By N Chandra Mohan
NEW DELHI, Nov 11 2015 (IPS)

Times are a-changing for Bihar, a state popularly described as a state of mind. The recent elections have brought back Nitish Kumar as the chief minister for the fifth time. Since his first innings as a developmental CM from 2005, he has transformed Bihar from being an archetype of India’s backwardness to one of its fastest growing states. Besides improving governance, he has also politically empowered women in that benighted state. Not surprisingly, the women’s vote was decisive for his electoral success. He now has the historic opportunity to shift gears towards sustainable gender-based development.

N Chandra Mohan

To encourage more girls to attend school, the state administration provided free bicycles for school-going children. This resulted in an uptrend in female literacy rates, rising over 20 percentage points between the two decennial census years, 2001 and 2011. This was much more than was observed in the case of males in that state or nationally, for that matter. Promoting greater gender parity in school enrolment thus has been a consistent objective of Nitish Kumar’s stints in office as CM. The priority must now include drastically reducing the numbers of girls without access to schooling.

Kumar’s thrust on education must continue with greater vigour as there is a vast unfinished agenda. When his government first took office in 2005, there were 2.4 million children out of school. This has now been halved to 1.2 million in 2014 according to the “National Sample Survey of Estimation of Out-of-School Children in the Age 6-13 in India” done for the Sarva Shiksha Abhiyaan, a flagship government scheme for the universalisation of elementary education. This works out to a higher percentage of 4.9 per cent than the 3 per cent of 204 million school-going children at an all-India level.

The fact that Bihar is still a poor state amidst potential plenty – it has a much higher percentage of its rural population in poverty – cannot be an argument for not pushing the limits of development. Bangladesh is also poor when compared to India, but that hasn’t prevented it from improving the socio-economic conditions of women. According to the Nobel laureate Amartya Sen, due to the official focus on women in Bangladesh, a much higher proportion of workers such as school teachers, family planning workers, health carers, immunization workers and even factory workers are women as are in garments.

Bihar (and even India) of course has a long way to go to catch up with the higher rates of female labour force participation in Bangladesh. This measures the number of women above 15 years of age who are engaged or are willing to be engaged in economic activity as a share of women’s population above 15 years of age. In Bihar, this is a lowly 9 per cent as against 57 per cent in Bangladesh. A factor that makes it easier for Bihar to encourage more women to work is that the CM has already politically empowered them since 2006 to participate in decentralized administration at the panchayat or village level.

Despite the best agro-climatic conditions, this state is the bastion of semi-feudal agriculture and there is a preponderance of marginal holdings with low productivity. The relations of production act as barrier on technological change. While beefing up rural infrastructure is imperative, technological change will not take place unless the relations of production also change. The hope is that with better governance, a difference can be made on the poverty front that is essentially one of low agricultural productivity. To plug gaps in development works, the CM has made a beginning by appointing more teachers, doctors, engineers, policeman and officials. Tapping the latent energies of women can help him realise these objectives more efficaciously.

While Bihar no doubt has the advantage of faster growth to impact rural poverty, Bangladesh has managed to achieve much more on human development despite slower growth than India. In 1990, the life expectancy at birth was higher in India but that position rapidly reversed in the next couple of decades. Between 1990 and 2014, it rose by 12 years from 59 to 71 years in Bangladesh. They thus have a life expectancy that is four years longer than Indians or Biharis, for that matter. The huge gains in health are reflected in the dramatic reduction in infant, child and maternal mortality rates.

These are the prospects ahead of Bihar’s developmental CM. He needs to accelerate the pace of progress on education and health so that the workforce of the state has the best prospect of taking advantage of the so-called demographic dividend of a predominantly young population. All these possibilities have suddenly opened up with his fifth innings as CM. With a mandate for governance and development, he faces the challenge of converting these possibilities into probabilities and transforming lives of 108 million people in Bihar through improvements in gender-sensitive social sector spending.

The last thing the people of Bihar need is another regime that will trigger another caste war and plunge the state into darkness and anarchy as happened in previous decades. However, there is change in the air. There is hope that this state can economically empower its women as it has done politically. That it can also reap the dividends that its eastern neighbouring country has achieved in bringing about a many-sided improvement in human development in the fastest possible time. Bihar must leverage its faster growth to ensure better outcomes in sustainable development.

(End)

Excerpt:

By Bede Sheppard
NEW YORK, Oct 28 2015 (IPS)

Surprise turned to confusion, then to horror, when the children at Kiata primary school realized that the soldiers they had spotted at the bottom of the hill were heading for their school and its occupants.

As the soldiers reached the hilltop school in eastern Democratic Republic of Congo, students scattered in all directions, scared of the armed men and what they might do.

Those who failed to escape the courtyard before the soldiers entered were caught, beaten and forced to help as the armed men converted the school into their temporary base. The soldiers made the children fetch water, steal food from nearby farms and chop up their school desks for fire wood. When one of the captured boys refused to obey, a soldier sliced his arm with a knife. If the older girls resisted the soldiers’ advances the men would rip their clothes, one student told my colleague.

