Fighting Corruption by Building Integrity in the Children of Africa

• VOX-POPS • COMICS • STARS RISING • DRAWINGS • PUZZLES • LIFE SKILLS
ISSUE 13
2014
FIGHTING CORRUPTION BY BUILDING INTEGRITY IN THE CHILDREN OF AFRICA
Inside
COVER STORY
CHILDREN
SPEAK
CELEBRATING CHILDREN’S
RIGHTS... 25 YEARS LATER
ON CHILD RIGHTS
PAGE 2
PAGE 4
STARS RISING
how was
school? did
you give that
letter to the
teacher?
janet,
are you
home?
PAGE 14
i have
to lie
to
her...
oh, no, that
is mum
coming! what
will i do?
COMIC
mum...
i...
i...
i forgot
to give the letter
to the teacher.
please forgive
me. do not punish
me...
JANET
oh, it is okay,
janet. you can
give it to her
tomorrow.
PAGE 20
CHILD RIGHTS I
VALUE MOST
i will not
punish you.
besides, i am very
happy with you
because you told
the truth!
COVER ILLUSTRATION BY:
MOVIN WERE
it is good to
always say the
truth! have you
ever been in a
situation in which it
was difficult to say
the truth? what did
you do?
PAGE 22
the end.
www.bingwa.org
Dear Readers,
THE TEAM
Editorial Board Chairman
Rino Solberg
Finance Director
Jean-Paul Deprins
Email: jpd@bingwa.org
Project Director
Mundia Muchiri
Email: mundia@bingwa.org
Editorial Board
Mundia Muchiri
Eudiah Kamonjo
Jean-Paul Deprins
Julie Solberg
Claudiah Gachimbi
Managing Editor
Eudiah Kamonjo
Email: editor@bingwa.org
Partnerships Coordinator
Claudiah Gachimbi
Email: claudiah@bingwa.org
Design and Layout
Centrepress Media Ltd
Email: info@centrepressmedia.com
Contributors
Ian Arunga
Solomon Atah
Joseph Barasa
Richard Byard
Rachel Garuka
Yusuf Hasan
Anna Hasper
Kabeeria M’mbogori
Badru Mulumba
Nadia Mutyaba
Christine Nderitu
Maurice Odede
Noella Oyugah
Wangui Thuo
Movin Were
Partner Contributors
Ruth Koshal (SCI)
Daisy Maima (SCI)
Ayalew Getachew (ACERWC Secretariat)
Elizabeth Muiruri (SCI)
John Njoka (SCI)
This special edition celebrates the 25th
anniversary of the United Nations Convention on
the Rights of the Child (UNCRC) by examining
the progress of child rights in East Africa
over the years. Yet even as we celebrate, it is
important that we think about what else needs
to be done in the next 25 years as well (Pg. 2-3).
Because children’s voices really matter to
us, check out what our readers have to say
(in words and pictures) about child rights,
corruption and other topics. Want to know what
they had to say about the quality of education
now and in future? Pg. 10-11 highlights some of
the feedback.
For your dose of inspiration, see what today’s
champions are up to (Stars Rising Pg.14-18). It
is clear that what makes them special is desire,
persistence and their care for others’.
Remember that you too can be a champion
today by writing or drawing for us (Pg. 24) or
participating in the exciting competition on the
back page.
Enjoy!
THE BINGWA TEAM
BINGWA is published by Child Africa.
Opinions here are those of the authors
and not necessarily those of the
publisher or any other participating
partner.
The publishers reserve the right to
use photographs taken during events
or activities. Any person appearing in
photographs we publish cannot claim
any compensation whatsoever.
Editorial, Production and Advertising
Child Africa.
P.O. BOX 823 - 00606 Nairobi, Kenya
+254 20 434 268/020 232 4374
+254 719 619 006
email: info@bingwa.org
Uganda Office
Email:julie@childafrica.org
Tel: +256 752 896 205
Special Thanks
to the Country
Contributors:
Kenya, Uganda,
Tanzania, Rwanda,
Somalia, South Sudan
and Ethiopia
Norway Office
Email: rino@childafrica.org
Tel: +47 46 44 76 06
THIS EDITION OF BINGWA HAS BEEN PUBLISHED WITH THE GENEROUS SUPPORT
OF SAVE THE CHILDREN INTERNATIONAL (EARO) AND CHILD AFRIC A
ISSUE 13
1
"There is no trust more sacred than the one the world holds with children. There is no duty more important than
ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want
and that they can grow up in peace."
Kofi Annan
By Daisy Maima,
Child Rights Governance Program Assistant
T
he world celebrates Universal Children’s Day on
November 20. The United Nations General Assembly
recommended that all countries introduce a day that
looks into the welfare of the world’s children. In 1989, the
United Nations adopted the Convention on the Rights of
the Child (UNCRC), which outlines the right to protection,
survival, development and participation. It grants all
children and young people (aged 18 and under) important
human rights, including rights to healthcare, an identity,
protection from abuse, freedom to play amongst others.
It is now 25 years since the United Nations Convention on
the Rights of the Child was signed.
Governments have also made commitments that have
changed children’s lives. The Millennium Development Goals
(MDG), as a global development framework, have been
beneficial to children and contributed to reducing child
deaths by 14.000 a day, lifting 600 million people out of
poverty and getting 56 million children into school. Ending
Poverty in Our Generation, Save the Children Report 2012.
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FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
With close to two thirds of Africa’s population being below
25 years, a well connected youthful population is coming
of age. Governments have an obligation to improve the
lives of this generation of Africa’s children and the next. In
Africa, all states except Somalia have ratified the UNCRC.
In East Africa it is worth acknowledging the commitments
and successes made by governments, communities, civil
society organisations to obtain better education, health,
protection, laws that enable girls and boys to have a
meaningful and fulfilling life. However, there have also been
challenges in these same areas. Inequality has caused some
children, for example children with disabilities, children
living on the streets as well as the poor, to miss out on
these opportunities. Organisations like Save the Children
International (SCI) have been instrumental in partnering
with the government, civil society, and communities to
bring immediate and lasting change in children’s lives. SCI
country offices within East Africa have had programmes
that outline successes in child protection, survival,
development and participation.
First, it is crucial to understand how the lives of children
have improved since 1989, when the UNCRC was adopted.
Children under five years have been immunized extensively
which has prevented and reduced the deaths of children.
Do you remember when you were five years old; you got
Feature
different injections (or drops) to prevent measles, polio and
other diseases? There are other children who live on the
streets or in rural settings, who cannot afford good health
services. According to the State of the World’s Children
Report 2014, immunization against measles reduced under
5 deaths from 482,000 in 2000 to 86,000 in 2012 , while,
especially primary education has increased from 53% in
1990 to 81% in 2011. Nutrition and health have also improved
since stunting has reduced by 37% since 1990.
There is still much left to do. The State of the World’s
Children Report 2014 records 57 million girls and boys
of primary age are still out of school. 15% of the world’s
children engage in child labor. 11% of girls are married before
they turn 15, disrupting their rights to health, education and
protection. The right to freedom from cruel and degrading
punishment is violated whenever children are subjected
to violent discipline at home or in school. Unfortunately
there is unequal distribution of opportunities for children.
From about 18,000 children under 5 who die every day,
a disproportionate number are from parts of cities or
the countryside that are cut off from services because of
poverty or geography.
East African countries have made major strides in
committing to the UNCRC. For instance, Ethiopia has
reduced maternal and new born child deaths. This is in line
with commitments made in the Millennium Development
Goals (MDGs). Through the EVERY ONE Campaign, SCI
Ethiopia has partnered with the Government to address
maternal and newborn child health. In addition, it is working
with the Ministry of Women, Child and Youth Affairs on
drafting their Child Act.
Rwanda is one of the few African countries that are on track
in the achievement of seven out of the eight MDGs by 2015.
The country’s commitment to the protection of children
and the promotion of their rights has seen the ratification
of International conventions and protocols on children’s
rights, and the establishment of a National Commission for
the Child, and a Child Right’s Observatory platform.
