As part of the Guardian interactive article for the 25th anniversary of UN convention on the rights of the child, we asked children across the country what rights were most important to them. Presented with a child-friendly version of the convention, this is what they had to say.
For the International Women’s Day celebration we selectively pictured the girls.
Interactive Gallery, click on each image to enlarge and read story.
Asma Musa is an eighth grade student in Semera Girls Boarding School Afar, Ethiopia. She is 16 years old. To fulfil the right of the child to education will protect us from any form of child labour. The right of everyone to education, one can develop his/her potential if and only if education is available and accessible. In other words, children can contribute for our family and country a lot if education is available and accessible for them. There is ignorance in our society mainly on the importance of girls’ education. And I would like to advise adults, children have set of rights that everyone needs to respect through continuous awareness raising stages. For example, “Child marriage should stop now.” I like to see all pastoralist children mainly girls have access to, and complete primary education of good quality.
Hikma Jamal Ali, 12 Somali, Ethiopia. To learn my education, to protect my right and safety. Article 26 “Government must provide extra money for the children of family in need” I have a neighbour friends of poor family, their father has passed away and their mother has nothing, they cannot go to school that I am going to and they are not happy. On our holy day (EID Al-Fatir), they were crying for the mother to buy clothes for them but she can’t afford it, and my mother gives her money to buy clothes to them. They are a children like me, so if the Government continue supporting this children of poor family, they can learn and change their life, their family life and will be asset to our country. My views are not ignored but sometimes in schools my teacher do ignore my view. What My teacher always come with his note book and let us read only once and he will take it back. But I wish I could have that note. When I ask, he will not let me explain why I need it but just say NO. My future looks bright and educated lady, I wish I can be a doctor helping female of Ethiopia those who don’t want to show their body to men’s and I also wish to help poor children in future. I wish there will be opportunity for me and children in my area to have a historical place visit in different part of our country.
Bizunesh Ejersa, 13, Grade 8 student at Dima primary school, Sebeta, Oromia Ethiopia “Children may not know their rights. Since they are the futures of the country, they need to grow freely. ‘’ ‘’The right for education is the most important to me. If children are educated today, they will be useful citizens for their family and country tomorrow’’ “Yes, repeatedly. What I would like to tell adults is, instead of ignoring children’s’ ideas they need to listen to children, accept their views and do what is good, so that they can be good citizens who will be leading the country in the future’’ ‘’I wish, all the community members have the awareness about the rights of children, including those disabled children that are not going to school, and all children growing freely with their all rights respected’’ “What I would like to add is, there is a misunderstanding in the community and girls are undermined, they think sending girls to school is of no use. But, without the involvement of girls/women, there will not be a complete development, like in marriage, the marriage will be incomplete without women. Therefore, I think the community need to change their mind and send girls to school.”
Yalemwork Nibrete, 15, Grade 8 Amhara, Ethiopia. To protect children from work load, other form of abuses, to help children learn and develop their potential Article 21 Best interest of the child must be top priority in all things that affect children I wish that all children protected from harmful traditional practice and violence.
Amina Mohammed is an eighth grade student in Semera Girls Boarding School Afar, Ethiopia. She is 16 years old. To fulfil the right of the child to education and protect them from any Harmful Traditional Practices that hinders to complete primary education. The right of the child to be protected from FGM/C, Abduction and Child Marriage. The reason is all these practices have long lasting impact on a child’s life. Since Abduction, FGM/C and child marriage are painful, the gov’t should take administrative measures to ensure these rights. A number of adults ignored me on the abandonment of FGM/C and Child Marriage. I would like to tell them “stop FGM/C, Abduction and Child Marriage.” I like to see all pastoralist children mainly girls have access to, and complete primary education of good quality and contribute for the development of their region and country. Education is the only means to ensure the right of the child to be protected. So, I encourage children to work hard in their education.
