Christina in Burkina... IN TOGO!: July 2009

15 July 2009

World Map (Part III) - Pagne Project (Part I)

Let me start where I left off last time. Following the Ambassador's visit in December, the teachers wrote an ambitious requête or proposal for various donations to the school. They asked for: solar panels to light the classrooms at night; a computer (and electricity generator) to keep better school records; sports equipment to use in physical education with the kids; sound equipment to do theater and awareness raising activities with the community; books in French for students to read; and a partnership with an American school.

I emailed the Ambassador. She responded quickly and congratulated my community on their ambitious requests. She explained what the Embassy could and couldn't do to help: if we wanted to make a partnership with an American school or procure books in French we would have to do it on our own but for the other requests the Embassy could potentially help. She recommended that I meet with her Head Economics Officer to discuss grant options. Great.

Around this time I was also surprisingly busy: I had three fabulous friends come to visit from America and subsequently took an unexpected trip to the USA myself to see a sick grandparent. While I was home I visited the third grade classroom of my own elementary school friend who has now become "Miss Niland". I had the kids from Béléhédé write to her class once and when her class returned the favor they also sent over a large, bountiful package mostly full of books in French!! The efforts of these third grade children in Harrington Park have significantly touched the community in Béléhédé including the parents' associations, the teachers and the students themselves. These books are the foundation for -- and very first contributions to -- a school library which the community hopes to build in the future. THANK YOU.

When I met with the economics officer at the Embassy she advised applying for their "Pagne Grant". Pagnes are the patterned, brightly colored fabrics with which almost all Burkinabé clothes are made. Women wrap these cloths around their waists, busts, heads and backs where they serve as skirts, house dresses, towels, head coverings and baby-holders. Men get them made into booboos, pants, shirts and children's clothing. People twist money into their corners -- bundling in coins or bills with a strong knot -- and wrap their belongings in them when they travel. In theory people could use them to filter very dirty water by placing them over their canneries or clay pots where they cool their drinking water but I actually haven't seen anyone do that. So...

The Embassy got special pagnes printed with patterns that symbolize collaboration between Burkina Faso and the USA to give out to Burkinabé associations and Peace Corps Volunteers applying for small-medium grants. We applied for this grant requesting the equivalent of over 1,000,000 cfa ($2,000) to pay for solar panels, a computer, a generator, sound equipment and sports equipment. The Embassy decided to fund us for ALL of these requests excepting sports equipment since the Head Economics Officer herself gave me an in kind donation to walk away with after our interview. Nice!

Of course this process took a couple of months. On May 11 I picked up the pagnes and sent them off to arrive in village by May 13. There are 708 of them. Let me give you some perspective. To make a full, head to toe, long sleeves/ long skirt outfit it would take 2. If you are a baller and show up to a baptism with an above and beyond gift for the new mother you would give her 1. If you are a functionnaire and have a family you might decide to go ahead and spend the money to buy them in sets of 3. (That's how they are intended to be sold.)

From the beginning of the initiative I insisted that the people responsible for the project be women. I added (in truth) and then exaggerated (in my own interest) the fact that the Embassy prefers to grant money to female-driven associations. So we put the request in the name of our Association Meres Educatrices or the mothers' PTA. Later, the Embassy came to check out the association and met with a wider group of women from my village who were interested in the project. In the end they created a committee du gestion or a managing committee of 12 women to execute the sale of all 708 pagnes. The school director also selected one teacher to serve as the general project manager and overseer of funds. Together they opened an account in the village credit union.

Challenges: 6 of the pagnes were destroyed or went missing on transport. The Embassy gave enough pagnes to cover the costs of the equipment requested but not enough to cover unexpected costs like transporting them, etc. Rumors circulated in the village: one went that the pagnes were a gift intended to become school uniforms that the teachers had stolen and were now selling for profit.

