Objective:
• To question young people’s perception of Africa and
introduce them to some of the themes of the
Commission for Africa report.
You will need:
• Copies of the ‘True False Quiz’ statements cut up, one
set for each group of 4/5.
Time required:
• Approximately 30 minutes
Instructions:
• Give a set of the ‘True False Quiz’ statements to each
group of 4/5 in the class.
• Tell the groups to start with any statement, to decide
whether it is true or false and then go to the statement
number indicated below the option they have chosen.
• Tell the groups that if their decisions are all correct they
should return to the statement they started with and
have no statements left over. If they have any
statements left over then one or more of their decisions
was incorrect.
Discussion:
• Go through the quiz with the whole class using the ‘True False Quiz – Answers’ sheet.
The quiz answers can be used during the discussion to question their perceptions of
Africa and introduce them to some of the themes of the Commission for Africa report.
Learning Africa generic secondary activity – True False Quiz
www.learningafrica.org.uk/general_secondary.htm
True False Quiz
1. The biggest single killer of
African Children is AIDS
True – Go to 9
False – Go to 5
2. Half the population of Africa
live on less than one dollar a day
True – Go to 11
False – Go to 7
3. For every US$2 Africa currently
receives in aid, it pays back
nearly US$1 in debt repayments
True – Go to 10
False – Go to 6
4. Most people in Africa live in
towns and cities
True – Go to 8
False – Go to 12
5. Half the world’s population live
in Africa
True – Go to 3
False – Go to 9
6. Africa is smaller than Europe
True – Go to 11
False – Go to 2
7. There are over 50 countries on
the continent of Africa
True – Go to 4
False – Go to 12
8. More than 300,000 die in Africa
every month due to poverty and
disease
True – Go to 1
False – Go to 5
9. 75% of all telephones in Africa
are mobile phones
True – Go to 3
False – Go to 10
10. The life expectancy of people in
some African countries is 35 years
True – Go to 6
False – Go to 2
11. Most of the world’s poorest
countries are in Africa
True – Go to 7
False – Go to 4
12. Wealthy nations are spending
enough to reduce poverty in Africa
by half before 2015
True – Go to 1
False – Go to 8
Learning Africa generic secondary activity – True False Quiz
www.learningafrica.org.uk/general_secondary.htm
True False Quiz - Answers
1. The biggest single killer of African Children is AIDS. - FALSE
Malaria is the biggest single killer of African children; half the deaths could be avoided if parents had
access to diagnosis and drugs that cost little more than US$1 a dose. (Commission for Africa)
Two million people will die of AIDS in Africa this year; in Zambia, by 2010 every third child will be an orphan
and teachers are dying faster than they can be trained.
2. Half the population of Africa live on less than one dollar a day - TRUE
Half the population of Africa live on less than one dollar a day. (Commission for Africa)
More than 300 million people in Sub-Saharan Africa—nearly half the population—live on less than $1 a
day. This number is expected to rise to 400 million by 2015. (The World Bank)
Every cow in Europe receives almost US$2 a day in subsidies, double the average income in Africa.
(Commission for Africa)
3. For every US$2 Africa currently receives in aid, it pays back nearly US$1 in debt repayments - TRUE
For every US$2 Africa currently receives in aid, it pays back nearly US$1 in debt repayments. (Commission
for Africa)
Every year Sub-Saharan Africa spends $14.5 billion dollars repaying debts to the world’s rich countries and
international institutions. Often they spend so much on debt payments that they have very little left over for
health or education – in Nigeria, debt payments are eleven times higher than the national health budget.
(IMF)
4. Most people in Africa live in towns and cities - FALSE
Some 37 per cent of Africans now live in cities and that figure will rise to more than 50 per cent over the
next 20 years.
Urban population – Africa 33%. (Population Reference Bureau)
5. Half the world’s population live in Africa - FALSE
Population – Africa 861 million; Europe 727 million; Asia 3830 million; World 6314 million. (Population
Reference Bureau)
6. Africa is smaller than Europe - FALSE
Area – Africa 11.7 million square miles; Europe 8.9 million square miles; World 51.8 million square miles.
(Population Reference Bureau)
7. There are over 50 countries on the continent of Africa - TRUE
Number of countries – 56. (Population Reference Bureau)
8. More than 300,000 die in Africa every month due to poverty and disease - TRUE
More than 300,000 died in the Asian tsunami disaster; the same number of people die in Africa every
month due to poverty and disease. (Commission for Africa)
9. 75% of all telephones in Africa are mobile phone - TRUE
The use of mobile phones is increasing much faster in Africa than anywhere else in the world; 75 per cent
of all telephones in Africa are mobile. (Commission for Africa)
10. The life expectancy of people in some African countries is 35 years - TRUE
Life expectancy is falling. People in Africa on average live to the age of just 46 but in some countries it is as
low as 35.