Nyajuok Tot Mut, 16, Gambella, Ethiopia Children rights are important for us girls in Tierkidi camp because special rights for children protect us from sexual abuse and we will not be married to older men. We will not be taken out of school to marry because we are getting knowledge. The article on sexual abuse and protection from exploitation, these are articles 34, which talks about sexual exploitation and article 36 talks about protection from bad treatment by big people. Also article 19 is about protection from violence, abuse and neglect prevention. These are all very good for us girls. My Mother and my Father consider my opinion. for example if she wants to buy me clothes, she asks me which type of clothes I want first. Only that we do not have enough money to get all what we want but my views are taken into account. I expect all children to grow up and become a volunteer tutor like me. Even though I have not completed my education, but I can help the younger ones
Nyabel Bith Gath, Gambella, Ethiopia Children will gain knowledge in school and become good people. We are always thinking about our relatives left behind in south Sudan, so the article on family “togetherness” is good. We as girls have the right to play because we do most of the hard work at home. So, article 28 about good education and articles 9 and 10 talking about separation from parents living together with parents are very important for me and my other families in Tierkidi camp. In the future all of us will be in school again and “follow” our classes, the war will be over and there will be no discrimination.
Kidist Zelalem, 14, Grade 8 Amhara, Ethiopia. Children need special right because they are the builder of the future generation and they can’t protect themselves the right. It helps to bring the perpetuator to the attention the law. Article 42 Governments should make the convention known to the children and adults I wish to see girl children living in rural area protected from child marriage and violence, fully exercise their rights and get access to education.
Mestewat Tolera, 15 , Addis Ababa, Ethiopia. As children are the future of the country, their rights should be valued. Children should have access to education whether they are in rural or urban areas. The part of the convention that means the most to me is the part that says we should have equal education regardless of gender and ethnicity. And equal human rights, like living rights and moving from place to place. My message is that parents or adults should not tell me to keep silent when adults are speaking; I should be part of their conversation, and they should value my opinions equally.
Somali Region, Ethiopia, 12 May, 2014 – Ethiopia kicked off a polio vaccination campaign on 3 October 2013, targeting 13 million children across the country following an emergency response that began in the Dollo Ado refugee camps in June 2013.
In July 2013, Ethiopia Reports First Wild Poliovirus Case Since 2008.
Ayan Yasin, a four-year-old girl, was one of the first confirmed polio cases in Ethiopia. Ayan lives with her father and mother, a typical pastoralist family, in their house, made of tin, wood and woven bed sheets in a remote secluded area three kilometers from Geladi Woreda in Ethiopia’s Somali Region. Living next to the Somalia border means that the family move frequently between Ethiopia and Somalia – making routine immunisation practices difficult.
When Ayan fell sick, her father took her to the nearest hospital in Somalia where he was told there was very little hope. After many visits to various health posts, Hergeisa Hospital finally confirmed she had Polio. “We call this illness the disease of the wind. We know that there is no cure for it, and that it can paralyse and even cause death. My daughter hasn’t died but it has disabled her forever,” says her father.
Close to 50,000 health workers and volunteers and 16,000 social mobilisers have been deployed all over the country as part of a campaign that includes remote and hard to access areas. With the support of the European Commission- Humanitarian Aid and Civil Protection Department (ECHO), UNICEF has procured vaccines to support immunisation efforts particularly for children and the refugee population being hosted in the Somali Region. In total, 135,000 vials or 2.7 million doses of bivalent Oral Polio Vaccine (bOPV) were procured to immunise 2.43 million children with a polio vaccine – a critical input to immunisation activities in the Somali Region and Polio high-risk areas. The support from ECHO has also helped to airlift the Polio vaccine to hard-to-reach zones of Afder, Gode and Dollo in the Somali Region.
Synchronised cross-border polio outbreak preparedness and response
Supplementary Immunisation Activities (SIAs) were conducted in Ethiopia, Somalia, Kenya, and Djibouti to accelerate progress towards ending Polio in the Horn of Africa. The synchronised SIAs were an outcome of the Horn of Africa Countries Cross-Border Polio Outbreak Preparedness and Response Meeting in Jigjiga, from 21 to 23 May 2014, where Ethiopia, Somalia, Kenya and Djibouti agreed to strengthen cross-border collaboration to eradicate polio from the Horn of Africa.