In Somalia, children are vulnerable to abuse, exploitation
and neglect. However, in Somaliland the government
has introduced a Juvenile Justice Law, strengthened lawenforcing bodies and drafted a National Child Protection
Policy with support from SCI Somalia. A National Plan for
Children is also being developed.
South Sudan ratified the UNCRC on November 20th 2012,
demonstrating its commitment to make the rights of
South Sudan’s children a reality. It is through SCI work that
parliamentarians were engaged and trained on issues such
as child budgeting and legislation affecting children. This
work aims at ensuring the rights of Children in South Sudan
are enshrined in all national legislation and are harmonized
with international child rights instruments.
Sudan established the National Council of Child Welfare
(NCCW) in 1991 which monitors the implementation of child
rights in Sudan. In collaboration with Save the Children in
Sudan and other partners, the Government developed the
Child Act 2010. Save the Children Sudan has also advocated
for the Government to establish Child Protection National
Frameworks.
The Government of Uganda (represented by the Ministry
of Gender, Labour and Social Development) has met its
obligations by submitting the Third State Party Report to the
UN Committee; SCI Uganda supported this process. Through
partnership with other civil society organizations, Save the
Children supported nationwide consultations for children to
present their views on the fulfillment of their rights.
In Kenya, the Children Act has been legislated to give effect
to principles contained in the UNCRC, besides creating
offences for anyone who violates the rights of children in
the country. The Act restates the rights of children, makes
provisions for parental responsibility, alternative care for
children, children in conflict with law besides establishing
institutional frameworks to promote and protect the rights
of children in the country. In 2010, Kenya passed a new
constitution which guarantees socio- economic rights
including health care, food, shelter and education. Article 53
of the constitution expressly makes provision for the rights
of children.
25 years of the UNCRC is a celebration because it reminds
us that all children matter, no matter where they come from,
what language they speak, whether they are boys and girls,
or whether they are abled differently have the same rights.
As we celebrate the achievements shown since the start of
the UNCRC, it is also important to think about what more
needs to be done to protect the rights of children in the
future.
In the next 25 years, what do you think children will need to
live to their full potential? Which rights will be important?
What are your dreams? Send us your answers and we will
publish the responses in the next issue of Bingwa.
ISSUE 13
3
Children Speak - On Child Rights
LET’S WORK TOGETHER
The violation of children’s rights occurs in
many ways. These include child abuse, corporal
punishment, forced labour, early/forced marriage,
and child neglect. Also, most children are abused
by bullies at school, parents and teachers. These
violations occur because of a number of factors
including poverty, drunkenness, to mention but
a few. Child abuse affects children the most;
it causes death, school drop-outs, even early
pregnancies. Some children run away from their
homes and live on the streets in towns. Let us all
work together to educate the society about the
dangers of child abuse, to educate the children
and to kick child abuse out of our continent!
MWEBESA NABOTH, P.6, Child Africa Junior
School-Kabale, Uganda.
ART BY AMELLU FRANK,
P.6, Morukatipe Primary School,
Tororo, Uganda.
SPEND TIME WITH US
Some parents cause the suffering of their
children
They wake up early in the morning
And go to work without saying ‘Good
morning’ to their children
Some even cause their children to feel unwell
By giving them heavy punishment.
Some parents are very stubborn
They tell their children negative words
That cause them to fear their parents
This is not good at all.
Yet we respect you our parents
You pay our school fees, feed and cloth us
We only now pray that you spare some time
To spend with us
So we can feel like children who are loved
AHIMBISWIBWE JUNIOR,
Child Africa Junior School, Kabale, Uganda.
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FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
Art by OTOLIM IVAN,
P.5, Morukatipe Primary
School, Tororo, Uganda.
Children Speak - On Child Rights
Build future champions
Children’s rights refer to the things a
child must have; those that should
not be denied to them. Examples
are education, food, shelter, to
mention but a few.
Children are suffering
everywhere. Let us join hands
to give them all their needs.
If we help children now,
they will become important
people in future.
MUCUREZI APHIA,
P.6, Child Africa Junior
School, Kabale, Uganda.
Art by DEBBIE BRENDA NDOLO,
PCEA Enchoro Emuny Primary
School, Kenya
OH AFRICAN CHILD,
WHOSE CHILDREN ARE WE?
Streets are our beds
Rubbish bins our restaurants
Oh African child
Whose children are we?
Are we children of the streets?
Are we children of rubbish
bins?
Whose children are
we in reality?
LITTLE DID
MILLY KNOW
The girl was young, beautiful and lively
Thirteen years of age she was
With dreams of becoming the first doctor
From her remote village in Kabale to save her
people from death
Due to simple and common diseases.
Everyday she trekked to school
Sixteen kilometers to and fro she walked
Over the hills and through the swamps with her
friends
Carrying school-bags on their backs
To seek the knowledge from their teachers
In order to achieve their dreams.
Little did Milly know
That one Friday afternoon before
classes ended
She’d develop a fever and
throbbing headache
That forced her to seek
permission
To return home, over the hills
and through the swamps
Where her dreams were
shattered by a defiler.
Little MIlly could neither
shout nor breathe
For the strong hand had
blocked her mouth, her nose
Though like a tigress,
she fought the defiler;
scratching and biting
But her defiler weakened her
And little Milly’s soul was lost
in that lonely swamp.
AINEMBABAZI AMOS,
P.7, Child Africa Junior
School, Uganda.
ABER CATHERINE
FRANCISCA,
P7, Kitante Primary School,
Uganda.
Art by REINA MUTHONI,
Class 4, PCEA Kahawa Farmers
Primary School, Kenya.
Art by LUCIA WANGARI,
Class 8, Kyumbi Urban Academy,
Kenya.
ISSUE 13
5
ABUSE AND NEGLECT by Elizabeth James, Class 7,
Assisi Pre & Primary School, Tanzania.
RIGHT TO PLAY by Daisy
Wakoli, Mabe Twinkling Stars
School, Kenya.
CHILD
BATTERRING IS
A VIOLATION by
Angyirirembabazi
Pius, Child Africa
Junior School,
Uganda.
INSECURITY EVERYWHERE by Kalda
Augustino John, Seventhday Adventist
Primary School, Juba, South Sudan.
66
FIGHTING
FIGHTING
CORRUPTION
CORRUPTION
BY BUILDING
BY BUILDING
INTEGRIT
INTEGRIT
Y INY THE
IN THE
CHILDREN
CHILDREN
OF OF
AFRIC
AFRIC
A A
MY RIGHT TO DRAW
by Bob Owomygisha, P.4,
Child Africa Junior School,
Uganda.
SUCCESS IN EDUCATION
by Nasasira Nicholas,
Child Africa Junior SchoolKabale,Uganda
Hello. My name is Atieno. I lost my way while
playing with my friends. It is getting late and I need to
find my way home before it gets dark. Will you please
help me find my way home?
OPTICAL ILLUSION
Ian Arunga
WHAT DO YOU SEE?
ANSWER ON PAGE 30
ISSUE 13
7
Fiction
BY CHRISTINE NDERITU
TOILS
O
ne stormy Monday afternoon
in the village of Zareet,
there was a rich merchant
known as Abed. He was waiting
impatiently for his merchandise
to arrive so he could stock his
shop. His was an assortment of
everything from porcelain, rugs,
glassware to eggs. He paced
back and forth in the safety of his
warm veranda wondering why the
merchandise was late. Meanwhile
Yego, the delivery boy, was busy
working hard to dig out his donkeycart from a muddy ditch and his
two donkeys were not being team
8
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
AND
YOUTHFUL
DREAMS
players at all. As Yego struggled to
dig through the slippery stubborn
mud, the rain seemed to fall faster
and harder. Sadly there was no help
in sight as everyone was warm and
cozy indoors. Yego simply could
not give-up as he knew that Abed
was furious because of the long
wait. You see, Abed had a temper,
a temper so vile that the residents
of Zareet believed he was not really
human. How could one man hold so
much anger, they wondered?