Average Life expectancy – 52 years. (Population Reference Bureau)
11. Most of the world’s poorest countries are in Africa - TRUE
Africa is home to five of the world’s fastest-growing economies – but also 34 of the world'
s 49 poorest
countries. (UNCTAD)
12. Wealthy nations are spending enough to reduce poverty in Africa by half before 2015 - FALSE
In 1970, wealthy nations agreed to a goal of spending 0.7% of GNP on development assistance. Last year,
these countries spent on average just 0.23%; the U.S. gives the smallest percentage of its wealth, 0.12%,
to poor countries. (OECD)
In 2001, the rich countries of the world gave $16 billion in aid to Africa. This money has helped
tremendously but to achieve the “Millennium Development Goals” to reduce poverty in half, Africa will need
an additional $20-$25 billion. (The World Bank)
Learning Africa generic secondary activity – True False Quiz
www.learningafrica.org.uk/general_secondary.htm
Objectives
To explore the connections that the UK has with African
countries
To encourage discussion about issues raised by the
Commission for Africa report
You will need:
A laminated map of the world with country names
Different coloured sticky dots
Labels from tins / packets of food – both preserved and
fresh (these could be collected by pupils and brought to
the lesson)
Time: 30 – 45 minutes
Instructions:
Stage 1
Ask the pupils to look at the labels on their clothes, or
anything else they may have brought with them, for
information about the countries of manufacture.
Give each pupil some sticky dots (of one colour) and ask
them to stick one dot on each of the countries of
manufacture on the world map.
Stage 2
Ask the pupils to get out the labels they have brought with them and look for
information about the countries of production.
Give each pupil some sticky dots (of another colour) and ask them to stick one dot
on each of the countries of production on the world map.
Stage 3
Tell the group that the map shows the connections that the UK has with the rest of
the world. Ask the whole group about what the map shows:
o Is there a pattern to how the dots are distributed?
o Which areas of the world do manufactured goods come from?
o Which areas of the world do food products come from?
o Is there any pattern to the type of goods manufactured / food products
produced in different parts of the world?
o Why are there so few connections with countries in Africa?
Use the background information to explore the trade issue raised by the
Commission for Africa report. Focus in particular on:
o Unfair trading practices – barriers and subsidies
o Dependency on primary production
o Decreases in world market prices for primary goods
o The need for a better transport infrastructure
Learning Africa generic secondary activity - African Connections
www.learningafrica.org.uk/general_secondary.htm
Background Information:
Africa has seen its share of world trade fall from six per cent in 1980 to less than
two per cent in 2002. (Commission for Africa)
Every cow in Europe receives almost US$2 a day in subsidies, double the average
income in Africa. (Commission for Africa)
From 1980 to 2000, the price of major African exports decreased dramatically;
sugar by 77%, cocoa by 71%, coffee by 64% and cotton by 47%. (Commission for
Africa)
Tariffs on peanuts coming into the US from Africa are 132%. (Commission for
Africa)
Half the population of Africa live on less than one dollar a day. (Commission for
Africa)
Rich nations spend as much on subsidising the production of unwanted food as the
entire income of all the people in Africa – almost US$1 billion a day. (Commission
for Africa)
Africa’s transport costs are around twice as high as those for a typical Asian
country; shipping a car from Japan to Abidjan costs US$1,500, whereas moving it
from Abidjan to Addis Ababa costs US$5,000. (Commission for Africa)
If Africa’s share of global trade had stayed at 1980 levels, the continent’s share of
world exports would be double today’s figure – and Africans’ per capita incomes
would be 50 percent higher than they are today. (UNCTAD)
Economists estimate that—through trade—Africa has the potential to earn at least
six times what it currently receives in aid.
Africa cannot trade its way out of poverty without a level playing field. Right now,
trade rules are so skewed that cows in Europe receive more every day in subsidies
than half the population of Africa has to live on ($2). (Jubilee)
Learning Africa generic secondary activity - African Connections
www.learningafrica.org.uk/general_secondary.htm
Secondary activity
Objectives:
• To become familiar with the UN Convention on the Rights of
the Child.
• To consider the importance of the right to participate.
You will need:
• Copies of: Summary of the Key Rights of the Child (one
copy for each pair of students).
• Copies of: Summary of Key Rights of the Child by category
(one copy for each pair of students).
Time required: 30 -40 minutes.
Instructions:
• Ask the students to work in pairs and to think about rights
they think young people should have.
• Ask each pair in turn to contribute an idea, and record their
feedback on a board or flipchart.
• Compare the list that the students have generated with a
copy of the Summary of the Key Rights of the Child, containing an abbreviated list of
the UN Convention on the Rights of the Child.
• Using the Summary of the Key Rights of the Child sheet ask the pairs of students to
group them into the following categories:
o Survival Rights (i.e. having basic needs met)
o Protection Rights (i.e. protection from harmful influence)
o Development Rights (i.e. education and experience which allows a child to
successfully develop into an adult)
o Participation Rights (i.e. taking part in the wider society and having an input into
relevant decisions)
• When they have done this the students could compare their results with the Summary
of Key Rights by category sheet.