The capture of Kiata primary school in late 2012 features in a new report by Human Rights Watch, which documents the far-too-frequent misuse of schools by the Congolese army and various armed groups in areas of the country that are still affected by conflict. In fact, our investigation shows, the presence of armed men inside schools is a far-too-familiar sight for many children in Congo who are yearning to learn.

When fighters take over a school, they sometimes only make use of a few classrooms or the playground; at other times, however, they convert the entire school into a military base, barracks or training grounds. As the students held captive at Kiata school attested, troops occupying schools means students and teachers risk being unlawfully recruited into armed groups, forced to work without pay, beaten and sexually abused.

Munitions removed from the latrines at the Institut Bweremana in Minova, South Kivu province, in June 2013. Altogether, nine 107mm rockets, two boxes of AK-47 ammunition, and two recoilless rockets were found. The Congolese army had previously occupied this school and at least 41 others in the area in late 2012. (c) 2013 Lane Hartill / Human Rights Watch

Even once vacated, a school may still be a dangerous environment for children if troops leave behind weapons and unused munitions. I visited one school in Congo that had been used as a temporary base, where the occupiers had dumped some of their unused munitions in the school latrines before leaving. The rockets left immersed in the waste required demining experts to remove­a process that was only completed more than seven months later.

Sadly, the practice of armies using schools for military purposes is not unique to Congo. It happens in the majority of countries with armed conflict. All across Africa, from Central African Republic, Chad, Cote d’Ivoire, Libya, Mali, Nigeria, Somalia, South Sudan to Sudan, the occupation of schools by armed forces has deprived children of a safe learning environment and the right to education.

Even troops deployed as peacekeepers by the African Union have been found to be using education institutions as bases in the Central African Republic and Somalia– a particularly troubling development.

But there is hope. Earlier this year, a group of countries from around the world committed to do more to protect students, teachers and schools during times of armed conflict. The Safe Schools Declaration, as the commitment is known, includes an agreement to ensure that military trainings, practice and doctrine emphasize the need to protect schools from military use.

To date, 49 countries have joined this Safe Schools Declaration. Better yet, 13 African countries, including many with recent experiences of the military use of schools in their own territory, were among the first to endorse.

To ensure that its children can learn for life­rather than having to run in fear for it­the Congolese government ought to refrain from using schools for military purposes and join the Safe Schools Declaration. In fact, if all nations across the continent were to rally around this goal, the continent could become the first to have universally endorsed the Declaration.

And if the African Union were to re-examine its rules and procedures for its peacekeeping forces and, as the United Nations Department of Peacekeeping Operations did in 2012, ban all infantry battalions from using schools during their operations, African kids would be that much safer and no longer scarred for life like the boy our report names Amani.

A 10-year-old primary school student, Amani was held in Kiata school for six days. When we met him, he showed off the scar on the bridge of his nose. The soldiers who had occupied his school, had forced him to chop up the school desks. A piece of wood had split off and hurled in his face as he chopped. When Amani was finally allowed to return home, his parents asked if the soldiers had beaten him. When he told them what had happened, they responded: “Understand, child, life is like that.”

But if Congo and other countries across the continent would agree to restrain their armies from using schools, then life needn’t be like that for children in Africa and elsewhere.

(End)

Excerpt:

Bienvienue Taguieke, now 15, who refused to be sold into marriage when she was 12 for the equivalent of 8.5 dollars. Credit: Ngala Killian Chimtom/IPS

By Ngala Killian Chimtom
MAROUA, Cameroon, Jun 10 2015 (IPS)

Twelve-year-old Bienvienue Taguieke was expected to obey her parents and marry a man 40 years her senior, but an association of women in Cameroon’s Far North Region, where child marriages are rife, put a stop to it in a sign that women are starting to speaking out against the practice.

“I was a pupil at a government school in Guidimdaz, a village in the Mokolo area of the Far North Region when a man offered 5,000 CFA francs (around 8.50 dollars) to my mother for my hand in marriage. I refused and alerted some people including the headmistress of my school,” Bienvienue, now 15, told IPS.

Bienvienue believes her mother had considered the offer for economic reasons. “I think my mother wanted to sell me because of poverty. My father had died and there was nobody to pay my school fees and take care of us,” she says.“My daughter will not suffer like me. I will do everything to keep her in school. I am appealing to government to outlaw early marriages, so that girls can go to school, and get married only after their studies” – 15-year-old Nabila who succeeded in escaping from her marital home

However, the school’s headmistress, Asta Djarmi, begged Bienvienue’s mother not to give her daughter away to a much older man. “The headmistress stopped the marriage arrangement my mother had initiated, then the people of ALDEPA, a local civic group campaigning against child marriages, intervened and repaid the 5,000 CFA franc “dowry” to this man. They are also the ones paying my school fees today,” says the grateful schoolgirl.

The 15-year-old says she dreamt of becoming a teacher, and that getting married as a child could have ended that dream. Now that she not had to do so has revived that dream.

