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9
TO ENHANCE SECURITY
This Education Pack is an Afghan Connection adaptation of the original design by People in Peril Association (PIPA); Afghanistan and MDG Tool Kit Original Authors: Luk Zajac, Andrej Nvojsk of People in Peril Association Graphic design: Miroslav Lukacovic Translation: Zuzana Grekskov, Tatiana Crov, Mria Harmanoov Copyright: PIPA and Swedish Committee for Afghanistan, free to use AC authors: Sophie Gore Browne, Dr Sarah Fane
INDEX
page
INTRODUCTION TO AFGHANISTAN AND THE MDGs Find a Problem Search for a Solution Web of Global Causes and Consequences My Ordinary Day Surfing for a Better World MDG 1: ERADICATE HUNGER AND POVERTY A Pound a Day International Child Labour Conference MDG 2: UNIVERSAL PRIMARY EDUCATION How Important is MDG 2 Obstacles and Opportunities with Snakes and Ladders MDG 3: PROMOTE GENDER EQUALITY Can I Wear What I Like? Films and Questions for Discussion Violence Against Women (Poetry and Reading) MDGs 4, 5 AND 6: REDUCE CHILD AND MATERNAL MORTALITY AND MAJOR DISEASES Create your own Global Campaign Class Quiz MDG 7: ENVIRONMENTAL SUSTAINABILITY Imagine Life As A Street Child and Make Something out of your own Rubbish MDG 8: GLOBAL PARTNERSHIP How Can You Help Afghanistan? MDG 9: SECURITY Opinion Scale and Essay APPENDIX: Exercise Material Introduction MDG 1 MDG 2 MDG 3 SOURCES FURTHER EDUCATION RESOURCES
35 6 7 8 9 10 11 12 13 15 16 17 18 19 20 21 22
23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 58 37 42 43 50 51 53 54 58 59 60
INTRODUCTION
Afghan Connection welcomes you to our Education Pack. This Education Pack was funded by the European Union as part of an awareness programme about Afghanistan and the Millennium Development Goals. The project is run through a Twin School Programme which connects European schools with schools in Afghanistan. The information in this pack will give UK Twin School pupils insight into the daily life of their Afghan partner pupils and the challenges they face as individuals and as a nation. If you are not a part of our Twin School Programme this pack can be used to enhance subject teaching in the general curriculum and, in particular, can be incorporated into Personal Social and Health (PSHE) Education. The aim of the information provided and the accompanying exercises is to teach pupils about Afghanistan and the progress towards its MDGs. Each chapter focusses on a particular MDG, offering information and exercises of varying standards which teachers can modify as they wish. It is not obligatory to do all the exercises with each chapter of information but perhaps pick one or two which are most appropriate for your pupils age group. We have included a recommended time and age group for most exercises but generally this is open to teachers discretion and style of teaching. The appendix provides exercise materials which relate to each chapter, and reference links to further on-line education resources, information sources and related research as well as books and films.
The three day conference brought together 150 world leaders; the largest number to participate in a single global conference in human history
The purpose of the summit was to establish common goals for a better world: to eliminate injustice and poverty o guarantee all people a decent t standard of life
As a result of the summit 189 member states of the UN signed the Millennium Declaration: a pact to achieve eight goals by 2015 Afghanistan did not sign the Millennium Declaration until the year 2004 extending its deadline for accomplishing the MDGs until 2020 In addition to the eight goals set for every country, Afghanistan has one more: To Enhance Security Despite significant progress world wide, it is considered unrealistic that these goals will be achieved by 2015
The eight general goals aim to lift 500 million people out of poverty by 2015, with emphasis on Goal 8: To Build a Global Partnership for Development
Afghanistan is a land locked country in South Central Asia The Hindu Kush mountain range sweeps across the country from the North East to the South West, forming a spectacular landscape of wide valleys protected by towering mountain ridges averaging about 15,000 ft above-sea-level There are 20 ethnic groups in Afghanistan. The majority of its people are Pashtun, making Pashtu the most widely spoken language In the North East, people are more commonly of Persian descent They are known as Tajiks and speak Dari. As part of their Muslim faith Afghans are renowned for their hospitality to strangers It is not unusual for families to invite you into their homes to share what food they have and give you a bed for the night if you are visiting the area The following Education Pack explores the current state of the MDGs in Afghanistan, a country which has suffered from a series of wars lasting more than a quarter of a century to date The war has affected all aspects of Afghan life; security, health, education and the environment The violence and destruction of war has led to widespread corruption, degrading basic values such as tolerance, trust, and co-operation which have been respected by Afghan society for centuries Currently Afghanistan is the poorest Asian country and one of the most impoverished countries in the world On the UNDP scale for International Human Development Indicators,1 it lies number 155 out of 169 countries However, these indicators have improved consistently since 2005 after years of stagnation
1 http://hdrstats undp org/en/countries/profiles/AFG html
9
TO ENHANCE SECURITY
It is not the UNs task to fulfill all of the MDGs They are supposed to be reached in every country by the joint effort of the government and its citizens.
Kofi Annan, General Secretary of UN in the years 1997 2006
9. TO ENhANCE SECURITY 9
eform the Afghan National Army and R Police educe the misuse of illegal weapons R and clear landmines educe the contribution of opium to R the market to less than 1% Land mines are being cleared. Terrorist attacks have increased despite improvements in training the army and the police. Drug trafficking is commonplace and the security situation is deteriorating across the country.