• Ask the students which rights or group of rights they think are the most important.
Discussion:
• Follow up the activity with a discussion about whether these key rights are upheld for
children in the UK and Africa. Questions could include:
o Are these rights always upheld?
o Who is responsible for upholding them?
o In what circumstances are they likely to be denied?
Learning Africa secondary activity relating to Investing in people
http://www.learningafrica.org.uk/governance_activities.htm
Summary of the Key Rights of the Child
Children have the right to take part in decisions
affecting their lives
Children have the right to be with their family or
carers
Children have the right to be protected from
discrimination
Children have the right to play
Children have the right to protection from
exploitation and abuse
Disabled children have the right to special
care and training
Children have the right to be protected from work
that could damage their education, health or
development
Children have the right to enough food, clean water
and health care
Children have the right to education
Children have the right to an adequate
standard of living
Children have the right to know what their rights are
Children have the right to special protection in wars
Children have the right to a nationality
Learning Africa secondary activity relating to Investing in people
http://www.learningafrica.org.uk/governance_activities.htm
Summary of Key Rights of the Child by category
Survival Rights
Children have the right to be with their family or carers
Children have the right to enough food, clean water and health care
Children have the right to an adequate standard of living
Protection
Children have the right to be protected from discrimination
Children have the right to protection from exploitation and abuse
Children have the right to special protection in wars
Development Rights
Children have the right to play
Disabled children have the right to special care and training
Children have the right to be protected from work that could damage their
education, health or development
Children have the right to education
Participation Rights
Children have the right to take part in decisions affecting their lives
Children have the right to know what their rights are
Children have the right to a nationality
Learning Africa secondary activity relating to Investing in people
http://www.learningafrica.org.uk/governance_activities.htm
Secondary activity
Objectives:
• To explore the importance of participation in society.
You will need:
• Copies of the Statements sheet cut up (one set of statements
for each group)
Time required: 25-30 minutes
Instructions:
• Divide the class into groups of four and give each group a set
of the statements.
• Write on a board or flipchart: ‘Young people should have the
right to participate because…’
• Ask the groups to read the statements they have been given
and decide which they think are the most and least important.
• Tell the groups to arrange their reasons in the shape of a
diamond with the most important reason at the top and the
least important reasons at the bottom.
MOST
LEAST
•
When the groups have placed their statements in a diamond shape ask them to explain
the reasons for their choice. Is it possible for the class to agree on the three most
important statements?
Discussion:
• The activity can lead into a more general discussion of the value of participation and
practical ways that young people can participate in different aspects of their own lives and
the life of their community. They could also explore which rights they actually have to
participate as identified by the UN Convention on the Rights of the Child.
• To link participation with Africa ask the group:
o To what extent to young people participate in the UK?
o Do they think young people in Africa participate more or less than young people in
the UK?
o What do they think is stopping young in the UK and Africa from participating more?
Learning Africa secondary activity relating to Investing in people
http://www.learningafrica.org.uk/governance_activities.htm
Reasons
Young people should have the right to participate because…
Things are fairer if
everyone has a voice
It will help them be more
responsible citizens
It makes them feel better if
they have a say, even if
no-one takes any notice of
what they think
If young people are able to
participate they will be able
to make sure that their
other rights are put into
practice
Things work better when
everyone is able to
participate
It helps them to learn about
the process of participation
and citizenship
It gives them experience of
the real world
At the moment adults have
too much power
They should be able to
have a say in decisions
which affect them
Learning Africa secondary activity relating to Investing in people
http://www.learningafrica.org.uk/governance_activities.htm
Secondary activity
Objectives:
• To encourage empathy towards refugees and asylum
seekers from Africa.
• To explore why there are refugees and asylum seekers
from Africa.
• To explore the impact of the migration of skilled workers
from African countries.
You will need:
• Eleven large envelopes, one for each ‘station’ – put the
corresponding statements in the envelopes together with
any images (without the captions)
• A copy of the Information Record Sheet for each group.
Time required:
• 60 minutes
Instructions:
• Prepare the envelopes and distribute them around the
classroom.
• Write the headline: UNKNOWN MAN FOUND DEAD NEAR HOSTEL on the board
reporting the murder of an unknown individual/ foreigner/ migrant.
• Tell the students they have the task of finding out as much as they can about the
murdered man.
• Put the students into six or seven groups and give each group an Information Record
sheet.
• They will have approximately 20 minutes to visit eleven ‘stations’ around the classroom
where information will be found in envelopes.
• Each group is told which station is their starting point but after that it is important that a
group decides together where to go next.
• Any photos they find may give clues. They should be collected up at the end of the
activity and displayed on the board.
• They can read as much (or as little) of the information as they want before returning the
information to the envelope for the next group and moving on.
• They should be encouraged to work quickly to see which group can find out the most in
the allotted time. NB They will not find out everything. They may decide only to read
part of the information in an envelope before moving on. But in the class discussion
missing information will be shared.
• After the students have found out as much as they could about the murdered
man, the information on their sheets about his life can be shared and suggestions
made as to the identity of the people on the photos.
