Equipping Teachers

Dear Friends,

The Team at Nhaka Foundation has been busy with preparations for our training workshops with Heads, Teachers in Charge (TICs) and ECD teachers and will be held on the 1^st,5^th 6^th and 7^th of  July respectively. The training workshops shall be facilitated by Dr Lee Ann Christenson, an Associate Professor in the Early Childhood Development Department, at Townson University, in the United States of America and the Ministry of Primary and Secondary’s Goromonzi District Trainer Mrs Mushawatu. We anticipate that teachers, Heads and TICs from the fourteen schools we work with will be in attendance. 

Our aim for the ECD teacher training workshops is to increase the capacity of teachers to enable them to meet the developmental needs of their students, to facilitate dialogue between teachers concerning teaching techniques as well as to aid teachers to develop their ability to innovate with media. In addition, our aim with the Heads and TICs workshops are to conscientise these individuals on the importance of Early Childhood Development (ECD) and to develop their ability spread awareness about the benefits of ECD to parents and caregivers. 

When ECD was implemented in 2005 under the recommendations of the Presidential Commission Inquiry on Education and Training or better known as the Nziramasanga Commission, there was very little understanding about its importance. Although many have begun to understand the importance of ECD there still remain many misconceptions about ECD and misunderstanding among some community stakeholders and parents. It is essential that key stakeholders, parents and caregivers understand that ECD is more than just about children playing. 

Children at very young ages learn through play. Play develops their physical and cognitive abilities. Many naysayers of ECD argue that it is merely an extra cost for schools and serves no purpose as children just play all day. However, ECD is the foundation of all future learning and for future academic success of any child. Our teacher training is part of efforts to campion the importance of ECD and to ensure that teachers and educators can spread the word about the pivotal role of ECD.   

This is why at Nhaka Foundation we are partnering with ECD experts in order to provide the neccesary tools to equip the teachers working with young children in communities.

Until next time,

Shona Musimbe

Media/Programs Intern

International Day of the African Child 2016

The day of the African Child 

The 16^th of June commemorated the International Day of the African Child across the globe. This day was designated by the African Union in 1991 to reemphasise the importance of the rights of African children and to bring awareness to the problems facing children across the continent. African children across our continent are presented by severe danger now more than ever. In Nigeria Boko Haram continues to attack villages within the North East of Nigeria. In Libya civil war continues to rage on and in neighbouring Egypt continued instability threatens the lives of young children. The East of Africa does not fare much better than their West and North African counterparts with continued civil war in Northern Uganda and increased instability at the Ethiopian and Eritrean borders. 

Although currently less conflict prone Southern Africa is also faced by numerous crises. Since 2014 Southern African countries including Zambia, Zimbabwe, South Africa and Malawi have suffered prolonged periods of drought and crop failure due to the effects of El Nino. El Nino refers to the abnormal warming of water temperatures in the central and eastern equatorial Pacific Ocean that result in extreme changes in climate around the globe. The El Nino phenomenon has been worsened by climate change.  According to the Food Aid Organization (FAO), Southern Africa has been hit by the worst El Nino event in the last 50 years. Lesotho, Malawi and Zimbabwe have all declared national disasters due to the severe drought, consequent crop failure and food shortages. With this is mind it is important to remember that in every conflict and crisis that currently faces African countries it is the children that suffer the most. Children are our most valuable assets but also our most vulnerable. Conflict and crisis have made it difficult to ensure that children’s rights as stipulated by the legal frameworks of the African Charter of Children’s Rights (ACCR) and the United Nations Convention on the Rights of the Child (UNCR) are respected. The purpose of reflecting on the condition of our continent is not to champion the narrative of the doomed African continent but to emphasize the plight of children across our entire continent.  

 At Nhaka Foundation we have witnessed the effects of El Nino and climate change on children’s rights to adequate and culturally appropriate food in our own country Zimbabwe first hand. During our interactions with teachers within the Goromonzi district many recount how students walk long distances of about 8 kilometers to and from school having had nothing to eat. The situation is so bad that some pupils arrive at school so hungry that they faint. The responsibility to protect and to ensure that children are protected in crisis is not just up to the government and organizations but to society at large. As the old African saying goes, “It takes a village to raise a child”. Many repeat the age old statement “children are the future”. However, we forget that the quality of life children enjoy will influence the type of future they have and the leaders they become. A child’s situation today shapes their tomorrow.  

The IDAC is not only designated to bring awareness to the importance of protecting the rights of African children but also to celebrate their achievements and dignity. The majority of images that are disseminated by the media often misrepresent the African child. The images the world sees of African children are usually those of dirty, naked vulnerable or starving children, though true, this is not the only one side of the African Child’s story. African children are also strong, valuable members of the global community with so much more to contribute to the world if given the chance and opportunity. 

