Bingwa isuue 13

Page 1


ISSUE 13 2014







STARS RISING how was school? did you give that letter to the teacher?

janet, are you home?


i have to lie to her...

oh, no, that is mum coming! what will i do?


mum... i... i... i forgot to give the letter to the teacher. please forgive me. do not punish me...

JANET oh, it is okay, janet. you can give it to her tomorrow.



i will not punish you. besides, i am very happy with you because you told the truth!


it is good to always say the truth! have you ever been in a situation in which it was difficult to say the truth? what did you do?

PAGE 22 the end.

Dear Readers,

THE TEAM Editorial Board Chairman Rino Solberg Finance Director Jean-Paul Deprins Email: Project Director Mundia Muchiri Email: Editorial Board Mundia Muchiri Eudiah Kamonjo Jean-Paul Deprins Julie Solberg Claudiah Gachimbi Managing Editor Eudiah Kamonjo Email: Partnerships Coordinator Claudiah Gachimbi Email: Design and Layout Centrepress Media Ltd Email: Contributors Ian Arunga Solomon Atah Joseph Barasa Richard Byard Rachel Garuka Yusuf Hasan Anna Hasper Kabeeria M’mbogori Badru Mulumba Nadia Mutyaba Christine Nderitu Maurice Odede Noella Oyugah Wangui Thuo Movin Were Partner Contributors Ruth Koshal (SCI) Daisy Maima (SCI) Ayalew Getachew (ACERWC Secretariat) Elizabeth Muiruri (SCI) John Njoka (SCI)

This special edition celebrates the 25th anniversary of the United Nations Convention on the Rights of the Child (UNCRC) by examining the progress of child rights in East Africa over the years. Yet even as we celebrate, it is important that we think about what else needs to be done in the next 25 years as well (Pg. 2-3). Because children’s voices really matter to us, check out what our readers have to say (in words and pictures) about child rights, corruption and other topics. Want to know what they had to say about the quality of education now and in future? Pg. 10-11 highlights some of the feedback. For your dose of inspiration, see what today’s champions are up to (Stars Rising Pg.14-18). It is clear that what makes them special is desire, persistence and their care for others’. Remember that you too can be a champion today by writing or drawing for us (Pg. 24) or participating in the exciting competition on the back page. Enjoy! THE BINGWA TEAM

BINGWA is published by Child Africa. Opinions here are those of the authors and not necessarily those of the publisher or any other participating partner. The publishers reserve the right to use photographs taken during events or activities. Any person appearing in photographs we publish cannot claim any compensation whatsoever. Editorial, Production and Advertising Child Africa. P.O. BOX 823 - 00606 Nairobi, Kenya +254 20 434 268/020 232 4374 +254 719 619 006 email: Uganda Office Tel: +256 752 896 205

Special Thanks to the Country Contributors: Kenya, Uganda, Tanzania, Rwanda, Somalia, South Sudan and Ethiopia

Norway Office Email: Tel: +47 46 44 76 06



"There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they can grow up in peace." Kofi Annan

By Daisy Maima, Child Rights Governance Program Assistant


he world celebrates Universal Children’s Day on November 20. The United Nations General Assembly recommended that all countries introduce a day that looks into the welfare of the world’s children. In 1989, the United Nations adopted the Convention on the Rights of the Child (UNCRC), which outlines the right to protection, survival, development and participation. It grants all children and young people (aged 18 and under) important human rights, including rights to healthcare, an identity, protection from abuse, freedom to play amongst others. It is now 25 years since the United Nations Convention on the Rights of the Child was signed. Governments have also made commitments that have changed children’s lives. The Millennium Development Goals (MDG), as a global development framework, have been beneficial to children and contributed to reducing child deaths by 14.000 a day, lifting 600 million people out of poverty and getting 56 million children into school. Ending Poverty in Our Generation, Save the Children Report 2012.