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Discussion:
Debrief the activity bringing out the following points during the discussion of the responses
on the Information Record Sheet.
•
Where did he come from?
o explore some well established myths around migration. The following links seek
to challenge the myths surrounding refugees and asylum seekers by focusing on
the facts:
http://www.refugeecouncil.org.uk/downloads/news/PostElectionguideonlineversionE.pdf
http://www.refugee-action.org/information/challengingthemyths.aspx
•
•
•
•
o understand some of reasons behind migration
o understand the impact of migration on Africa
Why did he come here?
o explore differences in development within and between countries
o understand reasons behind migration
Why did he leave his country?
o understand differences in quality of life among different groups of people
What problems did he face in his new country?
o explore the value of good relationships and respecting differences between
people.
o explore bigotry and prejudice
What work was he doing and why?
o Understand why developed countries need migrants
o Understand the consequences for countries if skilled workers feel forced to
leave.
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
The story of Keshor Chisanga
The students will be discovering this information in a variety of ways and it is important that
they know nothing to begin with.
Keshor Chisanga worked as a paediatrician in a hospital in Harare, the capital of Zimbabwe,
and was well respected by his peers and the patients. He came from a poor background. His
mother had picked coffee as well as bringing up 6 children. He had done well at school and
when his youngest baby sister died after contracting gastro enteritis he decided to become a
doctor. He was married with three daughters and a son back home.
For some time he had felt frustrated because he was not being promoted. Several times he
applied for senior positions and each time was not even granted an interview. He suspected
that this was because as a young doctor he had belonged to an anti government group
protesting about conditions in hospitals in rural Zimbabwe. Once, when he was on a
demonstration a police bullet had caught the back of his leg. He’d felt lucky to have such a
minor injury – one of his friends had been killed. He received some very threatening letters
through the post warning him that if he did not actively support the government his family
might “find themselves in difficulties”.
He decided to leave Zimbabwe and prepare a new life for his family in England. He had read a
great deal about England and believed it to be a free and fair country where people could get
a good education and live peacefully. But in England he could not find employment as a
doctor. He was passionate about his career and this made him very unhappy. He took work
wherever he could. Once he worked in a car-wash and once in a supermarket. He thought it
was easier for his workmates to accept him if he gave himself an English name – Joseph.
He believed that one day things would improve. Once the government gave him refugee
status things would definitely get better. But he didn’t realise it would take so long. There were
many things that he didn’t tell his family back home when he rang them or e-mailed them – like
the time he was fingerprinted .The man from the home office said it was just a formality but it
made him feel like a criminal. He didn’t tell them about the hostel he had been living in for 2
years either. This was one time he had felt most depressed – there was no privacy, something
he desperately needed while he was missing his family so much. The hostel was almost as
bad. He wanted a decent house so that he could bring his family over. He missed them all so
much.
He was beginning to hate the hostel – there were some people hanging around lately who
shouted racist comments whenever he or his friends came out. When he talked to his family
he tried to sound cheerful, even when he was exhausted after a 12 hour shift at work – or had
been walking the streets for hours while his room mate in the hostel slept after working a night
shift.
But recently getting through to his family was becoming very difficult. He tried to e-mail at least
twice a week or phone. Either there was no answer or the phone would be cut off in the middle
of a conversation. He knew that things were getting increasingly difficult for his family; there
were widespread food shortages in many areas. And, he was aware that they were in danger
of being victimised by the authorities. (In Zimbabwe his family were being carefully watched by
the police and all phone conversations listened to).
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Information Record Sheet
Try to find out as much as you can about the murdered man. When you
have visited a ‘station’ decide quickly and carefully which ‘station’ to go to
next. You have about 20 minutes.
Where did he come from?
Why did he leave his country?
Why did he choose to come here?
What problems did he face in his new country?
What work was he doing and why?
What else have you found out?
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Hostel
Cleaner 1
Friend 1
Friend 2
He was tall with nice brown eyes and a big smile. He had black hair
going a bit grey at the temples. He kept it neat and trim. He was
slim for his height.
He liked casual clothes but he thought he was a bit old for jeans. Of
course I told him that was daft – even grannies wear them
nowadays.
When it was our turn to use the kitchen he would make the most
delicious suppers. He said he was looking forward to his wife’s
cooking; she was the real expert. One thing was really weird
though….. that scar on the back of his leg – he wouldn’t tell me
anything about it.
I once heard him play a guitar - he was pretty good – he borrowed it
from that friend of his – the café owner. You want to know about the
day he was killed – I don’t know much - he went out to e-mail his
family that day and he seemed very agitated about something.
The Happy Wanderer
Acquaintance 1
Publican
Acquaintance 2
He took care of his appearance. Said it was important to look your best;
didn’t want anyone to think that people from his country didn’t know
how to dress properly.
Did he ever get angry – no! I never saw him angry but he was really
upset about the fingerprinting – he said it made him feel like a criminal.