Hers is not an isolated case of resistance in the region. Across the Far North Region, teenage girls are resisting what they consider a hurtful culture.  In neighbouring Zilling village, for example, 15-year-old Nabila succeeded in escaping from her marital home.

“I was forced by my parents into marrying an elderly man two years ago when I was only 13. I lived in the man’s house for 14 painful days. I felt as if an evil spirit was haunting me and I decided to run away,” the young girl recalled.

But those 14 days left her pregnant, and the teenager now raises the child by herself. Ironically, the man she was coerced to marry has now filed a court case against her, demanding that Nabila return to her marital home.

“I can’t do that,” she insists. “Not for anything in the world.” The premature marriage spoiled her chances of becoming the nurse she had wanted to be and now Nabila insists that she will never let her daughter go through the same trauma.

“My daughter will not suffer like me. I will do everything to keep her in school. I am appealing to government to outlaw early marriages, so that girls can go to school, and get married only after their studies.”

ALDEPA is now providing legal assistance to the teenage mother, and a senior official of the association, Henri Adjini, told IPS that it is currently paying the school fees of 87 teenagers rescued from early marriages.

Adjini said that forced marriages were part of the culture of the local Mafa and the Kapsiki tribes, explaining that parents marry off their daughters in exchange for dowry payments in the form of money, livestock or goods.

“The wish to strengthen family ties and friendships is very important for people here and they believe marrying off their daughters could do just that. Some other parents simply use their daughters to pay off their debts … the young woman’s choice hardly counts here,” he told IPS.

Marrying daughters off is an income-generating strategy in Cameroon, where almost one-third of the country’s 22 million people are poor, according to the United Nations.

In fact, according to the U.N. Population Fund (UNFPA), there is a relationship between early marriage and poverty in the Central African country, with 71 percent of child brides coming from poor households. Figures from the U.N. Children’s Fund (UNICEF) for 2014 show that 31 percent of teenage girls in the Far North Region fall prey to early marriages.

Cameroon’s Minister of Women’s Empowerment and the Family, Marie Therese Abena Ondoa has publicly condemned these marriages, saying that it is “immoral to sell out girls as if they were property.”

Child marriage is not unique to Cameroon, however. Many countries in the region and in the world face similar, or even worse case scenarios.

According to a 2013 UNFPA report, two out of five girls under the age of 18 are married in West and Central Africa. The worst culprit is Niger with 75 percent of child marriages – the highest rate in the world – followed by Chad with 72 percent and Guinea with 63 percent.

Like most governments in the region, Cameroon does little to protect these girls. The legal minimum age of marriage in Cameroon is only 15 years for girls, and 18 years for boys.  Even then, the legal requirement that marriage should only be contracted between two consenting partners is hardly enforced.

Minister Ondoua has helped launch advocacy campaigns and collaborated with NGOs, community and religious leaders in rural areas to educate the population, but she has not been able to convince government to raise the legal marriage age.

Nevertheless, the campaigns have been bearing fruit, with many girls saying “no” to family attempts to sell them off.

Girls like Abba Mairamou who resisted her father’s attempt to sell her off at the age of 12, are a living testimony to this success.

“I was only 12-years-old when my father pulled me out of primary school in 2004 to offer me to his friend as a wife. I refused and my father got angry and wanted to send me away from the house. I was desperate until I was, introduced to the association that fights against violence towards women in Maroua,” Abba says.

“Later, my father was invited to a meeting and he was persuaded to be opposed to early and involuntary marriage .This completely changed my father and me. I not only refused to be a victim of involuntary marriage, but today, I am a fighter against it.”

Abba formed the Association for the Autonomy and the Rights of Girls, known by its French acronym ‘APAD’, to sensitise teenage girls and parents in her Zokkok neighbourhood in Maroua against early marriages.

“We now offer shelter to many victims of forced marriages, and many girls are now standing up to that hurtful custom,” she beams.

Edited by Lisa Vives/Phil Harris

Distributing condoms in prisons and schools has set off a heated debate, rendering the fight against HIV/AIDS a challenge ahead of this year's U.N. deadline for nations to halt its spread. Credit: Jeffrey Moyo/ IPS

By Jeffrey Moyo
HARARE, Mar 28 2015 (IPS)

Tatenda Chivata, a 16-year old from Zimbabwe’s Mutoko rural district, was suspended from school for an entire three-month academic term after he was found with a used condom stashed in his schoolbag.

Regerai Chigodora, a 34-year-old prisoner at a jail in Harare, had his 36-year sentence stretched to 45 years after he was caught with used condoms in prison early this year.

With restrictions blocking the distribution of condoms in schools and prisons in Africa, health experts say the continent’s opportunity to halt the spread of HIV/AIDS in line with the U.N. Millennium Development Goals may be squandered,

“It will be hard for Africa to win the war against HIV/AIDS if certain groups of people like students and prisoners are being skipped from preventive measures,” Tamasha Nyerere, an independent HIV/AIDS counsellor based in Dar es Salaam, the Tanzanian capital, told IPS.

