© All Rights Reserved Ariel Foundation International 2022 ISBN: 978-1-7375204-5-0
“This is the first time I’ve heard about Holocaust; I would like to say to people around the word that we should love each other...The God has created us to teach about and practice Love.” انا اول مره اسمع عن هولوكوست احب اقول لكل الناس إحنا ربنا خلقنا عشان نعلم الناس إزاى.. حبوا بعض يحبوا بعض مصر- سما رامي يوسف مؤسسة ارييل الدولية سفير لدى االمم المتحدة في جنيف Sama Ramy Youssef – Egypt Ariel Foundation International Ambassador to the United Nations in Geneva
AUTHORS •
Jie Chu (褚婕) – China
Gender Inequality Problem In Education 教育中的性别不平等 •
Albert Dzokoto – Ghana
History, An Essential Element To Human Existence •
Jason Eappen – USA
Unequal Access to Education in the Developing World •
Lilian Efobi – Nigeria
The Holocaust: Never Again, Yet Recurring •
Mamolelekeng Martha ‘Malikhetla – Kingdom of Lesotho
Human Rights Were Not Considered When People Are Seen As Less Than Animals Or Only For Function Of Work Or Experiment Litokelo Tsa Mantlha Tsa Botho Ne Li Sa Eloe Hloko Nakong Eo Bathos Ba Neng Ba Shebuoa Kapa Ba Nkuoa Ba Le Ka Tlase Ho Liphoofolo Kapa Molemong Fela Oa Tšebetso Kapa Ho Etsa Liteko •
Bukola Omolona – Nigeria
Hate Speech A Hydra Head Element: Xenophobia •
Opeyemi Omoyeni – Nigeria
Respect For Culture Ọwọ fun ASA •
Abigail Oppong – Ghana
The Girl-Child Education and Discrimination •
Yifei Zhu (朱怡菲) – China
Eliminating Poverty Is More Than Dealing With Materials 消除贫困不仅仅是解决物质匮乏
Table Of Content Introduction ........................................................................................................................................................... 1 History, An Essential Element To Human Existence ............................................................... 1 Gender Inequality Problem In Education .......................................................................................... 4 教育中的性别不平等——关注女孩教育 ............................................................................................ 5 Eliminating Poverty Is More Than Dealing With Materials ................................................... 7 消除贫困不仅仅是解决物质匮乏 ............................................................................................................ 9 The Girl-Child Education and Discrimination.............................................................................. 12 Hate Speech A Hydra Head Element: Xenophobia................................................................... 15 Unequal Access to Education in the Developing World ......................................................... 18 Respect For Culture ........................................................................................................................................ 21 Ọwọ fun ASA........................................................................................................................................................ 23 The Holocaust: Never Again, Yet Recurring ................................................................................. 24 Human Rights Were Not Considered When People Are Seen As Less Than Animals Or Only For Function Of Work Or Experiment ....................................................... 28 Litokelo Tsa Mantlha Tsa Botho Ne Li Sa Eloe Hloko Nakong Eo Bathos Ba Neng Ba Shebuoa Kapa Ba Nkuoa Ba Le Ka Tlase Ho Liphoofolo Kapa Molemong Fela Oa Tšebetso Kapa Ho Etsa Liteko .................................................................. 30
Introduction The United Nations in Geneva invited Ariel Foundation International (with special UN ECOSOC Status) Changemakers, who are young leaders to attend the International Day of Commemoration in Holocaust Remembrance Day, 27 January 2022. AFI Changemakers from all over the world share their opinions reflecting the holocaust and other human rights disasters that still happen to this day. Some of us today are fed up with history. Thus, we do hope you to read this publication, to get a better understanding of where we came from, and where we will go to. Rich contents of challenges for history, criminal justice, gender inequality in education cannot only broaden our horizons with such a wonderful feast for eyes, but also open a new door to tackle challenges, prejudices and fears of the unknown that we all face. Let us pay attention in different problems today, even if the danger takes place in a small corner of the world. Thank you all for reading our work in four languages and reflecting and respecting our shared history.
History, An Essential Element To Human Existence By Albert Dzokoto, Ghana Series of note-worthy occurrences make up a person’s life. Some of these experiences are significant, others are forgotten, but some are so emotionally significant that they will live on in our hearts and minds for the rest of our lives. They alter our lives, as well as leave an indelible mark on us that can be seen in our personalities. These events highlight the relevance of history. History is therefore referred to as the study of the happenings of the past usually in the affairs of human beings. These human affairs may include political, social, economic, scientific, technological, medical, cultural, intellectual, religious, and military developments. History is thus very essential to human existence and these are enumerated upon in the following paragraphs. Again, history provides us with the opportunity to learn from the past. It helps us understand many reasons why people behave the way they do. Through the study of history, we get the opportunity to study the construction, operation and evolution of past communities, institutions, ideologies, governments, cultures, and technology. History helps us learn from past mistakes and make better decisions the next time we are in those situations. These may include decisions in political, social, economic, scientific, technological, medical, cultural, intellectual, religious, and military affairs. It also helps us predict actions of a society when it begins to behave in a particular manner. For instance, military officers are able to train new recruits to be better soldiers because of their past experiences. Also, history helps us understand other people’s beliefs and changes. People all over the world have different cultural beliefs. Through history we are able to understand these different cultural beliefs. How and when people exhibit certain behaviors can be understood. We are also able to understand how people in different societies understand, analyze and solve problems, these may be political, social, economic, scientific, technological, medical, cultural, intellectual, religious and military problems. When people exhibit differences in their behavior from how they behaved before, we then understand that they have changed. Through history we are able to know and understand the behaviors of different societies which helps us detect change when they do not behave the way they used to. So, we can say that history helps us understand other people’s beliefs and changes when they occur. Furthermore, history gives us insight into present-day problems. History provides a crucial perspective for understanding and solving current and future problems because it equips us with the tools to analyze and explain problems in the past. This allows us to see patterns that would otherwise be invisible in the present. A history of public health course, for example, would emphasize how
environmental contamination disproportionately impacts less affluent communities - a major component in the Flint water crisis. Understanding migratory trends may provide vital context for addressing racial or cultural issues that persist. History helps us understand the events as well as reasons that have led to our current state of affairs. To conclude, history is a very important aspect of life and should not be ignored but should be remembered as long as we still exist. Remembering these past events and those who were involved, helps us in so many ways as individuals and a nation at large. We should never forget how far we have come as a people, what has been done and where we are going.
References 1. 2. 3. 4. 5. 6.
https://history.wisc.edu/undergraduate-program/history-careers/whyhistory/ https://www.ipl.org/essay/Important-Events-In-Human-LifeP3PFWGH4SJFR https://www.uopeople.edu/blog/why-is-history-important/ https://www.nordangliaeducation.com/news/2020/04/29/why-is-it-important-tostudy-history https://gutenberg.edu/2001/02/the-importance-of-history/ https://www.snhu.edu/about-us/newsroom/liberal-arts/why-is-historyimportant
Gender Inequality Problem in Education By Jie Chu, China I once attended a voluntary program to help a number of primary students in poverty-stricken area with their English learning. Lack of education resources was not the most severe problem that existed. It’s when I found that in here different gender will be given different choices or no choice at all, that I realized the inequality between men and women, in this case boys and girls, is the fundamental restriction to their unfair education, which caused their poverty to a certain degree. Many little girls were eager to control over their simple daily routines and small details that we take for granted. I remember the first day that I began my class, a girl didn’t show up. And her twin brother told me that their father would rather let the girl stay at home and do some house cleaning. It sounds ridiculous to me. What kind of father would stop his own daughter from gaining knowledge? After talking to the headmaster, l realized it was not rare that girls had to leave school because their parents thought it was useless for girls to learn so many things. “All she needs to know is how to raise chickens.” The father told me, but he also promised to let the girl attend the class, if they are not busy. I can see the desire for knowledge from the girl’s eyes. And she told me that her dream is to live in a big city and be somebody. So, l bought her pencils, papers and books from the nearest bookstore which is 8 miles away from the village she lived in. “Change your life through reading.” That’s what her head teacher said to her on the day I left. Girls are out of school mainly because of poverty, culture, society, mindset and so on. And these factors are deeply related to the development of a country. The World Bank says that girls’ education is one of the best investments that a country can make. It helps to positively impact nine of the 17 Sustainable Development Goals. When girls are educated, the problems in health, nutrition, employment can get some positive impact. Therefore, it’s of great significance for us to pay attention to the problem of girls returning to school and gender inequality in education.