To reinforce support and strengthen Polio eradication efforts in the Somali Region, a high-level delegation consisting of Dr Kebede Worku, State Minister of Health, Mr Abdufatah Mohammed Hassen, Vice President of Ethiopia’s Somali Regional State and Head of the Somali Regional Health Bureau, Dr Pierre M’Pele-Kilebou, WHO Representative to Ethiopia, and Dr Willis Ogutu, Head of UNICEF programme in Somali Region, visited Warder in Dollo Zone, the epicentre of the wild polio virus outbreak in Ethiopia, on 14 June 2014. The delegation, together with the Warder Zonal Administration, launched the ninth round of Supplementary Immunisation Activities (SIAs) in the outbreak zone and formally inaugurated the Zonal Polio Outbreak Command Post, which had been established in April 2014 to improve coordination of response activities.
Sustained interventions to ensure long-term success
While the campaigns to vaccinate children against Polio in the Somali Region have been going well, ensuring long-term success in eliminating the disease will require sustained interventions.
Abdufatah Mohammud Hassen believes the best solution is to immunise every child and ramp up routine immunisation activities in the region. “The campaigns are just to stop the emergency but the main thing that we are doing is to reach every child by strengthening the routine EPI and ensuring that the health facilities have the capacity to respond to the demands of the public”
With the help of developing partners like ECHO, Bill and Melinda Gates Foundation, the Rotary International and the Crown Prince of Dubai, UNICEF together with the Ministry of Health is continuing its efforts so that young children like Ayan Yasin living in the region are protected from the disabling symptoms of the Polio disease.
GAMBELLA, ETHIOPIA, 25 JUNE 2014 – “School is good for the boy and the girl,” sings ten-year old Nyanget Tohok, her voice, cutting through the midday humidity, rings out clean and clear. “SCHOOL IS GOOD FOR THE BOY AND THE GIRL,” chorus the crowd of around 100 children, some as young as 6 or 7 years of age, who have gathered outside the chicken-wire fence of the school compound in Kule refugee camp.
They have not come for lessons. They are not there to collect their schoolbooks. They are there to demand their right to an education. “We are singing for school,” says Nyanget. “We need to learn but there is no space.” The school only has room for 1,200 children but more than 6,000 students registered and are waiting to enrol when the space allows. The exiting places were allocated on a first come, first served basis.
“When we don’t come to school we cannot be happy. We have seen our friends coming to school but we are not given a chance to learn,” laments Majiok Yien, aged 9. This young boy wants to be an English teacher but his dream has been violently interrupted by the civil war raging in South Sudan, which forced him and his family to seek refuge in Ethiopia.
On land provided by UNHCR and the Ethiopian Administration for Refugees and Returnees Affairs (ARRA), four 6m x 4m classrooms have been built by Save the Children with vital support from UNICEF. The school operates two shifts: one in the morning from 8am to 12pm and a second from 1.30pm-5.30pm. The class sizes are huge – 150 children each – and the whole curriculum is being taught by just 10 teachers, all recruited from the refugee community.
Returning to normality
“School is important for the children. When they are in school they forget what they have seen in the war. School is the first priority to help remind them of normal life,” explains School Director Lam Chuoth Gach, himself an exile from South Sudan’s bloody conflict. The students have been through a terrible ordeal, he adds. They have seen people – for some their parents and siblings – killed directly in front of them. They remember the sounds of the bullets and the long, arduous journey to safety in Gambella. “When we started classes it was difficult to bring their attention to the teaching but now they are listening,” Mr Gach continues. “That is why are worried about the children who are not yet in school.”
Jael Shisanya, Education Adviser for Save the Children feels that the teachers are doing a good job under extremely difficult circumstances. “They are lesson planning and they have written a timetable but the challenge we have is that the numbers of students are overwhelming. We don’t have adequate space,” she says pointing to the four tents made of wooden poles and plastic sheeting that serve as classrooms. Early childhood education is taking place under a tree which doubles as a church on Sundays, Ms Shisanya says, but if classes are to continue during the imminent rainy season a more suitable location will have to be found. “Funding is an issue. We could do much more. We could build better structures. But we need more money for education,” she insists.
“The children are eager to learn and the community itself is yearning for school. ‘We can look for food but we can’t easily get education for our children,’ the parents tell me. They don’t want their children to forget what they have learnt,” Ms Shisanya says.
