Education Uganda Project #49641

Access to Education for Talented African Students

by Ashinaga Foundation

Project Report | Jun 6, 2022
The Crucial Role Of School Feeding Programs in Uga

By Deontae Griggs | Digital Marketing Manager

The World Bank defines school feeding programs as a targeted social safety net that provides educational and health benefits to vulnerable children, aiming to increase enrollment rates, decrease absenteeism, and improve nutrition at the household level.

Globally, school feeding programs are one of the most significant and widespread social safety nets, benefitting 388 million children. One in every two schoolchildren worldwide receives a school meal, although there are wide disparities between countries. The expansion and institutionalization of these programs are most prominent in low-income countries, where such efforts can substantially impact children’s welfare.

A 2013 report by the World Food Program (WFP) highlighted that school feeding programs were disproportionally distributed, not covering the regions that needed them the most. It was the same case in 2020, but the gap has begun to close thanks to the efforts of grassroots organizations. Between 2013 and 2020, the Global South made crucial steps forward in proposing policies and funding for school feeding programs.

School Feeding Programs have several benefits:

They promote higher school attendance and reduce dropout rates. Many scholars in low-income countries might not be able to attend school because of limited resources and the cost opportunity of not working. School feeding programs are an incentive for families to send their children to school.

Institutional feeding programs are carefully selecting balanced meals to improve children’s nutrition. Careful selection promotes children’s health and growth since malnutrition among children is a contributing cause of premature deaths.

It improves concentration and educational performance in school. The food provided in schools improves students’ energy levels, which helps them focus on class and perform much better in their assignments.

When Ashinaga launched the Terakoya program in 2007, it ensured free food and water for all students in addition to educational support. This provision has been fundamental, proven by the baseline analysis, which showed that 35% of the students in the program scored underweight on the Rohrer Index – a mass-height ratio. Terakoya places emphasis on creating a school experience that helps them in their academic growth and ensures regular nutrition. For some of these kids, school is what guarantees them at least one meal a day. For this reason, Ashinaga has invested resources to ensure that programs like Terakoya’s can help as many children as possible.

Covid-19 has made it harder for children in the Global South to attend school. These complications have compromised their ability to access proper nutrition, primarily due to the financial impact that the pandemic has had on households’ income. School feeding programs such as the one offered at Ashinaga Rainbow House are vital in ensuring adequate education and food for children.

Access to Education for Talented African Students

By Ashinaga USA Scholar, Godfrella Jonat-George

About 12 weeks ago, I was sitting at the dinner table eating and conversing with a friend about my study abroad semester in Stockholm, Sweden. Naturally, I was very excited about the prospect of living and studying in Sweden for four months. At the same time, I had zero expectations about what my life would be like in Sweden. What I had was an open mind, and I was very open to learning and living the Swedish lifestyle. To do that, I opted to live with a Swedish host family and take a Swedish language and culture class.

My time in Sweden so far has been fabulous. My host family is amazing, and I feel like I am a part of the family. Even the family pet labradoodle now barks in English and Swedish because of me. I have had the world-famous kottbullar and potatis (Swedish meatballs and mashed potatoes) and semla (a Swedish pastry bun filled with almond paste and whipped cream). And I have adopted the typical Swedish escalator etiquette of standing to the right and walking to the left. I am also a student blogger for my study-abroad institution, a job that drives me to observe and reflect on life in Sweden (and, of course, promote the program). I have been learning the Swedish language in my Swedish class. Even though I struggle to understand everything, I can successfully use context to eavesdrop on conversations in the metro during my commute to and from school. Today, I was finally able to read an advertisement in the metro station. This is an outstanding achievement considering that my assignment for Swedish class this week is to see how much Swedish I can understand in my environment.

I have found that Sweden emphasizes having a work-life balance, which is reflected in my schooling as well. My learning must be translated to the real world, so my courses have experiences like field studies and study tours. In some of my field studies, I have visited museums such as The Nobel Prize Museum, toured the royal palace, and conducted a short survey on people’s perceptions of the stock market. My Forensic Psychology class visited Scotland this past week. We saw and spoke with organizations that work with criminal offenders and provide victim services to understand how they practice the concepts we learned in class. These visits greatly informed my exploration of reentry initiatives in Sierra Leone for formerly incarcerated people, which is the focus of my Ashinaga Proposal.

The best thing about visiting Scotland was being able to reconnect with some of my Ashinaga family. I lack the words to describe the joy I felt when I laid eyes on them after three years. From studying abroad and beyond, I am grateful that I get to experience life in a different culture and associate with people. Each new experience makes me learn more about myself and appreciate all that life offers.

Godfrella is an Ashinaga Africa Initiative Scholar from Sierra Leone, studying Psychology in the US. Her kokorozashi, which roughly translates to purpose in life,is to change the mental health landscape of her home country. Godfrella is expanding the international scope of her studies by spending a semester abroad in Sweden. She was selected from other University of Richmond students to chronicle her studies abroad; you can read more about her experience here: https://athomeabroadschool.wordpress.com/blog/

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Feb 9, 2022
A New Generation of Female Leaders

By Shona Lynch Morimoto | Project Leader

Webinar: Developing Female Leadership

In sub-Saharan Africa, women typically face more difficulties than men pursuing higher education. According to Education Sub-Saharan Africa, 7.19% of women enrol in universities and colleges in sub-Saharan Africa compared to the 10.41% of men enrolled. This number is significantly lower than the global average for women, 41.66%. The disparity has been exacerbated by the COVID-19 pandemic, especially after school closures and the economic recession, which have affected girls and women disproportionately.