教育中的性别不平等 ——关注女孩教育 作者：褚婕,中国 我曾参加过一项乡村贫困地区的夏季志愿教学项目，负责小学三年 级的夏令营教学。教学设备的缺失、师资力量的不足，都在我对于支教 情况的预想当中，并已采取各种方式在教学前做好预案。然而，当我真 正开始第一节课的教学后，才意识到教育资源的缺少并非贫困学校存在 的唯一问题。在这里，不同的性别会被给予不同的教育资源，甚至没有 资源，只因人们对于男孩女孩所应扮演的社会角色已经完全划定，而非 给予他们充分的选择权。
在第一节课点名时，我便发现一个女孩的缺席。在对她的双胞胎弟 弟进行询问后，他告诉我他们的父亲并不希望女孩能来上课接受教育， 而是将女孩留在家中完成家务，并认为这才是符合女孩价值的”作用”。当 我第一次听闻这个消息时，我感到分外震惊。究竟是什么样的父亲才会 阻止自己的女儿学习知识，甚至将其价值仅仅视作完成家务呢？此时我 并未意识到被剥夺学习权力的情况，在这个村子当中绝非个例。如何提 升村中人们的认识，改变这些父母的观念，从而解决女童失学问题在这 里是一个亟待被关注、被讨论的难点。
在与学校校长沟通后，我上门与班上缺席女生的家长进行了谈话。 正是这位父亲告诉我，他的女儿只需学习怎么养鸡就好了。在一番谈话 后，他也答应了我提出的让女孩回学校学习的建议，只是
对此设立了限制，只允许女孩在家中不忙时才能回到学校。从这个女孩 眼中我看到了她对知识的渴望。在而后的教学中，她也曾告诉我她的梦 想是去到一个大城市成为一个对社会的有用之才。我为她在最近的书店 购置了各类学习文具，而这个书店离她所在的村子却有着八公里之距。” 读书学习会改变的一生。”在我结束教学任务的最后一天，她的班主任对 她这样说道。
女童失学不外乎由于贫困、文化、社会、思想观念等方面的因素。 而这些因素往往与一个国家的发展息息相关。世界银行曾经表示对一个 国家而言，最好的投资就是女孩的教育。它能够积极地影响 17 个可持续 发展目标中的 9 个目标。健康、营养、就业等等各方面的问题都能在女孩 们得到教育后获得积极的影响。因此，女童失学问题，教育的性别平等 问题不可谓不是我们所需要关注的重中之重。
Eliminating Poverty Is More Than Dealing with Materials, Poverty Eradiation, And Its’ Relation to Education By Yifei Zhu, China When it comes to poverty eradication, the first thing pops into many people’s minds may be this – those who did not have enough food or new clothes because of poverty are dressed in new clothes, and they look brilliant in front of the reporter’s camera, wearing satisfied smiles. Their complexions seem healthy and ruddy, with background being a row of beautiful newly built buildings. Probably many people’s associations will just stop here. Undoubtedly, the primary task of poverty eradication is to ensure the material life of the people. We certainly cannot deny the benefits that material wealth can bring to human beings. However, if people’s awareness of poverty eradication is limited to this, it is certainly not enough. On the way to overcome the major problem of poverty, many people often overlook the importance of sustainable development. Take the poor in the impoverished mountainous areas of central and western China as an example. The government helps poor families in those areas get rid of poverty and become rich, often in the form of giving them financial assistance, encouraging them to develop production, and promoting them through online platforms, and so on and so force. These works are well done, and indeed many poor people get rid of the poverty hat. However, even if they are lucky enough to get rid of the shackles of material poverty, their children, when grown up, rarely inherit the wishes of the former generations, and cannot spontaneously change the situation of material poverty fundamentally. Some of them even get more dependent on the steady stream of government relief than their former generations. Why is that? Because they are not adequately educated. Lenin once said, “The poor peasants suffer especially from lack of education and need education,” which is a very correct understanding. If the long river of history is compared to railroad tracks, and poverty eradication is compared to a long train, then education is like the locomotive of this train, and the existence of this locomotive is crucial to the smooth operation of the entire train. The targets of education are often teenagers, and only the teenagers who are in the indeterminate stage have the possibility to change from a piece of jade to more beautiful one. In this process, education plays the
role of polishing. By allowing the children of the poor to receive proper and correct education, so that they have a better understanding of poverty and let them think about the nature of poverty. Only in this way can they stimulate their infinite motivation to try to change their poor lives. If they are not given proper education, but only their desire to eat and drink is satisfied, these teenagers will not be able to understand the outside world, and like frogs in the well, they will lose the motivation to jump out of the well. When they grow up, they will not be able to find a way out on their own. Once the government stops the relief, they will return to poverty like their former generations did. The global poverty problem is not only a problem of material scarcity, but also a serious cognitive problem. Yet, it is gratifying that governments around the world have gradually begun to pay attention to the leadership implied by education, and some countries have begun to formulate new poverty eradication policies, including strengthening the education of young people in poverty-stricken areas under new plans. In China, we have a special policy for teenagers in poor areas in the central and western regions, which is to encourage college students from developed eastern regions to go to the central and western regions to carry out teaching support activities. With the increasing of propaganda in recent years, a large number of college students are actively responding to the call of the policy, taking the initiative to help more children from impoverished families get rid of the shadow of poverty spiritually. Some of them even choose to stay in poverty-stricken areas to carry out teaching activities, helping the local government to jointly write the future of teenagers there. Zhang Guimei is a model among them. This excellent teacher has been rooted in impoverished mountainous areas for decades. She has overcome many difficulties and opened a girls’ school, so that more girls can go to school and receive education, get rid of poverty, and make their lives as wonderful as the children outside. Poverty eradication is not only a material issue, but also an important spiritual issue. With the deepening of the trend of globalization, more countries have begun to eliminate poverty and thrive for building a community with a shared future for mankind. This requires us to not only pay attention to the material life of people in poverty-stricken areas, but also to the spiritual world of teenagers from poor families. Only in this way can the world make sustainable progress on poverty eradication.