He bought a paper about twice a week - he loved reading the news.
When I had time we would chat about things happening all over the
world. He was really interested in African countries.
He had great respect for this country. He believed England to be a free
and fair country where people could get a good education and live
peacefully. Not like in his own country.
The Travellers Return
Acquaintance
Barmaid
I think the government over there doesn’t like it when you disagree.
That’s what he said.
We all called him Joseph – didn’t know it wasn’t his proper name. He
often spoke about his family – said it wouldn’t be long before they could
join him over here.
Recently getting through to his family at the internet café was becoming
very difficult. Either there were no replies or the phone would be cut off
in the middle of a conversation.
Look – I’ve got a book he left here one day – I wanted to give it back to
him – there’s an email address on it.
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Detention Centre
Chief warden
Official
He stayed here for 9 months while he applied for refugee status. Then
he moved to the hostel in Leeds. Asylum seekers are not allowed to
work until they get refugee status. I’m afraid this takes a long time – the
rules are very strict.
I remember him talking about Zimbabwe and his family. He was doing
this for them – he said. He showed me this picture of his mother in her
village.
He did get fingerprinted once – it’s just a formality.
Home Office
Official
Minister
We were finding out about his professional background – he was a very
well respected children’s doctor in Harare in Zimbabwe. But he had
good reasons for being an asylum seeker. Ask his family. Here’s the
email address of his eldest daughter.
We now know that his family were being carefully monitored by the
secret police over there. Their phone calls were being tapped.
I know he was desperate to practice medicine; but these things take
time.
He told us that as a young doctor he had belonged to an anti
government group and protested about conditions in rural hospitals.
Café El Refugiado
Waitress
Café Owner
Friend
He came in every Wednesday for Fish and Chips – said it made him
feel really English – English people liked these he said –and so do I!.
He came in the other week and showed me a blue dress he’d bought
for his wife at the Oxfam shop. He was delighted – blue was her
favourite colour and he couldn’t wait to give it to her. He was really glad
he’d managed to get a job at the supermarket.
But he was really upset about those kids – said he never expected
something like this in such a fine country like England.
I was worried about him lately – he seemed very depressed. He
showed me this picture of his daughters.
He told us about his garden back home where his wife was trying to
grow roses. I think he really missed her.
And I know he lived in a hostel near by. It’s just around the corner. He
said he shared a room with two friends.
I know he was worried about his family; especially his eldest son who
was getting into trouble with the police – just like he did when he was
young.
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Car Wash
Migrant worker
Manager
Worker
He used to do something really important – doctor or something. I know
he went to a local pub sometimes.
Don’t know whether he was legal or not – I don’t ask questions. He only
stayed a couple of months.
The moneys rubbish – you have to be pretty desperate to work here.
Not many English people look for work here.
Supermarket
Manager
He worked here for a few months. Always on time and a good worker.
Said it was better than the last place he worked at.
I don’t know what we’d do without the foreign workers. There would be
none of this cheap food on the supermarket shelves.
Lately he was different – not so happy. Something was bothering him.
He mentioned that he was worried in case his family back home didn’t
have enough to eat.
Probably that gang outside the hostel – but he said they were just kids
and they didn’t know what they were doing.
Oh, and I know that he loved music – he often looked at the CDs we
sell here; he bought a couple for his son. Once he bought a packet of
chocolate buttons – said he was going to buy these for his little girl
when she came over.
He once told me he was a doctor at home – he was desperate to work
as a doctor here.
I know he wanted to get out of the hostel. There were some people
hanging around there lately shouting racist comments when he and his
friends came out. I think they came from an anti-immigration group.
Maybe the police know more about it. They have a unit especially for
these cases.
Co-worker 1
Co-worker 2
Police Hate Crimes
Inspector 1
Police officer
Police statement
1
Victims brother
We were told about the racist incidents outside the hostel and were in
the middle of investigations. I remember Joseph saying they were just
kids. He was upset about it – said he never expected something like
this in such a fine country as England.
The victim was: An African male; weight around 95kgs; age around 45;
distinguishing marks: scar on back of shin.
This individual may have been an illegal immigrant; he may have been
involved in terrorism; as you know the government insists we must be
constantly alert.
We are making every effort to find out who this individual is and who
murdered him.
We believe we have a witness and are waiting for him to come forward.
I have come here from Zimbabwe to identify his body. Our mother and
his family are devastated by this news. He called himself Joseph. He
thought it would be easier for people here to remember.
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Anti-immigration Action Group
Member 1
All we want is for the government to be really tough on immigrants.
They are flooding in from all over the place. Taking our jobs and our
houses. They even get free TVs!
He only came here to take our jobs – he was perfectly OK at home.
He’s only got himself to blame.
Don’t go blaming my lad – he wouldn’t hurt a fly. From what I hear that
man shouted at my boy outside that place they all live.
Member 2
Member 3
Internet Café
Wife
(Zimbabwe)
Eldest Daughter
(Zimbabwe)
Joseph? Who’s Joseph? My husband is called Keshor Chisanga –
that’s his family name.