EXERCISE
find a problem, Search for a Solution
We would recommend doing this activity before revealing exactly what the Millenium Development Goals are in order to evaluate the pupils perspective on global problems before informing them TIME: 20 minutes MATERIAL: The introduction and background on the MDG Summit (p 3) and a copy of the MDG Diagram (p 4) OBJECTIVE: To find out what the students consider to be the most alarming world problems and discuss solutions INSTRUCTIONS: 1 2 Divide the students into groups and tell them to discuss what they consider to be the biggest global problems Ask each group to write down at least three problems, which need to be solved in the world within 10 years, and to suggest possible solutions e g
PROBLEM: Disease SOLUTION: To provide clean drinking water and improve sanitation facilities These suggestions can be kept for comparison when pupils learn about solutions in each chapter 3 Read through or explain the Millenium Development Summit and introduce Afghanistan (p 3) Then distribute a copy of the Millenium Development Goals to each group or make a list of them on the board for comparison Emphasize that the Millenium Development Goals simultaneously identify a problem and establish an aim to resolve it Ask each group to write their chosen problems on the board, beside a corresponding MDG if there is one
DISCUSSION POINTS: Are all the problems you come up with addressed by the Millenium Development Goals? Would you add more goals to the Millenium Development Goals? Had you ever heard about the Millennium Development Goals before? What can you do at your school/town/home in the near future to help alleviate these problems?
EXERCISE
watch the DvD white Doves
This short 20 minute introductory film provides a general overview of life in Afghanistan and the daily challenges individuals face. It can be used with many of the exercises in the Education Pack, particularly the exercise below. (There is also an exercise in the chapter on MDG 3 that requires you to watch the film closely and answer specific questions.)
DISCUSSION POINTS: Read the excerpts from Dr Sarah Fanes Blog (Appendix, p 37) when she visits Twin Schools in Afghanistan and finds out the pupils perspectives on the MDGs Compare their views with your own and discuss the similarities and differences. From your class discussions, do you find it surprising how interdependent the MDGs are? Do you think any of the MDGs are more urgent than the others? If so, discuss your reasons.
EXERCISE
my Ordinary Day
TIME: 30-45 minutes MATERIAL: A template, an example school day and three stories of a typical Afghan childs school day from Appendix (p 38-42) OBJECTIVE: Compare and contrast pupils daily lives, routines and opportunities here and in Afghanistan INSTRUCTIONS: 1 2 Ask pupils to draw a circle on a big sheet of paper in the image of a clock composed of 24 hours or print out the template sheet (p 38) for pupils to use Ask them to depict with sketches and/or brief descriptions within the clock how they spend a typical 24 hour school day Use Afghan pupil Amenas sketch as an example (p 39) The pictures should convey different places and people, the daily activities and ways individuals spend the day Give them a limited time as the content is more important than how good the drawing is They should also answer the questions on the accompanying template sheet (p 38) Divide into groups and then distribute the stories of how Afghan children usually spend their day for comparison Each group should get one of the stories and fill out a 24 hour clock of an Afghan pupils day and answer the questions together as best as they can Alternatively if you have limited time, read out one of the Afghan childrens stories with the class and fill out a typical 24 hour day for an Afghan pupil on the board, using the discussion points below for comparison AGE: up to 13
DISCUSSION POINTS: What makes your typical day similar to those of children from Afghanistan and what makes it different? What do you think causes the biggest differences in how you spend your day? Is there anything that has taken you by surprise in your comparisons? What do you hope will change for Afghan children and how? What would you change about your typical day and why? Do you think Afghan children wish for the same things as you? If not, then why?
EXERCISE
Surfing for a Better world
TIME: Homework Project MATERIAL: Introduction Chapter (p 3-5) OBJECTIVE: To analyse the most effective way of raising awareness about Millennium Development Goals, using film in particular INSTRUCTIONS: 1 2 3 Introduce pupils to the MDGs (p 3-5) Split students into groups of two or three and ask each group to search online to find good film clips which focus on the MDGs or which are connected to MDG themes (We suggest youtube/vimeo/google videos ) Inform each group they must find at least three or four video clips connected to the MDGs Encourage them to choose a variety from the following types of film/campaign formats: campaign of a non-governmental (non-profit) organisation / animated video / music video clip / interview with a celebrity / speech by a leading figure / a citizens (childrens) initiative / official campaign of the United Nations Organisation / a picture slideshow 4 5 During their search they should consider answers to the following questions: Which of the MDGs is each video trying to emphasise? Which method is the most engaging? Why? hat are the aims of these videos or presentations? Do you think that they have achieved their aims? W How? Which ones do you consider to be the best? Why? Each group must present their findings with reasons as to why they chose them, identifying their strengths and weaknesses with suggested improvements Discuss with the class, which format was the most effective in building awareness of the MDGs Encourage groups to try to create their own MDG themed video e g Have a look at a video clip on youtube called Afghanistans education, which uses music and photographs to raise awareness about MDG 2 (www.youtube.com/watch?v=J4wp1mA6LX4) AGE: 12/13 +
UK Average Income
499/week 15% of the weekly income/70 is spent on food
3. FOOD AND AGRICULTURE Agriculture is Afghanistans core industry and has the potential to sustain the whole country However, without functioning irrigation systems in many rural areas, the agriculture industry as well as family subsistance farming has suffered greatly Many Afghans depend on external food support either from relatives abroad or aid groups Some decide to leave the country or region, while others may start growing high value commodities that are less water reliant This is the attraction of growing poppies, the plant-base of opium, which is now illegal to grow and sell p to 40% of children below the age of five do U not have enough food This affects their physical development
Nine million Afghans (36% of the population) are not able to meet their basic needs and live off less than 60p a day.
