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No More Schoolgirls Examined For Female Genital Mutilation in Kenya

We are not going to line up all the girls and test them — you can't do that as they can be stigmatized

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FILE - A T-shirt warns against female genital mutilation. Its wearer attends an event, discouraging harmful practices such as FGM, at a girls high school in Imbirikani, Kenya, April 21, 2016. VOA

No schoolgirls in western Kenya are being forced to undergo examinations for female genital mutilation, Kenyan authorities said Tuesday, after a government official sparked outrage by proposing compulsory tests to curb the crime.

George Natembeya, commissioner for Narok County, said on Friday that girls returning to school after the Christmas break were being screened for female genital mutilation (FGM) in order to prosecute their parents and traditional cutters.

Rights groups condemned the move, saying examining the girls — aged between nine and 17 — was demeaning and contravened their right to privacy and dignity.

FGM, Kenya
Maasai girls and a man watch a video on a mobile phone prior to the start of a social event advocating against harmful practices such as female genital mutilation at the Imbirikani Girls High School in Imbirikani, Kenya. VOA

Kenya’s Anti-FGM Board said they had conducted an investigation in Narok after Natembeya’s statement and found no evidence of girls being tested.

“The Board hereby confirms that no girl has been paraded for FGM screening as per allegations that have been circulating in the last few days,” the semi-autonomous government agency said in a statement.

“The Board recognises and appreciates the role played by different stakeholders in complementing the government’s efforts in the FGM campaigns but we want to reiterate that all interventions must uphold the law.”

FGM, which usually involves the partial or total removal of the external genitalia, is prevalent across parts of Africa, Asia and the Middle East — and is seen as necessary for social acceptance and increasing a girl’s marriage prospects.

FGM, Kenya
KAMELI, KENYA – AUGUST 12: A Masaai villager displays the traditional blade used to circumcise young girls August 12, 2007 in Kameli, Kenya. VOA

FGM dangers

It is usually performed by traditional cutters, often with unsterilized blades or knives. In some cases, girls can bleed to death or die from infections. It can also cause lifelong painful conditions such as fistula and fatal childbirth complications.

Kenya criminalized FGM in 2011, but the deep-rooted practice persists. According to the United Nations, one in five Kenyan women and girls aged between 15 and 49 have undergone FGM.

Natembeya said he had announced the compulsory tests to warn communities not to practice FGM on their daughters, but that there was no intention to force all girls to undergo screening.

Rights groups said the policy was rolled back following outrage.

Also Read: The Risk of FGM Hangs Above British Schoolgirls During Holiday Break

“We are not going to line up all the girls and test them — you can’t do that as they can be stigmatized,” he told Reuters.

“What we are doing is that if we get reports from schools that a girl has undergone FGM, it becomes a police case and the girl is taken to hospital and medically examined. Then the parents or caregivers will be arrested and taken to court.” (VOA)

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More Science Careers: African School Of Physics on Mission To Educate New African Generation Through Traveling Program

"Science is increasingly recognized as an important engine of economic growth and societal advancement," she wrote in an email. She noted "increasing numbers of such programs on the African continent, where there is a surging young population entering the workforce."

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Ketevi Assamagan, a particle physicist at the U.S.-based Brookhaven National Laboratory, co-founded the African School of Physics, a training program for graduate students in math and sciences. (Photo courtesy of Brookhaven National Laboratory) VOA

Africa-born particle physicist Ketevi Assamagan is a man on a mission. His goal is to bring science education to a new generation of young Africans through a traveling program known as the African School of Fundamental Physics and Applications, or ASP.

“Sometimes, people just need some help to be able to find the right resources,” said Assamagan, an ASP founder who works at the U.S. Energy Department’s Brookhaven National Laboratory here on Long Island. “So, together with some colleagues, we decided to create this school.”

