Nairobi, Kenya: The proliferation of extremist groups around the African continent have taken the sleep away of the security personnel around the world. While there have been discussions and debates going on how to tackle this upsurge of violence, one organization in Kenya has taken the responsibility to aid the youths and elders of Kenya back into the right path again.
The organization is known as Building Resilience against Violence Extremism or simply as BRAVE. It works to counter the effects of the radical principles that can trap the minds of the vulnerable youths and also of the Clerics and Imams.
Over 2000 young Kenyans have registered themselves for the program, some of them are sent on court order while others have signed up on their own. There is a program which is run for four days and admits especially clerics and Imams into it. The sessions help them learn to counter the message of the radicals.
So far, BRAVE has trained about 150 clerics and Imams. One of them is Imam Aizadin Omar, he has been related to a mosque, at the outskirts of Nairobi, for 5 years now. One which has been reported in a 2013 UN report which linked one of its officials to terrorist funding.
Omar says that the program has helped him to detect and counter extremist leanings in his community. He also adds that before the youths can be deradicalized, one has to go step by step, then there are adults as well who are deeply radicalized and changing them back is quite hard.
According to the founder of BRAVE, Mustafa Alai, some are still staying away as there works a fear of reprisal. He states that: “Many Kenyans, particularly the Muslims have been intimidated by the violent extremist groups to such an extent that they don’t to talk about violent extremism or else of terrorism. Specially the intimidation is highly intense in places like Mandera and north-eastern Kenya”.
Whereas, the experts say that the root causes like unemployment should also be addressed.
Andrew Franklin, a security analyst, is of the opinion that that the deradicalizing programs only deals with the symptoms rather than the causes of the problem. He asks that question regarding exactly what cause people, especially youths to get such attachments to violence, from being alienated to being marginalized, to picking up of weapons. In other words, becoming radicalized, to going off to fight and join these terrorist groups. (The news is brought to you by NewsGram in association with VOA.
"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."
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.
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.
“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.
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.”
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.
“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)