At Nhaka Foundation we believe that African children are just as important as any other children in the various parts of the world and they also deserve to be treated as such. On this day as we celebrate African children’s lives, their resilience and their achievements. Let us also honour and remember the memory of those African children whose lives were cut short whilst the world watched and those that endeavour to uphold the rights of all children.

Until next time,

Shona Musimbe

Media and Programs Intern

A birth certificate: the Right to Identity

Dear Friends,

Under the United Nations Convention on the Rights of the Child (UNCR), of which Zimbabwe is a signatory, every child has the right to a name and a nationality. Under the birth and death Registration Act [5:02] of Zimbabwe it is mandatory to register the birth of a child within six weeks of their birth. The responsibility of registering the birth of a child is placed on the parents however society places this duty more on the mother. Under this law the occupier of the house the child is born in, headman in the village, caregiver, hospital officials, and any other person above 18 present at the birth can register the birth of a child.  Although a birth certificate may seem insignificant particularly to individuals who have them they serve many purposes and are essential to a child’s survival. 

Without a birth certificate children are vulnerable and susceptible to human trafficking by people who target vulnerable groups. Furthermore, without a birth certificate a child grows up stateless; meaning they do not belong to a nation and cannot vote, obtain any other national documents, be a beneficiary of certain state benefits, enrol into school or enter a civil marriage. To secure employment formally in Zimbabwe one requires an identity card and without a birth certificate as adults these children will not be able to take identity cards. Thus, without a birth certificate a child can never be formally employed as an adult. If a child under 18 without a birth certificate commits a serious crime and is liable to serve jail time the child will serve a sentence in a prison with adults as they cannot prove their age. Furthermore, there are certain sentences such as the death penalty that cannot be given to a child under 18. However, without a birth certificate to prove they are a child they can be sentenced to death. This document is therefore, an important tool in ensuring that children’s rights are respected in a court of law. Despite the importance of this document, according to UNICEF, one- in- three children under the age of five in the world are denied this right and do not have birth certificates.  According to a 1998 study done by UNICEF globally, rural populations have less access to legal registration and rural children are among the highest numbers without birth certificates. 

Recently, the Nhaka Foundation programs team held a parenting meeting at Mwanza Primary School in conjunction with the Legal Resources Foundation (LRF) to discuss the issue of birth certificates affecting the community. During this meeting parents themselves also expressed how a birth certificate secures rights to a lot of other documents such as a passport. In addition, many children without birth certificates in the Goromonzi area have had to drop out of school when they reach Grade 7 or are sent back to lower grades because they cannot register for the ZIMSEC examination.  A representative of the Legal Resources Foundation pointed out that, often parents realise the importance of this document too late such as when it is required for the child to register for the national final primary examination at grade 7 or when a child is meant to travel abroad. LRF also explained to parents that a birth certificate allows children to participate in national sports activities and when they are older they may be able to participate in global events. Without a birth certificate young children are vulnerable not only today but also in future. An education is a valuable asset but without a birth certificate many opportunities will be closed off. 

One issue that must not be overlooked is the role of parents and families. Children‘s development and their future successes are integrally linked to their families and parents. Speaking to parents at Mwanza revealed that parents wanted to secure this right for their children but there were several obstacles that prevented them. Each situation was unique and often complicated. Some parents explained that they did not have birth certificates themselves, and had no living relatives to attest to the fact that they knew of their birth parents and birthplace. Others were guardians of children whose living relatives had abandoned them or whose parents had died. 

In situations where a child does not have a birth certificate the role of the parent is paramount as they must not give up in order to secure their child’s future. Parents must attempt to pursue all avenues in order to ensure that their children have this right although processes may often be complicated and long. Parents must look ahead and at the end goal that a birth certificate will give their children an opportunity to succeed. At Nhaka Foundation we believe in leaving an inheritance for the next generation that will help them in their own endeavours and aid them in reaching their full potential long after their parents and guardians are long gone. A birth certificate is part of leaving a lasting legacy for the next generation. 

Until next time,

Shona Musimbe,

Programs/Media Intern

Nhaka Foundation 

Team Nhaka loves to play!

Dear Friends,

On Saturday 28 May 2016, children across the globe will celebrate World Play Day. World Play Day is a day set aside on the International Children’s Calendar to celebrate play by the United Nations. With the help of various partners and well- wishers Nhaka Foundation is commemorating World Play Day by having a sports day for the Early Childhood Development (ECD) pupils at St Dominic’s Nora Primary School (26 May 2016), Mwanza Primary School (27 May 2016) and Dudzu Primary School (1 June 2016) in Mashonaland East, in the Goromonzi District.  