消除贫困不仅仅是解决物质匮乏 ——消除贫困及其与教育之间的关系 作者：朱怡菲，中国 一提到消除贫困，许多人脑海当中率先浮现出的或许是这样的景象 ——原本因为贫穷而吃不上饭、穿不上新衣的贫民们身着崭新的衣服， 面对着记者的镜头露出灿烂而满足的笑容，面色看上去健康、红润，背 景则是一排排刚刚新建的漂亮楼房。大概很多人的想法便止步于此。
毋庸置疑，消除贫困的首要任务是保障人民物质生活。我们当然不 能否认物质的富足能够为人们带来的种种好处。但是，如果人们对消除 贫困的认识仅限于此，是远远不够的。
在攻克贫困这一重大难题的路上，许多人常常忽略了可持续发展的 重要性。以中国中西部贫困山区的贫民为例，政府帮助那些地方的贫困 家庭脱贫致富，往往表现在给予他们资金援助，鼓励他们发展生产，并 通过网络平台为他们进行宣传等。这些工作做得都很到位，也确实让许 多贫民因此摆脱了贫穷的帽子。但是，纵然他们幸运地摆脱了物质贫困 的枷锁，他们的孩子，长大以后却鲜少能继承他们祖辈父辈的愿望，无 法自发从根本上改变物质贫困的状况。甚至，他们当中的一部分人，比 起他们的祖辈父辈，更加依赖于政府源源不断的救济。
这是为什么？因为他们没能得到充分的教育。
列宁曾经说，”贫农特别吃没有文化的亏，特别需要受教育”，这是非 常正确的认识。如果将历史长河比作铁轨，将消除贫困比作长长的火车， 那么，教育就好像这列火车的车头，对于整列火车的平稳运行来说，这 节车头的存在都至关重要。而教育所针对的对象，往往都是青少年，并 且，也只有正处于未定型阶段的青少年才从一块璞玉变为一块美玉的可 能。在这一过程中，教育就是起到打磨的作用。通过让贫民的孩子们接 受适当且正确的教育，使他们对于贫困有更完善的认识，让他们尽情思 考贫困的本质是什么，只有这样，才能激发他们试图改变自己贫困人生 的无限动力。如果不给这些贫民的孩子们适当的教育，而是只满足他们 吃饱喝足的愿望，那么，这些孩子就无法了解外面的世界，也会像井底 之蛙一样，丧失跳出井底的动力。长大以后，他们也就无法自我谋求出 路，一旦政府停止救济，他们还会像他们的祖辈父辈一样，重新回归贫 困。
蔓延全球的贫困问题，其实并不仅仅是物质匮乏的问题，更是一种 严重的认知问题。令人欣慰的是，如今，世界各国政府也渐渐开始重视 教育这节车头所隐含的领导作用，并且，有部分国家已经开始制定新的 消除贫困政策，将加强对贫困地区青少年的教育写进了新规划中。在中 国，我们有一项针对中西部贫困地区青少年的特殊政策，那就是鼓励东 部发达地区的大学生前往中西部地区开展支教活动。随着近几年来宣传 力度的增加，越来越多的大学生正在积极响应政策号召，主动前往贫困 地区，帮助更多来自贫困家庭的孩子们在精神上摆脱贫困的阴影。他们 当中的有些人甚至会选择留在
贫困地区开展教学活动，助力当地政府共同书写贫困地区孩子们的未来。 张桂梅便是他们当中的一个典范，这位优秀的教师扎根于贫困山区几十 年，克服了重重困难，开办了一所女校，让更多女孩子能够上学，接受 教育，让她们实现摆脱贫困的梦想，让她们的人生和外面的孩子一样精 彩。
消除贫困并不仅仅是一个物质层面的问题,更是一个精神层面的重要 课题。随着全球化趋势的加深，越来越多的国家开始着手消除贫困，打 造人类命运共同体，这就更需要我们在关注贫困地区人民的物质生活的 同时，也要关心那些来自贫困家庭的青少年的精神世界。如此，全球方 能在消除贫困这个议题上取得可持续性的进展。
The Girl-Child Education and Discrimination By Abigail Oppong, Ghana On the 27th of January 2022, the United Nations in Geneva marked the International Day of Commemoration in memory of the victims of the Holocaust, with an event reflecting the theme, “Memory, Dignity and Justice”. The reflection of the UN remembrance of the Holocaust relates very well with a lot of unequal judgement and treatment happening around the world now. On this day, I want to genuinely stand with every girl out there who go through the worst to make sure they are in school. It is the right of every child to be in school, and as such, should not be the topic of discussion, but here we are, advocating for it. “Article 28 of the UNCRC says that children and young people have the right to education no matter who they are: regardless of race, gender, or disability; if they’re in detention, or if they’re a refugee”. Education is the beneficial in helping to train young people who will take after the future of jobs years to come according to the world economic forum. The emergence of the COVID-19 pandemic recorded an increase in the drop of young people in school. About 90% of students were affected when schools closed which could lead to a loss of about $10 trillion dollars in earnings over time for these students according to the world bank. According to United Nations Girls Education Initiative (UNGEI), there are 132 million girls around the world who are out of school, imagine the loss of earnings over time these girls lose anytime they stay at home. Hence the UNGEI’s mission to help change that through “evidence building, coordinated advocacy and collective action close the gender gap in education and unlock its transformative power so that every girl can go to school, learn and succeed” (UNGEI,2020). Investing in the girl-child education is one of the most developmental strategies that would help transform nations. Initiatives and efforts need to be prioritized to enable all girls, the ability to complete their education to better their lives. Before the Covid-19 sets in, there were initiatives and campaigns such as the Global Girls Alliance launched by Michelle Obama, the former first lady of the United States that aims to improve the education of adolescent girls, A2Z Firm Movement also launched their Protect Girls’ Rights Campaign that is expected to run from 2018 to 2025. According to UNICEF, when education systems are gender-equitable, it empowers girls and boys in development skills that will help promote their lives. This will go a long way to help close the skills and pay gap, making sure all genders are comfortable.
Barriers to the Girl-Child Education In Ghana, below are some of the main barriers. 1) Early marriage 2) Pregnancy 3) Poverty 4) Sexual harassment 5) Gender-based violence 6) Menstruation and stigmatization In 2018, a report done on African Youth Voices on Child Marriage by Abigail Oppong at Ariel Foundation International indicates how the survivors of child marriage shares their experience on how the lack of education at their early age, affected them negatively. According to some of the women, they felt dead and inhumane when they were forced to get married at that young age forfeiting their education. Link to publication is here https://issuu.com/arielfoundation/docs/afi_final_report_on_child_marriage_ Reasons why we should invest in Girls’ Education Below are some of the reasons why we should invest in the Girl-Child education, if we seek to achieve the United Nations sustainable development goal 5. 1) The lifetime earnings of girls increases as they attain the skills needed to help them earn what they have worked hard to achieve. 2) There will be rise in national growth. As said by the late James Emman Kwegyir Aggrey, if you educate a man, you educate an individual but if you educate a woman, you educate the whole nation. 3) The rate of child marriage would level down since most girls are motivated and supported to be in school 4) The rate of child mortality rates falls as the level of teenage pregnancy levels down. 5) The rate of maternal mortality rate falls as there will be no early childbirth death. The girls are in school. The sacrifice these victims paid their life for is like the price certain young girls unwillingly pay to go through forfeiting their education. I stand with all the young girls who stay at home and watch their brothers go to school, the
sacrifice is enough! The last statement from the Holocaust survivor Ms. Emma Adjadj to young people was that “Young people should be told about what happened”. Yes, the young ones should be reminded of what happened years ago. Knowing what happened helps us to appreciate culture, history and who we truly are. The six million people who died because of this incidence experienced the inhuman act. Relating it to the girl-child education, it’s not about killing and burning human beings but is about the dream’s society kill, the dignity of the girl-child destroyed daily by rapists etc. The daily sorrows of the little young wives who are forced to marry men old enough to be their great grandfather. History was made on January 20, 2021, when Kamala Harris was sworn in as the 49th U.S. vice president. She became the first woman, first Black American and the first Asian American to occupy the office of the vice president. She has set the path and broken the boundaries for the younger generations. Hence, it is time to have every girl in school. This is a fundamental human right of every girl-child and should be respected. SAY NO TO DISCRIMINATION AMONG GIRLS IN EDUCATION! Twi Language “Es3 s33 Obaa biara enya asomdwe ko sukuu 3b3y3 onipa tituro daakye” “Every Girl-child needs the peace to go to school to become confident and prominent women in the future”.