Finally, Yego managed to free the
wheels of his cart and motivate his
donkeys to start moving. As they
moved, Yego could not help but
ponder about his current situation;
How he longed to play, dream and
attend school like other twelve yearold children. Sadly, he had been
orphaned at the age of three and
left in the care of Bidan, his uncle,
who was a trader. By the time Yego
was six years-old, he had already
joined his uncle’s work force.
“You need to earn your space in my
home!” Bidan would yell “and since
you want to attend school so much,
you need to earn your own fees
too!”
Years went by as Yego toiled for long
days on end in a bid to sustain his
life and try and raise his own school
fees. However, Bidan would always
keep all his profits and use them to
sustain his luxurious lifestyle while
Yego was busy working as hard as
his uneducated and malnourished
twelve year-old hardened bones
would allow.
By the time Yego arrived at Abed’s
shop, the rain had already ceased
leaving behind a light drizzle and
huge puddles in the slippery mud.
A festival of termites, mosquitoes
and other bugs were also dancing
around
the
Zareet
Shopping
Centre. Yego had barely managed
to dismount his cart when a furious
Abed started yelling at the top of
his voice like a possessed man. He
then generously introduced Yego’s
face to his powerful fist! Abed did
not care that Yego was just a child
trying so hard to make ends meet,
or that the storm had caused him to
be slightly late. After a few minutes,
calm returned to Yego’s world, he
picked himself up from the mud and
despite his stinging face, he swiftly
started off-loading Abed’s goods
from his cart into the shop. All the
while, Abed stood there watching
and taking stock to ensure that
nothing was missing. Luckily, Yego
was a diligent and honest worker
and everything was there and in one
piece. As soon as he had finished
off-loading the goods, he bade
Abed goodbye. As usual, Abed
responded, “ I will send the payment
to Bidan in a few days.”
That evening, Yego got home
extremely tired yet he still had
to clean the cart and feed the
livestock. He later went into the
kitchen where he joined Zaytunthe house yaya. Zaytun always put
aside some ugali skuma for Yego.
This was Yego’s life; after working
all day, the highlight of his day was
catching up with Zaytun about the
day’s events. Months went by and
business continued as usual. Yego’s
counting and negotiating skills
improved by the day.
One bright Wednesday morning,
as Abed was double-checking the
goods Yego had delivered, a Range
Rover pulled up outside the shop.
Abed quickly pushed aside the
stock-tally to tend to this client
who was obviously not from Zareet
Village. An elegantly-dressed lady
and a smart gentleman alighted
and walked into the shop. As they
were purchasing some items, Yego
continued arranging the remaining
goods on the verandah for Abed to
continue with his stock-tally later.
On noticing him, the lady walked
out of the shop to the veranda and
started questioning him. She asked
Yego what his full name was, where
he was from, who his parents were,
why he was working on a school
day instead of attending school. The
questions were endless but Yego
answered all of them as honestly as
he could.
She then walked back into the shop
and introduced herself to Abed,
“My name is Miss Baraka and I am
a human rights lawyer specifically
working with children,” she started.
The gentleman‘s name was Mr.
Idris, a government inspector. At
this point, Abed’s facial expression
changed. He knew only too well
that he was in a lot of trouble for
having supported child-labour as
well as having physically abused
Yego countless times. Miss Baraka
continued, ”It is very sad that you
have all taken advantage of Yego
like this. It is even worse that the
entire village stood by and watched
this injustice on a child silently.” Miss
Baraka refused to buy anything from
Abed’s shop and went ahead to
report Abed. They then drove off to
meet Bidan who was later arrested
and charged for neglecting a child
in his care. Miss Baraka helped Yego
acquire a full scholarship which
paved the way for him to study,
graduate and eventually run his
own successful company. He also
positively used his experience and
education to start a foundation
championing the rights of children
abused by unscrupulous guardians.
ISSUE 13
9
Your Say
CHAMPIONING
QUALITY
EDUCATION
IN EAST AFRICA
In the last issue of BINGWA Magazine
(Issue 12 2014), we published an article
highlighting the different activities
that Save the Children International
(SCI) was undertaking to champion
the rights of all children to access
quality education in East Africa. At the
end of the article, we asked readers
to give us their opinions on a number
of questions. Here are some of the
responses we received;-
School food programme
by Obaraza Ezekiel,P.6, Morukatipe Primary School, Uganda.
WHAT ACTIVITIES HAVE YOU BEEN
INVOLVED IN, AS FAR AS EDUCATION IS
CONCERNED?
I have been working hard in my studies in order
to be the first woman pilot from Somaliland.
Nawad Saeed Ali, Class 7, Ilays Primary School,
Hargeisa, Somaliland
I try to help my neighbours who are refugees
from Ethiopia learn how to read and write
because they do not go to school. Abdala
Mohamed Osman Mire, Class 5, British School,
Hargeisa, Somaliland.
Dreams
by Kembabazi Ruth, P.4, Homecare Preparatory School, Uganda.
I love drawing so whenever there’s a drawing
competition, I always participate. I have won
awards for some drawings. Rashid Juma, Class 7,
Diamond Primary School, Tanzania.
We normally have debates in our school at least
twice a month and I always participate. Anna
Mhina, Grade 10, Morogoro International School,
Tanzania.
I have been going on study trips and learning in
class. Naigaga Florence, P.5, St. James Primary
School, Uganda.
Teacher in class
by Malcom Ochieng, Class 5, Newlight Junior School, Kenya.
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FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
AS A CHILD, WHAT WOULD YOU
SAY ABOUT YOUR EDUCATION? IS IT
CHILD FRIENDLY, FREE AND OF GOOD
QUALITY?
IN WHAT WAYS CAN YOUR
GOVERNMENT ENSURE LASTING
IMPROVEMENTS IN YOUR EDUCATION?
In our school they teach us all together,
meaning we make more friends while studying.
Whether you’re lame, a boy or a girl, we all
study all together. The teachers are good
because if I don’t understand something I ask
and they explain. That is why I was number
one in my class. Mary Konga, P. 5, C.M.S Primary
School, Juba, South Sudan.
By giving children an opportunity to
participate in decision making. Anna
Mhina, Grade 10, Morogoro International
School, Tanzania.
Yes my education is okay and better than others
in Somaliland because it is a private school with
teachers from Kenya. Abdala Mohamed Osman
Mire, Class 5, British School, Hargeisa, Somaliland.
Some teachers are not friendly and are always
caning pupils. Buildings are also of poor quality.
Naomi Joy Kayeny, P.5, Jajana Primary School,
Uganda.
Our education is mostly focused on the
academic part of it and little time or none at all
is given to extra activities. Rashid Juma, Class 7,
Diamond Primary School, Tanzania.
I believe it is, in our school we are encouraged
to utilize our talents by engaging in different
activities like drama, dance, debates and sports.
Anna Mhina, Grade 10, Morogoro International
School, Tanzania.
By helping to ensure the syllabus is good.
Abdala Mohamed Osman Mire, Class 5,
British School, Hargeisa, Somaliland.
The government can build better
classrooms and flushable toilets for us,
give us free uniforms, have swimming
classes introduced and ensure teachers do
not cane us. Naomi Joy Kayeny, P.5, Jajana
Primary School, Uganda
By training teachers on new methods of
teaching. Rashid Juma, Class 7, Diamond
Primary School, Tanzania.
By increasing the number of trained
teachers. Mohamed Abdi Hashi, Class 8,
Hasan Awuke School –Wajale, Somaliland.
IN WHAT WAYS CAN SCI AND OTHER INTERNATIONAL
ORGANIZATIONS SUPPORT A FREE, QUALITY AND CHILDFRIENDLY EDUCATION ACTIVITY IN YOUR COUNTRY?
They can help provide students with school uniforms, school shoes,
scholastic materials, and even some food in the school because,
sometimes, children do not go to school because they are hungry. Mary
Konga, P. 5, C.M.S Primary School, Juba, South Sudan.
Caning in schools
by Mwesigye Maruin, P.5, Child Africa
Junior School, Uganda.
I think they are doing fine because they have built many schools in the
rural areas of Somaliland. Nawad Saeed Ali, Class 7, Ilays Primary School,
Hargeisa, Somaliland.
Change from constructing schools only and start providing equipment and
teachers. Abdala Mohamed Osman Mire, Class 5, British School, Hargeisa,
Somaliland.
They can give us computers so that we learn how to use them, put tiles in
the buildings and provide us with good food. Naomi Joy Kayeny, P.5, Jajana
Primary School, Uganda.
By providing sports facilities. Suleman Yusuphu, Class 7, Diamond Primary
School, Tanzania.
Reading
by Brian Monari, Class 8, True Vine
Academy, Nairobi, Kenya.
ISSUE 13
11
ON CORRUPTION
CORRUPTION IN CHURCHES
NEW TRICKS TO FIGHT WARS
Art by OBARAZA ZEKIEL, P.6, Morukatipe
Primary School, Tororo, Uganda.
We are ready to fight you ‘corruption monster’
We shall not use guns, we shall not use swords
Neither will we to put on war boots or helmets
For our leader ‘BINGWA’ has instilled in us
Two undefeatable defenders; honesty and integrity,
With these, the corruption monster will be no more
We shall rejoice and celebrate the triumph
Over your dead body
Words by FLAVIA NANKUMBA & WAISWA
JEREMIAH, P.6, Child Africa Junior School
Equator, Uganda.
For men of God to travel and preach
They ask for transport
From the congregation
They pretend that God is asking for it
Shame on you for this is corruption.
MWESIGWA MATTHEW,
Lohana Academy, Uganda.
THE FATHER OF POVERTY
ALL I SEE
Art by LEMON SILVESTOR KENYI, Seventhday
Adventist Primary School, Juba, South Sudan.
Art by MUGISHA ADBU MALIK,
Kitante Primary School, Uganda.
People giving up purity and justice
For stupidity and greed
Stealing to invest in selfishness
Getting pleasure from people’s pain
Others getting fired, new ones hired
All because of this rotten corruption.
ANDREA NANTEZA,
Kampala Parents School, Uganda.
12
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
Corruption is the father
of poverty
Came into the world to
provoke us
Mothers are mourning,
children are crying
How bad you are!
Roads are not
constructed
No teachers in schools
No cement to build
hospitals
How bad you are!
You have led to
misunderstandings,
even death
Bribes have become a
problem
You make us sick!
KULYOMULUNDA NICOLE RUTH,
P.6, Greenhill Academy, Uganda.
Life Skills
Mind Mapping for fun, easier
learning and thinking
By Anna Hasper & Richard Byard
Mind-maps are a great tool to use in your studies. You
can use them to revise and to understand connections
between the things you learn or need to know or think
about.
They are also a useful tool for working out the best
solutions for situations or problems in other areas of
your life. A mind map can help you better explain your
ideas to your friends or teachers. The steps involved in
creating one (active drawing and thinking) also mean
that you remember things clearly. A mind map is very
simple to create, with important words or phrases and
lines between them to show that they are linked.
How do you do it?
1. Pick a subject or problem you would like to think or
learn more about. As an example, I am going to think
about learning English. Write down the words in a
circle in the centre of a blank piece of paper.
2. Now think about a few key ideas that this word or
phrase brings to mind. For learning English, I think
about ideas such as school, listening, speaking,
reading and writing. I can now put my ideas onto
the map in places around the central circle and use
connecting lines to show that they are related.
3. Now think about more ideas for each of these words
or phrases. Take your time and ask yourself lots of
questions. For example, how can you practice writing?
Are there writing competitions that you could enter?
Can you get an English pen-friend who you can write
to and who will write back to you? Where can you
hear more spoken English? On the radio, in the street
or at the shops?
Some new ideas come into your mind as you
continue questioning yourself. Learning English at
school involves a teacher. Additionally, maybe there
is an English club I could join? If not, perhaps I could
suggest the school starts one? Continue exploring
the ideas as much as you like; there are no limits.
4. Redraw your map if you are not happy or if your
thinking changes or exceeds the page, if you use a
pencil you can erase and redraw the mind map.
5. Start to focus on the points that you think are more
important to you. You can do this by:
a. Writing in CAPITAL LETTERS or drawing pictures
around the word
b.Making the letters bold, underlined or 3
dimensional
c. Using colour and size, s p a c i n g and height
circles or
boxes around important
d.Putting
ideas
e.Anyway that highlights things you think are
important.
In my mind map, I think the English club is a brilliant idea
and I want to make sure I do not forget it. I’ve put two
blue boxes around it to make it stand out. I also put a
connection to remind me to ask the teacher later.
I also think listening to the radio would be good for my
learning so I will ‘ask my father’ (circled in red) if he
can help me. I like reading BINGWA Magazine so I have
written this in capital letters and highlighted it in pink.
Finally, I would really like to try and enter some English
writing competitions, so I have written this in 3d letters
and underlined it in purple to make it stand out.
USEFUL TIPS
• Keep it clear: If you have written something
that no longer seems important, remove it or
make it smaller.
• Remember the reason you are creating the
mind map: If you have a great idea but it isn’t
related, note it down so you can think about it
later.
• Try not to link everything together: Only show
the most important links for the subject or
problem you are thinking about.
• Have fun: Make it interesting with colours, lines,
boxes so that you will remember the picture
and the words in the future.
• Remember each map made will look different:
There is no wrong or right way, just make it work
for you!
ISSUE 13
13
Stars Rising
TANZANIA’S
GOSPEL
ARTIST AND
AFRICAN CHILD
AMBASSADOR
By Noella Oyugah
Miriam Thomas Chirwa is a visually-impaired awardwinning Tanzanian Gospel Artist and African Child
Ambassador. This year, she even represented the
children of Tanzania at Day of the African Child
celebrations in Ethiopia. Miriam is a class seven pupil
at Uhuru Mchaganyiko Primary School in Tanzania and
has been performing since 2002.
What do you love about performing gospel music?
I am able to express my gratitude to God who has given
me my voice. My voice gives me the opportunity to
serve God and I am happy when I do so.
for me. I don’t know what I would do without his support.
How do you feel about your achievements at such a
young age?
I feel privileged and special and I give all the glory to
God.
What are your most memorable moments?
My father was on stage singing one of his songs and to
his surprise, I went and joined him. He was overwhelmed
to the point of crying. This year, I also got the opportunity
of travelling to Ethiopia for the Day of the African Child
celebrations.
What are some of the challenges you have faced?
Not everybody loves what I do, hence sometimes I face
criticism from people. I have learnt to accept this, and
with support from my family, I never take any of it to
heart. I also do not have musical instruments and this
has been a great challenge to date because it is costly
to hire them.
How do you juggle your passion with school-work?
I have learnt to balance my education with passion by
strictly focusing on school from Monday to Friday and
doing my music over the weekends.
What about a role model?
Ambwene Mwasongwe and Christina Shusho
Advice to BINGWA readers: Do not to give up on your
dreams. The start of anything is often difficult but it
becomes easier with time.
Important lessons learnt so far: All singers have
something unique about them hence its important to
learn from each other.
My future plans: To become a lawyer and an actress.
How do you prepare for a performance?
My father, who is also my coach, trains me over the
weekends. He writes songs for me and prepares me
adequately by helping me get my vocals, confidence
and performance right.
Words I live by: When you harvest in the sun, you
will eat in the shade.
Do you have a mentor?
Yes. My father; he supports, guides, protects and cares
Last words: I appeal to well-wishers to sponsor me
with reading aids for the blind (Braille).
14
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
Favorite subjects in school: Civics, Science and
English
Stars Rising
UGANDA’S SOCCER PLAYER
AND TEAM CAPTAIN
NDAYI ARTHUR
By Nadia Mutyaba
Ndayi Arthur is a 14 year-old soccer player. He plays in
the national league of the under-16 Zebra Academy Club
and is captain of his team. He goes to Bishops Seniors
School in Mukono, Uganda.
Who inspires you to love and play soccer the way you
do?
Christiano Ronaldo and Uganda Cranes star Hassan
Wasswa.
When do you get to play soccer?
At school, I play after classes. I also train everyday during
the holidays.
What is your favourite subject in school? History
What do you know about children’s rights?
I know that they are there to protect children and I started
hearing about them in primary two. I know about my right
to play, eat, shelter and to education.
As a soccer player and captain of your team how would
you advocate for children’s rights?
At school, being an assistant class leader, I try to make
sure that children are treated well by teachers- no overbeating. I would also like all children to have freedom and
their parents to allow them to play.
If you knew a child in your neighbourhood was being
denied some of his rights, what would you do?
I would ask his parent politely to correct this or ask my
mother to talk to her. Even our coach, Ivan-usually talks to
our parents when we have problems.
If child-support international organisations came to
your school to ask you what they can do to support you,
what would you say?
I would ask for text-books for our class and balls and
team uniforms for my team. For myself, I would ask for a
bursary so that my mother is relieved of the burden of my
tuition fees.
Child rights I value the most: My right to play. I love
playing football. I am so glad my mother allows me to play.
I value: Soccer is my passion but we must all go to school
for a brighter future. I would like to be an engineer in
future so I can work during the day and play soccer in the
evening.
Advise to BINGWA readers: Work hard, always pay
attention and love your parents. Go for your dreams, but
remember that school comes first. Talk to an adult if your
rights are being violated.
ISSUE 13
15
Stars Rising
South Sudan’s aspiring leader
NANCY PURU
By Badru Mulumba
Five years ago, Nancy Puru was walking Juba’s streets, scavenging for
food, when Cathy Groenendijk adopted her. Now, at 11, Nancy proves
that it is never late to move to the forefront of a competitive world. She
is often first in class, leads others in cleaning up the slums (they have
bathed an aged woman who can no longer do it herself), and plays
competitive volleyball. Her primary school team, has even beaten a
secondary school in the game.
What do you love about what you
do?
I am very happy when I do
something good like community
service. I also like volleyball as it
keeps me physically fit.
How do you feel about your
achievements?
I am happy about being number
one in my class and winning our
volleyball matches.
What challenges have you faced?
Not going to school before
mummy came for me. I no longer
walk around the neighbourhood
looking for food.
How do you juggle your passions?
I try very hard to balance. For
example, I do my homework first
after school and community work
only on a set day. I have to work
really hard to do all these things.
How do you prepare for a
competition?
I have to practice and work hard.
When we are going as a team, I
make sure that my team knows
what we are going to do. I ensure
we all practice before we start the
competition.
Which role model do you look up
to?
I like the way Kadee Worth sings
and I hope to sing like her one day.
She has a very nice voice and sings
songs with meaning. I also admire
my mummy, some of the female
ministers. Ambassador Susan Page
really inspires and encouraged me
when we met.
What does it take to succeed in
your field?
You have to believe in everything
you do. You also have to work
hard, go to school and help
others around you.
What are some of
your memorable
moments?
When the South
African Ambassador
visited us with other
people and friends.
Together, we celebrated
Mandela’s birthday. They
encouraged us to
work hard in our
studies so we
could study
abroad.
Who is your mentor?
My mother. When something
happens to me, I go to her and
she helps me out when she can or
gives me advice.
16
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
When I grow up I want
to be: A leader who helps
disadvantaged people.
Lessons I have learnt in life:
To respect others, to say sorry,
cross the road properly and so
much more.
Advice for Bingwa readers:
Work hard in school, because
education is the key to life.
Favorite Subject: Science
Favorite Color: Black and
white.
My views on child rights: I
have the rights such as the
right to go to school, to play
and to eat enough.
My views on corruption: I don’t
like this issue of corruption.
People should stop putting
one tribe in a particular office;
that is what is preventing our
country’s development.
Stars Rising
SOUTH AFRICA’S GENIUS OF A DRUMMER
Daniel Petersen III
By Solomon Atah
Young, talented, accomplished and in University at
eleven-years old. This could seem unimaginable to
most, but it is true. A dynamic boy from Cape Town,
South Africa, has already achieved what most artists’
only dream of.
At the age of four, Yamaha Worldwide-one of the
world’s largest musical instrument suppliers, endorsed
him. Even then, It was clear to them that this young
man with an easy smile and a wealth of talent would
one day go far.
ACHIEVEMENTS:
• At school, he was recognized as the ‘King of
Mathematics’.
• He was named Lead SA Hero of the Month in October
2013.
• Has been a special guest to several well-known
people including, former Reserve Bank Governor of
South Africa Tito Mboweni.
• Was also a fundraiser for The Nelson Mandela
Children’s Hospital.
• He has performed thrice at the legendary Madiba’s
birthdays.
• He has played in many parts of the world including
the USA, New Orleans Jazz Festival among many
other places.
• Through his Danny Petersen III Foundation, he has
given both able and disabled children new musical
instruments.
What do you love about playing drums?
Playing drums makes me feel good inside.
What are some of the challenges you face and how do
you handle them?
Being a full time University student is challenging.
However, I manage by being home-schooled (Cambridge
Home School Program) which allows me to build my
schoolwork around my music.
How do you prepare for a performance?
I practice a lot and ensure that my mind is clear so that I
can play from a fresh starting point every time. I believe
that practice makes perfect.
Do you have a mentor?
Yes.My dad is my mentor.
What about a role model?
I look up to my Dad.I also like drummers such as Dave
Weckle, Aaron Spears amongst others who I have met
and performed with.
What are your most memorable moments?
When I played at (and for) the world icon Nelson
Mandela’s birthday events.
What are your saddest moments?
When I see children exposed to violence on TV.
What do you think it takes to excel in your field?
Being at your ‘A’ game all the time. I always set very high
standards for myself.
Future plans: I look forward to new challenges and
plan to earn a doctorate in music.
My views on child rights: I find some comfort in
knowing that we have child rights. I wish that all
children would enjoy these rights especially the right
to education, health and protection from harm.
Favourite subject: Maths, Music and English.
Favourite program: The Big Bang Theory TV series.
My views on corruption: Corruption is bad and
should not exist.
Advice to BINGWA readers: It is never too late to
start. If you can dream it, you can be it.
ISSUE 13
17
Stars Rising
KENYA’S ENVIRONMENTALIST
NAYLEE NAGDA
By Kabeeria M’mbogori
ABOUT NAYLEE NAGDA: She bagged the Total EcoChallenge Award 2007 and the Tree Ambassador
Badge of Honor given to the youngest treeplanter. She was appointed to the UNEP TUNZA
Eco-Generation in 2009 (a network of youth in
a movement to improve the environment) and
the UNEP Child Ambassador for Kenya 2012. In
2013, Naylee also won an International Award
for the Global Youth Environment Forum for the
best environmental presentation in Seoul, South
Korea. She has won so many other awards, personally
planted over 500 trees and spoken at numerous
international conferences on the importance of
caring for the planet. Naylee also enjoys drawing,
painting and writing. She won a Toyota Dream Car
Art Competition-Silver Award for her musical car
painting when she was only nine years old. She goes
to Aga Khan Academy in Nairobi. Kenya.
I am currently doing research on… The use of solar
cookers in rural areas and rainwater harvesting.
Global warming is… When the earth gets very hot
and angry until it starts punishing people through
changing weather patterns, resulting in floods,
drought and famine. We can change this by planting
trees, taking care of them and then reaping the
wonderful rewards such as great food and fruits.
I am inspired by… Professor Wangari Maathai and
my mother.
My aspirations… To study Economics and major
in Environmental Science. I also want to get into
business, more ‘green’ networks and promote
Corporate Social Responsibility among organisations.
I am most afraid of… Snakes.
Favorite cartoon: Scooby Doo.
Wise words: Life is full of opportunities, it is your
choice to make the most of them.
ENVIRONMENTAL TIPS FROM NAYLEE
• Start your own tree nursery and care for the trees
as they grow.
• Harvest rain-water for use during the dry season
and to reduce your water bill
• Dispose trash responsibly. Where possible
chose recycling options
• Turn-off water taps and switch-off electricity
switches when not in use to save water and
energy.