With close to two thirds of Africa’s population being below 25 years, a well connected youthful population is coming of age. Governments have an obligation to improve the lives of this generation of Africa’s children and the next. In Africa, all states except Somalia have ratified the UNCRC. In East Africa it is worth acknowledging the commitments and successes made by governments, communities, civil society organisations to obtain better education, health, protection, laws that enable girls and boys to have a meaningful and fulfilling life. However, there have also been challenges in these same areas. Inequality has caused some children, for example children with disabilities, children living on the streets as well as the poor, to miss out on these opportunities. Organisations like Save the Children International (SCI) have been instrumental in partnering with the government, civil society, and communities to bring immediate and lasting change in children’s lives. SCI country offices within East Africa have had programmes that outline successes in child protection, survival, development and participation. First, it is crucial to understand how the lives of children have improved since 1989, when the UNCRC was adopted. Children under five years have been immunized extensively which has prevented and reduced the deaths of children. Do you remember when you were five years old; you got

Feature different injections (or drops) to prevent measles, polio and other diseases? There are other children who live on the streets or in rural settings, who cannot afford good health services. According to the State of the World’s Children Report 2014, immunization against measles reduced under 5 deaths from 482,000 in 2000 to 86,000 in 2012 , while, especially primary education has increased from 53% in 1990 to 81% in 2011. Nutrition and health have also improved since stunting has reduced by 37% since 1990. There is still much left to do. The State of the World’s Children Report 2014 records 57 million girls and boys of primary age are still out of school. 15% of the world’s children engage in child labor. 11% of girls are married before they turn 15, disrupting their rights to health, education and protection. The right to freedom from cruel and degrading punishment is violated whenever children are subjected to violent discipline at home or in school. Unfortunately there is unequal distribution of opportunities for children. From about 18,000 children under 5 who die every day, a disproportionate number are from parts of cities or the countryside that are cut off from services because of poverty or geography. East African countries have made major strides in committing to the UNCRC. For instance, Ethiopia has reduced maternal and new born child deaths. This is in line with commitments made in the Millennium Development Goals (MDGs). Through the EVERY ONE Campaign, SCI Ethiopia has partnered with the Government to address maternal and newborn child health. In addition, it is working with the Ministry of Women, Child and Youth Affairs on drafting their Child Act. Rwanda is one of the few African countries that are on track in the achievement of seven out of the eight MDGs by 2015. The country’s commitment to the protection of children and the promotion of their rights has seen the ratification of International conventions and protocols on children’s rights, and the establishment of a National Commission for the Child, and a Child Right’s Observatory platform. In Somalia, children are vulnerable to abuse, exploitation and neglect. However, in Somaliland the government has introduced a Juvenile Justice Law, strengthened lawenforcing bodies and drafted a National Child Protection Policy with support from SCI Somalia. A National Plan for Children is also being developed. South Sudan ratified the UNCRC on November 20th 2012, demonstrating its commitment to make the rights of South Sudan’s children a reality. It is through SCI work that parliamentarians were engaged and trained on issues such as child budgeting and legislation affecting children. This work aims at ensuring the rights of Children in South Sudan are enshrined in all national legislation and are harmonized with international child rights instruments. Sudan established the National Council of Child Welfare (NCCW) in 1991 which monitors the implementation of child rights in Sudan. In collaboration with Save the Children in Sudan and other partners, the Government developed the Child Act 2010. Save the Children Sudan has also advocated for the Government to establish Child Protection National Frameworks.