In its commitment to contributing to the development of sub-Saharan Africa, the Ashinaga Africa Initiative (AAI) Recruitment Team aims to encourage more female students to apply to the program. The AAI Recruitment Team held its third webinar on December 10 with the theme of developing female leadership within Ashinaga. The goal was to provide potential applicants, especially female applicants, with information on applying and share stories of female AAI Scholars and Graduates.

AAI Scholars Betty and Rose and AAI Graduate Suzan, who are passionate about female empowerment and working towards bridging the gender gap in their home countries, shared their experiences with the application process and their journey studying abroad. They also discussed what female leadership means to them.

The speakers expressed that they felt lucky that their families were understanding and highlighted the support they received from Ashinaga. Rose recalled that her grandmother felt more trustful of Ashinaga, an organization still developing its presence in Africa when they offered to reimburse for Rose’s trip to undergo the interview at the Embassy of Japan in Pretoria, South Africa.

Betty shared that what comforted her was the continuous support she received from Ashinaga staff members throughout the application process. She said, “I realized that this was more than a scholarship. Ashinaga gives you a family and a large support system that goes beyond financial support.”

Many girls and women in Africa who aim to study abroad face considerable resistance from their families. The guardians’ main concerns include safety, lack of support, and cultural differences they may experience in their country of study. The Student Relations Manager at Ashinaga, Jennifer, shared how the team supports AAI Scholars from the point of selection, arrival to their country of study, and throughout their time at university. In addition to receiving academic and emotional support, Scholars work with the Professional Network and Career Development Team to develop their professional skills and start their careers on solid foundations.

Given such support, AAI Scholars work on their kokorozashi and identify a problem they would like to address. Scholars believe that they do not have to wait until they reach a leadership position to have a positive impact. As Suzan mentioned, “leadership is about serving your community.”

For Rose, female leadership defies the narratives and preconceptions society imposes on women. She recalled times at school when she was told that women are not supposed to apply for specific positions or work in certain fields. “I refused to let that become my reality. I went against the odds, especially that my two brothers dropped out of school.” After joining Ashinaga, Rose was inspired by her peers and her research to start an organization in South Africa to empower and mentor girls living with or affected by HIV. “This is a cause that is very close to my heart since I lost my mother to HIV. Thanks to Ashinaga, I received the necessary support to identify ways to solve the problem.”

Suzan, an AAI Graduate and current AMIA (Ashinaga Masters in Africa) Scholar, added that the support does not stop upon graduation. She continued to receive professional help throughout her job-hunting process after completing her undergraduate degree and is currently pursuing her postgraduate studies with Ashinaga’s support in her home country of Tanzania.

Overall, Betty, Rose, and Suzan’s advice for future female applicants was to collect all the necessary information and reach out for support from Ashinaga. Betty said, “I encourage all the applicants, especially females, to gather all necessary information and documents. Talk to your family and explain how the Ashinaga Africa Initiative will help you achieve your dream. It is also important to remember that the AAI is more than a scholarship. In addition to financial support, Ashinaga gives you a family and an extensive network of people who are invested in your growth and success.”

We want to express our appreciation for your generous support, making it possible for such bright AAI scholars to study and become future leaders of the continent.

To watch the webinar please click here.

Links:

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Oct 15, 2021
Bongekile's Journey to Leadning Positive Change

By Shona Morimoto | Project Leader

Bongekile is an AAI Graduate from the Kingdom of Eswatini who recently graduated with a Biology degree at the International Christian University (ICU) in Tokyo.

She started the program with basic Japanese skills and pushed herself hard to learn the language and immerse herself in the class and community as a non-Japanese student. As a result of her hard work, Bongekile eventually became the class assistant for her professor. She also became an ICU student ambassador for service-learning and a President for the Ashinaga International Scholars Association from 2019 to 2020.

During her studies, she interned with the legal department at the African Leadership University in Mauritius. Her experience provided her with insight into a different work culture compared to the Japanese culture she is familiar with and taught her to be flexible and invest in developing her network. Other skills acquired included goal setting and developing a professional growth plan with a specific timeline.

Bongekile’s experiences, both professional and extracurricular, have helped her develop her leadership skills. She learned to develop a growth mindset and turn her challenges into learning opportunities. In the future, she would like to help others get access to better education.

When thinking of her experience with Ashinaga, Bongekile emphasized the importance of international exposure. She was able to meet other AAI Candidates and Scholars from over 20 different African countries during the Preparation Camps and interacted with interns from all over the world. Bongekile acknowledged that the leadership framework and the Ashinaga proposal pushed her to reflect on how she can contribute to the world.

Bongekile’s kokorozashi is to bring an accelerated learning program to the youth of the Kingdom of Eswatini. The program would focus on tailoring the curriculum to the student’s learning styles and making the program accessible via different media platforms. She expressed her gratitude for Ashinaga’s support and the role the Ashinaga community played in her growth. She hopes to pay it forward by providing support to the youth in Eswatini.

In her own words, “Ashinaga has been a great nest for me to develop, and it is time to fly to higher aims.” She is currently in the process of looking for job opportunities in Japan to explore ways in which entrepreneurship can transform lives. She hopes to return to Eswatini and start her education initiative.

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