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Sex education lessons from Mississippi and Nigeria

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Nigeria and Mississippi are a world apart physically, but the rural American state and the African country have much in common when it comes to the obstacles they had to overcome to implement sex education in their schools.
Three lessons about overcoming these obstacles come out of research that several colleagues and I conducted on how sex education came to be in Nigeria and Mississippi.
The lessons are particularly relevant for similarly religious and conservative places where people often worry – as they do throughout the world – that teaching young people about contraception and condoms will make them more likely to have sex. The lessons also come as the United States itself is embroiled in an ongoing controversy over whether to fund comprehensive sex education or emphasize the abstinence-only approach. More than half of states in the U.S. require that sex education stress abstinence. Comprehensive sex education in African and other developing countries is more the exception than the rule.

Sex education does not cause more sex

Although people often worry that sex education will lead to promiscuity, the evidence doesn’t support the notion that sex education makes young people more sexually active – at least not in the United States or in Africa.
Despite the fact that comprehensive sex education has been shown to protect adolescent health, it can be difficult to dispel fears that it will corrupt young people and reduce parental and religious authority. This is particularly so in socially conservative places.

Different approaches

Not all sex education is created equal. The gold standard from a health perspective is referred to as “comprehensive” sex education. The Sexuality Information and Education Council of the United States defines this as “age-appropriate, medically accurate information on a broad set of topics related to sexuality including human development, relationships, decision making, abstinence, contraception and disease prevention.”
Comprehensive sex education has been shown to delay the age of the first sexual encounter, increase use of condoms and contraception, and reduce rates of teen pregnancy and sexually transmitted infections.
Comprehensive sex education is very different than abstinence-only education. Abstinence-only education, in best-case scenarios, teaches the same life skills but without reference to contraception. Most of the research on abstinence-only education finds it to be less effective than comprehensive sex education in delaying the first sexual encounter, increasing condom use or reducing the number of sexual partners.

Same problems, different places

Why compare experiences of sex education in a mid-sized U.S. state to those in the most populous country in Africa? It turns out Mississippi and Nigeria share some key similarities.
Mississippi is among the U.S. states with the highest teen pregnancy rates. In Nigeria, almost a quarter of women have begun childbearing by age 19.
Mississippi and Nigeria are also highly religious and rural. Both also have underfunded education and health systems. Despite these conditions, Nigeria mandated the teaching of sex education in 2001. However, implementation didn’t begin in earnest until 2011 with the support of a grant from the Global Fund to Fight AIDS, Tuberculosis and Malaria. By that time, the curriculum had shifted from comprehensive to abstinence-only. Mississippi required school districts to implement sex education by 2012 but under similarly restrictive conditions.
The jury is still out on the effects of sex education in Mississippi and Nigeria. However, some positive evidence exists for both places. For instance, in Mississippi, more than three-quarters of instructors surveyed in 2015 believed that sex education was promoting healthy relationships. And in four states in Nigeria, researchers concluded that the curriculum increased students’ confidence to refuse unwanted sex.
Three lessons about overcoming controversies around sex education emerged from my research in Nigeria and Mississippi.

Local organizations are crucial

First, strong, local organizations are necessary to promote sex education. In both places, homegrown organizations lobbied, connected people and provided legitimacy to the idea of teaching sex education. Crucially, these organizations were supported by funding from private donors or the federal government.
The Women’s Foundation of Mississippi funded and published a report showing the cost of teen pregnancy to taxpayers. The Center for Mississippi Health Policy supported a 2011 survey that showed parents overwhelmingly supported sex education. Mississippi First trains teachers on comprehensive sex education. It also helps channel funding from the U.S. Department of Health and Human Services to school districts that teach evidence-based sex education curricula.
In Nigeria, Action Health Incorporated led a coalition of NGOs, professional associations, donor organizations and federal ministries to form a task force. The task force helped write guidelines for sex education in 1996 that led to the adoption of curriculum in 2001. The Association for Reproductive and Family Health led the nationwide implementation of the curriculum with support from the Global Fund to Fight AIDS, Tuberculosis and Malaria.

A cure for societal ills

Second, to promote sex education, these organizations presented sex education as a solution to social problems. In Mississippi, the problem was identified as the taxpayer cost of teen pregnancy. In Nigeria, it was the HIV/AIDS epidemic.
The Mississippi Economic Policy Center found in 2011 that the county-by-county cost of teen pregnancy to taxpayers was an estimated US$155 million in 2009. This cost was due to lost tax revenue, medical care, public assistance, foster care and other expenses. In Nigeria, data in the late 1990s indicated that 2 to 4 million Nigerians – approximately 5 percent of the adult population – were HIV positive. Many feared that Nigeria’s epidemic would come to resemble those in southern Africa. Sex education, which promised to reduce teen pregnancy and quell HIV transmission, served as a solution to these problems.

Compromise is necessary

Third, those promoting sex education were strategic. Proponents reached out to religious leaders, school officials and parents in order to allay their fears about teaching their kids about sex. And they made sure to stress that sex education was about health and life skills.
Still, in Mississippi and Nigeria, supporters had to compromise about the content of the curriculum. They agreed to change words and remove controversial sections. Consequently, in Mississippi, school districts can choose to teach abstinence-only curriculum. Condom demonstrations are not permitted, and the curriculum must be taught in gender-segregated classrooms. In Nigeria, the name of the curriculum was changed from the “National Comprehensive Sexuality Education Curriculum” to the more euphemistic “Family Life and HIV Education.” In addition, several more conservative states removed the words “sex” and “breast,” as well as images that show sexually transmitted infections.
While there is no universal way to ensure access to sex education, the experiences in Nigeria and Mississippi show that it can be done – even in places that are most resistant to the idea.

 

Rachel Sullivan Robinson
Associate Professor, American University School of International Service

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Financing Your Studies in US & Finding Study Abroad Loans

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Study abroad loans are available to US students going abroad, whether they are going for just a semester or for a year. Learn more about how you can get the money you need to study overseas.

A. Overview

Financial aid can come from various sources, starting with personal & family funds and also from U.S. & Foreign institutions, governments, and sponsors such as companies & foundations.
Last year, 82% of undergraduate international students relied on their own personal & family income as their primary source of funding. Many of these students may have received a aid from other sources, but still relied on family funds as their primary source. About 13% of these students relied on US colleges and universities as their primary source of funding. An additional 3% relied on their home governments or universities as the primary source while less than 4% relied on the other types as their primary source.
In most cases, foreign students are in competition with U.S. students for financial aid funds. Foreign students should therefore explore all opportunities for funding in their own country before applying for U.S. based aid.
Students who have limited financial resources should consider attending community colleges for the first two years of study, then transferring to a 4-year institution using the 2+2 pathyway. Community colleges usually have much lower tuition rates; however, they often do not offer on-campus housing for international students, which is just one of many costs that international students should consider when calculating the costs of an US education. Other costs to expect include tuition, room and board (food), transportation, health insurance, and personal expenses.

B. Who Should Apply ?
Students who have a greater chance of obtaining financial assistance usually have the following:
evidence of high academic achievement,
high standardized test scores (SAT I, SAT II; TOEFL),
demonstrable financial need but enough private funding to at least cover part of the cost. Only the most exceptional students could expect to get full support,
a unique talent or skill, or a record of meaningful involvement in extracurricular activities, and
individualized letters of recommendation enumerating the students’ abilities.

C. Types of Financial Aid
The aid is usually provided by a U.S. college or university. How substantial the financial support will be depends on the kind of aid that is available. Frequently it will be a combination of the types listed below:
Merit Based Scholarship: Based on academic qualifications regardless of financial need. The student has no work or repayment obligations.
Need Based Scholarship: Aid is based on financial need but usually in conjunction with academic achievement. The student has no work or repayment obligations.
Athletic Scholarship: Generally based on athletic ability of the applicant but not completely irrespective of academic performance.
Part-Time Campus Employment: The student is able to earn money by working on campus for a certain number of hours per week. Some schools require all students to take on-campus jobs thereby reducing the overall cost of education at that university.
Cooperative Programs: These programs allow students to alternate periods of full-time study with full-time work. The work generally begins at the end of the sophomore year and adds one year to a 4-year degree.
University Loans: Students receive loans which are expected to be repaid after graduation.
Advanced Standing: If a student qualifies, he can apply for advanced placement at the institution at which he wants to study. This does not constitute financial aid in the true sense of the word but is a means of cutting down on costs of the program by reducing its duration.

D. Part-time Work
As an F-1 student in Active status, you immediately have an option for one kind of work: on-campus employment. However, there are some things to keep in mind.
Student employment in the US usually garners a moderately low wage and, combined with limited work hours for international students, will prevent you from being able to pay all of your US university costs this way.
Although you may work shortly after you arrive, you must be in Active status and your DSO must approve your request. After your DSO approves your request, you’ll be given a letter of approval. This letter, along with a letter from your employer, will help you get a Social Security number. When school is in session, you may only work 20 hours per week; on school holidays and breaks, you may work up to 40 hours per week.
After a full year at school, you could be eligible for off-campus employment. Approval for this requires special authorization from U.S. Citizenship and Immigration Services (USCIS). In order to apply for this kind of employment authorization, you must receive a recommendation from your DSO and file a Form I-765, “Application for Employment Authorization” with USCIS. After USCIS approves your employment, they will send you a Form I-766, “Employment Authorization Document” (EAD).
You may not begin work until you have received your EAD. Just as with on-campus work, while school is in session you are restricted to a 20 hour work week.
For more information about international student employment in the US, please visit http://studyinthestates.dhs.gov/students/resources/working.

E. Application Procedure
Applications for financial aid are generally only accepted for admission for the fall term in August/September and are usually due around the same deadline as the admissions application. Some schools automatically consider applicants for financial aid, while others will request a separate financial aid application. You should check with each university you are applying to for more details.
When applying for financial aid, most universities will ask international students to report their family’s income and other financial assets via a particular application or College Board’s financial aid profile application. International applicants with dual American citizenship should complete the Free Application for Federal Student Aid. You should always be as honest as possible when reporting your financial abilities and needs and be aware of how the reporting process will affect your admissions chances at need-blind versus need-aware schools.
Need-blind schools are universities that do not take your financial need into account when deciding whether to admit you; need-aware schools are universities that do. US universities consider your financial need to be calculated by the total cost of attendance minus your family’s Expected Financial Contribution. It is important not to exaggerate this need either too high or too low because of the impacts it could have on your admissions decisions.

F. Loans
Though rare, there are international student loans available to individuals who meet certain criteria. Many loans require a cosigner.

A cosigner is someone who guarantees and is responsible for payment to the loaning institution if for any reason you are unable to pay back the loan. A variety of organizations and institutions provide private loans to international students. Many provide assistance that is targeted to students from specific regions or countries and who meet certain criteria.

 

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Selecting a U.S. University

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The first step to pursuing a bachelor’s degree at a U.S. university is choosing the universities to which you would like to apply. There are over four thousand accredited institutions of higher learning in the United States, so it is important to find the right fit for you!

UNDERSTANDING YOUR OPTIONS
When choosing an institution, you will have the choice between a public university and a private college.
Americans also distinguish between four-year universities (where the end result is a bachelor’s degree) and two-year community colleges, or junior colleges (where the end result is an associate’s degree). Many students attend a community college for two years before continuing their bachelor’s degree at a university. As community college tuition is usually significantly less expensive than tuition at a four-year university, this can be a practical, money-saving option for many students!
Make sure that you are applying to accredited universities, institutions that have been peer-reviewed and are considered reputable! You can double check the accreditation status of your school through the Council for Higher Education Accreditation at www.chea.org/search or the Department of Education at ope.ed.gov/accreditation.

FINDING THE RIGHT FIT
When choosing a university, some major factors to consider include the institution’s academic profile, the overall student experience, cost and financial aid options, and student support services.

Academic Profile
Focus of university: There are a wide range of universities, from small liberal arts institutions that offer only undergraduate degrees to big research institutions with large populations of grad school students.

Majors and minors offered: It’s crucial to make sure that the universities to which you are applying offer the majors and/or minors you are looking for! While all universities offer degrees in the usual academic fields, students wishing to pursue a bachelor’s degree in a more specialized field (such as engineering, forestry, or education) must seek out universities which offer these degrees.
Selectivity: ie., how hard it is to get in.
Credit given for AP/IB courses: Are you enrolled in an International Baccalaureate program? Many U.S. universities will give students credit for the IB classes they took in high school, which can save you time and money.
Class size (‘student/faculty’ ratio vs. average class size)

Research opportunities for undergraduates
Overall Experience
What kind of experience do you want to have outside of the classroom? Are you interested in living in a big city, or would you rather spend four years on a traditional residential campus? Some factors to consider when imaging your ideal student experience include:
Size: Enrollment at U.S. universities can vary from under 1,000 to over 35,000. Some foreign students feel lost in these very large institutions and, at present, small private colleges show more interest in receiving applications from foreign students.

Demographics and diversity
University culture: Do you want to go to a university where most students live on or near campus, or would you prefer a ‘commuter school’ where most students travel home on the weekends? Are you interested in joining a fraternity or sorority? What about participating in student clubs and organizations, or playing a sport? Be aware of what sort of options are available for students outside of the classroom.
Setting: Some universities in big towns have many commuters, which means there is relatively little campus life, and this is usually a less suitable environment for foreign students. However, urban campuses usually have higher access to public transportation, which may make your experience easier!

Student Support Services
Academic Advising & Support
Career Center: University Career Centers can be an invaluable resource for students, offering opportunities for internships and mentoring as well as a connection to an active alumni association.
Student Wellness: Look for universities that prioritize students’ mental and physical health! This may include student recreation facilities, an on-campus health center, and/or mental health and counseling facilities.

International Student Services
Cost and Financial Aid
A bachelor’s degree from a U.S. university does not come cheap. Compared to other countries, higher education is very costly in the United States. Tuition alone varies from approximately $5,000 in state-supported institutions to $30,000 in some large private institutions. These figures cover only tuition and do not include factors like transportation, books, health insurance, and living expenses.
Every school is mandated to have a cost calculator on their website. This tool will allow you to estimate the total cost of attending the university!
While the majority of international students finance their studies through personal or family funds, there are also financial aid options available. To learn more about financial aid, check out the Education   section of our website.

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Education

Video : Study in Germany – How to apply for a degree programme in Germany

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There are different ways to apply for admission to a German university. The application procedure depends on which subject you would like to study and where you come from. Requirements and application deadlines can vary from university to university, and even from degree programme to degree programme.

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Education

Video : How to Study in the US and Get Financial Aid

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Considering studying in the United States? This short video will tell you everything you need to know about financing your studies through a combination of personal funding, scholarships/financial aid, student employment, and student loans.

EducationUSA makes applying to a U.S. college or university clear with Your 5 Steps to U.S. Study:

1. Research your options
2. Finance your studies
3. Complete your application
4. Apply for your student visa
5. Prepare for your departure

 

Good luck!

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Education

Tuition Aid Offered to Sporty Foreign Students

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Megan Connolly, a junior from Cork, Ireland, said the scholarship she received played a big role in her decision to choose Florida State University.

College athletics are a big deal in the U.S.
And that gives talented international students an inroad to American universities.
Among the more than 460,000 student athletes in the U.S., just over 19,000 are international student athletes, according to the National Collegiate Athletic Association (NCAA), which oversees all things student athletics. That’s nearly 20 percent.
Coming to the U.S. gave her “the opportunity to grow as a soccer player and as a person,” said Gloriana Villalobos of Costa Rica, who plays for Florida State University’s women’s soccer team.
Villalobos is a freshman pursuing a degree in athletic training, but said she has high hopes for her soccer career. She was named to the Costa Rican roster for the 2015 Women’s World Cup that took place in Canada.
Soccer, the world’s most played and watched sport, offers a large number of internationals sports slots and scholarships on U.S. campuses. There are nearly 3,700 international soccer players competing at NCAA schools at all levels — Division I, II and III, according to the NCAA.
Division I schools are typically the biggest and have the largest budget for athletics and scholarships. Division II schools typically balance studies and athletics, so are selective about their sports scholarships. Division III schools are not allowed to give out athletic scholarships, so academics are the primary focus for their student athletes.

Megan Connolly, an FSU junior from Cork, Ireland, said the scholarship she received played a big role in her decision.
“It’s a lot more expensive in America than anywhere in Europe to go to college and play soccer,” Connolly said. The scholarship was a deciding factor.
Nearly 2,700 play on men’s soccer teams while nearly 1,000 play on women’s soccer teams. Only tennis has more international women than international men.
To obtain a visa for international collegiate athletes, they first must be accepted by a college or university. Many students say the process can be challenging. The biggest issue for Villalobos was waiting.
It can be nerve-wracking, she said, while you wait to hear back about the approval. Luckily for her, she was approved in time for her to get her season underway.
However,“I don’t think it’s as hard as other countries,” said Canadian international and FSU freshman Gabby Carle.
Geography can be a big part of the process. Carle said that as a Canadian, she did not need a visa.
Settling in a new country and on a new team can be tough for international athletes, especially coming from far away. FSU Junior Natalia Kuikka, from Kemi, Finland, said that playing with other foreign players made the transition much easier.
“I’m from Finland and [Megan Connolly] is from Ireland, so we have a European connection,” Kuikka said. “We have the same background, so it was really easy to get to know each other.”
Ismael Noumansana, a senior at Lenoir-Rhyne University who was born in Mali and spent his childhood in France, is trying to play soccer professionally. Noumansana learned about the opportunity to play collegiately in the United States from an agency in France.
“They told me I can come to the U.S. to play at a good level and get a degree at the same time,” said Noumansana. “Hopefully at the end of this year I can find a professional contract.”
Noumansana also played in the Premier Development League (PDL), an amateur soccer league that caters to collegiate athletes in the summer. It gives them a chance to play in a professional setting and maintain their NCAA eligibility. In summer 2017, he played the Ocean City Nor’easters in New Jersey.
“It is really good to play in the PDL if you want to play professionally,” Noumansana said. “People get to know you.”
Many of the international players cherish their sporting career as much or more than their academic careers. This is not say they do not understand the importance of a degree: Noumansana noted that the degree will help him much more when his playing career is over.

Shaan Stuart played for Wheeling Jesuit University after coming to the United States from his home country of New Zealand. He was also part of the Ocean City Nor’easters PDL team last season with Noumansana.
Stuart has graduated and moved to England to work in marketing and play soccer. He is playing for Brocton Football Club who competes in the Midland Football League, which is the ninth division in England’s soccer pyramid.
His story is one that shows that internationals can benefit both academically and athletically in the United States. This was Stuart’s plan all along, he said.
“I came to the United States to continue playing football [soccer], to learn in the classroom, and to experience a different culture,” he said. “I would undoubtedly recommend [going to the U.S.]. It’s such a fantastic experience.”

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Education

Bayelsa First Class Graduates To Get Automatic Employment

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The Bayelsa State Governor, Seriake Dickson, says henceforth, all first class graduates will be given automatic employment as a reward for diligence for academic excellence.

Governor Dickson gave the directive when 31 first class graduates were hosted and given automatic employment on Monday.

He has also signed an Executive Order for the effectiveness of the employment policy.

It was a demonstration of reward for academic excellence when 31 Bayelsa first class young graduates were hosted and given automatic employment into the state’s civil service by Governor Dickson.

While signing the Executive Order for the automatic employment policy, the governor said that his administration is not only interested in building infrastructure but also human capital for the new Bayelsa.

Excited by the good news, some of the newly employed graduates described the Governor’s kindness as the best thing that happened to them in recent times.

Governor Dickson also signed an Executive Order of indigeneship aimed at identifying false claims of Bayelsa as state of origin.

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Education

U.S. trains 187 Nigerian students on robotics

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The United States Consulate General Lagos, in collaboration with RoboRAVE International, a U.S.-based robotics education academy, trained 187 Nigerian students on robotics.
Robotics deals with the design, construction, operation and use of robots, as well as computer systems for their control, sensory feedback and information processing.
These technologies are used to develop machines that can substitute for humans and replicate human actions.
Speaking during the robotics workshop on Saturday in Lagos, the U.S. Consulate Public Affairs Officer, Mr Russell Brooks, said that there was the need to acquire the required skills for the technology’s future.
Brooks said that the training was toward the U.S. Consulate’s mission to encourage good relationship between Nigeria and the U.S.
He said that the workshop was meant to boost technology education in Nigeria by engaging the participating students in hands-on robotics activities.
According to him, the training is to stimulate students’ interest in maths and sciences, as well as careers in the Science, Technology, Engineering and Mathematics (STEM) fields.
“At some point in life, you are going to look for job to earn money to support your family.
“In order to do that, you are going to need to acquire the required skills.
“The future of technology is going to be based on Artificial Intelligence (AI), hence, the need for robotics training,’’ he said.
The Director, RoboRAVE Nigeria, Mr Kingsley Imade, said that the national event was the second edition in Nigeria and was to prepare students for the future.
Imade said that RoboRAVE would be having states training in schools in Ondo, Enugu, Asaba, Yenagoa and Osogbo.
He said that the third edition of the national robotics workshop would be held in October 2019.
The 187 students are from 29 primary and secondary schools across Lagos, Ogun, Oyo, Osun, and Edo States, including the Federal Capital Territory (FCT).
The workshop was facilitated by an international faculty, including RoboRAVE International Director of Global Programmes, Mr Russ Fisher-Ives and RoboRAVE North America Director, Mr Brian Montoya.


(NAN)

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Education

YOUNG FEMALE NIGERIANS WORKING TO CHANGE THE NARRATIVE OF THE GIRL CHILD.

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International Day of the Girl Child, which is also known as the International Day of the Girl and the Day of the Girl, was launched by the United Nations on October 11, 2012. Every year the day is observed to bring focus on gender inequality and creating more opportunities for girls. It aims to raise awareness about the challenges faced by girls across the world including domestic violence, discrimination, child marriage, Teenage pregnancies and lack of access to Education. Here in Nigeria a lot of events are being hosted today to celebrate the Girl Child and also to focus National attention on the plight of the girl child and how progress can be accelerated to empower her, one event worthy of note for today is a Conference put together by Hacey Health Initiative which is being dubbed ‘Nigeria’s largest conference on girls’
Today at IYAFP Nigeria, to commemorate the International Day of the Girl Child, we are going to be sharing 3 youth led initiatives that have been working tirelessly to improve the State of the Nigerian Girl Child. We hope these stories of our members would inspire you to take action in protecting, empowering and fulfilling the right of the Nigerian Girl Child.

African Development and Empowerment Foundation (AfricanDEF)

This organization was founded by Dr Victoria Adepoju, she is a proven advocate for girls and you women sexual and reproductive health and rights. AfricanDEF has reached over 11,000 youths mostly girls in remote areas and hard to reach groups with reproductive health information, family planning services, sexually transmitted infection treatment and counseling including HIV in both Oyo and Ogun State, Southwest Nigeria.

Strong Enough Girls Empowerment Initiative (SEGEI)

This initiative started by Onyinye Edeh has continued to positively impact the lives of young Nigerian girls with several projects. One interesting project is the monthly school outreach program. The team visits 4 schools at inner communities in Abuja and its environs one Thursday every month to talk to the girls about topics that directly affect them like Self Esteem, Decision Making, Abstinence, HIV and STDs, Love and Emotion, Finding Help, Gender etc. At these sessions, SEGEI team has successfully gained the trust of these girls who freely ask questions bothering them to which we provide answers based on the FLHE handbook. These visits they now look forward to, give them insight and their teachers have seen their confidence soar in the manner they participate in these sessions. A complete overhaul of the wrong information they had previously gathered from peers.

CENTRE FOR GIRLS EDUCATION (CGE)

Zainab Aminu Gurin is a program officer with the Centre for Girls Education (CGE), Zaria. Through her work with CGE, she have helped enroll and retain about 14,275 girls in schools at Northern Nigeria, also she has been able to empower girls in safe spaces by re-enforcing their core academic competence (literacy and Numeracy), life skills and access to adolescent sexual and reproductive health and rights information.
These are inspirational stories of young women who are working tirelessly to empower the girl child in Nigeria.
Here at the Nigeria Team International Youth Alliance for Family Planning ,we are an alliance of young people from different organization driven by the mission to improve young people access to sexual and reproductive health and rights education and services including Family Planning and empowering the girl child is one of our values as Gender is our agenda.

 


May we be able to smash the patriarchy and help young girls achieve their limitless dreams by breaking all barriers and stereotypes on their path

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World Teachers Day : Nigeria To Employ 250,000 Teachers

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Nigeria is set to employ 250,000 teachers between now and 2030 in line with United Nations recommendation.

It is also part of the strategy to engage enough teachers that would cope with the over thirteen million out-of-school-children in the country.
President Muhammadu Buhari in a message to the international teachers day celebration in Abuja announced this.

Unlike Faith Agwemuria, Adaramola Patrick has won the 2018 teacher of the year award, due to his childhood passion for the job.
Not many young people want to be teachers in Nigeria these days but, nine year old Yusuf Abubakar not only desires it, he wants to be an Agric teacher, just like the 2018 teacher of the year, who himself is an Agric teacher.
Unpaid salaries, poor working conditions are some challenges confronting the teacher in Nigeria, but the Nigerian government shows commitment not only to make the teacher more comfortable but to fill the gaps in shortage of teachers as identified by UNESCO.
United nations educational, scientific and cultural organization says globally, to reach out to 263 million out of school children, 69 million teachers need to be employed and out of thirteen million out-of- school children in nigeria, 250,000 teachers will be required before 2030.

For teachers like Angela Ajala, an education bank will support government’s investment in provision of quality teachers.
The theme of the 2018 teachers day is the right to education means the right to quality teachers.

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Education

Nigeria’s Richest Woman Folorunsho Alakija Donates Skills Acquisition Center To School

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Nigeria’s richest woman Folorunsho Alakija has donated a Skills Acquisition Center to Yaba College of Technology, a higher educational institution located in Lagos.
According to a report by the Nation newspaper, the center is fully equipped with the necessary tools to be used in teaching skills in fashion designing, millinery (hat-making), bead-making, welding, pedicure and manicure, hair-dressing, barbing, soap-making, make-up artistry, shoe-making and fabrication.
At a ceremony on Wednesday where she handed over the new center to the school authorities, Alakija advised students to acquire a technical skill in addition to their academic degrees in order to increase their chances of financial success. She noted that technical colleges, vocational and skill acquisition centers could reduce unemployment significantly by creating a population of self-employed youths who will create cottage industries that can eventually snowball into big factories.

“We all can’t be in the office under air-conditioners executing white collar jobs. All those jobs are salary employment. You can be your own boss and build more confidence in yourself and put food on the tables of many more families as a result of the skills you have acquired,” she said.
Alakija, 67, is vice chair of Famfa Oil, a Nigerian oil exploration company with a stake in Agbami Oilfield, a prolific offshore asset. She is Nigeria’s richest woman with a fortune FORBES currently estimates at $1.8 billion.


Mfonobong Nsehe
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