The Government of Uganda (represented by the Ministry of Gender, Labour and Social Development) has met its obligations by submitting the Third State Party Report to the UN Committee; SCI Uganda supported this process. Through partnership with other civil society organizations, Save the Children supported nationwide consultations for children to present their views on the fulfillment of their rights. In Kenya, the Children Act has been legislated to give effect to principles contained in the UNCRC, besides creating offences for anyone who violates the rights of children in the country. The Act restates the rights of children, makes provisions for parental responsibility, alternative care for children, children in conflict with law besides establishing institutional frameworks to promote and protect the rights of children in the country. In 2010, Kenya passed a new constitution which guarantees socio- economic rights including health care, food, shelter and education. Article 53 of the constitution expressly makes provision for the rights of children. 25 years of the UNCRC is a celebration because it reminds us that all children matter, no matter where they come from, what language they speak, whether they are boys and girls, or whether they are abled differently have the same rights. As we celebrate the achievements shown since the start of the UNCRC, it is also important to think about what more needs to be done to protect the rights of children in the future. In the next 25 years, what do you think children will need to live to their full potential? Which rights will be important? What are your dreams? Send us your answers and we will publish the responses in the next issue of Bingwa.



Children Speak - On Child Rights

LET’S WORK TOGETHER The violation of children’s rights occurs in many ways. These include child abuse, corporal punishment, forced labour, early/forced marriage, and child neglect. Also, most children are abused by bullies at school, parents and teachers. These violations occur because of a number of factors including poverty, drunkenness, to mention but a few. Child abuse affects children the most; it causes death, school drop-outs, even early pregnancies. Some children run away from their homes and live on the streets in towns. Let us all work together to educate the society about the dangers of child abuse, to educate the children and to kick child abuse out of our continent! MWEBESA NABOTH, P.6, Child Africa Junior School-Kabale, Uganda.

ART BY AMELLU FRANK, P.6, Morukatipe Primary School, Tororo, Uganda.

SPEND TIME WITH US Some parents cause the suffering of their children They wake up early in the morning And go to work without saying ‘Good morning’ to their children Some even cause their children to feel unwell By giving them heavy punishment. Some parents are very stubborn They tell their children negative words That cause them to fear their parents This is not good at all. Yet we respect you our parents You pay our school fees, feed and cloth us We only now pray that you spare some time To spend with us So we can feel like children who are loved AHIMBISWIBWE JUNIOR, Child Africa Junior School, Kabale, Uganda.



Art by OTOLIM IVAN, P.5, Morukatipe Primary School, Tororo, Uganda.

Children Speak - On Child Rights

Build future champions

Children’s rights refer to the things a child must have; those that should not be denied to them. Examples are education, food, shelter, to mention but a few. Children are suffering everywhere. Let us join hands to give them all their needs. If we help children now, they will become important people in future. MUCUREZI APHIA, P.6, Child Africa Junior School, Kabale, Uganda.

Art by DEBBIE BRENDA NDOLO, PCEA Enchoro Emuny Primary School, Kenya

OH AFRICAN CHILD, WHOSE CHILDREN ARE WE? Streets are our beds Rubbish bins our restaurants Oh African child Whose children are we? Are we children of the streets? Are we children of rubbish bins? Whose children are we in reality?

LITTLE DID MILLY KNOW The girl was young, beautiful and lively Thirteen years of age she was With dreams of becoming the first doctor From her remote village in Kabale to save her people from death Due to simple and common diseases. Everyday she trekked to school Sixteen kilometers to and fro she walked Over the hills and through the swamps with her friends Carrying school-bags on their backs To seek the knowledge from their teachers In order to achieve their dreams. Little did Milly know That one Friday afternoon before classes ended She’d develop a fever and throbbing headache That forced her to seek permission To return home, over the hills and through the swamps Where her dreams were shattered by a defiler. Little MIlly could neither shout nor breathe For the strong hand had blocked her mouth, her nose Though like a tigress, she fought the defiler; scratching and biting But her defiler weakened her And little Milly’s soul was lost in that lonely swamp. AINEMBABAZI AMOS, P.7, Child Africa Junior School, Uganda.

ABER CATHERINE FRANCISCA, P7, Kitante Primary School, Uganda. Art by REINA MUTHONI, Class 4, PCEA Kahawa Farmers Primary School, Kenya.

Art by LUCIA WANGARI, Class 8, Kyumbi Urban Academy, Kenya.