Adolescents not catered for
For the children themselves, education is a lifestyle, an essential part of their weekly routine. “I need to go to school. On Sunday I must go to church and on Monday I must go to school,” asserts 14 year old Buya Gatbel. He is one of the lucky few who have secured a coveted place. Buya is happy to be in school but he wishes that the situation was better. “There are no desks. The classroom is very small. We need pens, uniforms, bags and umbrellas for when it rains. There are no exercise books or text books and many children are outside. You need to build more schools, and build a library,” he says.
Currently the school is only teaching grades one to four. “I’m studying grade four but it is not really my grade,” Buya explains – in South Sudan he was in grade eight. His best friend, Changkuoth Chot, aged 18, is in the same boat. “I want to go to grade eight but it is better to be in grade four than to not be in school,” he says.
Ms Shisanya is particularly concerned about those adolescents that are not currently in education: “Teenagers are saying they are so depressed. There is no work.” There is no school.” Tezra Masini, Chief of the UNICEF Field Office in Gambella, is also worried. “Donors are more interested in providing education for younger children but it is protection issue for the older ones. If we don’t provide them with school they may go back to South Sudan to fight.”
Dech Khoat, age 19, bears these fears out. He joined the rebel White Army when the conflict began in December last year. “I’ve come for a rest from the fighting,” he says. In the future I will go back but if I can continue my education I will stay in the camp.”
Famia Abadir and Rasso Abdella are teenage girls living in Sheneni Village of Dujuma Kebele, located 20 kilometers outside of Dire Dawa town in Eastern Ethiopia. They both share dreams of attending university and working as professionals to advance the rights of girls and women. To succeed, however, they must overcome substantial hurdles. Poverty, traditional views on gender roles and the practice of child marriage threatens to derail their ambitions. Their experiences illustrate some of the challenges that girls, particularly in rural areas, face as they strive to achieve their right to an education.
“No one told me to go to school,” recalls Rasso. “I used to spend my time in the hills with my friends shepherding goats. Some of my friends went to school in the mornings. They would write what that they had learnt in school on stones using charcoal. They would write the alphabet and when they asked me what ‘A’ is, I didn’t know. I told them that I wanted to go to school but I couldn’t afford to buy books. They agreed to share their books with me. That is how I was able to start school. I now go up the mountain to collect wood and prepare charcoal. I then go to town and sell it so I can buy my exercise books – that is how I am able to go to school.”
Overcoming economic hurdles is a challenge facing rural girls in their efforts to learn, however, the age-old practice of child marriage complicates things further.
In 2011, the dire warning by a rural religious leader that girls who didn’t marry that year would not be able to marry for the next seven years, set off a spate of child marriages that resulted in over 80 girls marrying and dropping out of Dujuma Primary School. Famia, 15 at the time, was one of them.
“I was a young student, still a child,” recalls Famia. “I was going to study with my friends and my cousin told me to come to her place as the elders were gathering there because she was going to get married. She took me from my home and handed me over to her uncle’s son to get me married to him. I did not want to get married. My wish was to go to school and learn, but they abducted and raped me and that is considered marriage. I had no choice.”
Famia missed an entire year of school after she was abducted and raped, twice, in what turned out to be failed attempts to marry her against her will and the consent of her parents.
The events in Dujuma in 2011 led to a focused campaign of awareness creation and community mobilisation to end the practice of early marriage. Community discussions aimed at convincing community members about the importance of girls’ education were carried out throughout rural Dire Dawa. Awareness was also raised about the harm caused by child marriages with a view to fostering a consensus to end the practice.
Currently, school clubs are promoting gender equality and empowering the school community to respond in time to prevent child marriages through coordination with local government. Elders and religious leaders are also being engaged to convince the community to abandon the practice of early marriage.
According to local authorities, the efforts to end the practice of early marriage in Dujuma and other rural districts of the Dire Dawa Administrative Region have been successful. Indeed, Dire Dawa has the second lowest regional child marriage rate in Ethiopia after Addis Ababa. The practice is far more widespread in Amhara, Tigray and Benishangul Regions (EDHS 2011).
