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Candid Assessment of Mandela’s Legacy on the “Black Lives Matter” (BLM) Movement

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Visions of the Future Children Want

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African Views technical, scientific, and cultural research, analysis, reports, and public engagement on Education

Importance of Mentoring and Coaching Health Professionals What would you advice health professionals and leaders in other countries to do right away to accelerate achieving the MDGs? To help answer this question, we have invited a special guest from Peru: Dr. Pedro Mendoza Arana MD, MSc. Dr. Mendoza is a Peruvian physician and surgeon (MD), holding an MSc in Health Planning and Financing from the University of London, UK, and a Doctoral Degree (PhD) by Universidad Nacional Mayor de San Marcos, Lima, Peru. He is currently devoted to the academia, at the Universidad Nacional Mayor de San Marcos and also works as a consultant. He is the author of three university textbooks: ?Strategic Planning in Management: Applied for Health Facilities? (2000), ?Economic Evaluation in Health? (2002), and ?Strategic planning for health management? (2009). He has previously worked in top positions at the Ministry of Health and Non-Governmental Organizations in Peru.

Meeting the Growing Need for Eye Glasses Billions of people all over the world wear corrective eye glasses. Chances are that you do, or will have to in the future for reading and close work. But what if you couldn't get access to them, due to the cost or the lack of trained opticians who can determine the level of correction you need? Imagine those children not being able to see to learn properly in school. Imagine those people who cannot hold a job, or perform independent tasks due to eye problem. The problem of poor vision is actually not just a health problem alone; it is also an educational problem, as well as economic and quality of life problem. There are too few eye care professionals and facilities per capita in developing countries. In some countries in Africa, a pair of eyewear is simply in affordable for the average individual who needs it. Poor vision negatively affects a child's ability to learn in school and robs an adult of independence, mobility and quality of life. Some individuals and organizations are helping through the hand-delivery of primary vision care and eyewear. How are they doing it? How can you help? Please call with your questions, stories and comments as we explore this very important topic on African Health Dialogue. We would be glad to hear your view.

WOMEN EMPOWERMENT: History of Women’s Education Until recently, women have largely been excluded from the educational system. By understanding the history of women's education one is able to better appreciate how far we have come and the extraordinary women who got us here. It may surprise you to know that while Harvard opened in 1636, the first college to admit women did not do so for another 200 years. Women did not begin attending college in equal numbers to men until as recently as 1980. Women are standing up everywhere and a great development progress has been made in the developed world. However, many places around the developing world are still there where Harvard was 200 years ago. People are standing up to close the gender gap, and we ask you to join us in this effort. See detail here ABOUT Women's Education and Empowerment in the World The opportunity cost of less than equal and fair empowerment of women is too high to each community, country and the world. An important and fundamental empowerment resource is education, especially higher education. Women Empowerment involves conscious or unconscious efforts by the woman or and with the woman to be equipped with information, knowledge, skills and to have access to platforms which enables self discovery, dreams, freedom from fears, and realization of potential. Host: Dr. Surendra Kaushik Helena Kaushik Education Foundation http://www.facebook.com/pages/Mrs-Helena-Kaushik-Womens-College http://helenakaushik.org/

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MDG 2: Achieve Universal Primary Education Enrolment in primary education in developing regions reached 89 per cent in 2008, up from 83 per cent in 2000.The current pace of progress is insufficient to meet the target by 2015. About 69 million school-age children are not in school. Almost half of them (31 million) are in sub-Saharan Africa, and more than a quarter (18 million) are in Southern Asia. Despite great strides in many countries, the target is unlikely to be met. Enrolment in primary education has continued to rise, reaching 89 per cent in the developing world in 2008. Between 1999 and 2008, enrolment increased by 18 percentage points in sub-Saharan Africa, and by 11 and 8 percentage points in Southern Asia and Northern Africa, respectively. But the pace of progress is insufficient to ensure that, by 2015, all girls and boys complete a full course of primary schooling. To achieve the goal by the target date, all children at official entry age for primary schooling would have had to be attending classes by 2009. Instead, in half of the sub-Saharan African countries with available data, at least one in four children of enrolment age was not attending school in 2008. About 69 million school-age children were not going to school in 2008, down from 106 million children in 1999 .Almost three-quarters of children out of school are in sub- Saharan Africa (31 million) or Southern Asia (18 million). Drop-out rates in sub-Saharan Africa remain high. Achieving universal primary education requires more than full enrolment. It also means ensuring that children continue to attend classes. In sub-Saharan Africa, more than 30 per cent of primary school students drop out before reaching a final grade ."( source: United Nations)

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African Union Research Grants 2021/2022 | AU Open Call for Proposals |African Union Research Grants 2021/22✅☆☛ Africa Call for Proposals for Research. Africa Research Grants. Africa Small Grants. Funding for Youth Projects in Africa. Individual Research Grants for Africa 2021/2022. Research Grants for African Researchers 2020 - Research Grants

State of Schools and college education in African Countries The World Bank/UNESCO Task Force on Higher Education and Society produced a report on the state of higher education in developing countries throughout the world, decrying the lack of facilities and outmoded curricula. The report also concluded the investment in primary and secondary education had naturally fuelled demand for higher education as well. Eight out of the top ten Universities in Africa are from South Africa; the other two are University of Cairo and Makerere University in Uganda. The highest rated University, the University of Cape Town, ranks 324th in the world in 2011. University enrollment rates in sub-Saharan Africa are among the lowest in the world, averaging 5%. Some students described steep attrition in their departments or universities: 85% loss from mathematics in Madagascar, more than 95% loss from mathematics in the Central African Republic, 75% in Niger, 60% in Uganda. These rates are not likely representative of the continent as a whole but they suggest high dropout rates in many countries. A third of all sub-Saharan university students (1 million) are in Nigeria, the most populous African country and one with a 10% tertiary enrollment rate. Students from Nigeria describe dropout rates there as low: one estimated 5%, others wrote that rates were "low" or that "most students tend to graduate". The next-most significant sub-Saharan country for tertiary education is South Africa, with 500,000 students. South Africa has a 50% dropout rate (reported by the education minister Nailed Pandor in 2006). Ethiopia, the second-most populous African country, contributes another 150,000 tertiary students. Readmore on www.africanviews.org/av-radio

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