General education in African countries. Education in African countries
School start education is associated with the development of the territory of Europe. colonists (mid-17th century). The education of the children of immigrants was modeled after the parochial school. education is associated with the development
territory of Europe. colonists (mid-17th century).
The education of the children of immigrants was based on
parochial school model. From con. 18th century
established a network of missionary churches. schools
for Africans. Military capture methods
indigenous lands, rivalry
between European powers for possession
colonies, leading to armed
conflicts, held back for a long time
establishment of a regular school. In the 1st floor. nineteen
v. in most of the South. Africa
created a system of brit, colonial schools
(separate for children of different races) with
teaching in english lang. (since 1828 official
education and African children. Means.
part of the missionary schools
reassigned to the provinces the authorities
but differences in programs
education for department groups
populations were preserved.
Preschool(ch. arr.
"schools for kids"; gave
pre-school preparation) were
only available to whites. Since 1950
the law on "settlement according to
groups”, established ethnic.
zones for "non-white" population With the coming to power of the
President F. de Klerk (1989)
set a course for abandoning apartheid.
In 1990-91, all discrimination was abolished. the laws. started
democratization of education. WITH
Jan. 1991 all state. schools
open to children and teenagers
without distinction of races. universities
expanded student enrollment.
After being elected President
South Africa N. Mandela (1994) heading for
democratization of education
became more consistent.
Education since 1995 in the state. schools
free. 3 times grown
education spending,
reaching approx. 23% of budget
appropriations (St. 7% of GDP).
Created in South Africa, an independent
scientific fund finances
development and
school improvement. and
university programs, ch. arr.
intended for African
pupils and students, and
training
teachers and strengthening tech.
school bases learning. . Number of Kenyans
special
educational
needs
is 10% of the total
population;
approximately 25% of
CERD/C/KEN/1-4 50 GE.1140127 children
school age.more than 90% of children with
special
educational needs remain
Houses. On average, these children
start going to school
upon reaching the age of 8 and
older. As a result, they
become adults before
how they finish
learning programs . Thus, political
government initiatives
identified the need
strengthening mobilization and
information programs in
in order to eradicate taboos and dogmas,
related to disability and
also development and
flexible learning
program oriented
on the child and benevolent
in relation to this category
students. Additionally
efforts are being made to
having to do all the training
establishments for real
in an inclusive way
removing key barriers Union of Kenya for the Blind
is national
organization of people with a weak
vision in Kenya. His goal
is to look for and
bring people together with
visual impairment to
empower them, raise
their standard of living and improve
social image
blindness
program
Education and Rights of the Child: To promote the rights of children with visual impairment to quality education and socialprotection
Technology and Youth Empowerment: to promote access to training, employment, technology and social opportunities
young man with visual impairment
Membership development: to promote self-confidence and social participation among adults with visual impairment
Among each area of the program, strategies include:
Advocacy to enact policies that promote inclusion and access to opportunities for people with visual impairments.
Empowerment of people with visual impairment to increased self-determination, self-confidence and self-protection.
Working with government, corporate and civil society organizations to promote rights to,
enhances participation and representation within, and effectively provides services to visually impaired people throughout Kenya.
Institutional KUB local level development branches to increase their involvement in promoting access to opportunities and
services.
Each of its programs includes many cross cutting issues including:
Education, training and literacy
Employment and economic empowerment
assistive technology
Sensitisation and Awareness Creation
Personal development and empowerment Uganda has a new program for
deaf kids. This new
preschool is in the city
Ntinde. Previously, deaf children entered
grades of Elementary School 1 without any
preliminary education. Now have
they have a wonderful school where they
can improve their skills in
sign language. One of the founders
school, Dr. Joyce Nalugya, says that
"Children will learn, play and have fun
in well-equipped classrooms for
early learning like other kids in
kindergarten. Extreme concern for these children led
Martin Mackenzie of Warwick to participate in
multiple projects. Since the Christian
Lambwe school is a service project
"Siloam" in Warwickshire, he started with
donations to this fund. Then he is a lot
once I was in this school, the trips were long and
intense.
To improve their living conditions, he
successfully solved the gigantic task of collecting
facilities for conducting electricity in this
remote area. Now he is also diligently
working to keep the area clean
water. African population
is about
billion people. Of them,
about 7 million blind people.