Other impacts of war on Afghanistans economy: Landmines on fields and roads restrict movement illions of educated professional people have left M nsecurity has disrupted international trade and the I modernization and expansion of services and industry 2. CLIMATE Natural disasters such as droughts, floods and earthquakes affect thousands of people every year in Afghanistan and particularly the poorest people living in isolated rural areas, with less infrastructure and access to external support
Abdul is 12 years old and used to work in a bakery Now he is lying on his bed in the Childrens Hospital in Kabul, Afghanistan His mother sits beside him fanning away the flies He stares at the ceiling, showing little emotion Ten days ago he survived the blast of an anti-personnel mine He had one leg amputated His other leg and his abdomen were badly torn apart Despite his injuries Abdul is more worried about his family than himself Since my father was killed my older brother and I have provided for our family. We were looking for clay to rebuild our house us. I ran towards them to stop them touching it. I must have stepped on another mine. Now I will be a burden on my family instead of being a breadwinner. I dont know how we will manage.
Source: UNICEF UK
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mDg1, EXERCISE
One pound a Day
TIME: 45 minutes MATERIAL: Story of an Afghan Family, Background on Basic Needs, Afghan Commodities and Afghani (AFG) Currency and Send a Child to Work (p 43-49) OBJECTIVE: Think about what it means to be living in poverty the priorities, daily sacrifices and compromises INSTRUCTIONS: 1 2 Hand out copies of the material to groups and read through the Story of an Afghan Family (p 43) Explain that each group has 420 AFG with which they must budget (p 48) This is the ordinary income of a family of six members, roughly equivalent to 6 (2011 exchange rate) This means that one member of a family has 70 AFG (1) at his/her disposal Before they can make an informed decision on how an Afghan family would meet their daily needs, read through the Background on Basic Needs (p 43-44) with the accompanying coupons (p 45-47), and perhaps make a note of the prices on the board Tell the pupils about the possibility of sending one of the children to work to create more income Hand out the two options described on p 49, to each group to read amongst themselves Give the pupils a set amount of time (est 20 minutes) to come to an agreement within their groups, about what the family should spend the money on, using the pictures of Afghan goods and services (p 45-47) After the set time is over, ask a representative of each group to list their choices and explain how they made their decisions Encourage a class discussion, using the information contained in the Background on Basic Needs, about why different groups chose different things AGE: 11/12 +
4 5 6 7
DISCUSSION POINTS: Why were some needs mostly done away with and others were not? Are you surprised by your choice of how to spend the money and what you might have to do without? Were there any groups whose choices were very different? How did they make their decision and why? Did groups think about saving money for the future? How was this possible? What is standing in the way of a better life for this Afghan family? id any of the groups decide it was necessary for one of the children to work? Why? Did everyone in the D group agree with the decision? What are the advantages and disadvantages for the child and family, longterm and short-term, if they work? o you think that the priorities of the Afghan family from the activity resemble those of ordinary families in D your own country? In what ways are they similar or different?
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mDg1, EXERCISE
International Conference on Child labour
TIME: 45 minutes MATERIALS: Perspectives on Child Labour (p 50) OBJECTIVES: Understand Child Labour and the complexity of the issue. Gain insight into diplomatic process through debate and co-operation to reach a resolution. INSTRUCTIONS: 1 2 3 4 5 Divide students into six groups and present each group with a different role from The Perspectives on Child Labour Explain to them that each group will represent a different side on an international conference on Child Labour Pupils must discuss their roles perspective, the reasons for its position at the conference and the outcome they seek Remind the pupils to separate their own personal views on the issue from the role they represent In the conference one pupil is chosen to represent the views of each group in a round table discussion, with the aim of reaching an agreement on the issue and deciding specific solutions Begin the discussion by asking each representative to introduce himself/herself and briefly summarize what he/she hopes to achieve at the conference Then initiate the debate by asking one representative to put forward his/her main arguments for or against Child Labour, encouraging each representative to interject where appropriate to ensure each viewpoint is stated Throughout the discussion, any pupil can substitute their representative to add to his/her views, with a tap on the shoulder AGE: 12/13 +
DISCUSSION POINTS: Have you managed to find a solution on which all sides can agree? f so what are the compromises each group had to make to find a consensus? Was it difficult? According to I pupils, which group had to compromise the most and which one the least? What is it that helps to find a joint solution among people with different demands and what is it that stands in their way? f a solution was not agreed upon what are the reasons for that? Which group did not desist from their I demands and why? What do you think are the biggest obstacles in the fight against Child Labour?