Nhaka Foundation as an organisation driven by child education, we are excited for the upcoming World Play Day as this day commemorates the importance of incorporating play in ECD education. Play is crucial in a child’s development and to promote every child’s right to play it is set out in Article 31 of the United Nations Convention on the Rights of the child. On the event children will be given a chance to play while they learn skills like fine motor skills, hand and eye coordination through the activities of the day. Our main goal is to encourage play as a way of learning and leave this as an ongoing sustainable exercise to be done by the schools and communities independently. 

Play is the child's language and play is a fun, enjoyable activity that elevates children’s spirits and brightens their outlook on life. It expands self-expression, self-knowledge, self-actualization and self-efficacy, it stimulates creative thinking and exploration, regulating their emotions, and boosts their confidence and ego. (Landreth, 2002). Play therefore provides us with a bridge or universal language and a common forum for interacting with children. 

Zimbabwe has taken a step in incorporating play in its ECD curriculum. Play is particularly important in the Southern African context where most of our children below the age of 6 have limited or often no access to early childhood development opportunities. It is important to recognise that the type of play and games differ according to cultural context. These games can be form of cultural socialisation and instil in the children a form of cultural sensibility. For example I remember growing up I used to play mahumbwe with a lot of my friends and we would make mud pies and practice cooking sadza which we had seen older women doing. In addition, play allows us to practice skills and roles needed for survival. Learning and development are clearly best fostered through play (Russ, 2004).

Going along with this year’s theme for World Play Day, “Play is for all ages” meaning even for adults, play isn’t just for children it’s for adults too. Play is an opportunity to explore new ways of learning and gives adults a chance to connect with their inner child. Play relieves feelings of stress and boredom, connects us to children in a positive way. Children are not miniature adults, they have their own language which is play if we as adults want to get the best out of them, and we better learn to speak with them in a language they understand. 

Play is also one of the most used therapeutic technics when doing intervention with children in a technique called ‘play therapy’, this is whereby play tools such as anatomically correct dolls for sexual abuse victims therapy and children’s court interventions. For physical therapy instruments such as sand balls are used for rehabilitation. 

In conclusion we encourage parents, grandparents, teachers and the community at large to play with their children and stimulate their learning abilities. So let us remember 28 May 2016 we encourage you to tag @Nhakafoundation on our Facebook, Twitter and Instagram pages on all the fun activities you have with your loved ones on World Play Day.

Millicent Katsande

Social Worker/Programs Intern

Feeding the children

Hello Friends,

Today I would like us to talk about health and nutrition. Nutrition has been called the single greatest environmental influence on babies in the womb and during infancy, and it remains essential throughout the first years of life. A proper balance of nutrients in this formative period is critical for normal brain development.  Shortages of nutrients such as iron and iodine can impair cognitive and motor development, and these effects are often irreversible. Nutrition is also an important part of academic success and physical development. In vulnerable communities children often attend school without having had anything to eat and spend the whole day at school on an empty stomach. In the rural communities we work in, teachers highlight how difficult it is for some of the pupils to concentrate during class when they are hungry. When we conduct our regular health assessments one can clearly observe stunted growth due to malnutrition in some of the pupils. To mitigate this challenge, Nhaka Foundation with the help of its partners and the rural communities in the Mashonaland East Province is currently implementing a Health Assessment Program and a wet School Feeding Program in primary schools. 

Each day pupils receive a traditional, highly nutritious drink called maheu at break time. 

Maheu consist of a blend of maize meal, sorghum and water and has since time immemorial been used as a meal on the go. It has a high roughage content making it a food and a drink at the same time which can be taken at any time of the day. Maheu also have a high nutritional content with 12 vitamins and nutrients, which guarantees the health and development of the children having it on a daily basis.The kids love it and seeing them drink and enjoy the drink is enough reward for me. As Programs Officer part of my job is ensuring the food drink is delivered timeously and that it is being served according to agreed food and health standards. I am so passionate about the feeding program that the kids now call me “Mr Maheu”.

Our organisation’s mission;, “to educate, feed and improve the health of orphans and vulnerable children” is put to the test in a climate where millions are facing hunger due to political, socio-economic challenges which have been exacerbated by two consecutive drought seasons between 2015 and 2016. In order to ensure that the feeding program is sustained past the intervention period Nhaka Foundation seeks to provide a nutritional solution that will not only address the immediate need to provide food relief but also have an option that can be replicated in the communities that we serve. This is why we chose Maheu. Since maheu has been made for decades communities know how to grow the ingredients as well as make it. They can therefore come together to as a collective to feed the children on a continuous basis. 

I would like to leave you with this thought I read from the Journal of Nutrition (2010); the long-term health and vitality of entire nations depends on the wellbeing of its individual children. As an organisation with the support of local and international partners we seek to provide our children with the fair opportunity to grow and develop just as well as they privileged peers, through the use of sustainable methods that can be replicated with ease.