About 5 years ago we got threatening letters demanding he publicly
supports the government. It frightened all of us. He decided to make a
new start for us all in the UK.
But he seemed to be becoming increasingly depressed. He was trying
so hard to get us over there. He knew we were being targeted by the
authorities here and the Home office in your country didn’t really listen.
Our grandmother told us that he decided to become a doctor after his
little sister died of gastro enteritis. He was the eldest of six children. Our
grandmother raised her children and earned money from harvesting
coffee beans. She was so proud of Keshor.
He was shot by the police while on a demonstration against the
government. He was lucky – his friend was killed.
He couldn’t get promotion here. He was such a good doctor. He
became increasingly frustrated about this.
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Photo Clues
Photo clue: Keshor’s first place of work
Photo clue: Keshor’s fingerprint
Photo clue: A witness to the crime
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Photo clue: Keshor’s grandmother in Zimbabwe
Photo clue: Two of Keshor’s daughters
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Photo clue: Manager at the Café Refugiado
Photo clue: Friend at hostel
Learning Africa secondary activity relating to Investing in people and Governance
http://www.learningafrica.org.uk/investing_activities.htm
Objective:
• To explore democracy, the election of leaders and fair and
free elections.
You will need:
• A3 paper (one piece for each group)
• Copies of Zimbabwe Goes to the Vote (one copy for each
group)
• Copies of Election Results (one copy for each group)
Time: 45-60 minutes
Instructions:
• Divide the class into groups of four and ask them to discuss
how leaders are elected in a democracy.
• After a few minutes ask each group in turn to summarise
their thoughts and record their responses on a board or
flipchart.
• Using their combined ideas ask the groups to construct a
flow chart to show the different stages of an election and to think of as many ways as
you can that an election could be unfair.
• Discuss with the class what makes a good leader then give each group a copy of the
‘Zimbabwe Goes to Vote’ sheet and ask them to decide who they would vote for and
why.
• Find out who the class would vote for by a show of hands then give each group a copy
of the ‘Election Result’ sheet and ask them:
o Who won the election?
o Do they think the election was fair?
o Do they think Morgan Tsvangirai should have won?
o If Morgan Tsvangirai had won would he improve the lives of Zimbabweans?
Learning Africa secondary activity relating to Investing in people
http://www.learningafrica.org.uk/governance_activities.htm
Zimbabwe Goes to the Vote
March 2005
Up until 1979 Zimbabwe was a country called Rhodesia and ruled by a white minority government. In
1980 free elections were held; Robert Mugabe was elected president and independence for Zimbabwe
was declared.
Before the general elections, President Robert Mugabe called for “zero tolerance” to violence, a thing
that was common in previous elections. Violence and allegations of widespread vote rigging tainted
the last general elections in 2000 and the presidential elections in 2002. There were 85 officially
reported deaths and 152 displaced families in the presidential elections of 2002. The MDC claimed at
least 100 of its supporters were killed in that campaign, including the driver of leader Morgan
Tsvangirai and two other members of his campaign team who were burnt to death when their car was
set on fire by suspected Zanu-PF militants.
Robert Mugabe
Zanu-PF
The Candidates
Robert Mugabe, now aged 78, was a leader of
Zanu-PF during the guerrilla war during the 1970s.
World opinion saw him as a revolutionary hero,
fighting racist white minority rule for the freedom of
his people.
Since Zimbabwe'
s independence in 1980 and the
election of Robert Mugabe as president, the world
has moved on - but his outlook remains the same.
The heroic socialist forces of Zanu-PF are still
fighting the twin evils of capitalism and
colonialism.
One of the undoubted achievements of the former
teacher'
s 25 years in power is the expansion of
education. Zimbabwe has the highest literacy rate
in Africa at 85% of the population. Ironically,
though, by expanding education young
beneficiaries are now able to analyse Zimbabwe'
s
problems for themselves and most blame
government corruption and mismanagement for
the lack of jobs and rising prices.
His opponents, in particular the Movement for
Democratic Change (MDC), are labelled "sellouts" to white and foreign interests and, as during
the war, this tag has been a death warrant for
many MDC supporters.
Morgan Tsvangirai
MDC
Morgan Tsvangirai, now aged 53, rose from
working in a mine to become one of the most
important political figures in Zimbabwe.
When he was 22 years old he began working
in the mines and after being plant foreman of
the Bindura Nickel Mine for 10 years, he
climbed the unionist ladder until in 1988, he
was elected secretary-general of the
Zimbabwe Congress of Trade Unions.
As Zimbabwe'
s economy declined and
workers'living standards plummeted, the
ZCTU took an increasingly political role.
When Mr Mugabe tried to raise income tax to
pay pensions for veterans of the 1970s war of
independence, a ZCTU-organised nationwide
strike forced him to back down.
Morgan Tsvangirai, a former miner and trade
unionist and a social democrat at heart, is the
figurehead for all the disparate groups
opposed to Mr Mugabe: unemployed and
low-wage black workers; wealthy white
farmers and industrialists and ethnic
Ndebeles who remember the government'
s
murderous campaign against them in the
early 1980s.