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In a country that has one of the youngest populations in the world, with nearly half the population under the age of 15, the achievement of this MDG is crucial for the Afghan people to lay the foundations that will enable them to re-build their country. ess than 50% of school age children (7-12yrs) L attend school. nly 23.5% of the population can read or write. O
pROgRESS
1. ENROLMENT In 2001, there were only one million children enrolled in schools, now statistics estimate there to be 6 7 million (71% primary enrolment rates) However, enrolment does not equate to attendance or completion of schooling and the Ministry of Education (MoE) data shows that 19% of enrolled children are either temporarily or permanently absent 2. ACCESS According to a 2010 national survey (Integrity Watch Afghanistan) 88% of Afghans said they had access to primary and secondary education more than any other public service There are approximately 12,514 schools in Afghanistan, according to the MoE, up from 7,650 in 2004 However the MoE is struggling to keep up with growing demand for education, especially in rural areas Kabul University was reopened in 2002 and other higher education institutions have opened since, but for the most part they remain accessible only to the elite 3. GIRLS EDUCATION (MDG 3) Under the Taliban most girls were banned from receiving an education Now, a decade later, over two million girls are in school This is significant progress However, even though more than a third (37%) of pupils enrolled in schools are girls, only 5% manage to complete secondary school education
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QUAlITY
a) Despite a surge in school construction, 6,000 schools (47%) still have no buildings Corruption in education services and a lack of access to general resources including text books and writing materials are stalling efforts to improve school conditions b) The quality and availability of good teachers is a problem There has been a decline in the ratio of teachers to pupils as demand for education is growing Only 22% of teachers reach the minimum teaching standard qualification set by the MoE In particular female teachers are in short supply nationally, only one in four teachers are female In rural A VICIOUS CyCLE areas only 1% of teachers are female, in contrast to 80% in some urban areas Many parents will not send their daughters c) Learning outcomes and school completion rates are poor to school because with the low quality of teaching Despite the fact that the teacher is not female nearly 50% of children are now enrolled in school only one in four can read and write As one school principal Few teachers in Kunduz said, Things work on the basis of connections Without an in rural schools and bribes, from text books to test results and teachers education a female are female Many teachers are not qualified to teach I have seen cases cannot qualify to where students who have studied under a teacher for become a teacher three years werent even able to write their names.*
DISTANCE
For many children the nearest school is too far away to walk to in rural areas and children may walk for hours through mountainous landscapes to reach their school The extreme climate in Winter and Summer prevent many pupils from reaching school in time for morning classes This is a particular obstacle for disabled children as well as girls Conservative notions of female honour prevent girls travelling longer distances to school and harassment of girls on their way to and from school by males is not uncommon
SECURITY (mDg 9)
It is often too dangerous for children to travel to school The fighting does not always occur on specific front-lines and can flare up with little warning, so parents often decide it is not worth the risk Women especially are likely to be kept at home for their own protection As one father in Kandahar said, The suicide bombings and shootings lately have forced us to keep our children home I hope we can send them back soon, but the situation is too difficult right now.*
*Girls Education in Afghanistan, Joint NGO Briefing Paper issued by Oxfam International, Feb 2011
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TRADITION
a) RELIGIOUS VALUES OF THE FAMILY: The tribal customs and Islamic beliefs of a family can prevent children from going to school Depending on who has control in a given area, parents might prefer to send their children to a Madrassa religious school, where children learn Islamic values and practices through close study of the Quran Once females reach adolescence, particularly in rural areas, the completion of education is not a priority Attending school as a young woman can risk harassment and abduction b) COMPLETION OF EDUCATION IS NOT A PRIORITY: It is considered enough to know how to read and write and some people do not think children learn anything of much use in the higher classess However the percentage of people completing school is gradually increasing One obstacle to completing education is that young women of poor families are more likely to be forced to marry early, for the dowry (sum of money) the daughters family will receive
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DISCUSSION POINTS: Consider what factors are the most crucial for MDG 2 to be achieved in Afghanistan. Consider in what ways the future of Afghanistan could be changed for the better if MDG 2 can be achieved.
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DISCUSSION POINTS: Which character has the highest chances to achieve his/her goal? Why? Is it difficult to imagine the challenges and ambitions of these children? If so why? In comparison what are your personal life goals and what are the chances of achieving them? Is education an important goal/opportunity for all the characters in the stories? If yes/no, why? What have you learnt about the lives of Afghan children from the stories and what has surprised you?
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18
19
3 4
DISCUSSION POINTS: As a class compare the different outcomes between each woman in Afghanistan and then compare these with your UK results: hat do you think influences these women the most personal values or external factors imposed on them? W ow do the factors influencing womens dress in the stories compare with those influencing women in the H UK? Consider similarities and differences ow have these values changed over time in the UK and in Afghanistan? Consider historical changes in the H way women dress in the UK o you think that men in Afghanistan are subject to similar restrictions in dress and other expressions of D individuality as the women in these articles? If yes, which? If no, why? f your family or politicians or religious groups told you that you could not wear the clothes you like, would I you wear them anyway? Would you do so even if you were in danger of being punished (prison, expulsion from school, job loss, rejection from the family, bodily punishment)?
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3. 16+) Read the story about Najla and Sheila (p.57-58), who lived abroad and returned home to re-integrate ( into a traditional way of life with their family They are both killed for bringing disgrace on their husbands and family for not being virgins Through their stories explore the difference between rural and urban society and their attitudes to womens rights DISCUSSION: Using all the material, scenarios from the case-studies and information from the Education Pack, prompt the pupils to discuss the various forms of violence women can face and the prospect of opportunity in present-day Afghanistan List the common constraints women share on their freedom. Then list their different individual problems. Consider the reasons for these differences? Is it regional, traditional, familial, economical? hat solutions might you consider best for each individual situation? You can refer to current solutions W outlined on p 19, in the section on Advancing Womens Rights How do you think womens rights can be advanced most effectively?
