“Why does a rainbow appear in the sky?”
“What is an eclipse?”
“Why are there crop failures?”
“What are these called in Mende?”
“What do our elders think are the reasons?”
“How does science explain them?”
I am sitting in the back of a science class in a junior secondary school in a village hours outside of the nearest city Kenema, in the mining district of Sierra Leone, an area devastated by ten years of civil war in the 1990’s. To get here we have driven hours down red dirt roads filled with potholes where the rains have beaten the earth. The countryside is lush with palm trees, banana trees, rice paddies, grasses of all sorts, including large waving elephant grass.
The students—boys and girls in green and white uniforms—sit on wooden benches in front of wood desks and are taking notes in small notebooks. At the front of the classroom is a pot of water and a cup for students who are thirsty; this is not the case in many schools, and a luxury. What is also notable in this classroom is the skill of the teacher and the enthusiastic participation of the students when the teacher, a young man in slacks and short sleeve shirt, asks questions. One girl in particular waves her hand to answer each question.
The teacher solicits answers and discussion, asking students to consider the traditional beliefs for each of these phenomena, then he explores science’s explanation. He talks in English and Mende, the local language. An eclipse? The traditional belief in their villages is that the chief or someone important is about to die and that the spirit in space is swallowing men. He then asks a student what happens if a torch (flashlight) is shined in his face and someone puts a book between him and the flashlight. The teacher draws on the blackboard a picture of the sun, the moon and the earth and continues with an explanation of their orbits. There are no books in the classroom and few props.
“Is that not so?” he asks from time to time. At the end of the lesson, he asks the students which explanation they believe. They all agree with the scientific explanation.
The skill of this teacher is unusual, but what is not unusual is that this young man in his early twenties is a volunteer teacher, not yet credentialed and not paid. He is one of 11 male teachers–there are no female teachers–at the school. All are volunteers, yet to be credentialed, though six are taking a distance education course to become certified. Only the principal is a certified teacher. He gave up a more prestigious job when the village asked him to come head this school. The school sent its first group of students to take the national exams this past year and came away with strong results.
Schools in this eastern region of the country on the road to Liberia were particularly devastated during the civil war. This is a mining community, and the miners have also contributed their own funds to the chiefdom to help the school as has the International Rescue Committee, my host. In 2006 the government built this junior secondary school (equivalent of grades 7-9), but the school has still not been officially approved in part because of the shortage of qualified teachers.
During the war (1991-2000) over a thousand schools were destroyed in Sierra Leone; many were closed for ten years. Hundreds of thousands of people were displaced. But now villagers have come back to their villages, and the government has rebuilt and built anew schools all over the country. The government says there are now one million children in primary school, out of a population of 6.5 million people. But there is a large shortage of teachers, especially of trained teachers. At least 40% of the current teachers are said to be volunteer. These young men and fewer women teach for no salary, but with the hope of getting credentials and eventually pay. The government has committed 18% of its budget to education and set forth a new education policy which includes teacher training. But the pace is slow.
After the visit to the junior secondary school, we go to visit the primary schools which feed into this school. Both schools we visit were destroyed during the war. At the first, the education coordinator with us recognizes the principal, who worked with him in the schools in the refugee camps in Guinea during the war. A number of the senior educators in the region got their experience in these refugee camps.
As we cross a log bridge over a stream to visit the next school, our vehicle gets stuck on a broken log on the bridge. Beside the stream, women are washing their clothes. We climb out of the car and jump onto the land and continue the journey on foot through the bush, avoiding giant red ants marching along the ground beside us.
The second primary school was originally a missionary school built in 1924, but burned down during the war and now rebuilt as a government school.
All over this beautiful lush country which has the world’s third largest natural harbor, a stunning coastline that could rival Monaco or Cannes, a country with diamond, gold and mineral wealth, the devastation of war remains, side by side with the determination of citizens, including many from the diaspora who have returned, to build back their country, starting with the education of its children, for education of the next generation is what can bring Sierra Leone, currently ranked the third-lowest on the Human Development Index and eighth lowest on the Human Poverty Index, out of an eclipse that lasted over a decade and into its future.
