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Namibia |
WOMEN
The Forum for African Women Educationalists (FAWE) in Namibia
has stepped
up efforts to empower San girls through education
Under a programme started in 1999, FAWE has chosen 10 girls from Mangette Dune and M’kata primary schools in Tsumkwe, Otjozondjupa region. The girls, aged between 11 and 16, are serving as a pilot project which FAWE hopes will for the first time in the history of the San community, mean they will not only reach Grade Seven but also be able to complete Grade Twelve, and even go on to higher education.
The San people are former Bushmen living in small groups in the former Bushmanland (now Otjozondjupa region) in north-central Namibia. Historically, they are marginalised people who survived extinction attempts by Namibia’s two colonial powers, first Germany and then White South Africa.
Until last year, none of the San girls had got as far as Grade Seven in education. Tribalism has been a contributing factor to their high drop-out rate from school — tribalism, because there is a negative attitude shown towards them by some teachers, as well as their peers from other ethnic groups. Other factors are teenage pregnancies, early marriages (sometimes at the tender age of 13), and most importantly, increasing poverty.
The educational system
Prior to Namibia’s independence, the educational system was organised on a racial and ethnic basis. In this set-up, the children of the Whites received better education than that offered to (black) ethnic groups.
The Minister of Higher Education, Training and Employment Creation, Nahas Angula, says that at independence in 1990, the government of President Sam Nujoma had to reorganise the national education system to reflect the new era of democracy, equality and justice. The new system was aimed at providing ten years of basic education — from Grades One to Ten — and two years of senior secondary schooling.
Provision was also made for four-year degree programmes at the newly-established University of Namibia, as well as certificate and diploma courses obtainable at teacher education colleges, vocational training centres and career education through the newly-built Polytechnic of Namibia.
Five cardinal goals were identified: Equal opportunities; equal access to education services; improvement of the internal efficiency of the education system; promoting teaching; promoting learning. Other goals were the development of democratic participation in education, together with the provision of life-long learning.
While this policy has benefited most of the previously disadvantaged communities, the San children remain largely uncatered for. The Deputy Minister of Basic Education, Sport and Culture, Clara Bohitile, admits this fact, saying that although Namibia adopted the policy of education for all, «it is sad to see that no San girls are benefiting from the education system.»
Bohitile, who is also a FAWE member, says secondary education in particular remains unachievable for the San girls who spend most of their lives in isolated villages. «This makes it difficult for them to adapt to the school environment,» Bohitile says.
In addition, the nomadic way of living by the San people has meant that very few live together. And government policy does not provide for building schools in areas where there are few people. Those San children who can attend school, are hampered by a host of other factors, including long distances from their remote settlements to towns where schools are situated. The other impediment is poverty as parents of these children cannot afford to pay for their education.
Visiting Windhoek
The 10 San girls are lucky, however, because FAWE is paying for everything — from school fees to buying uniforms and other educational material for them. Late last year, FAWE organised a trip for them to Namibia’s capital, Windhoek. The idea was to try and make the transition from the village schools to secondary schools in urban or semi-urban areas easier for them.
During their Windhoek tour, the 10 girls met with other girls from other ethnic groups in the country during a three-day «Girl-child Organisation» Workshop, which was jointly organised by FAWE and the Ministry of Basic Education.
San girls are said to be submissive — people who normally do not take part in arguments or open discussions. They don’t always find it easy to socialise with their counterparts from other ethnic groups. «But», said Bohitile, «the Workshop, which was meant to boost their confidence and see possible goals in life, helped them to overcome their fears. They participated in the discussions and felt confident enough to socialise with the other girls. The trip to the city was their first experience outside village life. They were impressed by almost everything that people take for granted, for example, telephones, computers and faxes.»
Bohitile feels that the trip was an eye-opener to the 10 San girls as it widened their vision. «It helped them to start dreaming about a better future and how to break away from their impoverished lifestyle. So, let us reach out to these girls and make them feel welcome in our society — they are our fellow Namibians, they are our children and our future generation.»
The girls’ spokesperson, Fiona Petrus, thanked all those (FAWE and the Basic Education Ministry) who facilitated their visit to Windhoek and those who helped them during their stay here. She said: «Without your help, this trip could not have been a success. We gained a lot of experience during our stay in Windhoek.»
FAWE
FAWE is an organisation of African women ministers of Education; female academics, some of whom are university chancellors and vice-chancellors; and senior women policy-makers in the field of education. It was founded in 1992 and was registered as a non-governmental organisation the following year in Kenya. It currently has 56 full-time members drawn from 30 African countries, 25 associate members comprising male ministers of Education and permanent secretaries, and has 25 established national chapters with five others in the process of being formed.
Being a group of influential African women policy-makers, FAWE is described as being well-positioned to stimulate broad policy reform and create a conducive environment for increasing parental demand for girls’ education.
It is against this background that the San girls see they have a bright future.
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