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IN ThE pAST
War and conflicts within Afghanistan have had a disastrous impact on the healthcare system Many hospitals and health care institutions have been destroyed or damaged and many doctors have fled abroad There has been limited access to vaccinations and medicines and health education has been almost completely absent
AT pRESENT
Even now social indicators reflect similar levels of under-development in healthcare as before the Soviet Invasion in the 1970s Every day hundreds of people still die because of conflict, landmines, poor sanitation and lack of medical assistance and health awareness
mDg 5
No where in the world is life harder for a pregnant woman than in Afghanistan Nine out of ten births take place at home without the assistance of an educated health carer One in fifteen women (or even one in every six women in some less developed areas of the country) dies while giving birth or due to pregnancy complications, which amounts to 25,000 deaths every year, one every 27 minutes None of this has made headline news Only 30% of medical institutions employ professional female staff who, due to traditional Afghan custom, are the only ones allowed to carry out all the physical examinations and tests for women Another cultural factor that has a negative impact on the health of mothers and children is that more than half of women get married before the age of 18
mDg 4 and 6
Child mortality is very high in Afghanistan Almost one in four children dies, 23 5% (235 in 1000), in contrast to about 1% in the uk (5 5 in 1000) Tuberculosis is still responsible for 12,000 child deaths a year, as about 25% of children have not yet been vaccinated
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pROgRESS
Despite these statistics there have been significant improvements in health: lthough child mortality is still very high, it is in A clear decline he majority of children are now receiving T vaccinations for Tuberculosis, Poliomyelitis and Measles (75%) he situation is improving in urban areas, where T the rate of child mortality is now 20% lower than in rural areas ost Afghans now have access to basic health M care Media, touring theatre companies, and professional courses for women have helped to raise awareness about hygiene and healthy living
CASE STUDY
Many hospitals were destroyed during the years of war, some medical staff were killed and others fled as refugees Afghan Connections health projects have focused on hospital and clinic refurbishment, medical training and vaccination programmes, all of which have an impact on MDGs 4,5 and 6 This photograph of a UK doctor funded by AC to give medical training in Afghanistan, was taken on a ward round in Kunduz Hospital The child, aged three, had come in to hospital after ten days of diarrhoea and vomiting She was dying Our doctor asked the Afghan doctors to feel for the childs pulse It was so weak they had difficulty in finding it Then he began the process of rehydrating and resuscitating the child and the Afghan doctors watched on and felt the pulse grow stronger and stronger The child survived The Afghan doctors could not have had a better teaching demonstration The joy was short lived. As the doctors arrived at the bedside of the next child in the ward, he died. His mother, a Kuchi nomad, had walked for days to bring him to hospital They had arrived too late and his death was a tragic reminder that almost one in four babies born in Afghanistan will not reach their fifth birthday
Persisting problems that contribute to a lack of healthcare in Afghanistan: xtreme poverty is a major obstacle in accessing E healthcare and treatment igh levels of illiteracy contribute to a low level of H awareness about healthcare and hygiene imited access to a clean water supply and poor L sanitation mean disease spreads easily fghan Healthcare services depend almost A entirely on Non-Government Organizations funded by foreign sources
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DISCUSSION POINTS (after each presentation): How and where they found information about their topic? What did they find most interesting about the topic they picked? How they thought about making it particularly engaging? Was this easy or hard? Did they like this form of learning, and working in their groups? For inspiration (tips and techniques) please use the Global Water, Sanitation and Hygiene for all (WASH) Campaign resources online: www wsscc org/wash
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This is not supposed to be a test of knowledge, but an entertaining way of informing the pupils about a specific issue. Below are more interactive instructions other than the pen and paper format, perhaps for a younger class. INSTRUCTIONS: 1 2 3 You need an open floor space with four labels taped to the ground reading A, B, C, D If you want to add a competitive element, split the students into groups of 4-5 members It would be useful to name the groups using different colours, numbers, or specific names, etc As you read out each question and set of answers, each group will have to decide on one correct answer within their group and after approximately 20 seconds one representative of each group should position himself/herself on a marked area (A, B, C or D) to represents the correct answer according to the team Mark the correct guesses of each group on a blackboard Repeat the process for each question Briefly sum up the results of the quiz and, if appropriate, you can reward the most successful group Leave time to go over each question and discuss how some groups arrived at their answers Then explain the reason behind some of the answers
4 5 6
QUIZ QUESTIONS: 1 Globally, how do we use the most water? a) Washing b) Cooking c) In industry d) For irrigation
Answer: d) For irrigation. (More than 70% of human water consumption is spent on irrigation.) 2 How many litres of water are needed to produce one litre of milk? a) 10 litres b) 100 litres Answer: c) 1,000 litres 3 How many litres of water are used in the production of one kilogram of beef? a) 16 litres b) 160 litres c) 1,600 litres d) 16,000 litres c) 1,000 litres d) 10,000 litres
Answer: d) 16,000 litres. (In the industrial production of beef it takes an average of about three years for the cattle to be ready for slaugther. One cow provides about 200kg of boneless beef. In three years it consumes about 1,300kg of cereals, 7,200kg of dietary fibre, and 24 cubic metres of water. In addition, seven cubic metres of water are used to clean and keep cattle.) 4 How many water tankers would be needed to transport the daily drinking water supply of a town with 10,000 inhabitants? a) 10 b) 100 c) 1 tanker per person d) 3km long line of water tankers
Answer: d) 3km long line of water tankers. (150 water tankers would be needed every day, this would form a line approximately 3km long, every day.) 5 What percentage of Afghans drink contaminated water? a) Afghans dont drink contaminated water b) 1/3 c) 4 out of 5 d) Almost all
Answer: c) 4 out of 5. (About 80%, the worst situation being in the rural areas.)
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Answer: a) Malaria. (Even though malaria occurs only in the areas below 1,500 metres above sea level, which applies to around 60% of the overall area of Afghanistan, there are about 1.5 million people infected by it every year. Tuberculosis causes about 12,000 deaths/year.) 7 What should you do in order to avoid catching any of these diseases when travelling in Afghanistan (also across the rural areas)? a) Eat only in luxurious restaurants b) Drink only bottled or boiled water c) Get a vaccination against malaria d) Move only in air-conditioned spaces
Answer: b) Drink only bottled or boiled water. (The greatest danger lies in water supply. It is not possible to get bottled water in many areas of Afghanistan, but boiling ordinary water serves as a good alternative. There is no vaccination against malaria. Luxury restaurants are very expensive and rare; there are only some in the biggest cities. Movement in air-conditioned spaces can have the opposite effect: you can catch a cold or other infectious illness from other people.) 8 Nowhere in the world is the maternal mortality rate higher than in the south and in the south-east provinces of Afghanistan The risk of a mothers death caused by pregnancy or childbirth is: a) 4% b) 8% c) 16% d) 24%
Answer: c) 16%. (In these areas, the risk of a mothers death caused by giving birth is 15-times higher than in Kbul and more than a 1000-times higher than in the UK (0.01%).) 9 Afghanistan has the second highest number of landmine victims per capita in the world A higher number is ascribed only to: a) Cambodia b) Bosnia and Herzegovina Answer: a) Cambodia 10 What is not allowed in an Afghan hospital? a) To pay the doctors for treatment b) For a patient to be treated by a doctor of the opposite sex c) To thank the doctor for the treatment d) To uncover ones body c) North Korea d) Mozambique
Answer: b) For a patient to be treated by a doctor of the opposite sex. (Cultural norms do not allow Afghans to uncover themselves in front of a stranger of opposite sex, even in cases of serious health problems or if someones life is in danger.) DISCUSSION: hy is about 16,000 litres of water used for producing 1kg of beef? What is the water used for during the W process of production? hat can we do to reduce water consumption in agriculture? W hat could be the main health consequences of the fact that the majority of Afghans do not have access to W drinking water? hat do you think could be done in order to ensure that all Afghans have access to safe drinking water? W What can you do to support Afghans in this effort? o you know about an awareness or fundraising campaign which focuses on ensuring clean drinking water D for countries of the developing world? If not, try to search on the Internet
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Environmental degradation is a severe problem in Afghanistan. The status of MDG 7 is crucial since it is treated as one of the least important MDGs. Long-term neglect of sustainable development could seriously impair Afghanistans aim of being a secure nation state with a stable economy.
pROgRESS
Environmental Laws are in place to protect resources and conserve the ecosystems There is also an established Environmental Protection Agency However with a shortage of government funding, the management and infrastructure required to implement these environmental standards is weak War, climate change and a growing population have led to scarce resources (land and fuel) and food shortages Without electricity systems in place, vast areas of forests are being cleared for fuel, destroying an important ecosystem Excessive grazing and soil erosion has led to a shortage of fertile land to farm There are new crop diseases and water pollution is rife Government statistics estimate that at least 80%
of drinking water in rural areas is contaminated, which leads to high numbers of Afghans suffering from water related diseases The pastoral livelihood of a livestock/arable farmer is in decline This undermines Afghanistans potential to feed its own citizens, instead relying on imported goods Millions are escaping the plight of under-development in rural areas and the insecurity of agricultural livelihoods by migrating to the cities However the high density of people living in proximity leads to poor living conditions At least 75% of Afghanistans city dwellers live without proper sanitation systems, electricity or secure home ownership, as the mass migration to illegal shanty towns soars There is almost no hope of Afghanistan reaching this goal by 2020 Infact the status of MDG 7 is deteriorating Kabul is considered to be the most rapidly growing capital in the world, already home to five million, but it is one of few capitals without a functioning sewage system The city can only cope with a fifth of the solid waste it produces each day Only 1 in 15 households has access to clean water through the city system and others depend on communal water pumps The development of Afghanistans land, environment and resources, lies at the root of all the other MDGs success If they are not achieved through sustainable development then environmental degradation will continue to tip communities into the detrimental cycle of poverty and ill-health
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AN ARTS AND CRAFT PROJECT Ask pupils to look at what they throw away throughout the week and keep any bits of packaging they think is an interesting shape or colour or could serve another function Challenge the class in groups or individually, as a homework project, to make something with the packaging they have collected It can be an unusual sculpture or something with a more functional use In the photo is an example of how Afghan twin school pupils recycle fruit juice cartons to make their own school bags. Examples of how rubbish might be re-used are: painting jam jars or any kind of container you might throw away; using empty crisp packets to make decorations; using newspaper/old maps/scrap coloured paper to make beads for jewellery, or papier mache cardboard picture frames etc You can make a display of what pupils make alongside the written pieces they wrote about in the first part of the exercise
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Source: DFID
pROgRESS
In effect, development assistance has aided the progress of practically every MDG: elping millions of Afghan girls and boys h return to school, e g the UNICEF Back to School Campaign eveloping basic infrastructure (roads, power d plants, networks of power transmission lines, irrigation systems) nsuring that a large number of people in e rural and urban areas have access to drinking water and basic health care romoting greater involvement of women in p society and on the job market. apacity-building of democratic government c structures, working to erase corrupt systems of governance The ultimate goal of this global partnership is to ensure sustainable development which can continue even after the donor countries reduce their aid to Afghanistan
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One of the most important challenges in Afghanistan is to achieve security in the whole country. While the Millennium Summit took place in 2000, Afghanistan was in the midst of war and could not attend. When they were able to sign the pact in 2004, it was essential to add a ninth Millennium Development Goal To Enhance Security. Afghanistan is the only country in the world to have nine MDGs.
wAR
Prior to the last thirty years of war, Afghanistan was going through a period of democratic reforms Government, Justice and Educational Institutions, health and basic infrastructure were much more advanced than they are today However, during The Cold War (1947-1991), Afghanistan became a buffer state between the the Communist Eastern bloc and the Western powers During the Christmas of 1979, the Soviet Union sent troops into Afghanistan The USA was indirectly involved in the proxy war, supporting the Afghans fight against the Soviets, with money and weapons The war lasted almost a decade, until 1988 and claimed the lives of millions of civilians, decimating large parts of the country The withdrawal of the Soviet troops and the de facto victory of Afghan insurgents, left a political vacuum and the peace process disintegrated into civil war After years of regional fighting between rival tribal warlords and various political factions, the Taliban a fundamentalist Islamist movement took power
in 1994 and the country fell further into decline The Taliban enforced a strict observance of the Muslim Sharia law which restricted many civil liberties, especially for women The regime destroyed anything un-Islamic, even its own cultural Persian heritage, and often punished disobedience with death In 2001, the USA and Great Britain sent military intervention to Afghanistan to end the Taliban rule This was provoked by the terrorist attacks of 9/11 in the USA, conducted by Al Queda affiliates of Osama bin Laden who were hiding in Afghanistan at the time
Afghanistan MDG Education Pack
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DRUgS
The country maintains its dependence on illegal profits from growing and processing opium Up to 93% of the worlds opium comes from Afghanistan, which is also the largest producer of hashish in the world No other economy is as dependent on narcotics as Afghanistan It is estimated that profits from the opium economy exceed the amount of international aid for Afghanistan and make up one half of the Afghan economy Two million people profit directly from the drug business, the majority of them from areas of on-going Taliban influence in the south-eastern part of the country, e g Kandahar and Helmand provinces Selling heroin can provide enough income to provide the basic needs for an average family Many farmers are forced to grow opium due to poverty and debts However raw opium is sold for a fraction of its end market value (approx 0 2%), after having been processed and exported to Western markets
wEAK gOvERNmENT
Outside of the capital, the Afghan government has only marginal control A great part of the country is controlled by tribal leaders often militants engaged in illegal drug business They do not respect the central power of government, and apply their own concept of common law and taxation, differing from clan to clan and region to region The state is weakened by the consequences of wars, instability, poor enforcement of law, cultivation, processing and dealing of drugs, underdeveloped infrastructure, geographical complexity of the territory, and corruption on all levels
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4. ncourage pupils to explain their opinions and justify them. Remind pupils that there is not a right answer to any E of these statements Under the influence of other pupils arguments, they are free to change their opinions 5 Discuss the topic Make sure everyones opinion is heard and respected, giving pupils a chance to defend their opinions
STATEMENTS: The UK should not have soldiers in Afghanistan to fight against the Taliban. Coalition troops led by the USA should stay in Afghanistan to ensure peace in the country. Departure of the coalition troops from Afghanistan would secure immediate peace in the country. The international community has a right to military intervention in countries that violate human rights. In some cases, military intervention can be the most effective way to ensure peace. he proposed withdrawal of Coalition forces by 2014 is the right course of action to achieve long-lasting peace. T
Essay
TIME: Homework activity MATERIALS: Refer to the List of Further Reading in the Appendix and, depending on the age group, encourage pupils to refer to library books, articles or research papers on-line about the consequences of war, particularly in Afghanistan OBJECTIVE: o present an opinion on wars negative and positive consequences, and to consider how justifiable is the T occupation of Afghanistan INSTRUCTIONS: Ask students to choose one of the following topics and write an essay Afghanistan: there is no prosperity without security, there is no security without prosperity. Peace in Afghanistan an ideal vision or an achievable reality? Can war achieve peace and human rights? Instruct pupils about your expectations for the essay in form and length ( we recommend to set a limit of 2000 words) Clarify that each essay has to have a title and an index of the sources they use Further resources: Youth and Education in Afghanistan Lesson Plan, Pulitzer Centre on Crisis Reporting http://pulitzercenter org/education/lesson-plan/lesson-plan-youth-and-education-afghanistan AGE: 13/14 +
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Appendix, Introduction
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18:00
06:00
12:00
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My name is Amena and I come from the Ghazni province, located south of the capital, Kabul I live in the suburbs of Kabul, in Pulisukhta. I go to Kote Sangy girls school. The school is run by Aschiana which means the nest, an organization that helps street children get an education I am 17 years old and this is my typical day: I wake up at 4am to pray Muslims pray five times a day and the first prayer is early in the morning At 5 30am I have to help with cleaning the house, preparing the breakfast for my younger siblings and other work around the house We have breakfast at home at 6am and then I go to school We start with the first class at 6 30am The school day ends at midday It is also lunch time for me and my schoolmates We have shifts in serving and preparing the lunch One of us brings the lunch to the school corridor where other girls sit on the floor We are used to sitting on the floor while eating This is an Afghan tradition Every day we eat the same soup with vegetables and afghan bread called naan Sometimes we have a piece of meat and vegetables, depending on the season I spend the rest of the day at home, where I help with cleaning and cooking But I also find time for my favourite hobby drawing I go to bed very tired at 11pm
Appendix, Introduction
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Appendix, Introduction
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Meat 20
Sewing machine
Wood
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Loan
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Lamb, which all the most popular meals are made of.