Munal school for
deaf and blind children. V
currently in it
about 200 students
deaf students. To Lesotho
there is a school for the deaf Prince Harry visited the South African country of Lesotho
During his visit, he visited
school for deaf children.
2003
Special education in Africa Beginning school education is associated with the development of the territory of Europe. colonists (mid-17th century). The education of the children of the settlers was modeled after the parish school. From con. 18th century established a network of missionary churches. schools for Africans. Military methods of seizing the lands of indigenous peoples, rivalry between Europeans. powers for possession of colonies, leading to armed conflicts, for a long time held back the formation of a regular school. In the 1st floor. 19th century in most of the South. Africa created a system of British, colonial schools (separate for children of different races) with instruction in English. lang. (since 1828, official government since 1943 took control of the education of African children as well. A significant part of the missionary schools was reassigned to the provincial authorities, but differences in educational programs for certain groups of the population remained. kids"; gave pre-school education) were available only to whites. Since 1950, the law on "settlement by groups" was in force, establishing ethnic zones for the "non-white" population
- Since 1943, the production has taken control of education and afr. children. Means. some of the missionary schools were reassigned to the provinces. authorities, but the differences in educational programs for otd. population groups were preserved. Pre-schools (ch. arr. "schools for toddlers"; provided pre-school education) were available only to whites. Since 1950, the law on “settlement in groups” has been in force, establishing ethnicity. zones for "non-white" population
- With the coming to power of the government of President F. de Klerk (1989), a course was taken to abandon apartheid. In 1990-91, all discrimination was abolished. the laws. The democratization of education began. From Jan. 1991 all state. schools are open to children and adolescents without distinction of race. Universities have expanded the admission of applicants. After the election of N. Mandela as President of South Africa (1994), the course towards the democratization of education became more consistent. Education since 1995 in the state. schools for free. Expenses for education increased 3 times, reaching approx. 23% of budget allocations (over 7% of GDP). Created in South Africa, an independent scientific. The fund finances the development and improvement of schools. and university programs, ch. arr. intended for African pupils and students, as well as professional development of teachers and strengthening of technical. school bases learning.
- . The number of Kenyans with special educational needs is 10% of the total population; approximately 25% of those CERD/C/KEN/1-4 are of school age.
- more than 90% of children with special educational needs stay at home. On average, these children begin attending schools at age 8 or older. As a result, they become adults before they complete their training programs.
- . Thus, government policy initiatives have identified the need to strengthen mobilization and information programs to eliminate taboos and dogmas related to disability, as well as to develop and implement a flexible curriculum that is child-friendly and friendly to this category of students. Additional efforts are being made to make all institutions truly inclusive by removing key barriers
- Union of Kenya for the Blind is a national organization of people visually impaired v Kenya. Its purpose is to seek and unite people with visual impairment in order to empower them, to lift them standard of living and improve the social portrayal of blindness
- Education and Rights of the Child: To promote the rights of visually impaired children to quality education and social protection
- Technology and Youth Empowerment: to promote access to training, employment, technology and social opportunities for young people with visual impairment
- Membership development: to promote self-confidence and social participation among adults with visual impairment
- Among each area of the program, strategies include:
- Advocacy to enact policies that promote inclusion and access to opportunities for people with visual impairments.
- The power of people with visual impairment to magnified self-determination, self-confidence and self defense.
- Collaboration with government, corporate and civil society organizations to promote the rights to increase participation and representation within, and effectively provide services to visually impaired people throughout Kenya.
- Institutional KUB local level development branches to increase their involvement in promoting access to opportunities and services.
- Each of his programs includes many mutual shrinking problems including:
- Education, training and literacy
- Employment and economic empowerment
- assistive technology
- Sensitisation and Awareness Creation
- Personal development and empowerment
- Uganda has a new program for deaf children. This new pre-school is located in the town of Ntinde. Previously, deaf children entered Primary School 1 without any prior education. Now they have a great school where they can improve their sign language skills. One of the founders of the school, Dr. Joyce Nalugya, says that "Children will learn, play and have fun in well-equipped early learning classrooms, just like other children in kindergarten.
- Extreme concern for these children led Martin McKenzie of Warwick to become involved in several projects. Since Lambwe Christian School is a Siloam Ministry project in Warwickshire, he started by donating to this fund. Then he visited this school many times, the trips were long and intense. In order to improve their living conditions, he successfully completed the gigantic task of raising funds to bring electricity to this remote area. Now he is also working hard to provide the area with clean water.