Hate Speech A Hydra Head Element: Xenophobia By Bukola Omolona, Nigeria A single word has the power to influence the expression of genes that regulate physical and emotional stress.1 Words simply put is a medium of communication. Words are indeed very powerful as it generates responses either good or bad. Words can be used to either help or not, to heal, to hinders, to harm, to condemn, to advise, to humble and most importantly to communicate. Perceptions are crystalized through the choice of the words in which a message was communicated. It is a person’s perception of an idea that would generate his reaction to the idea. Furthermore, perceptions most often than not, leads to the creation of ideologies. The origin of ideologies starts from an individual or a groups perception to an information. In the famous Gettysburg Address; the President Lincoln’s address, created the appreciation of the sacrifice of those who fought for the nation either dead or alive and that of human equality even as they experience the birth of a new united nation. His words gave the perception to his people that it was the dawn of a new era of freedom and equality for all. The led to the many dramatic changes he was able to establish. The words he communicated brough hope and light. In another vein, Martin Luther King Jnr also was another person who used his words to bring hope to his race. He gave the “I Have a Dream speech” this speech. This speech spoke of a better future to be looked forward too. It generated a movement. This movement came up as a reaction to the words they heard from Martin Luther King Jnr. Words are powerful. It has been scientifically proven that positive words encourage cognitive brain function, while negative words activate the fight or flight reaction in an individual. Also, that the negative words slow the cognitive brain. Once words are uttered, the likelihood of it being believed and acted upon is high. Ideologies comes by hearing and believing the word as uttered. In history, a lot of misunderstanding had arisen due to miscommunication, noncommunication, intolerance, and many other reasons. Despite the originating reason for disagreement, hate speeches has fueled the flames of wars and intolerance. Hate speech is the abusive or threatening speech or writing that expresses prejudice against a particular group especially on the basis of race, religion, or sexual orientation.2 Hate speech can be considered as a parent of Holocaust, 1 2
Andrew Newberg etal Definition from Oxford languages
xenophobia, genocide and related crimes against humanity. Hate speech dates back to the civilization of mankind. An example is what happened in Egypt, the then pharaoh was threatened by the strength and number of the Israelites migrants in his country and the thought of them possibly joining his enemies against him in a war situation, he came with an idea of forced labor on that race at that time with an intention to subdue them. The Holocaust of 1977 is another example. Hate speech about people that were Jews and differently abled were propagated which created a perception and eventually, let to their annihilation. In recent times in 2019, A riot occurred in Johannesburg in South Africa from the 1-5 September 2019, this riot led to the death of at least seven people. The riots were xenophobic in nature, targeting foreign nationals from the rest of Africa. The rational was behind the riot was the words that were communicated by the locals on how opportunities which ordinarily would have been given to them to thrive have been taken over by foreign nationals. The hate speeches continued till it eventually culminated into the riot that was witnessed. Tackling hate speech is very important because words spoken thoughtlessly can create a perception and the perception may develop into an ideology. Once an ideology is created, it most often passes from one generation to the other and the idea of lasting peace might be a mirage. Stopping hate speech has been propagated but not enough. The United Nations gave its Strategy and plan of action on Hate Speech, on stopping it and also supporting victims of hate speech. Other organization like the Ariel Foundation International has been intentional with uniting young leaders from around the globe, by engaging them on several projects collectively thereby uniting people of different race and colors fostering tolerance and oneness. Many governments in the world have also seen the devastating result in which hate speech can birth and the have criminalized it. The Nigerian Government is an example of criminalizing hate speech. Hate speech should never be allowed to thrive in any society, tolerance, acceptance, love should be advocated at all level of government, schools and family units. (“Bai kamata a bar kalaman kiyayya su ci gaba da yaduwa a cikin
kowace al’umma ba, a chikan yin hakuri, karbuwa, soyayya a kowane mataki na gwamnati, makarantu da kungiyoyin iyali.”) Hausa Language. It begins with me and you. In the words of President Kennedy; “ask not what your country can do for you, ask what you can do for your country” I conclude by
saying ask not what the world can do to end hate speech, but think about what you will do to end it.
Unequal Access to Education in the Developing World In Honor of Holocaust Remembrance Day By Jason Eappen, US Throughout history, education has been a necessity that allowed people to make significant advancements in life. Whether that be escaping intergenerational poverty or being able to move up the social-economic ladder, education has been the tool that has helped millions to billions of people all over the world. However, while millions of students everyday have access to a stable education/schooling system, many around the world don’t have access to education or are deprived of education. According to World Data, “Of the world’s 787 million children of primary school age 8% do not go to school. That’s 58.4 million children.” Out of the 58.4 million students, 19% of them are from Sub-Saharan Africa. These numbers are appalling. Many in our world today turn a blind eye to these matters, yet the world needs to focus on providing education to as many children. Women who do not have access to education are often reliant on their abusive husband to provide them food and housing. Comparatively, if women are educated then the women have the ability to leave and find their own job. Technology is another barrier for many students to receive education. During the pandemic, many countries have shut down causing schools to revert to online learning. However, many underdeveloped areas have been deprived of broadband and technology access. This has caused a pheltora of students to go years without education. These causes of unequal access to education have resulted in millions of students having to stay in the cycle of poverty for a multitude of generations. Millions of women all over the world have been deprived of access to education due to governments preventing them or being unable to get access. According to UNESCO data, “if all females in developing countries completed primary education, child mortality would drop by a sixth, saving nearly one million lives annually.” The negative consequences of lack of education are apparent throughout a woman’s livelihood and intergenerational. Young girls will become the future mothers of any society in any part of the world. For example, a child bride is more likely to face a multitude of psychological and health issues, and this results in the women’s children to have a higher likelihood of being exposed to illiteracy and malnutrition. If every girl is able to gain access to an education, it becomes probable that they make education a priority for her children. This concept is known as the ripple effect which opens the floodgate of positive change in the community and country. Providing education is just a stepping stone for millions of women all over the world. Education is a crucial skill to the development of both the women’s future aspirations and hard/soft skills; an educated woman has higher probability to have access to credit and manage her finances significantly better. A woman’s leadership skills, decision-making skills, and other soft skills are directly correlated
with educational attainment. In the long term, the lack of education accessibility affects a girl’s future economically by reducing her ability to maintain stable employment with stable income. Economic independence is crucial because it allows freedom to get out of abusive domestic relationships and particularly economic violence. Technology is another significant barrier that stuns millions of kids from getting access to education. COVID-19 caused a major shift in how the educational system functioned. According to UN reports, “Two thirds of the world’s school-age children – or 1.3 billion children aged 3 to 17 years old – do not have internet connection in their homes…Lack of connectivity doesn’t just limit children and young people’s ability to connect online. It prevents them from competing in the modern economy. It isolates them from the world. And in the event of school closures, such as those currently experienced by millions due to COVID-19, it causes them to lose out on education. Put bluntly: Lack of internet access is costing the next generation their futures.” This report encalupates the problem brought by the digital divide. Students are not getting access to educational access that prepares them for the future. Technology enables children from all over the world to engage in different forms of collaboration and communication that was previously unimaginable. Many kids have been able to explore many new pieces of technology to expand their skill set, while for others it has resulted in lost years. This digital divide has to be bridged together if change is going to occur. Education is an investment for the future generations and it has to be met in order to provide our kids with the best opportunity to succeed. The digital divide disapportionally affects developing countries. In Sub-Saharan Africa only 25% of people have access to the internet compared to 80% in Europe. These numbers are causing millions of students to go without education, thus causing a domino chain of detrimental effects. Without a proper education, boys are more likely to join terrorist organizations and women have an increased likelihood to become a part of the human smuggling ring. These are fears that children should not have to worry about. However, in today’s society the imbalance of technology has created unequal access to education which has set back kids who already have many struggles/barriers to deal with. In conclusion, education is a human right, and it should not be denied to any child. The benefits education gives empowers and strengths kids all over the world. Many families are willing to walk thousands of miles just so their children can get access to quality education. This dedication and willingness of many families should be served as an inspiration for world leaders to take action. The inaction by mantis causing children to be set back, it is causing women to be abused, it is causing millions to go without economic independence, and it causing millions of kids to
go without freedom. Unequal access to education is hurting everyone and must be solved to save future generations who have lost significant time.