Transforming age-old customs, however, takes time. Returning to Dujuma in 2013, we found Famia to be nine months pregnant. Famia had left her husband and was once again living with her parents.
“After I give birth I will leave the baby with my family and return to my studies,” says Famia. “Getting married is what did this to me so it is better that I go back to school. Marriage was not good for me.”
Rasso, on the other hand, evaded all pressure to get married and was able to finish eighth grade at Dujuma Primary. Today, she is enrolled in high school in Dire Dawa town, living at the Girls’ Hostel set up by the Dire Dawa Bureau of Education with UNICEF’s support. The hostel enables girls from rural communities with no access to school to continue with their education.
February 1st 2012 was supposed to be a regular school day for then-15 year old Gelane Degefa*. She started her day in Lugiatebela village, Sebeta Awas district, Oromia region, 25kms from the Ethiopian capital Addis Ababa; early by making a 30min journey to kick off the day with biology lessons in high school. Three more one-hour classes later, the school day was over and she was on her way home when she spotted a familiar, but disturbing sight from a distance.
“It was Kebede Chala,” she says of her neighbour who had dropped out of school a few years ago to work on his parents’ farm. “I knew immediately that I was in trouble.”
Kebede had persistently courted Degefa for more than 18 months before formally approaching her parents a year earlier to ask for her hand in marriage. “He used to say things like ‘what good would school be for you. I would provide you with everything if you marry me’,” she says. “I told him [Kebede] that I was too young to get married. My parents repeated the same thing when he asked them as well, but he refused to let go. My friends had overheard of his plans to abduct me. I told this to our headmaster. When he heard about this, he stopped bothering me for a while.”
A few minutes later, Kebede and five of his friends grabbed her and tried their best to stifle her screams. “It was one of the worst days of my life,” she recalls. “But I was very fortunate. It was harvest collection season and some farmers heard my screams and came running to rescue me after we travelled for about 5km. When he and his friends were surrounded by the farmers, they ran away and I was able to escape.”
But her aggressor did not stop then. “A few weeks later, he sent elders to my school to complain that we were preventing him from marrying Aleme,” says Beyene Kebede, Degefa’s Chemistry teacher. “Our school director reported this to the police. They gave us hope and told us to inform them if there are any incidents involving Mosisa. He did not bother her from then on and she has been attending school this year without any problems.”
Degefa was not the first girl Kebede tried to abduct and force into early marriage. “He tried to abduct my friend Mergia Abebe, a girl I personally worked hard to convince her parents to allow her to go to school,” says Degefa, who is a member of the Girls Club at her school. “Her parents tried to get marry her to Mosisa, but we worked very hard to convince her to change their mind. She was in the second grade then, now she is a top student and just earned top marks when progressing to grade six.”
By “we”, Degefa is talking about a youth club supported by UNICEF to assist highly vulnerable children and prevent the abduction of school girls. Part of a five-year joint programme with UNICEF and the United Nations Fund for Populations Activities (UNFPA) and funded by the Royal Norwegian Embassy (RNE) to Ethiopia, the rights-based approach to adolescents and youth development in Ethiopia has worked to prevent girls like Degefa and Abebe from getting married early after abduction and in some cases stopped marriages after parents had agreed to marry to children to abductors.
“Abduction is a major harmful traditional practice in our area,” says Abegaz Tadesse, UNICEF/UNFPA Joint Programme coordinator in the Sebeta Awas district’s health office. “Many of the abductors are not prosecuted because it is expensive for the families to open and then follow a case to completion. What we are doing with this joint programme is strengthen the support to girls who go to school by using youth clubs to make them aware of their rights and quickly report any approaches by abductors.”
Shebere Telila* is another recipient of the support that youth clubs in the district’s schools provided. The 15-year old, who finished as a second best student in her class this year, was repeatedly approached by older boys who asked her mother for her hand in marriage. “I have dreams of growing up and becoming an engineer to build big buildings and large bridges,” she says. “Now is not the time for me to get married. My mother also knows this and would tell this to people who came to ask for marriage.”
One particular boy, however, did not heed to this and would even brag to her neighbours how he would wait for her one day when she returns from school and make her his. “Whenever someone in our neighbourhood told me about this, I would feel freightened,” she says. “My brother used to walk me to and from school for a while, but I knew that this could not be done forever.”