Human rights activists in Zimbabwe say more cases of youths like Chivata and prisoners like Chigodora may be going unreported in countries where condom use in jails and schools is anathema.With restrictions blocking the distribution of condoms in schools and prisons in Africa, health experts say the continent’s opportunity to halt the spread of HIV/AIDS in line with the U.N. Millennium Development Goals may be squandered.

“It’s indeed disturbing how hard we have worked as Africa to fight against the spread of HIV/AIDS yet we have not been so pragmatic in our bid to institute preventive measures in schools and jails, where most of our African governments have vehemently refused to allow condoms to be distributed with the common excuse that they promote homosexuality in jails and sexual immorality in schools,” Elvis Chuma, a gay activist in Zimbabwe’s capital Harare, told IPS.

Zimbabwean prisoner Chigodora agreed, telling IPS that “whether or not authorities here like it, homosexuality is rife in jails and even if we may smuggle in condoms to use secretly, if you get caught like in my case, you will be in for serious trouble.”

Schoolchildren in Africa like Zimbabwe’s Chivata have to contend with secret use of condoms in school. Their only crime is that they are underage, said Chivata.

“I’m serving a suspension from school because I was caught with a condom I used during sex with my girlfriend, but the same teachers teach us about use of protection if we get tempted to engage in sex. Now I’m wondering if I was wrong using a condom. Perhaps I could have gone undetected if I had opted to have unprotected sex,” he told IPS.

Under Zimbabwe’s Legal Age of Majority Act, any Zimbabwean under the age of 18 years is a minor, while a person between the age of 16 years and 18 years is defined as a young person under the Children’s Protection and Adoption Act.

Sodomy is also a punishable offence in Zimbabwe, which rights activists say, makes it difficult for this Southern African nation and other African nations to distribute condoms in prisons.

“African countries like Zimbabwe are being cornered by their own laws which bar them from dishing out condoms to prisoners and school children,” Tonderai Zivhu, chairperson of the Open Association of People Living with HIV/AIDS, a lobby group in Masvingo, Zimbabwe’s oldest town, told IPS.

South Africa and Namibia may be the only two out of Africa’s 54 countries that have adopted HIV/AIDS preventive measures in schools and jails.

In 2007, South Africa’s new Children’s Act came into effect, giving children 12 years and older the right to obtain contraceptives. The country’s Department of Correctional Services also provides condoms to inmates.

In Namibia, the country’s policy on HIV/AIDS states that all convicted prisoners awaiting trial and inmates are entitled to have access to the same HIV-related prevention information, education, voluntary counselling and testing, means of prevention, treatment, care and support as is available to the general population.

Other African countries, however, seem unclear about their position on condoms use in jails and schools.

Last year, the government of Rwanda confirmed the prevalence of homosexuality in prisons, but was non-committal on whether or not it would start distributing condoms in its correctional facilities.

This year, Zimbabwe’s Primary and Secondary Education Minister Lazarus Dokora told parliament that parents were free to pack condoms for their children in their schoolbags, but that the government would not allow them to be openly distributed at schools.

“We must say children are in school to learn and be initiated for certain life skills, and when it comes to condoms, you are the guardian of your child and you must have an intimate connection with your child so that when you pack their school luggage and prepare their books you can also pack condoms,” Dokora had said.

This laissez-faire approach has incensed certain African indigenous pro-culture activists who have been vocal in their calls against condom distribution in prisons and schools.

“Distributing condoms in prisons and in schools will render African governments accomplices to the commission of the crime of sodomy and sexual immorality among school-going children, which is against our cultural values and norms as Africans,” Bupe Mwansa, head of the Culture and Traditions Conservation Association in Zambia, an indigenous pro-culture lobby group, told IPS.

According to the World Health Organisation (WHO), an estimated 3.2 million children lived with HIV at the end of 2013, mostly in sub-Saharan Africa, with approximately 145,000 HIV-positive children from Zimbabwe.

The Zimbabwe National Statistics Agency (ZimStat) states that Zimbabwe has a total of 18,000 prisoners, with 28 percent of these living with HIV and AIDS.

In South Africa, an estimated 41.4 percent of that country’s 166,267 prisoners are also living with HIV/AIDS, based on statistics from the Ministry of Health there, despite the country being the only African nation that does not outlaw homosexuality.

Although other African governments admit there are sexual activities going on in schools and prisons, they remain hesitant to allow condom distribution in them.

“School children engage in premarital and often unprotected sex, yes we know, and prisoners also have unprotected anal sex, but presently there is nothing we can do as government to address these challenges because our laws do not allow underage children to engage in sex while homosexual, now rife in our jails, is also unlawful,” a top Zimbabwean government official speaking on the condition of anonymity told PS.

But for human rights doctors like Nomalanga Zwane in Johannesburg, fighting HIV/AIDS in schools and jails requires drastic measures.