ABUSE AND NEGLECT by Elizabeth James, Class 7, Assisi Pre & Primary School, Tanzania.

RIGHT TO PLAY by Daisy Wakoli, Mabe Twinkling Stars School, Kenya.

CHILD BATTERRING IS A VIOLATION by Angyirirembabazi Pius, Child Africa Junior School, Uganda.

INSECURITY EVERYWHERE by Kalda Augustino John, Seventhday Adventist Primary School, Juba, South Sudan.



MY RIGHT TO DRAW by Bob Owomygisha, P.4, Child Africa Junior School, Uganda.

SUCCESS IN EDUCATION by Nasasira Nicholas, Child Africa Junior SchoolKabale,Uganda

Hello. My name is Atieno. I lost my way while playing with my friends. It is getting late and I need to find my way home before it gets dark. Will you please help me find my way home?


Ian Arunga







ne stormy Monday afternoon in the village of Zareet, there was a rich merchant known as Abed. He was waiting impatiently for his merchandise to arrive so he could stock his shop. His was an assortment of everything from porcelain, rugs, glassware to eggs. He paced back and forth in the safety of his warm veranda wondering why the merchandise was late. Meanwhile Yego, the delivery boy, was busy working hard to dig out his donkeycart from a muddy ditch and his two donkeys were not being team



AND YOUTHFUL DREAMS players at all. As Yego struggled to dig through the slippery stubborn mud, the rain seemed to fall faster and harder. Sadly there was no help in sight as everyone was warm and cozy indoors. Yego simply could not give-up as he knew that Abed was furious because of the long wait. You see, Abed had a temper, a temper so vile that the residents of Zareet believed he was not really human. How could one man hold so much anger, they wondered? Finally, Yego managed to free the wheels of his cart and motivate his

donkeys to start moving. As they moved, Yego could not help but ponder about his current situation; How he longed to play, dream and attend school like other twelve yearold children. Sadly, he had been orphaned at the age of three and left in the care of Bidan, his uncle, who was a trader. By the time Yego was six years-old, he had already joined his uncle’s work force. “You need to earn your space in my home!” Bidan would yell “and since you want to attend school so much, you need to earn your own fees too!” Years went by as Yego toiled for long days on end in a bid to sustain his life and try and raise his own school fees. However, Bidan would always keep all his profits and use them to sustain his luxurious lifestyle while Yego was busy working as hard as his uneducated and malnourished twelve year-old hardened bones would allow. By the time Yego arrived at Abed’s shop, the rain had already ceased leaving behind a light drizzle and huge puddles in the slippery mud. A festival of termites, mosquitoes and other bugs were also dancing around the Zareet Shopping Centre. Yego had barely managed to dismount his cart when a furious Abed started yelling at the top of his voice like a possessed man. He then generously introduced Yego’s face to his powerful fist! Abed did not care that Yego was just a child trying so hard to make ends meet, or that the storm had caused him to be slightly late. After a few minutes, calm returned to Yego’s world, he picked himself up from the mud and despite his stinging face, he swiftly started off-loading Abed’s goods from his cart into the shop. All the while, Abed stood there watching and taking stock to ensure that nothing was missing. Luckily, Yego was a diligent and honest worker and everything was there and in one piece. As soon as he had finished off-loading the goods, he bade Abed goodbye. As usual, Abed responded, “ I will send the payment to Bidan in a few days.” That evening, Yego got home extremely tired yet he still had