Learning Africa secondary activity relating to Investing in people
http://www.learningafrica.org.uk/governance_activities.htm
Election Results
The opposition (MDC) won 42 out of 120 elected parliamentary seats. The ruling Zanu-PF
won 78 seats. Robert Mugabe can appoint another 30 MPs to parliament. After the election
results, MDC spokesman David Cotart said, “…Aside from all allegations of the use of food
as a political weapon, there were systematic and fundamental violations of the electoral laws
by the Zimbabwe Electoral Commission”. There were more ballots counted than the number
of people who actually voted in some constituencies Mr. Cotart claimed.
There was a considerable decrease in election related violence. Only 25 cases of assault
were reported before polling day. The worst incidence in the campaign occurred in February,
when a gang of about 30 youths from the ruling party went on the rampage in the town of
Norton west of Harare, beating up opposition supporters and stabbing a police officer.
Confirming the situation this year, Police Chief Superintendent Wayne Bvudzijena said “this
year we have not recorded any deaths”. Muyarandi Bindi, Director of Zimbabwe Human
Rights Association also said the call for a “zero tolerance to violence” had an impact.
The opposition believes violence never came down. They argued that although there were
no deaths or serious violence as the police chief confirmed, violence is violence even if it
involves slapping someone in the face or tearing a poster down. Movement for Democracy
(MDC) spokesman Paul Themba Nyathi said that “ZANU PF has invested in a culture of
violence for a long time and what we have now is a nation of traumatised people who will be
apprehensive to any hint of violence”.
The director of the Catholic Commission for Justice and Peace said that the claim about a
decrease in violence is misleading. “I know of areas that are still no go areas for supporters
of certain political parties, so to say there has been a decrease in cases of violence would be
adopting a simplistic approach”.
Learning Africa secondary activity relating to Investing in people
http://www.learningafrica.org.uk/governance_activities.htm
Secondary activity
Objectives
• To examine the nature of conflict.
• To explore how the illegal exploitation of natural resources
has fuelled the war in the Democratic Republic of Congo.
You will need:
• Copies of the case study: ‘The illegal exploitation of natural
resources and war in Democratic Republic of Congo’ (one
copy for each group).
• Copies of the Key Players sheets (one copy for each group).
Time required: 45 mins
Instructions:
• Split the class into groups of four or five students and ask
them to read the case study and notes on Key Players.
• Using the information provided ask each group to discuss
the following questions:
o What is the nature of the problem and what are the
underlying issues?
o Identify which parties are responsible for the problem, and analyse the extent
of their responsibility, explaining why some might be said to be more
responsible than others.
o Decide which measures could be taken in the short-term and the long-term to
resolve the problem.
• In order to explore the nature of conflict each group should now feedback to the whole
class their answers to the previous questions.
• Finally, the whole class should evaluate the likely success of their suggested
solutions.
Learning Africa secondary activity relating to Peace and Security
http://www.learningafrica.org.uk/peace_activities.htm
Key Players
Human Rights Watch
The lure of gold has fuelled massive human rights atrocities in the north eastern
region of the DRC. A spokesperson for this group says:
“Corporations should ensure their activities support peace and respect for human
rights in volatile areas such as north eastern DCR, not work against them. Local
warlords use natural resources to support their bloody activities. Any support for such
groups, whether direct or indirect should not continue”.
In correspondence with Human Rights Watch, a leading gold mining company, part of
the international mining conglomerate, stated there was no working or other
relationship with the FNI, a nationalist armed group of warlords, but it said , it had
made ‘certain payments in the past to the FNI’ including one in January 2005 that was
made under ‘protest and duress.’ They said also that any contact with the FNI
leadership was ‘unavoidable.’
Human Rights Watch say the company should have waited until it could work in
Mongbwalu without having to interact with abusive warlords. The Congo desperately
needs business investment to help rebuild the country, but that such business
engagement must not provide any support to armed groups responsible for crimes
against humanity.
The problems documented are not unique to Congo, nor to one international
company. Rules governing corporate behaviour must be forced, otherwise they are
meaningless.
In 2003 a group of United Nations experts adopted a set of draft ‘Human Rights
Business Standards’, known as the UN Norms, which signalled a growing consensus
on the need for standards on corporate responsibility, but they have not been widely
implemented by companies.
“Efforts to make peace in Congo risk failure unless the issue of the natural resource
exploitation and its link to human rights abuses are put at the top of the agenda.
Congolese citizens deserve to benefit from their gold resources, not be cursed by
them”.
The international community has also failed to tackle the link between resource
exploitation and conflict in Congo, choosing to ignore previous UN reports that
highlighted the issue.
The local people
Thousands of people in the Mongbwalu mining town were murdered during fighting
between two armed groups who were fighting for control of this rich mining area. One
villager said:
“We are cursed because of our gold. All we do is suffer. There is no benefit to us.”