“If school kids are left on their own with the belief that they are not engaging in sex because they are barred by being underage, we are fighting a losing battle against HIV/AIDS because the same school pupils will spread the disease even outside school while prison inmates with no access to condoms will also one day come out of jail and further spread the disease,” Zwane told IPS.

Zimbabwe’s ex-convicts like 37-year-old Jimson Gwatidzo, now an ardent campaigner for the distribution of condoms in jails after he contracted HIV in jail, sees no credible reason why some African governments forbid condoms in prisons “in the face of rampant rape-induced HIV/AIDS infections behind prison walls.”

“It is time for governments across Africa to scrap anti-sodomy laws to allow for the distribution of condoms in prisons and be able to fight HIV/AIDS spread in jails without legal barriers,” Gwatidzo told IPS.

Edited by Lisa Vives/Phil Harris    

Children in Aleppo forced underground to go to school, October 2014. Credit: Shelly Kittleson/IPS

By Shelly Kittleson
ALEPPO, Nov 6 2014 (IPS)

Winter has not yet hit this nearly besieged city, but children are already attending classes in winter coats and stocking hats.

Cold, damp underground education facilities are less exposed to regime barrel bombs and airstrikes but necessitate greater bundling to prevent common seasonal viruses from taking hold in a city from which most doctors have fled or been killed.

Only one perilous route leads out of the city and northwards to the Turkish border and better medical care, if required.A few of the children in the co-ed primary school seem shell-shocked, but many smile and laugh readily on the crowded wooden benches stuffed into the cramped, cold spaces.

On the way to an underground school IPS visited in late October, the children must necessarily pass by shop fronts blown out by airstrikes, a few remaining signs advertising what used to be clothing, hairdressers’ or wedding apparel shops with the ‘idolatrous’ images spray-painted black by the Islamic State (IS) when they briefly controlled the area, before being pushed out by rebel groups.

The jihadist group is still battling to retake terrain in the area, with the closest frontline against them being in Marea, an estimated 30 kilometres away from opposition-held areas of eastern Aleppo.

They must also witness the destruction wrought by the regime, which is trying to impose a total siege on opposition areas and which would need to take only a few kilometres more of terrain to do so.

Even if they only live a block away, the children are forced to walk by buildings entirely defaced by barrel bombs, floors hanging down precariously above the heads of fruit, vegetable and sweets street vendors. A pink toilet and part of a couch are still visibly wedged between the upper, mutilated and dangling levels of one such building on their way.

A few of the children in the co-ed primary school seem shell-shocked, but many smile and laugh readily on the crowded wooden benches stuffed into the cramped, cold spaces. Two boys at the front of one of the rooms sway back and forth with their arms around each other’s shoulders, singing boisterously.

Some of the rough walls have been painted sky blue or festooned with holiday-type decorations to ‘’brighten the children’s spirits’’, one of teachers says. A few comic-strip posters have been pasted in the corridor.

Children singing in underground school in Aleppo, October 2014. Credit: Shelly Kittleson/IPS

The classes run from 9 in the morning to 1 in the afternoon during the week, one of the instructors – Zakra, a former fifth-year university student in engineering – told IPS.

Zakra, who now teaches mathematics, English and science at the school, said that she gets paid about 50 dollars a month. All of the school’s 15 teachers are women wearing all-covering black garments. Some cover their faces as well, some do not. IPS was told not to photograph them in any case, because many still have family members in regime areas.

‘’The school opened last year,’’ Zakra said, ‘’but then stopped between October 2013 and July 2014, as the barrel-bombing campaign made it too dangerous for parents to send their children to school,’’ even to underground ones.

The young teacher said that she plans on leaving at some point to continue her studies in Turkey but was not sure when, primarily due to economic reasons.

Older students are mostly left to their own devices, because this school and others like it only provide for those ages 6 to 13.

The head of the education department of the Aleppo City Council – who goes by the name of Mahmoud Al-Qudsi – told IPS that some 115 schools were still operating in the area, but that most of them were former ground-level flats, basements or other structures.

Only about 20 original school buildings were still operating, he said, from some 750 in the area prior to the uprising.

Syrian government forces have targeted educational and medical facilities in opposition areas throughout the conflict, and efforts are made to keep the locations secret.

Those preparing for the baccalaureate – the Syrian secondary school diploma – study at home, he said. They then come to centres on established dates to actually take the exams in late June and early July. Word is spread of where they will be held via the Aleppo Today television channel, which broadcasts out of Gaziantep, and posters are put up around the city to announce the times and places.

Turkey, Libya and France currently recognise the baccalaureate exams, Qudsi noted, but ‘’French universities only accepted five of our students last year.’’

Most of the curriculum remains that approved by the regime, but ‘nationalistic’ parts praising the Assad family have been cut and religion classes now teach that ‘’fighting against the Assad regime is a religious duty.’’

‘’We also want to change the curricula, but we can’t right now. We want it to be a Syrian-chosen one – one designed and wanted by all Syrians – but we can’t do that now, given the situation,’’ said Qudsi, ‘’and we obviously don’t have the money to print new books.’’

