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The FDK (Federation Dimbaya Kanyalen) project aims to raise reading outcomes by implementing a micro level reading skills acquisition approach, Stratégie Active pour la Réusite d’une Ecole Novatrice (SARENA), intended originally to be complemented by comparative data. The SARENA approach is designed for French speaking students in their first two years of primary school. SARENA uses a very global methodology, in that, it heavily features word shape and text memorization. Development of decoding skills is less stressed. For the sake of external relations, the district-level academic inspectorate received additional training and was made responsible for monitoring, despite its recognized inability to perform well in this capacity. FDK also features community/parental involvement through the acquisition and use of mobile phones to facilitate communication between teachers and parents. Other partners include the Bureau Artichaut of Dakar which provides training and materials for SARENA.
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This EMiLe project (Education Multi-Langue) aims to raise learning outcomes by developing and implementing a multilingual education (MLE) transfer curriculum which first enables children to acquire reading, writing and math skills in a familiar language. The curriculum then teaches the children to apply those learning skills, concepts, and attitudes to learning and functioning in the official language, French. This innovation currently functions on the micro level (complimented by comparative data) and is disruptive in that no such curriculum currently exists in Senegal, or in many countries of West Africa. (EMiLe could also be understood as incremental in that MLE in east Africa is the policy norm, though rarely implemented.)
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The NBDCK (National Book Development Council of Kenya) project aims to raise reading outcomes by offering extracurricular reading opportunities to public school children in the Kisii area of western Kenya. This is a micro level incremental innovation which originally included comparison to a control group, but this is no longer the case. Grade six students (‘mentors’) are trained to read with grade 1 and 2 students (‘buddies’) during informal small group sessions supervised by teachers trained to this end. The groups sessions are held 2-4 times weekly on school grounds immediately after the school day. Both mentors and buddies benefit, as mentors guide their group of 4-5 buddies through a reading process that includes picture reading, prediction, choral reading and mentors reading aloud to buddies.
Thomson Reuters Foundation, in partnership with TrustAfrica, The African Centre for Media Excellence, The Institute for the Advancement of Journalism and The African Centre for Training Journalists and Communicators, is looking for investigative or financial/business journalists based anywhere in Africa to take part in a long-term scheme that will help them produce stories and investigations on the abuse of tax laws and illicit financial flows. The scheme involves intensive workshops, ongoing advice from experienced investigative journalists, and access to expertise and story leads.
The deadline is 11th January 2016.
Dear valued partner,
2015 was an unusually interesting year with many highlights for TrustAfrica. We had the privilege and the honor to host the ‘Africa Higher Education Summit’, a first of its kind on the continent. A month later, we literally hosted Dakar through our ‘Run for a Cleaner Dakar’ campaign. It was a huge success. We also launched our continent-wide campaign to end Illicit Financial Flows #Stopthebleeding. As we break for the festive season, we want to thank you all for partnering with us this year and look forward to more fruitful engagements next year. Our commitment to you is that we will return even more passionate and engaged for Africa’s democratic transformation.
Edited by Tendai Murisa, Tendai Chikweche
Over the past years, few African countries have been the focus of discussions and analyses generating a vast array of literature as much as Zimbabwe. The socioeconomic and political crises since the turn of the century have deeply transformed the country from the ideals of a vibrant freshly independent nation just two decades earlier. These transformations have necessitated the call for the restructuring of Zimbabwean society, polity, and economy. But this literature remains exclusively within the realm of academic thinking and theorising, with no concerted effort to move beyond this by explicitly drawing out the policy implications.
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We congratulate Mama Koite, President of the Malian Coalition for the ICC, on her appointment to the Board of the Trust Fund for Victims of the ICC.
Briggs Bomba, programme coordinator at TrustAfrica had a twitter chat with #MondayTango on Monday 7th, 2015 to discuss the Illicit Financial Flows from Africa.
Since the sad news of Prof Sam Moyo’s passing on, there has been an impressive wave of testimonies from all over the world, telling an array of personal stories and sharing some deep insights about the man behind this iconic figure, his work, his personality, his intellect, his contribution and his legacy. Our partners at Pambazuka News have pulled some of these stories, testimonies and insights into one piece, according us the rare privilege of spending quality time with the wonderful person Prof Sam was.
This December 2015 report from Global Financial Integrity, “Illicit Financial Flows from Developing Countries: 2004-2013,” finds that developing and emerging economies lost US$7.8 trillion in illicit financial flows from 2004 through 2013, with illicit outflows increasing at an average rate of 6.5 percent per year—nearly twice as fast as global GDP.
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