- Population Africa is about a billion people. Of these, about 7 million are blind.
- Munal School for Deaf and Blind Children. It currently has about 200 deaf students. Lesotho has a school for the deaf
- Prince Harry visited the South African country of Lesotho, during the visit he visited a school for deaf children.
- 2003
- Kenya 2 schools for the deaf
EDUCATION IN AFRICA: PROBLEMS, DEVELOPMENT, PROSPECTS
E.B. DEMINTSEV
Candidate of Historical Sciences
Keywords: Africa, education, poverty, gender, discrimination, conflicts, AIDS, UNESCO
In the last decade, education has been given special attention at the international level. For the countries of Africa, both North and, especially, Tropical, one of the most urgent and urgent tasks is to increase the educational level of the population. According to the World Bank, more than 70% of children not covered by school education live in South Asia and sub-Saharan Africa.
According to UNESCO, in the sub-Saharan Africa, 35 million children do not go to school, of which 19 million are girls2. Average level literacy in Africa is as high as 70% for men and 50% for women, and enrollment schooling in some countries it is 90%, while in others it is only 60%. Availability primary education largely depends on where children live - in cities or in villages, as well as on the level of income of the family and the gender of the child. According to the World Bank, for every 100 boys in primary education, there are only 83 girls3.
UNESCO is the leading organization for policy-making in the field of education at the international level.
The article was written with the support of the Russian Humanitarian Foundation within the framework of the research project "The role of human capital in shaping the country's image in a multipolar world: a comparison of Russian and African realities." Project No. 09-02-0055^^.
oversees the United Nations project "Decade of Literacy" (2003-2012). Among the goals of the project is to improve the quality and expansion of literacy programs for youth and adults, as well as to attract additional financial resources for their implementation. The focus of UNESCO is Africa with such problems as low level of education, gender inequality in this area, etc.
2012 is the final year of the Decade of Literacy project. In connection with this program, UNESCO has set itself the task of demonstrating the essential role of education in achieving sustainable socio-economic development. Today, together with other partners, UNESCO is working to ensure that all children have the opportunity to attend a school with qualified teachers who can give them quality education. The issues covered by the organization's activities also touch on topics such as discrimination in education and illiteracy, the study national cultures and training of national personnel.
According to the World Bank, in the early 2000s Sub-Saharan African countries have begun to see some increase in enrollment in primary education and a gradual return to the level of the early 1980s. (80%). V last years governments
many countries began to pay enough attention to this area, trying to reduce the costs of parents for the education of their children and increase the allocated budget funds.
At the same time, many researchers have come to the conclusion that the programs drawn up by the UN and UNESCO are not being implemented effectively enough. Forecasts point to a potential decline in overall education funding in sub-Saharan Africa and a reduction in spending on teachers' salaries, school equipment and programs targeted at the most disadvantaged.
It should be noted, however, that some African countries have successfully developed primary education systems in the last decade. For example, in Ethiopia, the number of children who are not able to study in schools decreased from 6.5 million in 1999 to 2.7 million in 2008. At the same time, in Tanzania, in the early 2000s. less than half of school-age children attended educational institutions, a situation that persists to this day. In Morocco, the number of out-of-school children fell from 1.2 million in 1999 to 360,000 in 2008. In turn, Benin is one of the fastest moving countries in the world towards universal education coverage: 50 % - in 1999 and 80% - in 2007. The gender gap has also narrowed: if in 1999 there were only 67 girls for every 100 boys attending school,
vochek, in 2007 this figure increased to 834.
Significant progress has been made even in some of the poorest countries in sub-Saharan Africa. Thus, the abolition of tuition fees in Burundi contributed to the fact that enrollment in primary education has tripled since 1999, amounting to 99% by 2008. Zambia also crossed the 90% mark.
NEW MILLENNIUM - OLD PROBLEMS
Among the main problems for which the countries of Tropical Africa are forced to fight today are poverty, gender inequality, a lack of qualified teaching staff and, as a result, -low level education, as well as the unwillingness of the governments of some African States to pay due attention to the eradication of illiteracy.
Poverty is the most common cause of educational disadvantage in Africa. Many parents are unable to pay the cost of education, and even if it is free, study guides and school uniform as they compete with food costs. Although the number of school-age children in the world is increasing, the total number of out-of-school children has fallen from 106 million in 1999 to 69 million in 2008, but almost half of them (31 million) live in sub-Saharan Africa5.
