Mr. Adu M. Junior Educates Africa on Climate Change

Mr. Adu M. Junior Educates Africa on Climate Change

Our Executive Director in the person of Mr. Adu Mensah Junior was appointed to represent Ghana along with Ms. Gloria Maame Abena Otoo for the SIXTH Pan-African and Diaspora Virtual Youth Leadership Summit organized by African Renaissance and Diaspora Network (ARDN), in partnership with UNDP, UNFPA, UNWOMEN, UNHABITAT and the Government of Costa Rica.

Representing the gateway to Africa “Ghana”, our Founder and Leader was tasked to share his experiences on climate change, the impact of climate change in the context of gender, and gender inequalities in Africa and the Diaspora. 

Owing to his numerous experiences, our leader mentioned that, the impact of climate change is more evident in Africa because we cannot build mitigation measures and implement adaptation strategies to aid subsistent farmers in the continent. He further highlighted the following facts as some of the evident impacts of climate change in Africa. 

He expelled that, “We can only understand the disparate impact of climate change on men and women based on the social construction of gender roles. Thus, gender roles in Africa homes are one of the criteria for analyzing the impact of climate change in Africa. He highlighted the following impact of climate change; 

  • Increasing Water Stress and Water-Related Conflict
  • Constrained agricultural production and food insecurity 
  • Degradation of Livelihood in Coastal Environment due to rising sea levels. 
  • Biodiversity Loss Implicating Low access to Natural Resources 
  • Expanding range and prevalence of vector-borne diseases. 
    • The greater susceptibility of pregnant women, children, to such diseases; higher mortality rates
    • The burden of care on women, the elderly, children, and impacts quality of life and opportunities.

He further pointed out that, the possible means Africa can rise to remedy climate change especially bouncing back from the impact of Covid-19, we ought to implement more adaptational strategies for farmers and encourage sustainable livelihood in urban areas. He explained that some sustainable livelihood hacks such as cycling, reusing plastic bottles, home recycling of clothing’s and other home-based green/eco-friendly actions should be enshrined in the Africa community.

It is worthy to note that, the event was graced by the Vice President of Costa Rice, Epsy Campbell Barr, the Deputy Executive Director of United Nations Population Fund Ms. Diene Keita, and other global leaders.   

The meeting was held on the ZOOM VIRTUAL PLATFORM for over 3hours where several youth selected among 48 African countries discussed the fate of Africa towards Climate Change and Gender related issues.  

Bookish Education System: My thoughts!

Bookish Education System: My thoughts!

As I continued my studies on Christian Education about the Basel Missions, I found the statement below in the study by Guang-Duah

“The Asanthene, Sir Osei Agyemang Prempeh II was said to have expressed concern about the type of education provided by the missions in Ghana in 1942 in a message to the Methodist Conference in Kumasi. The traditional ruler criticized the content of Mission Education in Ghana in general as being “TOO BOOKISH” and not aimed at generating wealth for the nation. The comments also served as a precursor to the concerns expressed by the All Africa Churches ‘conference held un 1963 in Salisbury, Southern Rhodesia on Christian Education in Africa. The conference recognized the importance of education to economic and social development and called on churches and missions to organize the content of the educational programmes to make them relevant to the needs of the people. They advised that in the teaching of Agriculture, for instance, Mission schools should try to link their teaching in the classroom to work on the farm. This was what the conference felt could help make the mission education relevant to the African Society. The fact that the church in Africa talked about the issue meant that it was a problem all over the continent.” [1]

 

The sad thing is that we still make the same statement in the 21st Century. The debates and focus on many institutions in Africa and Ghana in particular are to change the curriculum from Book to Skills. 1942, we figured out the woes confronting education in Africa yet there has been no relevant change over the years. What saddens me is the Technical Vocational Education and Training. We are alluding to TVET instead of Software Development, Machine Learning, Technology Innovations, and Cyber Security. We are in the age of technology; we demand from our leaders to teach us how to build machines. Teach us the means for exploring with meaning and meaning for development. Book! Book!! Book! The change we require is not a substitute for book learning to TVET. Until TVET based jobs are made recognized professions similar to Health Doctors, Lecturers, nurses etc., patronage will be low, and results wouldn’t be fruitful. We need something more than TVET

My thoughts!

  [1] Gyang-Duah, C. (1996). Scottish Mission factor in the development of the Presbyterian Church of Ghana: 1917-1957.

COMPREHENSIVE SEXUALITY EDUCATION

COMPREHENSIVE SEXUALITY EDUCATION

Sexuality education informs people about gender issues which adversely addresses the sustainable development goal 5. Sexuality education is encumbered in the curriculum as comprehensive sexuality education. There are pros and cons to comprehensive sexuality education which makes it difficult to implement. This article informs on the concept of CSE, depicts the criteria and components of the CSE and defines some of the benefits and criticisms of the CSE. The article features some questions which demand an answer from all readers which will serve as the fulcrum to the development of an extensive proposal to analyze the CSE into details.

Sex education is the instruction of issues relating to human sexuality, including emotional relations and responsibilities, human sexual anatomy, sexual activity, sexual reproduction, age of consent, reproductive health, reproductive rights, safe sex, birth control, and sexual abstinence. Sex education is very key to fostering the goal of the united nations on Gender Equity. Sex education in its state of extension is referred to as comprehensive sex education.

Comprehensive sexuality education is a curriculum based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realize their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their well-being and that of others; and understand and ensure the protection of their rights throughout their lives. (UNESCO, 2018). The CSE is meant to provide a healthier society both physically and mentally (Leober, et. al; 2010).

There are many views, opinions and suggestions levied for and against sex education especially widening the scope to comprehensive sexuality education in countries. This article seeks to analyze critically the individual benefits, societal merits, as well as the demerits of comprehensive sexuality education.