Respect For Culture By Opeyemi Omoyeni, Nigeria Culture is a group of people’s history, language, way of life, and everything that has to do with human existence. According to Samovar and Porter (1994), Culture is the aggregate deposit of beliefs, knowledge, values, religion, experience, attitude, hierarchies, spatial relations, roles, concept of the universe, notion of time and material objects and assets acquired by a group of persons in the course of generations through individual and collective striving. The world consists of amazingly diverse continent with thousands of languages, beliefs, religion and culture. Cultural diversity has become crucial in today’s world. It refers to the presence of diverse culture in a society where people from various communities, irrespective of their race, belief, creed, culture, live together and respect each other’s differences. Respect for culture also means respect for human beings and human life. Discriminating against people’s way of life is unkind and undermines the community or country. The uniqueness of every culture makes it fascinating and interesting and often times, culture brings people together. Respect for culture starts from proper understanding and knowledge of the cultures which is different from ours, so as to bring about peace, love and harmony in the society. Love, trust and understanding can be built thereby eradicating all negative stereotypes and personal biases about different group of people. Reading alone cannot create the consciousness needed for respect for culture; practical program will improve and enhance collaboration that will bring about unity through diversity. Human basic activities, work, study or even stay at home in recent times, increasing our chances of interacting with people from diverse race, culture, ethnic groups than it has been before. By respecting and accepting the diverse cultural backgrounds and beliefs, we can live as one, increase our perception and have a safe environment where we humans are not threatened because of race, culture, caste, language, creed, belief or skin color. If we put aside any biases or hate, and accept the diversity of culture, we will realize that surrounding yourself with diverse group of people can enrich life and give us the opportunity to learn about the customs, religion and geography of different countries. Finally, respect for culture is not only essential for adults, children should also be educated about variety of cultures and learn to accept cultural diversity. This can eradicate bully among kids and show them how diverse the world is, making them open minded toward people of different cultural belief and background. In today’s
world, if we all have respect for other cultures, value and belief, we can learn to live in unity, peace, harmony and learn a lot of good things from each other.
Ọwọ fun ASA By Opeyemi Omoyeni, Nigeria Asa jẹ ẹgbẹ kan ti itan eniyan, ede, ọna igbesi aye, ati ohun gbogbo ti o ni ibatan si igbesi aye eniyan. Gẹgẹ bi Samovar and Porter (1994), Asa jẹ idogo apapọ ti awọn igbagbọ, imọ, awọn iye, ẹsin, iriri, ihuwasi, awọn ilana, awọn ibatan aye, awọn ipa, imọran ti agbaye, imọran ti akoko ati awọn ohun elo ati awọn ohun-ini ti o gba nipasẹ ẹgbẹ kan ti awọn eniyan ni ipa awọn iran nipasẹ awọn iran. olukuluku ati apapọ akitiyan. Agbaye kun fun oriširiši iyalẹnu Oniruuru continent pẹlu egbegberun ede, igbagbo, esin ati asa. Oniruuru aṣa ti di pataki ni agbaye ode oni. O tọka si wiwa ti aṣa oniruuru ni awujọ nibiti awọn eniyan lati oriṣiriṣi agbegbe, laibikita ẹya wọn, igbagbọ, aṣa, gbe papọ ati bọwọ fun awọn iyatọ ti ara wọn. Ibọwọ fun aṣa tun tumọ si ibowo fun eniyan ati igbesi aye eniyan. Iyatọ si ọna igbesi aye awọn eniyan jẹ aiṣedeede ati pe o dẹkun agbegbe tabi orilẹ-ede. Iyatọ ti gbogbo aṣa jẹ ki o fanimọra ati iwunilori ati ni ọpọlọpọ igba, aṣa mu awọn eniyan papọ. Ibọwọ fun aṣa bẹrẹ lati oye to peye ati imọ awọn aṣa ti o yatọ si tiwa, lati mu alafia, ifẹ ati isokan wa ni awujọ. Ifẹ, igbẹkẹle ati oye ni a le kọ nitorinaa imukuro gbogbo awọn aiṣedeede odi ati awọn aibikita ti ara ẹni nipa oriṣiriṣi ẹgbẹ eniyan. Kika nikan ko le ṣẹda aiji ti o nilo fun ibowo fun aṣa; eto iṣẹ ṣiṣe yoo mu ilọsiwaju ati imudara ifowosowopo ti yoo mu iṣọkan wa nipasẹ oniruuru. Awọn iṣẹ ipilẹ ti eniyan gẹgẹbi iṣẹ, ikẹkọ tabi paapaa duro si ile ni awọn akoko aipẹ, mu awọn aye wa pọ si ti ibaraenisepo pẹlu awọn eniyan lati oriṣiriṣi ẹya, aṣa, awọn ẹgbẹ ẹya ju ti iṣaaju lọ. Nipa ibọwọ ati gbigba awọn ipilẹṣẹ aṣa ati awọn igbagbọ oniruuru, a le gbe gẹgẹ bi ọkan, mu iwoye wa pọ si ati ni agbegbe ailewu nibiti awa eniyan ko ni ewu nitori ẹya, aṣa, ẹya, ede, igbagbọ, igbagbọ tabi awọ awọ. Ti a ba fi awọn aiṣedeede tabi ikorira silẹ, ti a si gba oniruuru aṣa, a yoo mọ pe agbegbe ara rẹ pẹlu ẹgbẹ oniruuru eniyan le ṣe igbesi aye dara si ati fun wa ni anfani lati kọ ẹkọ nipa awọn aṣa, ẹsin ati ẹkọ-aye ti awọn orilẹ-ede oriṣiriṣi. Nikẹhin, ibowo fun aṣa kii ṣe pataki fun awọn agbalagba nikan, awọn ọmọde yẹ ki o tun kọ ẹkọ nipa ọpọlọpọ awọn aṣa ati kọ ẹkọ lati gba oniruuru aṣa. Eyi le pa awọn ipanilaya kuro laarin awọn ọmọde ati fihan wọn bi agbaye ṣe yatọ, ti o jẹ ki wọn ṣii ọkan si awọn eniyan ti o yatọ si igbagbọ aṣa ati lẹhin. Ni agbaye ode oni, ti gbogbo wa ba ni ibowo fun awọn aṣa miiran, iye ati igbagbọ, a le kọ ẹkọ lati gbe ni isokan, alaafia, isokan ati kọ ọpọlọpọ awọn ohun rere lọwọ ara wa.