Another consequence of poverty is child labor: for this reason, many children from poor families cannot attend schools. First of all, this concerns girls engaged in domestic work.
To date, the problem of gender equality in African schools. According to the 2010 Education for All (EFA) Global Monitoring Report, “several West African countries
ricians, where gender disparities are particularly large, have developed parity-enhancing policies as part of a broader strategy to achieve universal primary education. The policy also aims to change attitudes about the place of girls and women in society, financial incentives for school attendance, water and sanitation in schools, recruitment and expansion of female teachers in rural areas, and greater gender mainstreaming. problems in the conduct of pedagogical training.
However, the unequal status of women is not the only form of inequality in these countries. The problems that stand in the way of getting an education include such factors as place of residence and language affiliation. Many children from remote villages are unable to attend schools that are miles away from home. This issue is most serious for children of nomads, since stationary school infrastructures and a rigid schedule of classes are not adapted to the lifestyle of the migrant population. In Uganda, for example, where overall there has been notable progress in the development of universal primary education, among the pastoralists of the Kara Manjong tribe, the average duration of education is less than one year. International organizations are concerned about the creation of a network of so-called satellite schools in such areas.
The language factor also plays an important role in the development of education.
In many African countries, children learn in a language that is not spoken in their families. This applies to 221 million children. One reason for poor academic performance is teaching in a language that students do not understand or
understand with difficulty. For Africa, a continent with many language groups, the problem of the language of instruction is of particular importance. Language diversity poses challenges in recruiting teachers, developing curricula and allowances. At the same time, education in the official national language provides more chances for a well-paid job in the future. Currently, many countries are trying to somehow resolve this issue by creating bilingual education programs. “Many programs introduced in sub-Saharan Africa show that teaching in the mother tongue of children positive results. For example, the establishment of bilingual schools in Burkina Faso improved learning outcomes, and in Mali it helped reduce school dropout rates.”7
For many African countries, actual problem shortage of qualified teachers. In the states of Tropical Africa, there are on average 40 students per teacher. In Madagascar, Mozambique, and Sierra Leone, this figure rises to 80. Naturally, there are more qualified teachers in cities than in rural areas. In many African countries, the problem of teachers is not only the question of their qualifications, but also their pay. Due to low salaries, teachers are forced to look for additional jobs or to abandon their teaching activities.
The political conflicts and wars that many countries of the continent had to go through often not only undermined, but almost completely destroyed national system education, as governments had to drastically cut social spending. In addition, in war zones, parents were afraid to let their children go to school. in Mozambique during civil war(1976-1992) almost half of the
16 ASIA AND AFRICA Today No. 4 2011
elementary schools8. In Sierra Leone, where the insurgency was largely composed of young people and teenagers, half of the "fighters" left the school due to destruction or closure educational institutions in their areas.
Various international humanitarian organizations are helping countries in conflict. As a rule, this assistance is of a temporary nature and concerns, first of all, the life support systems of people who find themselves in military zones. The solution of long-term issues, which include education, is usually relegated to the background. As a result, after the conflict is resolved, it turns out that the country's education system is completely or
Many have heard that the children of Africa are growing up in adverse conditions. High mortality due to starvation. And this is in the 21st century, full of worldly blessings, when, having gone to the corner of the house, a person can buy almost everything they need in a store. We will learn further about the current situation on the continent and how children live and grow there from the article.
colossal decline
The human rights organization Save the Children has prepared a report according to which the mainland of Africa is indeed considered the most unfavorable place for raising new generations. Life is hard in Burkina Faso, Ethiopia and Mali, as well as other states.
Every one of the eight children born there dies before their first birthday. 1/10 women die during childbirth. The level of education is also very low. Only 10% of female representatives are taught to write and read and write.
Clean water is available to only a quarter of citizens. So anyone who periodically complains about life can simply imagine the conditions of existence of these people. The little children of Africa are dying before they reach the age of 6-10 because they simply do not have food and clean water.
Indifference and orphanhood
Many live simply on the streets, because their parents met death from malaria, AIDS or another disease, and there is simply no one to look after the kids. There are many beggars here. This sometimes annoys and scares tourists, but it is worth remembering that African children pester people not to annoy, but only out of a desire to survive. Even a piece of bread would help them.
