GAC - Bridgetown Protocol - Education Working Group Report



		THE BRIDGETOWN PROTOCOL HOME TABLE OF CONTENTS Back to Working Group Reports PART III - WORKING GROUP REPORTS EDUCATION WORKING GROUP REPORT Chairperson: Stephanie Payne INTRODUCTION PRIORITY AREAS CURRENT PROGRAMS RECOMMENDATIONS BARRIERS & STRATEGIES INTRODUCTION The objective of the Education Working Group was to present an accurate presentation of educational issues/challenges facing Afrikan and Afrikan Descendant children and youth on the Continent and in the Diaspora; and to look at proactive solutions to barriers which impinges on the Afrikan and Afrikan Descendant child within Euro-centric educational systems. 1) Lack of empowerment of Black youth, parents, teachers and administrators a) State and government take over of school systems has become a global trend b) Lack of Afrikan and national history in curricula c) Lack of critical thinking skills being taught to Afrikan and Afrikan Descendant youth d) Lack of Afrikan and Afrikan Descendant control over curriculum and content, which is essentially designed to serve the needs of colonial governments rather than the indigenous people 2) Deleterious effects of institutionalised racism on Afrikan youth attending white dominated school systems a) High drop out rates and expulsion of Afrikan and Afrikan Descendant students b) Prejudicial discipline policies that disproportionately target Afrikan and Afrikan Descendant students c) Low expectations for Afrikan students by white educators 3) Under-funding, inadequacy of resources and lack of access in predominantly Afrikan school systems/regions a) Lack of properly trained and certified teachers b) Inadequate teaching salaries c) Lack of initiatives and resources for students with special needs d) Total lack of access to schools for millions of children in the developing countries as a result of poverty, war and the current HIV-AIDS pandemic e) Failure to disconnect from Euro-centric teachings, religion, and schools, and plug into Afrikan centred education f) Failure to review and reconnect with our own Afrikan spirituality g) Failure to be completely independent of Euro-centricity 4) Lack of access to boards, committees, governments and institutions with regards to policy development and/or curriculum implementation a) Need to address the dysfunctional training of teachers to identify and correct “thought distortion” b) Need to modify the pathological behavioural patterns too often seen in Afrikan and Afrikan Descendant communities and to reinstall principles of Afrikan humanness – uBuntu; A true understanding and teaching of Afrikan values c) Need for more community based programs to attract and enhance participation (community schools) d) Need to develop a network of human and financial resources to assist in starting and running these programs and schools within the various localities and regions e) Need to adopt a holistic approach to teacher training and develop holistic programs, child centred/ Afrikan centred curriculum f) Need to educate the Afrikan family prior to, or during, pregnancy, that our children become what they eat. Eating the right food is an important factor in the normal development and learning processes of the Afrikan child g) Need to apply existing models with elected Elders who monitor and are responsible for the financial aspect and oversight of the curriculum to ensure it is effectively prepared and carried out in keeping with Afrikan principles, ethos and values of respect CURRENT PROGRAMS 1) Supplementary School Movement – a movement toward independent Saturday and after-school programs in England, Canada and the United States, where Afrikan history and tutorial services can be provided 2) Afrikan centred study groups (Caribbean, U.S.) 3) Independent Black Schools (Caribbean, U.S., Canada) 4) Black parent organizations (Canada) 5) Black teacher organizations (Canada, U.S.) 6) Fundraising for scholarships, school supplies, clothing and food for economically disadvantaged students (Barbados) 7) Two week camp programs for children to teach survival skills (Rastafari) 8) 6-3-3-4 System (Nigeria) 9) Parents of Black Children in the Toronto Region 10) Train the Teacher manuals (in UK, USA, CANADA) RECOMMENDATIONS 1) Establish adequate teacher training courses and programs at university level 2) Increase federal, state and government funding for education 3) Improve, qualitatively as well as quantitatively, Afrikan school systems, based on international standards 4) Develop inclusive curricula so that our students can develop a positive self-image through the compulsory teaching of Afrikan and national history to instil pride and develop loyalty to one’s nation and group 5) Develop a holistic approach to curricula that addresses all areas of study with an emphasis on science, mathematics and technology 6) Provide opportunities for evening classes and adult education 7) Produce our own text books, videos and other multi-media training materials 8) Create our own schools by pressuring governments for financial allocation 9) Realize that the process must start before governmental support is granted to prove ourselves in terms of organization, competence, practicality, implementation of programs, i.e. arts, culture, community involvement, parental support and involvement 10) Pressure affluent Afrikan people, especially those in powerful positions, to contribute and/or give back to the community 11) Organize effective lobby and advocate strategies by building up strong cases 12) Establish strong links among schools and ministries of education on the continent and in the Diaspora 13) Develop a “Train-the-Trainer” manual geared specifically for Afrikans and Afrikan Descendant in order to effectively teach anti-racist and Afrikan centred curricula BARRIERS & STRATEGIES Inhibitors to Success 1) The persistence of cultural, ethnic and class differences within Afrikan and Afrikan Descendant communities 2) Relentless resistance and sabotage from colonial governments 3) Consistent lack of funding and resources to mount and complete significant projects Summary of Strategies to Overcome Inhibitors 1) Develop methods of cultural sharing that include educational exchange programs for students and educators 2) Lobby governments for increased funding towards education 3) Develop volunteer organizations that will utilize the expertise of various members of the community 4) Develop an Afrikan Teachers Educators Network throughout the Diaspora and the Continent 5) Implement a curriculum, as part of Afrikan Studies, which reflects and clearly states the subject of Reparations payment; that the precedent already has been set for such; and that it be for Afrikans and Afrikan Descendants specifically 6) Demand that reparation for slavery and colonization be granted to our people 7) Develop an Afrikan centred curriculum with contents reflecting the need for material created for Afrikan people by Afrikan people 8) Disconnect from Eurocentric teachings, religion and schools, while plugging into African-centred educational Approaches; to eventually become completely independent of Euro-centricity 9) Review our resources and assets and reconnect with our own Afrikan spirituality 10) Address the dysfunctional training of teachers in order to identify and correct “thought distortion” Back to Working Group Reports _________________________________ Please direct questions or comments to website@globalafrikancongress.com Copyright © Afrikans and Afrikan Descendants World Conference Against Racism 2003. 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