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Learning aids
Rent 60
Religious fees
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For one room and one kitchen in the suburbs of the city.
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Yoghurt
15
10
15
40
Rice
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30
10
10
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Tea Bread
10 40
Gifts for the relatives and family or a tape with favourite music.
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15
Vegetable oil
Doctors visit
20
15
15
10
Raisins
Vegetables
Gas canister
Wedding
40 40
20
30
40
40
Sugar, spices
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Afghanistan MDG Education Pack
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The family decided that it was time for Farima to start working and support the family. Farima doesnt attend school, but works in the street, selling plastic bags at the market. After coming home, she helps her mother with the housework. Because of her work, Farima has neither time for education, nor for playing games with her siblings and friends. Farimas work will help the family: Contribute to the family budget 50 AFG a day Save money on education expenses 5 AFG a day Save on pocket money by 40 AFG a day
The family has decided that Jamil will work in a weaving factory which belongs to a man who had lent some money to the family. He promised that he would accept Jamils work in exchange for the debt repayments. Jamil doesnt attend school, but instead works in the factory. Its hard work and Jamil has neither time for education, nor for playing games with his siblings and friends. Jamils work will help the family: Cut the debt payments in half (to 60 AFG) Save 15 AFG a day on food as he gets his main meal of the day in the weaving factory. Save money on education expenses by 5 AFG a day as he is no longer attending school. Save on pocket-money by 40 AFG a day.
The family decided that it was time for Farima to start working and support the family. Farima doesnt attend school, but works in the street, selling plastic bags at the market. After coming home, she helps her mother with the housework. Because of her work, Farima has neither time for education, nor for playing games with her siblings and friends. Farimas work will help the family: Contribute to the family budget 50 AFG a day Save money on education expenses 5 AFG a day Save on pocket money by 40 AFG a day
The family has decided that Jamil will work in a weaving factory which belongs to a man who had lent some money to the family. He promised that he would accept Jamils work in exchange for the debt repayments. Jamil doesnt attend school, but instead works in the factory. Its hard work and Jamil has neither time for education, nor for playing games with his siblings and friends. Jamils work will help the family: Cut the debt payments in half (to 60 AFG) Save 15 AFG a day on food as he gets his main meal of the day in the weaving factory. Save money on education expenses by 5 AFG a day as he is no longer attending school. Save on pocket-money by 40 AFG a day.
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Fly Freely (2001) On a day when my thoughts bring me firewood as a gift instead of cold feelings On a day when my eyes are wide open As if By seeing a withered leaf, oceans would flow On a day when my hands are inspired to weave clothes full of wheat and roses for the body of this creation On a day when my lullaby can grant sleep to the eyes of the sick and street-bound children On a day when with soaring melodies pray to the fire spirits On that day, I will write a poem, a great romance sweet as a palm tree and enchanting as the moon
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SOURCES
mATERIAlS:
Afghan Aid: www afghanaid org uk Afghan Star: www afghanstardocumentary com Caged Bird Stories from Safe House and Nadia Anjumans Poems, produced by Humanitarian Assitance for the Women and Children of Afghanistan (HAWCA): www hawca org To order a full copy please contact us at office@afghanconnection org for more details Dr Sarah Fanes Blog: http://sarahfane blogspot com White Dove: Introductory MDG and Afghanistan film produced specifically for this Education Pack This is provided with the education pack To get hold of a copy please contact us at office@afghanconnection org for more details
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EXTRA RESOURCES
BOOKS:
Junior School: The Breadwinner, Parvanas Journey and Mud City by Deborah Ellis Shadow by Michael Morpurgo Senior School and 6th Form: Flashman by George MacDonald Fraser The Sewing Circles of Herat by Christina Lamb The Places Inbetween by Rory Stewart Cables from Kabul by former ambassador to Afghanistan, Sir Sherard Cowper-Coles The Kite Runner and A Thousand Splendid Suns by Khaled Hosseini Dear Zari, Hidden Stories from Women of Afghanistan by Zarghuna Kargar
fIlmS:
Afghan Star: www afghanstardocumentary com Out of the Ashes, The Rise of the Afghan Cricket Team: www outoftheashes tv Kabul At Work by Oliver Englehart: www kabulatwork com you can watch the film and interview with Oliver on youtube as part of Aljazeeras Witness Series.
ChARITIES:
UNICEF: www unicef org/infobycountry/afghanistan html Save The Children: www savethechildren org uk/en/afghanistan htm Oxfam: www oxfam org uk/oxfam_in_action/where_we_work/afghanistan html
CAmpAIgNS:
10x10 (a global film and social action campaign for girls education): 10x10act org Send my Sister to School: www sendmyfriend org
EDUCATION SOURCES:
Change the World in Eight Steps: Oxfam Education Resources, 2010 Youth and Education in Afghanistan Lesson Plan: Pulitzer Centre on Crisis Reporting, http://pulitzercenter org/education/lesson-plan/lesson-plan-youth-and-education-afghanistan
NEwS:
Aljazeera (Arabic News Network): http://english.aljazeera.net BBC Afghanistan Timeline and Profile: http://news bbc co uk/1/hi/1162108 stm 2011 Afghanistan Dispatches by Anna Badkhen: http://annabadkhen com/dis php
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