They are deprived of the happy joys of childhood that our firstborns will know, who are taken to zoos, to Christmas trees, to dolphinariums and toy stores. The tribes are trying to support because it is they who will have to take care of the elderly in the future, but it is not always possible to save a large offspring.
The period of breastfeeding here lasts a long time. The children of Africa do not even know what a stroller, a playground, a school are. world order environment remains a dark gap in knowledge for them. Around them only poverty and poor living conditions.
Careless handling
Babies are carried here on the back or on the hip, tied like a sack, and not on the hands. You can often see how a woman goes to the market or to another place, drags a bag on her head, rides a bicycle, while carrying her child. The fleeting impulses of the heirs are not taken into account.
For example, in our latitudes, if your son or daughter sees something interesting on the street, you will surely stop and let them see what is there. lives according to several other laws. If the baby wants to go somewhere, no one will specially carry him there, he will have to crawl on his own. Due to which, for sure, it will be physically more developed than kids who move only within the apartment.
It is also rare to see capricious crying here. Simply because it does not help to attract the attention of parents.
wild customs
The life of a child is valued extremely low. Old people are much more protected, because writing is poorly developed here, knowledge is transmitted only by means of language. So every long-liver is worth its weight in gold.
There are horror stories of how the children of Africa were sacrificed in order to appease the gods and prolong the life of the elderly. The child is usually stolen from the village next door. Twins are especially popular for this purpose. Until the age of five, fragile creatures are treated with disdain here and are not considered human. Do not use a death and birth certificate.
In Uganda, sacrifices have become common practice and have not surprised anyone for a long time. People have resigned themselves to the fact that a child can be beaten or even killed when going out into the street.
Scales
The starving children of Africa are victims of character. It affects 11.5 million people, according to data compiled by international organizations. This is most pronounced in Somalia, Ethiopia, Kenya and Djibouti. In total, 2 million children are starving. Of these, 500 thousand are close to death. ¼ of the population is undernourished.
More than 40% of babies under 5 years of age experience malnutrition due to poor nutrition. The children of Africa do not have the opportunity to get an education. In schools, they give only the basics, which in our countries are already known in the initial groups of kindergartens. A rarity is the ability to read and write. This is enough for a person to be called enlightened. They learn to count on pebbles, and sit right on the street under the baobabs.
Relatively high-income families send their children to white-only schools. Even if the state supports the institution, in order to attend it, you still need to pay at least 2 thousand dollars per year. But this gives at least some guarantee that, after studying there, a person will be able to get into the university.
If we talk about villages, the situation there is absolutely deplorable. Instead of experiencing the world, girls get pregnant and boys become alcoholics. The starving children of Africa, against the backdrop of such deplorable conditions, are doomed to death from birth. Very little is known about contraceptives, so families have 5-12 children. Due to this, although the mortality rate is high, the population is growing.
Low value of human life
Demographic processes here proceed chaotically. After all, it's not normal when at 10 years old children are already having sex. A survey was conducted, during which it turned out that in the case of infection with AIDS, 17% of children will intentionally infect others.
In our realities, it is hard to even imagine the wildness in which children grow up, almost losing their human appearance.
If a child lives to 6 years old, he can already be called lucky. Because most mow down dysentery and malaria, lack of food. If his parents are also alive up to this point, these are repeated miracles.
On average, men die at 40, and women at 42. There are practically no gray-haired elders here. Of the 20 million Ugandans, 1.5 million are orphans due to malaria and AIDS.
Accommodations
Children live in brick huts with corrugated roofs. When it rains, water gets inside. The place is extremely small. Instead of a kitchen, there are stoves in the yard, charcoal is expensive, so many use branches.
Washing rooms are used by several families at once. There are slums all around. With the money that both parents can earn, it is simply unrealistic to rent a house. Girls are not sent to schools here because they think they do not need an education, because all they are good for is taking care of the house, having children, cooking or working as a maid, waitress or any other service labor position. If the family has the opportunity, then education will be given to the boy.
The situation is better in South Africa, where there is a rapid development. Help for the children of Africa here is expressed in investments in educational processes. 90% of children receive knowledge in schools without fail. These are both boys and girls. 88% of citizens are literate. However, much more needs to be done to change things for the better in the villages.
What is worth working on?
progress in educational system started in 2000 after the forum in Dakar. Much attention should be paid to education, and indeed to the preservation of the life of preschool children.