to clean the cart and feed the livestock. He later went into the kitchen where he joined Zaytunthe house yaya. Zaytun always put aside some ugali skuma for Yego. This was Yego’s life; after working all day, the highlight of his day was catching up with Zaytun about the day’s events. Months went by and business continued as usual. Yego’s counting and negotiating skills improved by the day. One bright Wednesday morning, as Abed was double-checking the goods Yego had delivered, a Range Rover pulled up outside the shop. Abed quickly pushed aside the stock-tally to tend to this client who was obviously not from Zareet Village. An elegantly-dressed lady and a smart gentleman alighted and walked into the shop. As they were purchasing some items, Yego continued arranging the remaining goods on the verandah for Abed to continue with his stock-tally later. On noticing him, the lady walked out of the shop to the veranda and started questioning him. She asked Yego what his full name was, where he was from, who his parents were, why he was working on a school day instead of attending school. The questions were endless but Yego

answered all of them as honestly as he could. She then walked back into the shop and introduced herself to Abed, “My name is Miss Baraka and I am a human rights lawyer specifically working with children,” she started. The gentleman‘s name was Mr. Idris, a government inspector. At this point, Abed’s facial expression changed. He knew only too well that he was in a lot of trouble for having supported child-labour as well as having physically abused Yego countless times. Miss Baraka continued, ”It is very sad that you have all taken advantage of Yego like this. It is even worse that the entire village stood by and watched this injustice on a child silently.” Miss Baraka refused to buy anything from Abed’s shop and went ahead to report Abed. They then drove off to meet Bidan who was later arrested and charged for neglecting a child in his care. Miss Baraka helped Yego acquire a full scholarship which paved the way for him to study, graduate and eventually run his own successful company. He also positively used his experience and education to start a foundation championing the rights of children abused by unscrupulous guardians.



Your Say


QUALITY EDUCATION IN EAST AFRICA In the last issue of BINGWA Magazine (Issue 12 2014), we published an article highlighting the different activities that Save the Children International (SCI) was undertaking to champion the rights of all children to access quality education in East Africa. At the end of the article, we asked readers to give us their opinions on a number of questions. Here are some of the responses we received;-

School food programme by Obaraza Ezekiel,P.6, Morukatipe Primary School, Uganda.

WHAT ACTIVITIES HAVE YOU BEEN INVOLVED IN, AS FAR AS EDUCATION IS CONCERNED? I have been working hard in my studies in order to be the first woman pilot from Somaliland. Nawad Saeed Ali, Class 7, Ilays Primary School, Hargeisa, Somaliland I try to help my neighbours who are refugees from Ethiopia learn how to read and write because they do not go to school. Abdala Mohamed Osman Mire, Class 5, British School, Hargeisa, Somaliland.

Dreams by Kembabazi Ruth, P.4, Homecare Preparatory School, Uganda.

I love drawing so whenever there’s a drawing competition, I always participate. I have won awards for some drawings. Rashid Juma, Class 7, Diamond Primary School, Tanzania. We normally have debates in our school at least twice a month and I always participate. Anna Mhina, Grade 10, Morogoro International School, Tanzania. I have been going on study trips and learning in class. Naigaga Florence, P.5, St. James Primary School, Uganda.

Teacher in class by Malcom Ochieng, Class 5, Newlight Junior School, Kenya.





In our school they teach us all together, meaning we make more friends while studying. Whether you’re lame, a boy or a girl, we all study all together. The teachers are good because if I don’t understand something I ask and they explain. That is why I was number one in my class. Mary Konga, P. 5, C.M.S Primary School, Juba, South Sudan.

By giving children an opportunity to participate in decision making. Anna Mhina, Grade 10, Morogoro International School, Tanzania.

Yes my education is okay and better than others in Somaliland because it is a private school with teachers from Kenya. Abdala Mohamed Osman Mire, Class 5, British School, Hargeisa, Somaliland. Some teachers are not friendly and are always caning pupils. Buildings are also of poor quality. Naomi Joy Kayeny, P.5, Jajana Primary School, Uganda. Our education is mostly focused on the academic part of it and little time or none at all is given to extra activities. Rashid Juma, Class 7, Diamond Primary School, Tanzania. I believe it is, in our school we are encouraged to utilize our talents by engaging in different activities like drama, dance, debates and sports. Anna Mhina, Grade 10, Morogoro International School, Tanzania.