The Holocaust: Never Again, Yet Recurring By Lilian Efobi, Nigeria The Holocaust, the extermination of a race and 80 decades after, the world experience Holocaust in the form of Anti-Semitism. This is not only a tragedy of the Jewish people, but also a failure of humanity. Derived from the Hebrew word Shoʾah (“Catastrophe”), the systematic state-sponsored killing of six million Jewish men, women, and children and millions of others by Nazi Germany and its collaborators during World War II was called the final solution to the Jewish question by the Germans. Before the Nazis came to power in Germany in 1933, they had made no secret of their anti-Semitism. Early 1919 Adolf Hitler had written, “Rational anti-Semitism, however, must lead to systematic legal opposition. He viewed the Jews as an evil race struggling for world domination. Nazi anti-Semitism was rooted in religious anti-Semitism and enhanced by political anti-Semitism. The jews were portrayed as a race rather than a religious Group. Religious anti-Semitism could be resolved by conversion, political anti-Semitism by expulsion. Ultimately, the logic of Nazi racial anti-Semitism led to annihilation. The Holocaust has been seen as the most significant events in human history due to the nature of its killing. Hitler was interested in the territorial expansion for the German people and racial supremacy. With Germany denied of colonies in Africa after World War II, Hitler sought to expand German territory and secure food and resources scarce during World War I in Europe itself. During all these, he viewed the Jews as racial polluters, a cancer on German. When Hitler came to power legally on January 30, 1933, as the head of a coalition government, his first objective was to consolidate power and to eliminate political opposition. The assault against the Jews began on April 1 with a boycott of Jewish businesses. A week later the Nazis dismissed Jews from the civil service, and by the end of the month the participation of Jews in German schools was restricted by a quota. On May 10 thousands of Nazi students, together with many professors, stormed university libraries and bookstores in 30 cities throughout Germany to remove tens of thousands of books written by non-Aryans and those opposed to Nazi ideology. The books were tossed into bonfires to cleanse German culture of “un-Germanic” writings. A century earlier Heinrich Heine a German poet of Jewish origin had said, “Where one burns books, one will, in the end, burn people.” In Nazi Germany the time between the burning of Jewish books and the burning of Jews was eight years. Responding with alarm to Hitler’s rise, the Jewish community sought to defend their rights as Germans. For those Jews who felt themselves fully German and who had patriotically fought in World War I, the Nazification of German society was
especially painful. Zionist activity intensified. “Wear it with pride,” journalist Robert Weltsch wrote in 1933 of the Jewish identity the Nazis had so stigmatized. Religious philosopher Martin Buber led an effort at Jewish adult education, preparing the community for the long journey ahead. Rabbi Leo Baeck circulated a prayer for Yom Kippur (the Day of Atonement) in 1935 that instructed Jews on how to behave: “We bow down before God; we stand erect before man.” Yet while few, if any, could foresee its eventual outcome, the Jewish condition was increasingly perilous and was expected to worsen. Many of the Jews fled to Palestine, where the small Jewish community was willing to receive refugees. Still others sought refuge in neighbouring European countries. Most countries, however, were unwilling to receive large numbers of refugees. Responding to domestic pressures to act on behalf of Jewish refugees, U.S. President Franklin D. Roosevelt convened, but did not attend, the Évian Conference on resettlement, in Évian-les-Bains, France, in July 1938. In his invitation to government leaders, Roosevelt specified that they would not have to change laws or spend government funds; only philanthropic funds would be used for resettlement. Britain was assured that Palestine would not be on the agenda. Holocaust denial and distortion find their way into the mainstream, and spread on social media, there is an urgent need that education systems adapt to these growing challenges, to confront Holocaust misinformation, contemporary antisemitism and to safeguard the historical record of the genocide of the Jews. The United Nations General Assembly adopted a new resolution on Holocaust Denial on 20 January, the 80th anniversary of the Wannsee Conference which laid the ground for the systematic murder of European Jews by the German Nazi regime. It urges all Member States to “reject without any reservation” any denial or distortion of the Holocaust as a historical event. The resolution acknowledges UNESCO’s work to address Holocaust distortion and denial and calls upon Member States to develop educational programs to advance knowledge about the history of the Holocaust and to prevent future genocides. To prevent a repetition of the Holocaust, then there is a need for the Media, Civil Societies, Non-Governmental Agencies, and the government to create awareness on the Holocaust History and ways to curb Anti-Semitism in the world. Youth organizations should take awareness and education to the classrooms for the younger generations. The United States Holocaust Memorial Museum has made available some materials on Anti-Semitism teachings and History. UNESCO on the other hand, created in 2015, an International Program on Holocaust and Genocide Education, with the United States Holocaust Memorial Museum. UNESCO also counters Holocaust denial and distortion on social media and in 2021, UNESCO, the World Jewish Congress and Facebook reached an agreement to redirect users searching for terms related to the Holocaust or Holocaust denial to
the website AboutHolocaust.Org. Today, the world experiences the Holocaust in different forms such as the Black Lives Matter Movement, Rwandan Genocide, Racism, Trafficking of persons, Human Rights Abuse etcetera. Many have further asked if the Holocaust was real? Yes, the Holocaust did happen and there is a great need to preserve the events of the Holocaust to help future generations understand the need to live in peace and respect all for we are all equal with our humanity placed before our nationality. The Jews globally must be reassured that the majority stands with them in the fight against anti-Semitism. Leaders need to cut off the oxygen given to those who seek to perpetrate attacks against Jews and spread their hate. There must be recognition that anti-Semitism is not the purview of one group or one ideology but has a long and bloody history spanning numerous outlooks and worldviews. Anti-Semitism corrodes the foundations of democratic societies. There needs to be a new comprehensive undertaking to end a felonious tolerance of hate and racism, whether against Jews or any other targeted minority. There should be zerotolerance for antisemitism and other forms of hate. Freedom of expression is a human right with right to life, security, and safety of greater importance, therefore every lie, myths and falsehood against the Jews people should be shunned for we are all one. In all, no one is born to hate, so we must inculcate tolerance for one another, and it begins with education. We must teach to value our differences and ensure that dangerous propaganda spreading violent hate is utterly unacceptable: “Antisemitism is a poison for our community. It is up to all to fight it, to prevent it and to eradicate it. The fight against antisemitism is as much for every other part of our community as it is for Jewish people. It is one which must be led at local, regional, national, and international level. We must all do our part. The Jewish community is not alone”. - President of European Union, Dr. Ursula von der Leyen
References 1. https://ec.europa.eu/info/policies/justice-and-fundamentalrights/combatting-discrimination/racism-and-xenophobia/combatingantisemitism/eu-strategy-combating-antisemitism-and-fostering-jewish-life2021-2030_en 2. https://www.ushmm.org/teach/teaching-materials/antisemitism-racism 3. https://unesdoc.unesco.org/ark:/48223/pf0000248071
Human Rights Were Not Considered When People Are Seen As Less Than Animals Or Only For Function Of Work Or Experiment ‘Mamolelekeng Martha ‘Malikhetla, Lesotho Human rights according to UN are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion or any other status. In my understanding human rights are moral principles that guide human behavior regardless of their differences. Human rights are absolutely fundamental in everybody’s life as they protect us from any form of harm and oppression, so people all over the world need to fully know and understand their rights as they help us know our boundaries. Therefore, everyone is entitled to human rights, so that we can all comprehend the meaning or purpose of life (that is, what we live for) because I can refer them as helping tools which assist people gain human dignity. Subsequently, if it happens that people no longer have rights they are often oppressed and end up living in misery without making their own choices or decision of what they need and want in life. When people are seen as less than animals or only for function of work or experiment without human rights it shows that they are given instructions on how to live their lives without given an opportunity to voice out their feelings, opinions and thoughts, therefore, people’s thoughts and opinions were not, respected also not given first priority and this merely specify that people were not taken seriously, in fact their humanity was taken advantage and abused, they were treated as if they are objects and as though they do not feel any pain. It is awful and sad to find that people were not put first when it comes to human rights, as a result, people suffer in the world. The fact that people denied human rights was caused by people who think they come first to others since they possess power, hence, they misused their power, exploited and oppressed people so that people can obey whatever they are told which is bad or immoral. People are equal all over the world and the same, regardless of their differences as mentioned above. When people are not considered crucial perhaps by those who have power or authority, people may eventually be affected emotionally, psychologically, spiritually and physically. People can be affected emotionally as a result of lack of peace of mind which cause sadness entirely in people’s life because of bad treatment they experienced, that one of being denied to raise their own opinions on how they perceive world and being restricted to access essential services as though they do not deserve right to use to such services, again essential services are also part of
human rights that everyone is entitled to. Furthermore, everyone’s decision needs to be respected and each one of us has to be heard or listen to so once human rights miss people will lose interest in life and lose sense of belonging and hope as well as losing purpose in life. People can be affected psychologically in this way, by the time they have nowhere to release their thoughts and opinions to, those thoughts will be suppressed until they turn into stress and depression which may lead to mental health illness. As a result, mental illnesses such as anxiety, bipolar disorders hinder the progress of daily routines in people’s lives. Yet again, bottling-up feelings, thoughts and opinion is dangerous because it brings confusion in people’s mind as they may possibly ask themselves many different questions without answers. Oppression of human rights is terrible in people’s health as well as well-being as it brings up numerous challenges which include not aware of what is right and wrong. Furthermore, the spiritual part involves love, patience and compassionate, so if there is a lack of love, patience and compassion in people’s life, people can negatively be affected as they are left without human rights and human rights help people understand themselves better. Besides people may no longer respect and value one another meanwhile they are unable to express their feelings due to the fact that their human rights are abused, in addition, people may be unwell spiritually because they are not given a chance to reveal their life experiences, i.e., what they are going through, thus people end up affected spiritually. Everyone has spiritual need which has to be cared for and met, these spiritual needs can transform human being into a better being as long as they satisfied. People are physical, emotional, psychological and spiritual-beings, therefore, these make human beings whole or complete. Once human beings are affected emotionally, psychologically and spiritually definitely physical part will also be affected, immediately when emotional, psychological and spiritual needs are not met or satisfied, people will then show signs of illness on the physical part which will ultimately shorten people’s lifespan. Finally, human rights violation is an awful act which prevents people’s freedom. Human rights violation still exists even now because you may find that people such as people with disability and other vulnerable groups are still denied human rights, it hurts a lot since they are human beings like everyone else, in fact everybody’s rights should be respected. Human oppression must fall, we all deserve fairness in life.