Most of the low salaries the teachers receive are necessarily funded by various international and private associations because the city council just does not have the funds, he noted.

The council, ‘’was only able to pay the equivalent of 70 dollars each for the entire academic year but the teachers were happy about it nonetheless, since it shows that we appreciate what they are doing.’’

Qudsi was also adamant that even the most fundamentalist parents had not interfered with their teaching.  ‘’We are all in this together. Their children attend our schools, too.’’

The barrel bombs stopped entirely for a number of days earlier this autumn after rebel forces closed in on the Aleppo air defence factories where the crude bombs made of scrap metal and explosives are assembled by regime forces. The bombing has since resumed following regime gains.

On arriving at the scene of one such attack in late October, IPS saw a body pulled from the rubble by the civil defence forces before they rushed with flashlights around the block to get to the other side of the collapsed building, where three young children had been trapped underneath the rubble. All were later found dead.

Families were crowded on the steps outside of other buildings down the street, and flashlight beams illuminated the faces of clutches of frightened children, an adult or two nearby in the dust raised by the concrete slabs brought down in the impact.

The schools at least give the children a chance to focus on something other than the destruction and death surrounding them, Qudsi told IPS, and ‘’are the only chance of Syria having any future at all.’

(Edited by Phil Harris)

Fleeing advancing IS fighters, Kamal Faris and his family found refuge in a school turned into refugee camp in Erbil, September 2014. Credit: Annabell Van den Berghe/IPS

By Annabell Van den Berghe
ERBIL, Iraq, Oct 7 2014 (IPS)

“We had ten minutes to leave our hometown,” says 33-year-old Kamal Faris who, together with his entire family, was forced to flee the threat of Islamic State (IS) fighters approaching his village.

The IS advance in this region, the autonomous Kurdish region of Iraq, has swelled the number of refugees. Overall, they are now estimated at more than 1.8 million people.

A small minority has found a temporary home with relatives living in other, safer cities, but for most of the refugees, this was not an option and entire families became refugees overnight. Faris’ family is one of them.“Three weeks ago, schools had been due to open start the new school year but the at least 700 schools in the autonomous Kurdish region of Iraq that have been turned into refugee camps were unable to open their doors again for classes”

School turned into refugee camp in Erbil, September 2014. Credit: Annabell Van den Berghe/IPS

After what he says was the worst journey in his life, 33-year-old Kamal Faris arrived in Erbil with his wife, children, mother and his blind brother. “There were ten of us. We all had to fit into a tiny Opel, and drive away as fast as we could. We left everything behind, all our belongings,” he says, pointing at his feet, showing that he only brought the sandals that he was wearing.

“The children were sitting in the car with three on each other’s lap, their faces pale with fear. Inside me, everything was cracking from the pain of seeing them like that.”

Under normal circumstances, the drive from Sareshka, hometown of the Faris family, to Erbil takes three hours. But, recalls Faris, “we had to sit in a broiling car for over five hours, everybody was fleeing the city. Roads were packed and our car couldn’t reach its usual speed because we were too many.”

School turned into refugee camp in Erbil, September 2014. Credit: Annabell Van den Berghe/IPS

“With every rough spot in the road,” he continues, “we could hear the chassis of the car scrape on the asphalt. Nobody dared to move, out of fear that the car would break down under our weight.”

When they arrived, it was in the middle of the summer holidays and schools that had earlier been full of children were now makeshift homes for refugees like Faris.

At the Ishtar Elementary School, where Faris is taking shelter with his family, he and other refugees had hoped that this would only be a temporary solution and that they would soon be able to return to their homes. “I thought it would only be temporary,” says Wazira, Faris’ wife. “Two, three days maybe. Not more.”

Faris and his family have now been here for more than a month, together with dozens of other families, packed into the narrow classrooms of the school in the centre of Erbil.

Three weeks ago, schools had been due to open start the new school year but the at least 700 schools in the autonomous Kurdish region of Iraq that have been turned into refugee camps were unable to open their doors again for classes. Having believed, like many refugees, that the situation would not last, the Iraqi government has not been able to find an alternative solution.

The upshot is that there are now more than half a million children who are not going to school as planned this year.

“Despite the efforts of the Iraqi authorities, the children who are currently living in these classrooms, as well as the children who are supposed to come here to follow classes, have no access to education,” said Save the Children’s director in Iraq, Tina Yu. She is concerned that it could take weeks or even months to solve the problem.

The United Nations has released a statement requesting its humanitarian agencies to do all that they can to help the government find proper accommodation for the refugee families, hopefully before winter sets in.

But, for the refugees, staying until the winter is far too long. “We just want to go home. As soon as possible,” says Wazira.

(Edited by Phil Harris)

The U.S. government has released landmark new guidelines aimed at tackling overreliance on punitive disciplinary measures within the national school system, with students being expelled or even referred to law enforcement for minor infractions.