Best wishes,

Garikai 

A view from the Finance Desk

Hello Friends,

I am happy to be blogging today, something we finance people rarely get to do. Creating child safe environments is a dynamic process that involves active participation and responsibility by everyone in the community – individuals, families, government and non-government organisations and community groups. Sharing responsibility for the care and protection of children helps to develop a stronger, more child-focused community. 

A community conscious of safe spaces for its children can: 

• care for all children; 
• identify vulnerable children; support children who have been abused and neglected; 
• and prevent further harm to children. 

At Nhaka Foundation our programs help communities and schools to provide safe environments for children. Through our Early Childhood Development (ECD) outdoor playground equipment construction and ECD Classroom renovation we have been able to create a safe playing environment for ECD pupils. A child's environment affects their development and behavior. A well-planned, indoor and outdoor environment makes it easier for children to learn, to get along with one another and become independent. Effective environments can also make things easier for the parents, teachers and guardians. Be it a school or home setting, a positive learning environment is crucial for a child. A positive learning environment not only consists of the physical setting, but it also encompasses how the child feels or responds to the setting.

What I have learnt through the work we do at Nhaka Foundation? Young children need teachers who take time to work with them individually, in small groups, and sometimes with the entire class–to help them develop their cognitive and social skills, their language abilities, and their interest in learning new things about the world. Through our ECD para professional and teacher training program teachers receive in service training to build their capacity in line with child development trends. The focus of a child safe environment is not simply to create an environment that minimises risk or danger. Rather it is about building an environment which is both child-safe and child-friendly, where children feel respected, valued and encouraged to reach their full potential.

A lot still needs to be done in the communities we serve. Being the "number cruncher" means that I get to see how we spend our funding directly on the children we serve each and every day. We need more and you can help in your individual or collective efforts. Visit our webpage DONATE button and partner with us as we carry out this work.

Until next time,

Viviane

Special needs education: Creating an inclusive learning environment

Dear Friends,

In recent weeks we have worked with a number of children that need support through special needs education. As we have interacted with communities and teachers we have noticed a few things that need to be addressed urgently. Firstly, the teachers are not adequately trained to support children with special needs especially when it comes to providing them with support. Secondly the schools are not resourced well enough to ensure that the children enjoy their right to education alongside their compatriots. According to the Constitution of Zimbabwe every child has the right to education.  All children are included in this clause regardless of the fact that they have special needs or not. Special needs education refers to children who have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. Many children will have special needs of some kind at some time during their education. (http://www.nidirect.gov.uk/what-are-special-educational-needs).  The UN General Assembly held in March 1994 outlined in relation to standard rules on the equalisation of opportunities for persons with disabilities: “Education in mainstream schools presupposes the provision of interpreter and other appropriate support services. Adequate accessibility and support services, designed to meet the needs of persons with different disabilities should be provided”

In order to ensure that children with special needs have access to the same level of education as a child otherwise classified as normal child inclusive education has been adopted.

UNESCO views inclusive education as implying four key terms:

1. “It is essentially a process of looking for the most appropriate ways of responding to diversity, as well as of trying to learn from differences.
2. It is linked to the motivation and development, through multiple strategies of students’ creativity and their capacity to address and resolve problems.
3. It comprises the right of the child to attend school, express his/her opinion, experience quality learning and attain valuable learning outcomes.
4. It implies the moral responsibility of prioritising those students who are at risk of being marginalised and excluded from school, and of obtaining low learning outcomes.”

Despite being more vulnerable to developmental risks, young children with disabilities are often overlooked in mainstream programmes and services designed to ensure child development. They also do not receive the specific support required to meet their rights and needs. Children with disabilities and their families are confronted by barriers including inadequate legislation and policies, negative attitudes, inadequate services, and lack of accessible environments. If children with developmental delays or disabilities and their families are not provided with timely and appropriate early intervention, support and protection, their difficulties can become more severe, often leading to lifetime consequences, increased poverty and profound exclusion. All Early Childhood Development, Education and Human Rights actors should therefore commit to advancing not only the needs of children but also give special attention to the area of inclusive education. 

As part of Nhaka Foundation’s contribution to supporting inclusive education and ensuring that children with special needs are able to achieve their full educational potential we are committed to assist this cause by facilitating the identification, assessment and documenting of children with special needs in the areas that we work in. Nhaka Foundation undertakes to support District Officers in the Department of Social Services to assist children with special needs access education. Finally, we also seek to raise awareness in communities on the right to education for all children including those with special needs and the importance of allowing these children the same opportunity to reach their full potential as their able bodied peers.

Lets all work to promote the interests of EVERY child!

Best wishes,

Charity