Litokelo Tsa Mantlha Tsa Botho Ne Li Sa Eloe Hloko Nakong Eo Bathos Ba Neng Ba Shebuoa Kapa Ba Nkuoa Ba Le Ka Tlase Ho Liphoofolo Kapa Molemong Fela Oa Tšebetso Kapa Ho Etsa Liteko ‘Mamolelekeng Martha ‘Malikhetla, Lesotho Litokelo tsa mantlha tsa botho ke litlhoko tsa mantlha tsa botho tseo motho e mong le e mong lefatšeng ka bophara a tšoanetseng ho ba le tsona hore a qetelletse a na le bophelo bo khotsofatsang, bo nepahetseng bo bileng bo senang khatello. Ha batho ba sena litokelo ba ka iphumana ba phela bophelo ba khatello, bo sa khotsofatseng, bo bosula hape bo sa bafeng khetho ea mefuta ea lintho tseo ba libatlang bophelong ba bona. Ha batho ba nkuoe kapa ba shebuoa ba le ka tlase ho li phoofolo hona ke se supo sa hore ba laeloa, ba bile ba nkuoa ba sena maikutlo mabapi le lintho tseo ba li batlang, tseo ba li etsang le tseo ba li buoang. ‘Me taba ena e ne le pontsho ea hore batho ne ba se bohlokoa hohang ba ne ba nkuoa ele lisebelisoa fela e leng hore ne ba nkuoa e le lintho fela tse sa utloeng bohloko, tse senang maikutlo le boinahano ka hona taba ena e bohloko hobane batho ne ba sulafalletsoe ke bophelo ba bile ba sa bone bohlokoa ba ho phela le hona ho tseba na ba phelelang lefatšeng. Taba ena ea batho ba neng ba sena litokelo e ne etsoa ke batho ba bang ba neng ba na le matla ba bile ba sebelisa matla a bona hampe, mohlala baka sebelisa matla a bona ho hatella batho, hore batho ba etse lintho tseo bona ba li batlang, hobane ba nahana hore batho ba bang ha ba lekane le bona, e leng taba e fosahetseng, batho kaofela lefatšeng ba lekana ha hona motho ea phahametseng/ea ka holimo ho e momg ho sa tsotellehe hore na o motona kapa o motšehali, o motšo kapa o mosoeu le hore na ke mohlobo nngoe. Ha batho ba nkuoe ba se bohlokoa mohlomomg ke batho ba ka holimo ho bona mohlomong baetapela ba ka qetelletse ba amehile, maikutlong, kelellong, moeeng le mmeleng ka lebaka fela la hore o hatelletsoe hore a etse lintho tsa sa lirateng kapa tsa sa li batlang. Motho a ka ameha maikutlong ka tsela ea hore a iphumane a sa thaba a bile a hloka khotso bophelong ka kakaretso hobane a tinngoe monyetla oa ho ntša maikutlo a hae ka lintho tseo a li ratang le tseo a sa li rateng le hore na ena o bona lintho ka tsela ea mofuta o feng. Hape maikutlo le li qeto tsa motho e momg le emong li tlameha ho eloa hloko ele hore motho ea joalo a tla utloe monate oa ho eloa hloko hoa mantsoe kapa litaba tsa hae. Joale motho a ka iphumana a sena molemo bophelong ka lebaka la hore ha sekeheloe tsebe linthong tseo a li buoang. Hape motho ea sa fuoeng monyetla oa ho mameloa o qetella a ba le khatelo ea maikutlo. Hape motho ea nang le khatello ea maikutlo a ka qetelletse a se a sa rate hoba le batho ba bang hohang hobane a tseba hore ena maikutlo a hae ha eloe hloko eleng taba e bohloko.
Kelellong teng motho a ka ameha ka tsela ea hore ebe o ba le khatelo ea maikutlo e ka qetellang e mmakela pherekano ka hloohong, pherekano ena e ka mmakela ho se nahane ka tsela e nepahetseng/hantle kapa motho a iphumana a na le lefu la hlooho ka lebaka la hore o nahana lintho tse ngata tse bileng li sa kopaneng ka nako e le nngoe hobane a ntsa batla likarabo tsa lintho tsa sa li utloesising. Hape taba ena ea ho se eloe hloko hoa litokelo tsa botho e etsa batho ba tšerehanang likellelo basa tlo tseba tlhalohano ea botle le bobe, ebile e etsa le batho ba manganga ba sa khoneng ho mammela se buoang ke batho ba bang. Motho a ka ameha moeeng ka tsela ea hore ebe o tlo bona batho ba sena lerato, mamello, kutloelo bohloko ba bile ba sena nnete ka lebaka la hore ebe ha ba tšoaroa hantle le hore ha bana kutloelano bohloko. Taba ea hore ebe batho ha bana lerato, mamello le tseling e ka tšoara batho ha bohloko moeeng ka tsela ea hore batho ba tlabe ba bupetsane ke bohloko ba ho se khone ho buoa kapa ho bolela seo ba se utloang kapa ho buoa seo ba se nahanneng ho tsoa tlase botebong ba li pelong tsa bona. Hape taba ena e tsoala ho se hlomphane ha batho bona bana ba se nang litokelo hobane ba sa tsebe na ho mamela motho emong ke ntho e joang. Hape batho ba senang litokelo ba ka iphumana ba kula moeeng ka tsela ea hore ho tlabe ho sena motho ea elang botho le litlhoko tsa bona hloko ekasita le ho baela hloko hore ba phela kapa ba phele. Ba tlo utloa bana le khaello ea ntho enngoe maphelong a bona hobane ho sena motho ea ba utloelang le ho ba fa tsebe kapa ho ba mamela. Mmelleng teng motho a ka ameha ka tsela ea hore ha kelello, maikutlo le moea se li amehile litholoana tsa teng li tlo iponahatsa kapa li hlahelle mmeleng ka hore ebe motho o sa kula a ba le mafu a mangata a tlo iponahatsa nameng kapa mmeleng. Joale ebe motho o qetella a sa be le bophelo bo bo lele ka lebaka la mafu a kareng khatello ea maikutlo le lefu la kelello. Ho phethela litaba tsaka, ka bomalimabe ho hlokeloa toka ntlheng ea litokelo ke taba e bohloko haholo hobane e tlisa litla morao tse bosula maphelong a batho ebile ke taba e sa nepahalang hobane e thibela batho ho ba le tokoloholo hape e beha maemo a bophelo ba batho tsitseng kapa tlokotsing ea bophelo ka karetso.
ABIGAIL OPPONG - GHANA ‘Rather than standing or Speaking for Children, we need to stand with children speaking for themselves. We don’t need a political movement for children [ we need to] build environments and policies for our collective future’ Abigail Oppong is a humanitarian young African lady who passionately work to impact life. She is a Young Speaker, Mentor, Changemaker, Young Activist and a Social Entrepreneur. Abigail Oppong is the Youth Ambassador for Ariel Foundation International for over three years focusing on Africa and making the voices of African Voices heard. Being a changemaker, she is passionate about social impacts project that seeks to empower women, children, and youth. She is part of the Board Members of Women Media and Change working hard to make sure young women’s voices are represented well in the media. Passionate about engaging more women in Technology, she is part of several women in TECH organisations working hard to make sure women are represented well in the STEM Industry. Abigail is skilled at Information Technology, Project Management, Entrepreneurship, Humanitarian, Communication, Design Thinking, Graphic design, leadership, Personal Development, Public Speaking. She is a Recipients of the “Young Leaders Creating a better World for All award” at the Women Economic Forum, 2019 and the first youngest leader to receive such an international award from the Women Economic Forum.