Multiple studies suggest a steadily worsening behavioural track record for students initially disciplined for relatively small problems. Credit: Bigstock

Critics of such tough disciplinary approaches have for years warned that they directly impact on students’ future prospects, with multiple studies suggesting a steadily worsening behavioural track record for students initially disciplined for relatively small problems. Such practices have also been found to have a disproportionate impact on minority students and those with disabilities, leading to accusations of systemic bias.

“A routine school disciplinary infraction should land a student in the principal’s office, not in a police precinct,” Eric Holder, the attorney-general, said while unveiling the new guidelines. This is the first time the U.S. government has offered such guidance, the result of a joint effort between the Justice and Education Departments as well as longstanding advocacy from civil society.

Civil rights, anti-poverty and many education groups are lauding the guidance, which encourages schools to come up with local-level solutions to discipline, sets clear boundaries for law enforcement, and pushes greater roles for counsellors and mental health workers.

The new approaches also mark a turning point in the heightened securitisation that has taken place in schools following an infamous shooting in 1999 left more than a dozen students dead.

“After that tragic incident we saw the move to push towards a ‘zero tolerance’ approach and the heightened presence of police in schools. But that combination was a recipe for disaster,” Thena Robinson-Mock, project director for the Ending the Schoolhouse-to-Jailhouse Track Campaign at the Advancement Project, an advocacy group, told IPS.

“Suddenly, routine disciplinary acts started resulting in the intervention of the police. By now we’ve seen an enormous number of young people, especially youth of colour, negatively impacted both by the interaction with law enforcement and the removal from class. We know that if a child is not in school, they’re more likely to end up on that pathway to prison.”

It was a “watershed moment”, Robinson-Mock says, to hear the federal government acknowledge that zero-tolerance policies have contributed to what both she and federal officials call the school-to-prison pipeline.

Wilful defiance

According to the most recent official data on disparities in U.S. schools, while African Americans constitute around 15 percent of students in the U.S. system, they make up 35 percent of students who have been suspended once and 44 percent of those who have been suspended twice. Those with disabilities are also twice as likely to be suspended as other students.

On Wednesday, federal authorities admitted as much.

“Racial discrimination in school discipline is a real problem today, and not just an issue from 40 to 50 years ago,” Arne Duncan, the secretary of education, said Wednesday.

“The need to rethink and redesign school discipline practices is long overdue. Too many schools resort too quickly to exclusionary discipline, even for minor misbehaviours. Exclusionary discipline is so common that in some cases … students as young as three- and four-years old are getting suspended.”

Throughout the United States, the number of secondary-school students being suspended or expelled each year has increased by around 40 percent over the past four decades, today affecting some two million students a year. Further, Duncan noted that some 95 percent of those suspensions are for nonviolent offences, including tardiness, dress code violations, or being generally disruptive.

In the state of Texas, for instance, six out of every 10 students are suspended or expelled sometime between 7th and 12th grade. In California, out of the 700,000 suspensions that took place during the 2011-12 school year, half of those were for “wilful defiance”.

While zero-tolerance approaches to discipline may have initially been meant to ensure a safe learning environment, such widespread disciplinary appear to have had multiple unintended consequences.

“Suspended students are less likely to graduate on time – and are more likely to repeat a grade, drop out of school, and become involved in the juvenile justice system,” Duncan noted.

“The school-to-prison pipeline must be challenged every day. In Texas, a single suspension or expulsion for a discretionary offense that did not include a weapon almost tripled a student’s likelihood of becoming involved in the juvenile justice system the next school year.”

Reprioritising budgets

While many are lauding the new reforms, some education groups are criticising policymakers for failing to make available the funding they say would be necessary to actually implement many of the new ideas included in the guidelines. U.S. school budgets have been repeatedly cut in recent years, and hiring new counsellors and mental health workers would be costly, as would retraining current staff.

As part of the new federal initiative, the government will be making available grants aimed at helping more than a thousand schools train staff members to implement new strategies for reforming classroom environments. Beyond this, however, there is little new money being made to actually implement the initiatives.

“The federal government made many positive suggestions, but policies in a vacuum without actual resources and support will not succeed,” Randi Weingarten, president of the American Federation of Teachers, a trade association, warned in a statement.

Yet the Advancement Project’s Robinson-Mock says many of the recommendations outlined by the Justice and Education Departments need not be overly expensive, particularly if money were to be shifted around under new priorities.

“If we’re spending money on heightened security measures that haven’t been effective – such as on metal detectors – this is now an opportunity to look at the budget and see where funds can be redirected,” she says.

“Really, we can’t afford not to make these changes – the costs that would be incurred later far outweigh what we can do now to take preventive measures. It’s in the interest of school districts everywhere to keep these kids in school.”

Others are urging the government to take additional steps to ensure that the new guidelines are being fully implemented.

“This guidance alone will not eliminate our country’s dropout crisis, race- and class-based achievement gaps, and the school-to-prison pipeline,” Wade Henderson, president of the Leadership Conference on Civil and Human Rights, a coalition of 200 national organisations, said Wednesday.