• Avoid burning stuff, especially plastic. They take
500 years to decompose and release terrible
fumes.
• When out shopping, accept less packaging
material as most of them are hazardous to the
environment
18
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
Speech
DAY OF THE AFRICAN
CHILD SPEECH
As read by Nampamba Rebbecca, Child Africa
Junior School, Equator, Uganda.
Our guest of honour, the chairperson LCV Kabale District
Hon. Patrick Keihwa, Chief Administrative Officer,
Resident District Commissioner, all District Officials
present, NGO representatives, parents, teachers,
children, ladies and gentlemen. Today 16th June, we
honour the memory of those who were killed and the
courage of all those who participated in the 1976 Soweto
Uprising in South Africa.
As we commemorate the day of the African child, the
blood of hundreds of young students became the seed
of improving education provided to the African children.
Today, we mark the 23rd anniversary honoring the
memory of our late fellow African children since this day
of the African child was first initiated by the then OAU
in 1991.
This year’s theme, ‘a child-friendly, quality, free and
compulsory education for all children in Africa,’ is highly
significant in the light of the fact that the Soweto Uprising,
which the day of the African child commemorates was a
protest for an appropriate education to African children.
Let us observe a moment of silence in their memory.
May their souls rest in peace.
This day of the African child should be heart-touching
to school foundation bodies, head-teachers, local
government officials, children NGO’s and parents to
ensure that we as children not only access free and
compulsory education, but also a child-friendly learning
environment.
Much as African states have embarked on free-education
for all children to fulfill the Millenium Development Goals
for education, less has been achieved on emphasizing
the importance of a child-friendly approach to fulfilling
the right to education for particular groups of children
such as children with disabilities and vulnerable children.
Many others are still significantly excluded from enjoying
quality primary and secondary education due to the
government’s failure to regulate guidelines and policies
in which some schools operate.
Most schools have deliberately dirtied the realization
of quality education for children as a lot of scholastic
requirements such as Rotatrim reams, dozens of pic fare
books, vim, jik, packets of baking flour, tins of blueband,
expensive brooms, cement, text books etc. and high
school fees are demanded thus limiting children from
poor family backgrounds joining such schools.
When will we children of Africa access quality education
when it becomes too commercial? When will we
access friendly, quality and compulsory education when
teachers are treated as less important in the country?
When will quality education be available to us when
parents have failed to raise money to buy requirements
which schools demand? When?! When?!
Unless all these barriers and obstacles to entry into
quality education are moved, a child born into a poor
household will never access this education yet hundreds
of our fellow children were martyred for it. However,
it is not late for local government councils to regulate
the admission guidelines of schools that are denying
education to African children.
As I conclude. I thank the government of Uganda,
children NGOs and the general public for blessing this
day. Special thanks go to Child Africa, which has led
today’s celebrations. Madam Julie, thank you for your
passion to African children.
I also want to thank our parents and beloved teachers
for their love and care to us children.
May God bless you!
FOR GOD AND MY COUNTRY
ISSUE 13
19
i will go
do my
homework,
then play with
my friends
later...
janet is just
arriving home
from
school...
hey, janet!
come play with
us! we have a
new game and
we need one
more person!
bye
janet!
bye!
see you
tomorrow
i will come
later. i have to
do my homework
and change my
clothes.
looks like
mum is not
home yet. i will
sit here and do
my homework.
oh
no!
it’s the
letter mum gave
me to take to
the teacher!
i forgot to give
it to the
teacher!
what will
i do now? Mum will
be so angry when
she finds out i did
not give it to the
teacher!
maybe i can
lie that i gave it
to the teacher,
and then i will give
it to the teacher
tomorrow...
20
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
how was
school? did
you give that
letter to the
teacher?
janet,
are you
home?
i have
to lie
to
her...
oh, no, that
is mum
coming! what
will i do?
mum...
i...
i...
i forgot
to give the letter
to the teacher.
please forgive
me. do not punish
me...
oh, it is okay,
janet. you can
give it to her
tomorrow.
i will not
punish you.
besides, i am very
happy with you
because you told
the truth!
it is good to
always say the
truth! have you
ever been in a
situation in which it
was difficult to say
the truth? what did
you do?
the end.
ISSUE 13
21
lue the
a
v
u
o
y
o
d
t
Which righ
ion on the
t
n
e
v
n
o
C
e
most in th
d (CRC).
il
h
C
e
h
t
f
o
Rights
All children have the right to education.
Without education, children are forced
into early marriages or even early
pregnancy. Education is the key to a
better life for all. When children go to
school, they achieve their goals and
are good people in future making great
doctors, nurses, pilots and joining
other professions. Beryl Odhiambo,
Class 7, Mabe Twinkling Stars School,
Kawangware, Kenya
I value the right to education. I believe
education is the path to a prosperous
future and that without education
one cannot be successful in life. If one
doesn’t get an education, they will not
have a career and hence it will be hard
for them to get a job, and without a
job, they will not have money to cater
for their daily needs.
Dayana Darison, Class 4, Msasani
Primary School, Tanzania
The right to express their opinions
and have these listened to and where
appropriate, acted upon. I believe that
we as children have great ideas about
different issues affecting us and how
to handle them hence should be given
an opportunity to share our opinions in
different platforms especially on issues
related to children.
Anna Jackson, Class 4. School:
Buguruni Primary School, Tanzania.
All children have a right to play and
enjoy culture because it’s a great way
to make friends who will help you in
future. Playing also helps you grow
healthy and bright; staying in the house
watching TV is not good for your brain.
Sean Kihiu, Class 4, Westlands Primary
School, Nairobi, Kenya
I value a right to food because I need
it. If there is no food I would have no
energy to do anything, I would actually
die. l value shelter because it protects
us from bad weather and wild animals.
I value medical care because it helps us
heal from sickness.
Ainamagara Daniella, Primary 7,
Kabojja junior school, Uganda
I value the right to freedom of thought,
conscious and religion. Children should
be allowed to choose their own faith
especially in a situation where parents
have different religions. I often see
some of my friends who come from
such families confused.
Rashid Juma Class 7, Diamond Primary
School, Tanzania
22
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
I value the right to education, shelter,
food and a right to have a name
because my name is what people call
me and everyone will know me by my
name. Euphrosine Uwayo Nishimwe,
Grade 6, Ecole L’Horizon, Rwanda
I value most the right to play and enjoy
culture and art in safety.
Nawad Saeed Ali, Class 7, Ilays Primary
School, Hargeisa, Somaliland.
I like the right to education because
I believe one day I will be great like
mummy who takes care of other
children. That’s is why I study so that
I can achieve that. Rejoice Warsuk
Edward, P.6, C.M.S Primary School,
South Sudan.
I value the right to education; if you
study you can become someone great
in the future. You will not be like those
guys on the streets.
Michael Gatkuoth, P.5, Seventh Day
Adventist Primary School, South
Sudan.
I value the right to play, education,
shelter and food. The right to play
allows children to relax and also make
friends.
Crispin Cyusa, Grade 6, SOS Children’s
Village Primary School, Rwanda
A right to play and enjoy culture and
art in safety because I love playing with
my friends both at home and in school
and it makes my mummy happy.
Ssekidde Ukasher, Primary 4, Mbogo
Junior School, Uganda.
Children have a right to go to school, a
right to play and a right to pray to God.
They have a right to have education
and finish all classes. I value the right of
children to go to school because when
there is no education, the child cannot
grow very well. Ring Malok, P. 4,
Seventh Day Adventist Primary School,
South Sudan
I value the right to a name, identity and
nationality.
Mohamed Abdi Hashi, Class 8, Hasan
Awuke School, Wajale, Somaliland.
ISSUE 13
23
CALL FOR
YOUR CONTRIBUTION
BECAUSE YOUR VIEWS REALLY MATTER
Did you know?
That all children have a right to express their
opinions, have these listened to and where
appropriate, acted upon? This is one of the rights
enshrined in the United Nations Convention on
the Rights of the Child (UNCRC). It requires
that children’s rights are not only listened to but
seriously taken into account especially in matters
affecting their lives. Furthermore, processes or
activities involving children’s participation must
be transparent, voluntary, child-friendly, inclusive
and should be followed up. As we celebrate
the UNCRC’s 25th anniversary, we would
like you to participate by;-
Use words and pictures to tell
us what areas of your lives you
would like to be involved in when
decisions are being made.
Entries are welcome
from BINGWA
readers aged 9-13
(Class 4-8) going to
school in Africa.
PLEASE NOTE:
• Your submission must reach us by March 20th 2015.
• At the back of your submission, do not forget to include your full
name, age, class, school, and a mobile phone number (even your head
teachers’) we can reach you on.
• Your contribution could be published and read by millions of children
in Africa.
• Win a FREE Bingwa t-shirts for every published submission.
SEND YOUR ENTRIES TO:
The Editor, BINGWA Magazine,
‘BINGWA SUBMISSIONS’
P.O. BOX 823-00606,
Nairobi, Kenya.
Or email: editor@bingwa.org
www.savethechildren.net
info@savethechildren.org
Save the Children East Africa Region
@EA_Savechildren
www.bingwa.org
BINGWA Magazine
@BingwaMagazine
THE WALKING CORPSE
By Mujjona Eric, P7Y,
KItante Primary School, Uganda
1. What three word phrase describes the following:
Einstein, Edison & Newton
2. I have a face, two arms and two hands, yet I can’t
move. I count to twelve yet I cannot speak, I can still tell
you something everyday.
3. You enter a dark room, you have only one match.
There’s an oil lamp, a furnace and a stove in the room.
Which would you light first?
4. What did the ocean say to the sea?
5. What starts out on four legs, then goes to two, then
three?
6. What goes up when the rain comes down?
A Ugandan man who makes caskets was on his way to
deliver one of the coffins when his car broke down. To
avoid being late, he put the coffin on his head and began
heading to his destination.
Some policemen saw him and
wanted to make some money
off him. So they challenged
him. ”Hey! What are you
carrying and where are you
going?”
The man said, ”I don’t like
where I was buried, so I am
relocating. ”The policemen
ran for their dear lives.
ISSUE 13
25
ANSWERS
1. Three wise men, 2. A clock, 3. The match, 4. Nothing…it just waved, 5.
A man starting out crawling as a baby, then walking and finally walking
with a cane, 6. An umbrella
KNOW YOUR
Understanding your child rights violations and what to do
1. KNOW YOUR RIGHTS
In the last issue of BINGWA Magazine (Issue 12 2014),
we learnt a number of your child rights. Some of these
rights include right to an education, special care if
disabled, proper health and nutrition, participation,
freedom of thought among others. In order to identify
any violation of these rights, you must first understand
them all. If they are not at your fingertips right now,
read more about them and ask any teacher or adult as
many questions as you need to.
2. IDENTIFY CHILD RIGHT VIOLATIONS
Once you are well informed about your rights as a child,
you will also know when these rights are not respected.
For example, if a teacher at your school prevents
you from participating in a debate because you
come from a certain community, your right not to
be is discriminated against has been violated. If your
parent or guardian gives you so much work to do
that you do not have time to go to school, your
right to education has been violated.
Believe that you can
overcome any situation
with time and a positive
attitude.
3. WHAT TO DO WHEN YOUR RIGHTS ARE VIOLATED
· Get away from the
violator before any
more harm is done.
Then tell an adult you
trust immediately:
If you do not know
what to do, an adult
(a parent or teacher),
can help you figure
out the best way
forward and who and
where to report the
matter to.
26
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
·
Report the matter:
Agree to accompany
the trusted adult to
the nearest support
service provider. In most
countries, these usually
include (in no particular
order) a police station, a
hospital, a children’s office
and a counseling center.
Remember to be confident
and clear when speaking
about the violation.
SUGGESTED CLASS ACTIVITY
Make a two-column table like the one below
and fill it together as a class or group. Ask
your teacher to later join you in discussing
the answers you come up with
OUR CHILD RIGHTS
EXAMPLES OF CHILD
RIGHT VIOLATIONS
Right to education
Being over-worked at
home to the point of
missing school
Right to protection from
harm, abuse and neglect
Being caned or beaten
until you bleed.
WE WOULD LIKE YOU TO TELL US…
· Have your rights ever been violated? If so,
which ones?
· What did you do? Who and where did you
report to?
· Were you satisfied with the outcome?
SEND YOUR FEEDBACK TO:
The Editor, BINGWA Magazine,
P.O. BOX 823-00606, Nairobi, Kenya.
Or email editor@bingwa.org
ISSUE 13
27
THE AFRICAN
CHILDREN’S CHARTER;
A CALL TO END CHILD MARRIAGE AND OTHER
VIOLATIONS OF CHILD RIGHTS IN AFRICA
By Ayalew Getachew (ACERWC Secretariat)
The universality of human rights entails that human rights apply to
all age groups, that children have the same general human rights
as adults. In 1989, however, world leaders, considering the special
care and protection that children need, decided to establish a
separate mechanism for the protection of children’s rights. Hence
the Convention on the Rights of the Child (CRC), which is the first
legally binding international instrument, was issued with a full
range of human rights—including civil, cultural, economic, political
and social rights. It is now 25 years since the world made a promise
to children: that we would do everything in our power to protect
and promote their rights to survive and thrive, to learn and grow,
to make their voices heard and to reach their full potential. The
celebration of the 25 Anniversary of the UN CRC marks considerable
improvements of the situation of children’s rights in many aspects
including declining infant mortality, rising school enrolment and
better opportunities for girls.
Africa has also established a
regional mechanism to protect
and promote the rights of the
child. The then Organization of
African Unity established this
mechanism through the African
Charter on the Rights and
Welfare of the Child (ACRWC),
which was adopted in 1990 and
enforced in 1999. It was the first
regional treaty to address child
rights, and was created partly to
complement the CRC. African
countries had also been underrepresented in the drafting
process of the CRC. Many felt
28
there was need for another
treaty to address the specific
realities of children in Africa.
Like the CRC, the ACRWC talks
about the same principles of
best interest of the child, nondiscrimination,
survival
and
development, and participation.
Other issues that African States
wanted the Charter to address
were children living under
apartheid, harmful practices
against the girl child, such
as female genital mutilation
(FGM), internal conflicts and
displacement, the definition of
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
a child, the rights of children
of imprisoned mothers, poor
living conditions, the African
conception of communities’
responsibilities
and
duties,
role of the family in adoption
and fostering, and the duties
and responsibilities of the
child towards the family and
community.
The extensive ratification of
these instruments and the
increasing political willingness
on compliance show a step
forward towards the right
direction. Member states are
taking legal and practical
measures to harmonize their
national laws and policies on
children
with
international
and regional standards. The
Constitutions of many African
countries cover the rights of the
child in considerable detail. This
helps ensure the full realisation
of the rights and well-being
of children in Africa. Tangible
progress has been witnessed
towards the achievement of the
Millennium Development Goals
(MDGs) and the fulfillment of
children’s rights to survival,
development and protection.
While many children in Africa
are able to grow, learn and thrive
as part of loving families and
communities, others suffer due
to issues like poverty, conflict,
natural disasters, and harmful
practices such as early marriage.
Many children in Africa are still
affected by different types of
abuse, including economic and
sexual
exploitation,
gender
discrimination in education,
child labour, child marriage,
and their association in armed
conflict.
Child marriage is also a reality
for millions of girls across Africa.
Thirty-nine percent of girls in
sub-Saharan Africa are married
before their 18th birthday
and thirteen percent by their
15th birthday. 15 out of the 20
countries with the highest rates
of child marriage are in Africa.
In an effort to provide a bright
future for millions of women
and girls, the African Union
Commission, under the initiative
of the Chairperson, has launched
the first-ever Campaign to End
Child Marriage in Africa. The
two-year campaign focuses
on accelerating change across
the continent by encouraging
African governments to develop
strategies to raise awareness of
and address the harmful impact
of child marriage.
Worldwide, 150
million children aged
5-14 years work.