Born in Guinea, Assamagan grew up in Togo and earned a doctorate from the University of Virginia in 1995. Gratitude to past mentors fueled his desire to start the ASP, he said.

Positive elements

The ASP program runs for three weeks every two years in a different African country. The first was in 2010 in South Africa, with subsequent gatherings in Ghana, Senegal, Rwanda and Namibia. The next is planned for July 2020 in Marrakesh, Morocco.

Each workshop brings together up to 80 students, who are treated to intensive lectures and training by top-flight physicists.

Physicist Ketevi Assamagan demonstrates how a cloud chamber works. (A. Phillips/VOA)
Physicist Ketevi Assamagan demonstrates how a cloud chamber works. (A. Phillips/VOA)

“We get students from all over Africa [who] have at least three years of university education,” Assamagan said. “The majority of them are usually at the master’s level and they come from different fields: nuclear and high energy physics, medical applications, computing, mathematics and theoretical physics.”

The students’ expenses are covered by roughly 20 international sponsors, including the Brookhaven lab; the International Center for Theoretical Physics in Trieste, Italy; the South African Department of Science and Technology; and Italy’s National Institute for Nuclear Physics.

Another sponsor has been the European Center for Nuclear Research, known as CERN, in Geneva. Assamagan worked on CERN’s particle accelerator for several years while conducting research on the elusive Higgs boson subatomic particle. He left in 2001 to join Brookhaven.

Sustained support

After the program, participants are paired with senior mentors who offer advice on additional education, teaching and research opportunities, both in Africa and abroad.

For Zimbabwe native Last Feremenga, participation in the 2010 ASP workshop served as a springboard to a doctorate in physics from the University of Texas. Now he’s a data scientist with Digital Reasoning, an artificial intelligence firm headquartered in Nashville, Tennessee.

“I sift through large datasets of written text in search of rare forms of conversations/language. These rare conversations are useful for our clients from health care to finance,” the 32-year-old told VOA in an email. He added that he’s using “similar tactics” to those he learned at ASP.

Julia MacKenzie, senior director of international affairs for the American Association for the Advancement of Science, says training programs such as ASP are especially important in developing countries.

“Science is increasingly recognized as an important engine of economic growth and societal advancement,” she wrote in an email. She noted “increasing numbers of such programs on the African continent, where there is a surging young population entering the workforce.”

“A potential impact of graduate training is exposure to new ideas and people,” MacKenzie added. “Any time graduate students can come together, it’s likely that new friendships will form, and those relationships can provide support through inevitable challenges and spawn new collaborations.”

application learning
“We get students from all over Africa [who] have at least three years of university education,” Assamagan said. “The majority of them are usually at the master’s level and they come from different fields: nuclear and high energy physics, medical applications, computing, mathematics and theoretical physics.” Pixabay
Hands-on learning

Assamagan says that when he was in high school in Togo, science was taught from second-hand textbooks from abroad. There was no experimentation.

“Direct involvement … in terms of playing with things and getting mental challenge to try to figure it out was not really there,” he said. “We want to resolve that” through ASP.

The 70 or so science teachers at the workshop last year in Namibia learned hands-on experiments that could be replicated with scant equipment and resources.

For example, using only a small plastic box with an aluminum plate, tin foil, Styrofoam, pure alcohol and dry ice, high school students could build a tabletop “cloud chamber” to simulate the detection of cosmic particles from outer space. Another experiment taught physics to elementary school children by way of art. The children could drip paint on a canvas tilted at various angles, then observe the patterns the paint made as it descended.

Also Read: E-Commerce Policy: Centre To Regulate Cross-Border Flow Of Data

“You can then start introducing the idea of gravity,” Assamagan said. “And then relating things falling down to the Earth going around the sun as being driven by the same force.”

Assamagan predicts a bright future for physics research in Africa. He says he sees talent and commitment, but that more digital libraries, along with continent-wide access to high-speed internet connections and the political will to provide them, are needed. (VOA)