“The real test of the government’s commitment to fixing these entrenched problems will be its willingness to take strong and immediate enforcement actions regarding school districts with the worst records.”

School children in Gaza face early gender segregation. Credit: Mohammed Omer/IPS.

By Mel Frykberg
RAMALLAH, Occupied West Bank, May 3 2013 (IPS)

The Islamist resistance group Hamas, which controls the Gaza Strip, is being accused by its Palestinian Authority (PA) rivals in the West Bank of Talibanising Gaza and turning the coastal territory into a new Muslim Brotherhood neighbourhood.

Earlier in the year Hamas launched a “virtue campaign” aimed at spreading Islamic Sharia and fighting against “Western dress and behavior.”

Following a recent law passed by Hamas, when the new school year begins from September this year, it will now be illegal for male school teachers to teach Palestinian girls in Gaza’s schools. Furthermore, girls and boys from the age of nine upwards will be forcibly segregated throughout the Gaza Strip, including those in private and Christian schools where co-education exists to a certain degree.

The law will affect the seven percent of schools in Gaza that are private, including Christian schools. They will need to finance the expansion of their buildings to be able to hold special classes for each gender. Gaza has 690 schools with 466,000 students for a population of 1.7 million.“This is ridiculous. What is wrong with boys and girls learning together?"

Another article of the law regulates relations between Palestinian educational institutions and Israel, by banning schools from receiving aid meant to encourage or promote the normalisation of relations with Israel.

This latest crackdown on civil liberties follows earlier campaigns which have seen women banned from riding on the back of motorcycles, a common form of transport in the territory where fuel is scarce. Women have also been banned from smoking water pipes in public, and couples on the streets have been subjected to interrogations by Hamas security members.

Male hair stylists are forbidden from styling women’s hair while female runners were banned from taking part in a marathon organised by the UN Relief and Works Agency (UNRWA) in Gaza, leading  UNRWA to cancel the event.  The marathon went ahead in the West Bank, attracting international competitors and Palestinian women.

In the West Bank there is no law segregating boys and girls in early school. However, apart from some schools including private and Christian schools, there is a general segregation of the sexes in high school.

But choice is an issue for many Palestinians, and Hamas legislation on “how to be a good Muslim” is seen as enforcement of the Hamas political agenda.

“This is ridiculous. What is wrong with boys and girls learning together? As a Muslim and a parent I want the choice as to whether I send my children to a mixed school or a gender segregated one,” says Rana Atta from the Women’s Affairs Technical Committee (WATC) in Ramallah in the West Bank.

Atta, who wears a head scarf, says that the new legislation introduced by the Hamas authorities not only violates human rights but is contrary to the spirit of education which should be promoting gender equality and an inclusive society representative of all.

“It’s illogical that male teachers will now be forbidden from teaching girls. Just as boys should be exposed to female teachers as an integral part of our society, so should girls be exposed to male teachers. I seriously wonder about the educational background of the people who are introducing these new laws in Gaza,” Atta tells IPS.

In a press statement, the Gaza Centre for Womens’ Legal Research and Consulting condemned the decision as “gender-based discrimination.”

When Hamas took over full control of the Gaza Strip it promised to respect the civil liberties of Palestinians, a promise that the Islamic movement has increasingly broken with growing militancy.

“Hamas is slowly engaging in a process of the Islamisation of Gaza. A process which is not constitutional on the one hand and neither is it popular with Gazans on the other,” says Dr Samir Awad, a political analyst from Birzeit University, near Ramallah.

“They have gone so far as to threaten the Palestinian contestant of Arab Idol with legal action and accusing him of engaging in illegal and immoral behaviour,” Awad tells IPS.

“Hamas’s draconian legislation is unwarranted, neither by the constitution nor the Palestinian population. These latest developments are further entrenching the political divide between the West Bank and Gaza.

“Those schools in Gaza were there long before Hamas and will be there long after Hamas is no longer around. Palestinians have stated repeatedly that they want self-determination and that applies to Gazans too.”

By Zofeen Ebrahim and Farooq Ahmed
KARACHI, Dec 20 2012 (IPS)

Balancing her school bag on one shoulder and holding her three-year-old son by the hand, Farida Haque (19) ignores her in-laws’ complaints and her husband’s frown as she heads each morning for the tiny school in her remote village of Allah Bachayo, located in the Thatta district of Pakistan’s Sindh Province.

She is determined to complete her education but, like most other girls in rural Pakistan, she faces a long struggle.

According to the United Nations Educational, Scientific and Cultural Organisation (UNESCO), one in every 12 of the world’s ‘out of school’ children are Pakistani, mostly young girls. Nearly half of the women living in rural areas in Pakistan have never been to school.

The international community has almost universally acknowledged that educating young girls will transform society, end child marriages, improve women’s health and stem violence and militancy.

In a bid to assist the Pakistan government achieve the Millennium Development Goal (MDG) of ensuring universal access to education by 2015, the European Union committed 30 million euros to the Sindh Education Sector Support Programme earlier this year, which is particularly focused on improving girls’ access to education.