The problem is most
common in subSaharan Africa, where
more than a third of
children are engaged
in child labourUNICEF estimate.
Child marriage is a topic of
great concern to the African
Committee and as such, the Day
of General Discussion of its 23rd
Session held in April 2014 was
dedicated to this crucial theme.
The Committee has also decided
to appoint one of its members
as a Special Rapporteur on Child
Marriage to create synergies
and a constructive dialogue
with Governments, civil society
and other relevant actors with a
view to identify solutions for the
elimination of child marriage.
The Day of the African Child 2015
will also reflect the Committee’s
commitment to make child
marriage an issue of the past, and
will be celebrated on the theme
“25 Years of the Adoption of
the African Children’s Charter:
Accelerating our collective
efforts to End Child Marriage in
Africa”
ISSUE 13
29
ANSWERS
T-SHIRT WINNERS
PG 4-5
1. Mwebesa Naboth, P.6, Child Africa
Junior School-Kabale, Uganda
2. Amellu Frank, P.6, Morukatipe Primary
School, Tororo, Uganda
3. Ahimbiswibwe Junior, Child Africa
Junior School, Kabale, Uganda
4. Otolim Ivan, P.5, Morukatipe Primary
School, Tororo, Uganda
5. Aber Catherine Francisca, P7, Kitante
Primary School, Uganda
6. Lucia Wangari, Class 8, Kyumbi Urban
Academy, Kenya
7. Mucurezi Aphia, ,P.6, Child Africa
Junior School, Kabale, Uganda.
8. Debbie Brenda Ndolo, PCEA Enchoro
Emuny Primary School, Kenya
9. Ainembabazi Amos, P.7, Child Africa
Junior School, Uganda.
10. Reina Muthoni, Class 4, PCEA Kahawa
Farmers Primary School, Kenya.
PG 6
11. Elizabeth James, Class 7, Assisi Pre &
Primary School, Tanzania.
12. Daisy Wakoli, Mabe Twinkling Stars
School, Kenya.
13. Angyirirembabazi Pius, Child Africa
Junior School, Uganda.
14. Bob Owomygisha, P.4, Child Africa
juniour School, Uganda.
15. Kalda Augustino John, Seventhday
Adventist Primary School, Juba, South
Sudan.
16. Nasasira Nicholas, Child Africa Junior
School-Kabale,Uganda
30
PG 10-11 DRAWINGS
17. Kembabazi Ruth, P.4, Homecare
Preparatory School, Uganda.
18. Brian Monari, Class 8, True Vine
Academy, Nairobi, Kenya.
19. Malcom Ochieng, Class 5, Newlight
Junior School, Kenya.
20. Mwesigye Maruin, P.5, Child Africa
Junior School, Uganda.
21. Obaraza Ezekiel,P.6, Morukatipe
Primary School,Tororo,Uganda.
PG 10-11 WORDS
22. Nawad Saeed Ali, Class 7, Ilays
Primary School, Hargeisa, Somaliland
23. Mary Konga, P. 5, C.M.S Primary
School, Juba, South Sudan
24. Abdala Mohamed Osman Mire, Class 5,
British School, Hargeisa, Somaliland
25. Rashid Juma, Class 7, Diamond Primary
School, Tanzania.
26. Anna Mhina, Grade 10, Morogoro
International School, Tanzania.
27. Naigaga Florence, P.5, St. James
Primary School, Uganda.
28. Naomi Joy Kayeny, P.5, Jajana Primary
School, Uganda.
29. Mohamed Abdi Hashi, Class 8, Hasan
Awuke School –Wajale, Somaliland.
30. Suleman Yusuphu, Class 7, Diamond
Primary School, Tanzania.
PG 12 CORRUPTION
31. Flavia Nankumba & Waiswa Jeremiah,
P.6, Child Africa Junior School Equator,
Uganda.
32. Obaraza Zekiel, P.6, Morukatipe
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
Primary School, Tororo, Uganda.
33. Kulyomulunda NIcole Ruth, P.6,
Greenhill Academy, Uganda.
34. Lemon Silvestor Kenyi, Seventhday
Adventist Primary School, Juba, South
Sudan.
35. Mwesigwa Matthew, Lohana Academy,
Uganda.
36. Andrea Nanteza, Kampala Parents
School, Uganda.
37. Mugisha Adbu Malik, Kitante Primary
School, Uganda.
PG 25 TONGUE-TWISTERS
38. Cynthia Faith Nakalema, P 7 Z, Kitante
Primary School, Uganda
39. Ansansiire Rinah, P.5, Child Africa
Junior School, Kabale, Uganda.
40. Ariho Mellon, P.6, Kabale Primary
School, Uganda.
41. Ampeire Gilbert, Child Africa Junior
School, Kabale, Uganda.
42. Asiimire Praise, P.6, Kabale Primary
School, Uganda.
43. Akankwasa Bronia Isaac, P.6,
Homecare Preparatory School, Uganda
44. Aijuka Phionah Ritah, P.6, Kabale
Primary School, Uganda
PG 25 JOKES
45. Mujjona Eric, P7Y, KItante Primary
School, Uganda
Pictorial
1.
A BINGWA winner in Uganda receives his t-shirt.
2. A teacher in Uganda uses BINGWA MAGAZINE in
class.
3. A resident at Cherly’s Children’s Home in Kenya
receives BINGWA Magazine from BINGWA’s
Partnerships Coordinator on the Day Against Child
Abuse.
4. Uganda’s Morukatipe PrImary School (Tororo) Child
Rights Club perform a play on fighting corruption.
5. Kenya’s gospel artist Bahati entertains children at the
KIds Festival in Nairobi, Kenya.
6. The Animal Welfare Club in session at Kahuho Road
1
Primary in Kenya.
2
3
4
5
6
ISSUE 13
31
Pictorial
DAY OF THE AFRICAN CHILD 2014
Child Africa, the publishers of BINGWA Magazine, was one of the organisations leading the
celebrations in Kabale District, Uganda.
2
1
3
4
1. BINGWA Magazine is a
subject of interest during
the celebrations.
2. The Kabale District Local
Government Chairman
congratulates Child Africa
founder on work well done.
3. Marching through the
streets of Kabale.
4. Child Africa staff and pupils
are entertained with a
performance.
CORRUPTION PLAY
Child Africa school pupils showcase their struggle with
corruption in Africa.
BINGWAs celebrate a corrupt-free Africa
The corruption monster deprives children of
their rights
The corruption monster is captured
32
FIGHTING CORRUPTION BY BUILDING INTEGRIT Y IN THE CHILDREN OF AFRIC A
BINGWAs celebrate their togetherness
www.savethechildren.net
info@savethechildren.org
Save the Children East Africa Region
@EA_Savechildren
COMPETITION
Have you read, learnt and enjoyed this issue of BINGWA Magazine? Are you
a champion who likes working in a team? Here is a chance for you and your
classmates to work together to win amazing prizes for you and your school!
CHALLENGE 2
CHALLENGE 1
Using pictures, show
BINGWA readers how you
would like to celebrate the
Day of the African Child.
Using words, tell
BINGWA readers
what you know about
your rights as a child.
Use real life examples
to explain.
PLEASE NOTE:
• Your entry must reach us by March 30th 2015.
• At the back of your entry, do not forget to include your class, school,
and a telephone or mobile phone number (even your head teachers’)
we can reach you on.
• Winners will be chosen based on the creativity, good grammar and
quality of work.
• This competition is open to school pupils aged 9-13 ie. Class 4-8 in
Kenya, Somalia, South Sudan, Uganda, Ethiopia, Sudan, Tanzania and
Rwanda.
• The winning entries will be published in the magazines’ next issue.
DEADLINE EXTENDED
TO MARCH 2015
www.savethechildren.net
info@savethechildren.org
www.bingwa.org
BINGWA Magazine
SEND YOUR ENTRIES TO:
The Editor, BINGWA Magazine,
‘BINGWA Competition
P.O. BOX 823-00606,
Nairobi, Kenya.
Or email: editor@bingwa.org
@BingwaMagazine
Save the Children East Africa Region
@EA_Savechildren