Solutions: I called a meeting and invited the "whole community". Most people came 2-3 hours late (typical) but we had about 80 people. I told the "story" of all that had happened from the day of the Ambassador's visit on December 20 up until this very meeting six months later. I asked the project manager to give an account of the budget and all financial matters. We noted that from before the first pagne sale, the committee du gestion had decided to up the price of the pagnes by 250 cfa to cover unbugeted costs to be incurred throughout the project execution. I stressed that the people in attendance were responsible for informing their smaller communities - neighbors, families and friends about the history of this project.

The meeting dispelled rumors and testified to the fact that sales were off to a good start. We asked people to be patient and told them that this would take a long time to reach completion. At least 1/3 of the pagnes had already been sold by the day of the meeting but we noted that they probably wouldn't finish selling off until October or November following the harvest. That is the annual moment when Burkinabé start earning some money. Rainy season (during the summer months) is the time of the year when rural farmers are most broke.

I will be leaving Béléhédé on August 12 and Burkina Faso on August 21. I've learned that I'll have a replacement, his name is Charlie and he's going to be awesome! So I may give you more info about this initiative via him next year. As for myself... I was going to do a third year in Ouagadougou, Burkina Faso. Unfortunately that fell through. But the good - great -- excellent (!) news is that I will still be doing a third year right next door to Burkina in TOGO.

Check it out...I can't wait to go! TOGO

TO BE CONTINUED...

P.S. My camera is broken since January so no more pictures until October. : (

Facts & Figures on Girls' Ed

Out-of-school children

• There are 115 million children out of school – the majority of them, 62 million, are girls – and 77 million children not enrolled in school. The difference represents the millions of children who are enrolling in but not attending school.

• Children from the poorest household are three times less likely to be in school than their counterparts in the richest households.

Gender parity

• There are now 94 girls in primary school for every 100 boys, up from 92 in 1999.

• Of the 181 countries with 2004 data available, two thirds have achieved gender parity in primary education.

• The gender gap remains particularly large in Afghanistan (44 girls in school for every 100 boys), the Central African Republic, Chad, Niger, Pakistan and Yemen.

Illiteracy

• There are 781 million illiterate adults, two thirds of them women, worldwide.

Early childhood

• Children whose mothers have no education are more than twice as likely to be out of school as children whose mothers have some education

• In developing countries, 75 per cent of the children not in primary school have uneducated mothers

• One additional year of schooling for 1,000 women helps prevent two maternal deaths.

• Early childhood care and education establishes a solid foundation for learning and makes both girls and boys ready to attend school at the right age. It also improves parents’ and caregivers’ readiness to send their children to school by equipping them with deeper knowledge and skills.

• More girls can attend and complete school if other children they need to care for are receiving early childhood care and education; this is particularly crucial for children affected by HIV and AIDS.

HIV and AIDS

• If all children received a complete primary education, around 700,000 cases of HIV in young adults could be prevented each year.

• Women represent 62 per cent of the 15- to 24-year-olds living with HIV and AIDS globally

• The burden of AIDS care falls especially heavily on women, and can limit educational and economic opportunities for women and girls.

• Higher education levels for girls are associated with a reduced risk of HIV and other sexually transmitted infections.

• 15.2 million children under age 18 have lost one or both parents to AIDS; 12 million of these children live in sub- Saharan Africa.

Violence

• Girls between 13 and 18 years old constitute the largest group exploited in the commercial sex industry. It is estimated that around 500,000 girls below 18 are victims

of trafficking each year.

• Female genital mutilation/cutting affects 130 million girls and women globally and places 2 million at risk annually.

• In some cultures, the preference for boy children results in prenatal sex selection and infanticide of girls. In India, there are 933 Indian women for every 1,000 men,

reflecting 40 million ‘missing’ women.

Emergencies

• More than 80 per cent of the world’s 35 million refugees and displaced people are women and children.

• Emergencies put women at risk of extreme sexual violence and abuse. In Rwanda, 2,000 women, many of whom were survivors of rape, tested positive for HIV during the five years following the 1994 genocide.

In addition to its benefits for girls and women, education is a uniquely positive force with a wide-ranging impact on society and human development. Educated girls can better protect themselves against HIV, trafficking and abuse, and are more likely to grow up to have healthier families and send their children to school.

From United Nations Girls' Education Initiative