Going to the Movies
Sitting on a thin gray-pink mat on the train platform, the children are waiting for us. We make our way over stones and past garbage, through a chain-link fence to what looks like an abandoned station. Along the tracks shanty houses and rows of laundry line the route a few feet from where the trains will come whizzing by. Some of the children, ages 5-15, live here, but most don’t have homes. They are the street children of Delhi, India, a population estimated between 150,000 to one million in Delhi alone. Some have grown up in the city and left their homes but more have stowed away on trains and arrived from the countryside or other cities looking for their future.
We are visiting Salaam Baalak [Salute the Children] Trust which works with these children to help return them to their families if that’s possible. But if the children have been abused or the parents have sold them to traffickers, they are not returned. In that case training, schooling and places to live are sought.
Our guide is a teenager who himself had lived on the street but for whom intervention made the difference. He notes that for most children, the street will prevail. He explains that 300 trains come into Delhi every day at different stations, and the children slide off of these. If they aren’t found within a few weeks, it is difficult ever to get them back for they may be trafficked for labor or prostitution or petty thievery or just become denizens of the streets.
“We go to the train stations and look for the new children,” he says. “We can recognize the new ones; they are looking for help; they don’t know anyone. Kids living on the street learn how to survive, but anyone on the street for a few weeks starts to enjoy the freedom not knowing what may yet be in store.”
Many of the children hide at the stations, waiting for the luxury trains to come through. While the train is stopped, they scurry into the cars to gather the discarded magazines and food which they later sell.
“What do you think they do with the money they get?” our guide asks.
“Buy food?” someone suggests.
“Usually glue to sniff, yes. But the largest amount of their money goes to films.”
“Films?” we ask.
“The cinema. On Fridays when the new films come out, the children wash, clean their clothes and go to the movies!”
For a few hours a week the children soar away in their imaginations and exist somewhere else. The question hovers how to feed and nourish these minds so they can in fact someday soar away and live somewhere else.
Elephants Are Forever
In the middle of one of Delhi’s larger slums the Katha Khazana School serves the community from infants to parents and focuses on pre-school through level 12. The school is for children of the most impoverished; many are rag pickers who search through the city’s dumps with their parents for items to use or sell.
Children enter the brightly colored arched gateway of the Katha Khazana School into a sprawling open spaced building with courtyards and arched doorways, decorated with startlingly original art—brightly colored and friendly snakes, dragons, lions, tigers, fish–all swimming, prancing, hanging on the walls. At the end of one corridor a round-faced elephant with big pink ears and a trunk extended into the hall greets the visitors. The art is by the children and is added to and replaced every quarter when the theme of study changes. This year’s theme, through which the curriculum of language, social studies, civics, math, science, art, etc. is focused is Sustainable Environment, and the particular focus this quarter is: Elephants Are Forever!
My guide Sadik started six years ago at the Katha school and now at age 18 is about to graduate and hopes to go on to college. He also works with Katha, which has 50 early childhood centers and 96 primary schools, publishes children’s books and works with women on small income generating businesses in sewing, cooking, and teaching. In the past years, the women have earned hundreds of millions of rupees in their projects and have been able to lift their families out of poverty.
“Katha started with a few children in 1988,” said Geeta Dharmarajan, executive director. “We soon realized we couldn’t change the way the slums look, but we could bring people out of them. We hope to educate the children to be leaders in their communities.”
Today Katha helps children and their mothers in 72 slums and street communities across Delhi. It is just one of many organizations working in the communities in Delhi with staff and volunteers to facilitate the transition from the street by changing first the landscape of the mind.
The night sky swarmed with pale insects like snow flakes fluttering outside the window of the airplane as it landed at the small airfield in Northern Nigeria. At first they looked like moths, but they were hundreds…thousands of grasshoppers diving into the headlights and fuselage of the plane. Were they cruising the night sky, interrupted by our descent, or had the lights and the hum of the airplane drawn them to their end?
Inside the terminal a luggage belt creaked as bags were pushed one at a time through a small portal onto a set of rollers. When the lights went out and the terminal fell dark, we waited, but the power didn’t return. One by one cell phones flipped open– small arcs of light aimed at the weathered belt as the passengers from Lagos searched for their bags. Dragging suitcases behind us, holding cell phones in front of us to light the way, we plunged into the warm night.
I was in Nigeria as a board member of Human Rights Watch which held meetings there last year. We spoke with government officials after a dubious presidential election. We met with lawyers and human rights activists and teachers and judges and other members of civil society. See HRW reports on Nigeria. We brought experience, research, and expectations. We gained further experience, laid out the expectations, found bridges and absorbed the cacophony of the night.