In addition, the FNI soldiers go every morning to the villages and take the young
people away and force them to work in the mines. If the authorities intervene they are
beaten, so the villagers have no choice but to go along with it. The villagers also have
to pay taxes to the FNI, and if they don’t they are tortured or killed. The Government
seems powerless to do anything about these atrocities.
It becomes a question of survival and the local people are forced to do anything they
can in order to keep their lives. Many flee to other countries.
Learning Africa secondary activity relating to Peace and Security
http://www.learningafrica.org.uk/peace_activities.htm
Key Players
International Gold Mining Company
They provided financial and logistical support, which in turn resulted in political benefits
to the FNI and its leaders. However, they said any contact with the FNI leadership was
unavoidable (see above in Human Rights section).
This international mining company began preparations for gold exploration activities in
Mongbwalu in 2003. They won the rights for a vast gold concession in 1996 but
hampered by the ongoing war postponed activities until a peace agreement was signed
and a transitional government was established in Kinshasa. However, the central
government failed to establish control of Ituri and the areas around Mongbwalu
remained in the hands of the FNI armed group.
From 1-3 June 2005 this International Company is co-chairing the Africa Economic
Summit in Cape Town aimed at promoting business investment and engaging business
as a catalyst for change in Africa.
The company’s Vice President says: “The company has made preparations to
commence exploration and drilling on the Kimin prospect in the Ituri region of the DCR
….whilst it is obviously a tough environment right now we are looking forward to the
opportunity to fully explore the properties we have in the Congo, believing that we now
have access to potentially exciting growth prospects in Central Africa.”
FNI- a nationalist armed rebel group
A group of local warlords responsible for the ethnic slaughter, torture and rape of local
people. They have developed links with the International Mining Conglomerate which
enabled them (the FNI) to access the gold-rich mining site around the town of
Mongbwalu. These local warlords use natural resources to support their bloody
activities. They buy arms and weapons with the gold. The Mining Company on hearing
about this said that they had no ‘working or other relationship with the FNI’ but that it
had made payments to them in the past and that some sort of relationship with the
leadership of the group was ‘unavoidable’. However, the Human Rights Watch also
documented meetings between the company and the armed group leaders. The FNI
leader said that the government would never intervene at Mongbwalu as he was the
one who gave the International Company permission to come. “I am the boss of
Mongbwalu. If I want to chase them (the Government) away, I will.’
The leader of the FNI now has power in the mining regions because of the gold he
controls and the presence of the International Mining Company.
‘Artisanal’ Miners
Millions of dollars worth of gold is smuggled out of Congo each year, some of it
destined for Europe, mostly for the purchase of arms and weapons. A gold trader
admits that he does this as it is the only way he can make money.
“It is about my own survival and that of my family. If sometimes I cannot get the gold
out of the country, I am forced to go poaching and hunting for game meat and ivory in
the National Wildlife Parks. This is the only way we can survive. The Government are
powerless to stop us.”
Learning Africa secondary activity relating to Peace and Security
http://www.learningafrica.org.uk/peace_activities.htm
Primary activity
Objectives
• To help children to understand the effects of armed conflict on
the life of Emma and her family.
• To introduce the idea that basic needs can be considered rights.
You will need:
• Copies of the Rights of the Child (one copy for each group)
• Copies of Emma’s Story (one copy for each group)
Time: 20-30 minutes
Instructions:
• The children work in small groups. Give each group a copy of
the Rights of the Child.
• With the teacher the children group the rights into the following
categories:
o The self: those that apply directly to the child.
o Services: what should be made available to the child.
o Protection: outlines the areas from which a child should be protected, such as
exploitation, all types of abuse, violence, neglect.
• Divide the lists so that each group has a number of rights.
• Give each group a copy of Emma’s Story and ask them to read through the story
and note whether Emma’s rights are respected or denied. List them.
Discussion:
• Discuss who is responsible for Emma’s rights being met?
• How do you think Emma felt having to leave her home? What makes you upset or
unhappy? Have you ever been afraid? What/who helped you to cope with it?
Note to teachers: these questions need sensitive handling; you will know what is
appropriate for particular individuals.
Learning Africa primary/lower secondary activity relating to Peace and Security
http://www.learningafrica.org.uk/peace_activities.htm
Rights of the Child
Children have the right to take part in decisions
affecting their lives
Children have the right to be with their family or
carers
Children have the right to be protected from
discrimination
Children have the right to play
Children have the right to protection from abuse,
hurt and neglect
Disabled children have the right to special
care and training
Children have the right to be protected from work that
could damage their education, health or development
Children have the right to enough food, clean water and
health care
Children have the right to education
Children have the right to an adequate
standard of living. This means you should have food,
clothes and a place to live.
Children have the right to know what their rights are
Children have the right to special protection in wars. You
should never have to be in the army or take part in battle
Children have the right to a nationality
Learning Africa primary/lower secondary activity relating to Peace and Security
http://www.learningafrica.org.uk/peace_activities.htm