But rather than staying frightened, Telila, now a member of the youth club in her school; decided to confront her aggressor. “I went to our headmaster’s office with our class prefect to tell him everything,” she says. “Our headmaster then wrote a letter to our kebele [village] office and they instructed him to stop. They called him for a meeting and made him write a letter in front of his friends and family promising that he would not lay hands on me. When I saw that he signed the letter, I was relieved. On his face, I saw the same fear that he would put me through. I knew he would not defy his family and friends to do something to me. I knew I was a free person.”
Today, Telila makes the 30-minute commute from her home to school without any fear that a creepy teenager would emerge from the obscure mountains to attack her. At school, she takes time from studies to discuss her experience with younger girls and give them confidence on how to protect themselves. “Some of the members of our club have been victims and so we know the signs,” she says about the peer-assist mechanism in place at the youth club. “We also visit parents at home to encourage girls to come to school regularly and ask them not to marry their children at a young age.”
And what does she advise other girls who get approached by boys for early marriage?
“To be young and pretty is not a crime. Rather, being quiet when someone is pushing you to get married is the crime. Come out and tell everyone about your problems. Do not keep quiet until it is too late. Just do what I did and seek help. If you do, there is plenty of it available.”
*Names have been changed to protect identity of the girls.
Ethiopia has come a long way, in development terms, since it adopted the Millennium Development Goals (MDGs) as part of its national agenda. Remarkable achievements have been registered within various social wellbeing parameters. Most notably, the country has achieved MDG 4 – to reduce child mortality by two thirds – three years ahead of schedule. A lot remains to be done, however, particularly in reaching the most disadvantaged children – 3 million are out of school, 40 percent of under-fives are malnourished, only 7 percent of births are formally registered, less than one-third of pregnant women deliver in health facilities, key vaccinations are achieving less than 70 percent coverage and a high number of girls are being exposed to a variety of harmful traditional practices.
While Ethiopia is on track to achieving the majority of MDGs before the 2015 deadline, the involvement of stakeholders, such as religious leaders, is crucial. This is particularly true in reaching the most disadvantaged communities. In line with this premise, UNICEF held a consultative workshop with religious leaders on Monday, 23 June 2014, in Addis Ababa. The half-day workshop targeted the creation of shared values and common ground in bringing a more prosperous future to the children of Ethiopia.
“We aim today to begin a new conversation, enabling us to work together towards a common goal,” said Dr Peter Salama, UNICEF Representative to Ethiopia, whilst opening the workshop, further emphasising that religious institutions are able to reach out to communities at a grassroots level more effectively than any other social network. They are also instrumental in influencing positive behaviour and social norms, and thus working with these institutions is not considered as a second option. Dr. Salama spoke of the need to scale up UNICEF’s work with religious leaders on what they are uniquely positioned to achieve among their millions of followers – mobilisation for action in the wellbeing of children.
After a brief presentation of UNICEF’s guide on partnerships with religious communities and the situation of children in Ethiopia, the workshop continued with discussions centred around experiences and priority intervention areas.
Best Experiences Shared
The civic engagement of religious institutions in Ethiopia is commendable. For instance, the experience shared by the Ethiopian Orthodox Church revealed that the church’s 42-year-old development wing has been actively involved in numerous developmental activities placing women and children at the centre of the issue. The Ethiopian Orthodox Church Development and Inter-Church Aid Commission has developed declarations on gender based violence and harmful traditional practices, as well as safe motherhood. What was interesting for participants was the church’s adoption of a “Development Bible”, which contains 360 daily teachings, incorporating over 45 contextualised messages. These include a focus on gender equality, Female Genital Mutilation/Cutting (FGM/C), maternal health, HIV/AIDS and Harmful Traditional Practices (HTPs).
Similarly, the Ethiopian Muslim Supreme Council shared information of their work towards a “fatwa” (declaration) against FGM/C. A representative from the Council recounted how talking about FGM/C had been a taboo for religious fathers of previous years. However, leaders are now speaking out against the practice and bringing change in project areas. The Council also underlined the need to scale up the intervention, in order to stop the practice altogether. The experience of the Ethiopian Catholic Church in the development of the Child Protection Policy and the concept of ‘serving the whole person’ expressed by the Ethiopian Evangelical Church, Mekanyesus, and the Kale Hiwot Church, was also shared with participants.
