Julio Morejon Tartabull*
No journey into the future without teaching children and young people; now in Burkina Faso, Chad, Mali and Niger, more than half of them have no access to education, according to the UN and the Norwegian Refugee Council (NRC).
This situation worsened in the countries of the ecoclimatic strip of the Sahel, while at the same time the actions of extremist armed groups with a distorted Islamic creed increased.
Insecurity is the constant dilemma, and indeed supplants the priority of laying the foundations through culture, precisely to confront ignorance, a social handicap that accompanies radicalism and becomes harmful as it is.
In that vein, analysts warned that eight states in the region remained closed by the end of the 2021-2022 school year, a trend that could increase if threats to teachers, students and family members continue.
“During the last school year, the number of closed schools has increased by 66 percent in the central Sahel alone, where these schools are being attacked by armed groups or students are leaving them for fear of violence,” they said.
In a message to mark the International Day to Protect Education from Attacks (9 September), the United Nations High Commissioner for Refugees (UNHCR) and the United Nations Children’s Fund (UNICEF) highlighted the negative social impact of truancy.
PRESSED QUALITY
As school children, teachers, administration and educational infrastructure are deliberately targeted: students and everyone involved in their teaching disappear and those who continue to work under difficult conditions.
“When education is under attack, it is impossible to provide safe schooling in the traditional sense,” says www.unicef.org.
It also highlights the harm done to students who drop out of school out of fear and break social ties with their classmates, despite the risk of being recruited from their own homes by armed groups.
In many cases, the presence of child soldiers in armed conflicts or the commission of crimes is associated with dropping out of school (whether forced or not).
Desperate flight from terrorism saves lives and creates an illusion of safety, but it distances the student from the content they are receiving, and this can psychologically result in dislike and trauma for the student.
In addition, a major challenge for the Sahel is to prevent the loss of a generation of students whose future depends on the government’s ability to rehabilitate, reopen and keep schools safe.
“Every child who is not in school, every lost day of learning is one less building block to build peace and prosperity in the region,” said the director of the Norwegian Refugee Council (NRC) in Central Africa and West, Maureen Magee.
LOW EDUCATION
“Low primary school enrollment rates in sub-Saharan Africa have encouraged the search for solutions to this problem that threatens the future of millions of boys and girls across the continent,” say specialists Carlos Oya and Alberto Begué in The Challenges of Basic Education in Sub-Saharan Africa.
However, the authors acknowledge that “Achieving universal primary education has been and continues to be a goal of many African governments”, although this is not universal as there are differences between countries in the attention they devote to education.
In the past six months, UNESCO unveiled a new operational strategy for the continent, a plan linked to six projects and two priority axes: the culture of peace and capacity building for sustainable development and poverty eradication.
All this affects the ability for social reproduction, and with it the possibility of better development of the educational process.
The foregoing pulls strains – in both the public and private sectors – against comprehensive performance on a continent where the UN says 57 million children and young people are uneducated.
In the central strip of the continent, the insecure situation reduces the application possibilities for the pedagogical programs aimed at promoting access to knowledge and supporting the overall teaching work.
The effectiveness of teaching is being diluted, with ignorance taking the place of the academy, say United Nations experts.
In order to change the order of things and move on to the phase called progression, one must begin with the first step: education. No progress can be made if there is no development in this regard, at the discretion of the organization.
In a globalized world, in which even the most elementary topics are rapidly being digitized and in the technical socialization of knowledge, any exclusion could be tragic for the future, observers from human rights groups say.
The great challenge of the African contemporaneity is not to be explained “outside the game” and see its chances of being part of the great scientific and technological revolution that opens the doors to the future postponed.
For this, there must be inclusive constructions that can resist violence and also apathy in education.
Without circumventing the specificities of each state, but as the union leads to victory in the face of the most difficult goals, it is not excluded that continental political measures will keep education in the right place to protect the minds of African generations from now on. get.
rmh/until/mt
*Journalist for Prensa Latina’s International Newsroom.