On the eastern edge of Africa on the coast of Tanzania the sun rises out of the Indian Ocean like a giant topaz transported from the sub-continent. Around the sun the ocean crashes against the rocks on the coast of Dar es Salaam.
After breakfast I climb into a four-wheeled drive vehicle to go outside the city to visit schools in the countryside where children and teachers are reading and writing and telling stories in Kiswahili and making books to share with other children in the local language. The Children’s Book Project, started in Tanzania in 1991 and has assisted in bringing hundreds of books to publication, distributed these paperback readers into schools, set up libraries in the schools, and trained teachers and artists on how to write and illustrate books and how to teach with these readers. The schools where the CBP is involved have regularly out-performed many of the schools in the country.
In one classroom students perform a story they have read in one of the storybooks. Tabu wa Taire was written by a teacher and tells of a young girl who doesn’t listen to her parents and prefers to play rather than work. One day she wanders too far from home and is captured by a man who puts her inside his drum. Her parents and the village look everywhere for her, but can’t find her until the man comes to their village to play his drum. Someone hears crying from inside the drum, and there the village finds and rescues the girl. The students act out this story for the class and the visitors and end with a celebratory concert on the drum and orange fantas all around.
We drive through the bush along a narrow dirt road, the sun beating on the closed windows, the trees hanging down over the path, crowding the road on both sides so that the 4-wheel drive car is literally pushing back the brush as we plow carefully around the turns, occasionally dodging another car or long-horned cattle who amble across the one-lane road to graze on the other side.
We are several hours outside of the capital Kampala and over an hour off the main road, rocking from side to side in the dense undergrowth when suddenly we come to a clearing and a school. The school’s red earthen huts rise from the ground with tin roofs. There are no doors on the huts. There are few books here, and the learning materials hang from the ceilings so that the cows, who can wander in and out of these classrooms, won’t destroy them.
This school is for 75 children of pastoralists–families who make their living tending cattle, moving from place to place with their cows looking for grazing lands. The children usually travel with their parents and don’t have an opportunity to go to school. But here in the clearing, on land donated by one of the more successful in the community, a school has been built; the roofs have been donated by the son of one of the wealthier families. Teachers have been recruited and trained by Save the Children. The children in the school are studying in grade levels 1-4 with the hope that the school will be able to add grades as the children grow. Because there is a school, many of these families, at least the women, will stay in the area while the children attend classes. Some of the women are discussing how to keep the cows out of the classrooms.
I’m sitting looking out at the Indian Ocean from the eastern edge of Africa in Dar es Salaam, Tanzania. It is Labor Day, at least in the U.S., though in the U.S. it is actually still Sunday night; but here it is morning with billowing white clouds, blue sky, palm trees, sun shining through—the end of winter in the Southern Hemisphere.
It took 17 hours of flying and a few hours of waiting in Amsterdam—roughly 20 hours to get here. When I arrived in the hotel room last night and the bellman turned on the TV, the BBC in a pulsating picture and sound was reporting on the approach of Hurricane Gustav to New Orleans and the interruption of the Republican National Convention. Was this important news in Tanzania? It was, in any case, the BBC news, and I was interested but couldn’t help but note how far one can go and still have America follow.
This past Sunday in the late summer afternoon with a thunder and lightning storm at two, then blue sky and sun by four, we held a small family barbecue to welcome home from Africa the daughter of a good friend and to send off that night to Africa our future daughter-in-law. Both young women are graduate students in International Relations. The first was working in a refugee camp in Ghana with families soon to return to Liberia. The other, a PhD student, is researching the role of education in post conflict Uganda and earlier in the summer was in Malawi, where she and other graduate students had started a nonprofit to raise money for girls’ scholarships to high school (Advancement of Girls Education—AGE).
Our friend’s daughter had brought back a bundle of glass bead jewelry—blue and brown beads, black, red and white beads, etched beads, green and yellow beads, and red, white and blue beads all strung together in an array of bracelets and necklaces–as well as brightly colored children’s clothing, all of which she spread out on the table. She is selling these and will send the proceeds back to the refugees and the surrounding community; she’s also raising funds for at least one high school scholarship for a young man who helped her during her stay at the refugee camp.