Three umbrella Forums – the Ethiopian Interfaith Forum for Development Dialogue and Action, the Inter-Religious Council Ethiopia and the Evangelical Church Fellowship Ethiopia – also shared their experiences in mobilising member institutions in various projects. These included maternal and child health, peace building and HIV prevention. The efforts to mainstream the UN Convention on the Rights of the Child (CRC) and HTPs in theological schools was also highlighted.
In the past, UNICEF and other organisations predominantly worked with the development wing of religious institutions. However, it is recognised that this undermines the significant return of actively engaging in the spiritual wings. The spiritual wing reaches over 97% of the nation’s population through various religious structures, whilst the regional presence and coverage of development wings is dependent upon resources.
UNICEF is keen to work with both the spiritual and development wings of the major religious institutions and umbrella forums through a long term strategic partnership. UNICEF is also ready to provide technical support, policy advice and capacity building on the key child related interventions conducted by these institutions. The religious leaders have also reaffirmed their commitment to working with UNICEF.
Before the close of the workshop, participants agreed to form a small working group to develop the partnership framework.
AMHARA REGION, 3 April 2014- Tena (meaning health in Amharic) Esubalew, 25, and Eneayehu Beyene, 27, are the heroines of Delma kebele as they have become the health confidants of the community. Delma Kebele (sub district), which is located in Machakel woreda (district) in the Amhara Region in northwest Ethiopia. Delma is a community 10 kilo meter from an asphalt road with a population of 4,733. As part of the EU funded Africa Nutrition Security Project (ANSP), UNICEF launched a community health programme (2012-2015) in 20 districts across three regions of Ethiopia to help the Government boost the nutritional status of children under two in communities like Delma where child malnutrition has been alarmingly high.
Key to the programme’s success has been the role of community Health Extension Workers (HEWs). From Delma, Tena and Eneayehu have received intensive training with the support from UNICEF on nutrition so they can effectively carry out health extension duties.
“It is clear to us that three years ago no-one in this community could identify if a child was malnourished or not, this problem has been recently solved through the programme’s awareness strengthening on nutrition,” says Eneayehu
Eneayehu and Tena spend most of their days walking between households in Delma, visiting young mothers in the community and engaging them about the importance of child nutrition. They are trained to identify mild and moderate malnutrition and also growth faltering – based on which they provide age-tailored counselling. Additionally, they can diagnose if a child has Severe Acute Malnutrition (SAM) with or without complications. If a child is suffering from SAM with complications then the health extension workers will quickly have them referred to a health centre in the nearest town.
The health post where Tena and Eneayehu work is situated on top of a hill surrounded by open fields and grazing livestock. It is a busy hub frequented by the community’s young mothers, who are eager to learn about their children’s health status. The walls are plastered with graphs charting the health and development of the community’s under-five children. It is here that growth monitoring of all the community’s children under-two-years is conducted on a monthly basis and compared with World Health Organisation growth standards.
Yideneku Aynalem, 38, reaches up to a mud shelf in her hut and retrieves an illustrated booklet. “This is a very important document”, she says carefully opening the page to reveal a colourful chart. The HEWs have distributed the materials printed with the support of UNICEF throughout the community to enable lactating mothers to track their child’s weight. Yideneku points to a graph and traces with her finger a green upward curve signifying the trajectory of a healthy child’s development based on optimum height and weight measurements. She explains with a smile how her 10 month old child Barkelegn Walelign’s growth has started to correlate with the green line on the chart. “I have been given the knowledge and it is now my responsibility to keep putting this learning into action so that my child can remain strong and healthy”, she says. Yidenku’s child is one of 270 children under-two years of age that have benefited from the EU-UNICEF supported package of high impact interventions in Delma.
The community results are encouraging: the rate of underweight young children has reduced from six per cent to one per cent in two years. “At the start of the programme, six children in the village were diagnosed with Severe Acute Malnutrition (SAM) – this year only two children suffered this extreme health condition”, says, Tena.