They need to eat right, get medicine, be under social protection. At the moment, little attention is paid to babies. The households are impoverished, and the parents themselves do not know very much. Although the trends are positive, the current level is still not enough. There are frequent cases when, getting into school, children quickly leave it.
bloody history
Africa's international holiday is celebrated on June 16th. It was established in 1991 by the Organization of African Unity.
It was introduced so that politicians around the world would pay attention to this problem. They chose this day because in 1976, on June 16, in South Africa, 10 thousand black girls and boys formed a column and marched through the streets, protesting against the current situation in the field of education. They demanded the provision of knowledge in the national language. The authorities reacted to this attack without understanding and shot the demonstrators. The unrest did not subside for another two weeks. People did not want to put up with such injustice.
As a result of further disturbances, about a hundred people died, and a thousand were injured and maimed. This marked the beginning of the uprising, which involved many sections of the population who participated in the strikes. The apartheid system collapsed as early as 1994, when
When I publish posts from Africa, I am sometimes accused of deliberately showing all sorts of tin, so that against its background Russia would seem like a paradise. So it is, only I don’t show the gesture on purpose. In Africa, tin is everywhere, and Russia is truly a paradise compared to most countries in the world. You don't appreciate what you have ;)
Here, look how children study in Kenya, not the poorest African country! TIN!
Primary education in Kenya is 8 grades of school, or "standards": "standard 1" - the first grade, "standard 8" - the final grade. They usually go to school at the age of 5-7, after a year of preparation in kindergarten.
The child looks out of the kindergarten window. 
This is how it looks. Usual Kindergarten in the slums of Nairobi. 
Yes, this is a playroom. 
Little gangster 
There are no windows and no heating, so the children wear jackets. 
No verandas or sandboxes. Everything is very harsh. 
And this is a school in the slums! It was built by the Canadians. 
This is such a hut with plywood walls instead of partitions 
There are a lot of children, literally crowds. 
85% of Kenyan children attend primary school, 75% of them go on to secondary school. This is an indicator of power overestimated by canceling the "repeated". Previously, children who did not cope with the final exams in primary school were left to study according to the "standard 8" a second time. Now, even those who failed the exams are allowed to go to high school.
Sing! 
The young man is clearly moved. 
Class elementary school- it's just a small room with benches, on which the children both sit and write. 
In elementary school, children study a number of standard subjects: English, Swahili, optional regional language, math, science, social studies, religion, art classes, physical education and "life skills" (apparently like our labor lessons).
There is almost no space in the classroom, and it is very noisy here. It's not clear how you can do it at all. 
Primary education became free and compulsory in 2003. In 2004, the oldest student in the world appeared in Kenya: 84-year-old Kimani Maruge wanted to get an education. He went to elementary school in Eldoret, and a year later he was even elected head boy.
The school bus is more like a truck. 
Camp "Right Sector"! Here, under the supervision of instructors from the State Department, children learn how to make Maidan! 
In primary and secondary school academic year starts in January and ends in November. Kenyan children also have three months of holidays, but they are scattered throughout the year: students have a rest in April, August and December. By the way, at universities the academic year is already normal, from September to June.
Everyone's shape is different. Some people wear tracksuits. 
And someone looks like a boy scout. 
The middle school is already better. 
In 2008, secondary education in Kenya also became free, but it is not compulsory. 
class interior 
girl class 
high school students 
Secondary schools are divided into state, public ("harambi") and private. And public schools, in turn, are national, regional and district. They recruit students based on their scores in the elementary school final exam. Roughly speaking, excellent students get into national schools, good students - in the regional, three-year-olds and losers - in the district.
And "harambi" is something like a vocational school, there are students high school who failed their final exams. Usually they receive technical and / or professional education, but some of these schools have access to university programs.
Kitchen with large boilers 
Schoolyard 
Playground) 
The walls are decorated with drawings dedicated to various subjects. Here's the biology section. 
Mathematics 
And there is a map of the world. 
The girl from the poster 
At the top, a poster calls for an end to child labor. 
Education in secondary school lasts 4 years (from "Form 1" to "Form 4"). That is, in total, a Kenyan student studies for 12 years.
60% of high school graduates enter universities. Undergraduate standard: 4 more years of study. Many go abroad. The most popular countries to study outside of Kenya are the UK, USA, Canada, India, Uganda and Russia.
AFRICAN LIFE:
JOURNEY TO AFRICA:
