographiques peuvent varier selon les différents domaines du savoir. Ce document est protégé par la loi sur le droit d'auteur. -
New Broom in Burkina Faso?
alexandra reza NEW BROOM IN BURKINA FASO? n late october 2014, hundreds of thousands of people poured onto the streets of Burkina Faso, incensed by Blaise Compaoré’s bid to change the constitution and seek a fifth presidential term.1 Many of their placards displayed photographs of Thomas Sankara, ICompaoré’s revolutionary predecessor. Others simply read: ‘Blaise, Get Out.’ Pressure had been building all year among citizens of the impov- erished West African state, and by October the mood had hardened. Compaoré clung on, sometimes defiant, sometimes pleading: suggesting reforms, appealing for stability, issuing reminders about the importance of the rule of law. The protests continued nonetheless. Police lined the streets. Many demonstrators were injured; at least thirty were killed. A group called Balai Citoyen (‘Citizens’ Broom’) played a key role in the protests. Balai was founded by prominent musicians: Smockey, a rapper, and the reggae artist Sams’K Le Jah, whose music helped to energize the mainly young crowd—60 per cent of Burkinabès are under 24. As well as Balai Citoyen, other social movements mobilized, among them the Mouvement Ça Suffit (‘That’s Enough’), along with trade unionists and established opposition politicians such as Zéphirin Diabré and Saran Sérémé, who had formerly been members of Compaoré’s ruling party. Sérémé and her colleague Juliette Kongo organized a major women’s protest in the capital Ouagadougou on 27 October. Thousands marched, holding wooden cooking spatulas and megaphones in the air. Eventually, on the 30th, a huge crowd—the opposition claimed it was a million strong—marched on the parliament building and breached its security cordon. -
Political Philosophy in Postcolonial Africa: a Critical Examination of The
POLITICAL PHILOSOPHY IN POSTCOLONIAL AFRICA: A CRITICAL EXAMINATION OF THE IMPACT OF COLONIALISM AND MILITARY DICTATORSHIPS IN NIGERIA By Lillian Chioma Nwosu Submitted to Central European University School of Public Policy In partial fulfillment of the requirements for the degree of Master of Arts in Public Policy CEU eTD Collection Supervisor: Daniel Large Author’s declaration: Budapest, Hungary 2020 i Author’s Declaration: I, the undersigned Lillian Chioma Nwosu, hereby declare that I am the sole author of this thesis. To the best of my knowledge this thesis contains no material previously published by any other person except where proper acknowledgement has been made. This thesis contains no material which has been accepted as part of the requirements of any other academic degree or non-degree program, in English or in any other language. This is a true copy of the thesis, including final revisions. Date: June 12, 2020 Name: Lillian Chioma Nwosu CEU eTD Collection Signature: ii Abstract This thesis examines the impact of colonialism and military regimes on the development of political philosophy and government in postcolonial African countries, using Nigeria as a case study. Particularly, it interrogates the nature of the social contract in precolonial times, colonial times, and precolonial times. Using the Women’s War of 1929, it draws a contrast between the nature of the social contract in precolonial and colonial times. This thesis finds that while colonialism eroded the political systems and philosophies of the peoples of precolonial Nigeria, both colonialism and military rule heavily contributed to a strong culture of state authoritarianism, and the social contract was severely weakened by both events. -
Fiba Safeguarding Policy
FIBA SAFEGUARDING POLICY TABLE OF CONTENTS INTRODUCTION ........................................................................................................................ 1 Definitions ................................................................................................................................................. 1 ................................................................................................................................................ 2 The Five Pillars of Safeguarding .......................................................................................................... 2 Does this policy apply to me? When does it apply? ......................................................................... 3 What are my obligations? ...................................................................................................................... 3 RECOGNISING HARM ............................................................................................................... 5 Identifying an Adult at Risk .................................................................................................................... 5 Who can be an abuser? ......................................................................................................................... 5 What is Harm? ......................................................................................................................................... 6 What are the signs of Harm? ............................................................................................................... -
Cooperatives Empowering Women and the Family”
EXPERT GROUP MEETING PRESENTATION NEWYORK CITY Topic: “Cooperatives Empowering Women and the Family” DR. CHIYOGE B. SIFA Presentation 16-17th November 2016 1 | P a g e Introduction The International Co-operative Alliance is an independent, non-governmental organization established in 1895 to unite, represent and serve co-operatives worldwide. The Alliance provides a global voice and forum for knowledge, expertise and coordinated action for and about co- operatives. The members of the Alliance are international and national co-operative organizations from all sectors of the economy. The Alliance has members from over 100 countries, representing close to one billion individuals worldwide. The world’s largest 300 co-operatives and mutuals have grown their turnover by 7.20% to USD $2.53tn (2,533.1bn). The top 300 co-operatives come from 25 countries and have a combined turnover of USD $2.53 trillion (2,533bn), an increase of 7.20% from the USD $2.36tn reported in the 2015 monitor. Over 32% of these operate in agriculture, 39% in insurance, 19% in wholesale and retail trade and 6% in banking and financial services. Some of the top 300 co-ops are also active in the health and social care sector (1%), the industry sector (2%) and other services and activities. The Monitor gathers data on co-operatives across all continents, demonstrating the important role of co-operatives in the world economy. It has become the major global report for analysing the world’s co-operative movement, providing information for research into co-operative business enterprises.1 The International Co-operative Alliance Africa (the Alliance Africa) is one of the regional offices of the Alliance which serves, unites and represents its members in Africa through policy and political dialogue, capacity building and research with the ultimate aim of promoting and strengthening the co-operative movement in Africa. -
CAE 2010 in Review Final.Indd
January to December 2010 · Volume 6 African Education in Focus A publication of the Center for African Education and the African Studies Working Group at Teachers College, Columbia University Journeys: 2010 in review DIRECTOR'S NOTE eachers College has re- events have pointed to the challenges The Center encourages faculty newed its interests in glob- confronting African peoples as they members and students to undertake al affairs and brought into seek to overcome basic economic, research on African immigrants and Tplay its full range of expertise in educational and health problems. to lay on new Africa related courses. the fields of education, health and This issue of African Education Professor Michelle Knight-Diop psychology. These interests lie not in Focus presents the range of events (together with two students, Ms. solely with the domestic; nor solely sponsored by the Center. It also Ramatu Bangura and Mr. Vaughn with the international. They involve attempts to cover the range of ac- Watson) is engaged in a fascinat- understanding education in both tivities of faculty members and stu- ing piece of research on civic and domains. The Center for African dents as they reach out to New York political life of African immigrant Education has been engaged in this metropolitan educators, undertake youth. While Professor JoAnne journey of exploration directed to- ward promoting interest in Africa "The Center provides a platform for the discussion of and African education in the Unit- African affairs and African education and disseminates ed States and providing assistance to information on Africa within the field of education." African countries. -
Pan-African Institute of Education for Development (IPED)
AFRICAN UNION UNION AFRICAINE UNIÃO AFRICANA Addis Ababa, ETHIOPIA P. O. Box 3243 Telephone: 00 251 11 551 7700 Fax: 00 251 11 551 7844 Website: www.au.int DEPARTMENT OF HUMAN RESOURCES, SCIENCE AND TECHNOLOGY Pan-African Institute of Education for Development (IPED) AU- IPED FIELD DATA MANAGEMENT EXERCISE REPORT 1 | P a g e 1. Background I. History Pan-African Institute of Education for Development (IPED) is a specialized institution of the African Union that functions as the observatory of Education in Africa. Originally known as the African Bureau of Education Sciences (BASE) under Organization of African Unity, IPED’s role is to ensure quality, responsive and inclusive education development in Africa based on sound, accurate, and timely information in order to meet the individual and collective goals for the development of human resources and intellectual capacity in the continent. It is headquartered in Kinshasa, Democratic Republic of the Congo (DRC) and works closely with entities like International Centre for Girls’ and Women’s Education in Africa (CIEFFA) based in Ouagadougou, Burkina Faso and Association for the Development of Education in Africa (ADEA). II. IPED Mandate All development frameworks, international and continental recognize education as essential to development in Africa. In line with this, education in Africa has been prioritized for intense investment to produce quality human capital to support the objectives of the various development frameworks, such as Sustainable Development Goals (SDGs) and Agenda 2063, as well as education-specific frameworks like Continental Education Strategy for Africa (CESA2016-2025) and Edu2030. As the African Union observatory for education in the continent, IPED is mandated to establish a continental Education Management Information System in line with its role of ensuring quality, responsive and inclusive education.