ALBERT DZOKOTO - GHANA Albert Dzokoto. I am an undergraduate student currently studying Bachelor of Science in Administration at the University of Ghana. He is from Anyako,Volta region of Ghana. He believes that education is a key to success and have dedicated his time to study to gain knowledge and skills. He has completed Senior High School. `He is interested in music, sports, arts, traveling and gaming.
BUKOLA ADEOLA OMOLONA - NIGERIA Bukola Adeola Omolona is a seasoned Legal practitioner with over ten years in practice. She holds a Bachelor of Law degree LL.B (Hons.), and was called to the Nigerian Bar, BL. She also holds a Master’s degree in Law (LL.M) University of Lagos. She has some certifications in Mastering of Psychology of mediation and on Leading Strategic Innovations from the University of Deakin and Coventry University. Bukola’s experience spans across corporate law practice, legal drafting and advisory services, mediation, telecommunication practice and company secretarial practice. She is an impeccable team player with excellent communication skills and emotionally intelligent. She very thoughtful, proactive, diligent, and meticulous in the discharge of her responsibilities, work and life. She volunteers with a non-governmental organization responsible for the safety, education and the promotion of children rights. She delivers on set tasks and utilizes every opportunity to actualize set goals.
JASON EAPPEN – USA Jason Eappen a high school student is the cofounder of an international non-profit as well as a representative of an international human rights advocacy group. Throughout all his initiatives, he believes that education is a human right. Education is the first step for people to gain the knowledge, critical thinking, empowerment, and skills they need to make this world a better place. His passion stems from educating the youth to help the next generation. Within my non-profit, we help spread stem education to the youth in rural areas to help them dream about their future. He partner with pilot organizations and the state government to target rural communities and expand educational access to thousands of students in rural school districts. My second initiative is mental health. I am one of the core leaders of a state-wide movement known as whisper. All over the world, COVID- 19 puts a massive strain on the mental health of thousands of students. Everyone around the world will be given a voice and a safe place to be themselves through whisper. My third initiative is food insecurity. Throughout the world, food
deserts are visible throughout. Regardless of which initiative I work on, I always uphold myself to the highest of standards by being genuine and always trying to make a positive impact on the community around me. In my spare time, I enjoy spending time with my family and binge-watching marvel movies CHU JIE - CHINA 褚婕目前于中国就读上海师范大学。在全球化 的大背景下，她渴望用自己的全部精力为人们营 造一个和平且愉快的生活环境。在她亲眼目睹了 教育领域的性别不平等之后，使她决心致力于消 除歧视。她和 AFI 有着同样的价值取向，相信年 轻人的领导能力和创业精神。褚婕目前为 AFI 的一 名学员。 Chu Jie is currently studying in Shanghai Normal University in China. In the midst of globalization, she is eager to exert all her energies to build a peaceful and delightful environment for all to live in. And her experience of witnessing gender inequality in education made her decide to devote herself in eliminating discrimination. She shares the same value with AFI, believing the potential of youth leadership and entrepreneurship. Chu Jie is currently a mentee of AFI. MAMOLELEKENG MALIKHETLA - LESOTHO Mamolelekeng Malikhetla is 29 years old and from Maseru, Kingdom in Lesotho. She is a fourth year student pursuing Bachelor of Arts in Spiritual care and counseling in National University of Lesotho. She is motivated by my love for learning and succeeding as I strives to become a successful woman in today’s society. She enjoys volunteering and helping others. She focuses on people who encounter more challenges daily in their lives and those that lack psychological and emotional needs as a major problem for people around the globe,. She continues learn about mental health problem in spiritual care and counseling courses and life. Mamolelekeng loves reading and has a naural curiosity also interested in knowing new things every day since learning is
always continuous that is learning never stops for me. Besides I am also interested in art. OPEYEMI OMOYENI - NIGERIA Opeyemi Omoyeni jẹ Olukọ ni Ile-iṣẹ Nirmala Chellarams fun Awọn ọgbọn Iṣowo, Ile-ẹkọ giga ti Eko, ni Nigeria - Ile-iṣẹ Idagbasoke ti o ṣe agbero ati igbega iṣowo nipasẹ Ẹkọ ati Awọn Idagbasoke fun awọn ọmọ ẹgbẹ university ati awọn ti kii ṣe ọmọ ẹgbẹ ti University. Opeyemi Omoyeni pari ile-iwe alakọbẹrẹ ati ile-iwe giga ni Urban and Regional Planning. Eko ti o ni se pelu eto ilu and oko ati bi awon amayederun shey ye ki o wa larin ilu ati oko. Opeyemi pari eko ree pẹlu ọlá. Opeyemi ni itara fun Awọn Ibaraẹnisọrọ alagbero ayika ati pe o ti ṣe alabapin si iwadii ẹkọ ni aaye yii. Awọn iwulo iwadii lọwọlọwọ pẹlu awọn igbero eto imulo lori Awọn idasi alagbero ayika nipasẹ awọn ilana idinku ayika, iṣakoso ti o lagbara ati eewu, iyipada oju-ọjọ, afẹfẹ, ile ati ariwo ti o le shey ijamba fun eniyan. Ibi-afẹde igba pipẹ rẹ ni lati jẹ ohun ti o yẹ ni agbaye si imuduro ayika. Opeyemi Omoyeni is an Adjunct Faculty at Nirmala Chellarams Centre for Entrepreneurship Skills, University of Lagos, Nigeria - An On-Campus Enterprise Development Centre that advocates for and promotes entrepreneurship via Learning and Development Interventions for both members and non-members of the University Community. She completed undergraduate and postgraduate education in Urban and Regional Planning and graduated with honors. She is passionate about environmentally sustainable Interventions and has contributed to academic research in this field. Current research interests include policy proposals on environmentally sustainable Interventions through environmental abatement strategies, solid and hazardous waste management, climate change, air, soil and noise pollution. Her long-term goal is to be a relevant voice in the global race towards environmental sustainability.
YIFEI ZHU - CHINA 朱怡菲目前在中国江苏大学和美国加州州立大学 圣贝纳迪诺分校攻读会计学学士学位。她对国际政治 经济学非常感兴趣，目前正致力于更深入的经济学研 究。她从事女权运动和种族问题的社会研究工作，并 致力于帮助中国贫困山区的留守儿童解决心理问题。 她参与 AFI 创变者计划，是因为她坚信世界的未来属 于当今的年轻人，而全球经济的可持续发展离不开当 今年轻一代的领导和支持。朱怡菲目前是 AFI 创变者 组织团队的一员，她期望将来在自己感兴趣的领域做出贡献：经济、全球政 治、数学和物理，以及公共关系。 Yifei Zhu is currently studying for a bachelor’s degree in Accounting at both Jiangsu University, China, and California State University San Bernardino, US. She is very interested in international political economy, and is now committed to a more in-depth study of economics. She has done social research work related to feminist movement and racial issues, and has also been committed to helping left-behind children in poor mountainous areas of China solve psychological problems. She is involved with AFI Changemakers because she firmly believes that the future of the world belongs to the present youth, and the sustainable development of the global economy cannot be achieved without the leadership and support of the young generation today. Yifei Zhu is currently on the AFI Changemakers organizational team and is ready to contribute herself to her fields of interest: Economics, Global Politics, Mathematics and Physics, and Public Relations.
LILIAN EFOBI - NIGERIA Lilian Efobi is a Public Policy Professional and serves as the Chief Operating Officer of the Nigerian Global Affairs Council (NIGAC). She is passionate about Policy Advocacy, Good Governance, Democracy, Quality Education for all and Youth Development.She has over three years experience in the Policy and International development space, Lilian is set forth to bridge the gap in youth and women inclusion in governance through quality education advocacy and active citizen engagement. Lilian is a graduate of the University of Lagos, a Youth Opportunity Hub Ambassador, an African Union Innovator 2020, a Young Innovation Leader Fellow, an Accountaprenuer by Accountability Lab, a Freedom of Information Ambassador for Lagos state, 2021 Commonwealth Scholar, a Young Innovation Leader Fellow, a UNESCO- ECOSOC youth delegate, an African Union Innovator etcetera.
© Copyright Ariel Foundation International 2022