By helping to ensure the syllabus is good. Abdala Mohamed Osman Mire, Class 5, British School, Hargeisa, Somaliland. The government can build better classrooms and flushable toilets for us, give us free uniforms, have swimming classes introduced and ensure teachers do not cane us. Naomi Joy Kayeny, P.5, Jajana Primary School, Uganda By training teachers on new methods of teaching. Rashid Juma, Class 7, Diamond Primary School, Tanzania. By increasing the number of trained teachers. Mohamed Abdi Hashi, Class 8, Hasan Awuke School –Wajale, Somaliland.

IN WHAT WAYS CAN SCI AND OTHER INTERNATIONAL ORGANIZATIONS SUPPORT A FREE, QUALITY AND CHILDFRIENDLY EDUCATION ACTIVITY IN YOUR COUNTRY? They can help provide students with school uniforms, school shoes, scholastic materials, and even some food in the school because, sometimes, children do not go to school because they are hungry. Mary Konga, P. 5, C.M.S Primary School, Juba, South Sudan. Caning in schools by Mwesigye Maruin, P.5, Child Africa Junior School, Uganda.

I think they are doing fine because they have built many schools in the rural areas of Somaliland. Nawad Saeed Ali, Class 7, Ilays Primary School, Hargeisa, Somaliland. Change from constructing schools only and start providing equipment and teachers. Abdala Mohamed Osman Mire, Class 5, British School, Hargeisa, Somaliland. They can give us computers so that we learn how to use them, put tiles in the buildings and provide us with good food. Naomi Joy Kayeny, P.5, Jajana Primary School, Uganda. By providing sports facilities. Suleman Yusuphu, Class 7, Diamond Primary School, Tanzania.

Reading by Brian Monari, Class 8, True Vine Academy, Nairobi, Kenya. ISSUE 13



Art by OBARAZA ZEKIEL, P.6, Morukatipe Primary School, Tororo, Uganda. We are ready to fight you ‘corruption monster’ We shall not use guns, we shall not use swords Neither will we to put on war boots or helmets For our leader ‘BINGWA’ has instilled in us Two undefeatable defenders; honesty and integrity, With these, the corruption monster will be no more We shall rejoice and celebrate the triumph Over your dead body Words by FLAVIA NANKUMBA & WAISWA JEREMIAH, P.6, Child Africa Junior School Equator, Uganda.

For men of God to travel and preach They ask for transport From the congregation They pretend that God is asking for it Shame on you for this is corruption. MWESIGWA MATTHEW, Lohana Academy, Uganda. THE FATHER OF POVERTY


Art by LEMON SILVESTOR KENYI, Seventhday Adventist Primary School, Juba, South Sudan.

Art by MUGISHA ADBU MALIK, Kitante Primary School, Uganda. People giving up purity and justice For stupidity and greed Stealing to invest in selfishness Getting pleasure from people’s pain Others getting fired, new ones hired All because of this rotten corruption. ANDREA NANTEZA, Kampala Parents School, Uganda.



Corruption is the father of poverty Came into the world to provoke us Mothers are mourning, children are crying How bad you are! Roads are not constructed No teachers in schools

No cement to build hospitals How bad you are! You have led to misunderstandings, even death Bribes have become a problem You make us sick!

KULYOMULUNDA NICOLE RUTH, P.6, Greenhill Academy, Uganda.

Life Skills

Mind Mapping for fun, easier learning and thinking

By Anna Hasper & Richard Byard Mind-maps are a great tool to use in your studies. You can use them to revise and to understand connections between the things you learn or need to know or think about. They are also a useful tool for working out the best solutions for situations or problems in other areas of your life. A mind map can help you better explain your ideas to your friends or teachers. The steps involved in creating one (active drawing and thinking) also mean that you remember things clearly. A mind map is very simple to create, with important words or phrases and lines between them to show that they are linked. How do you do it? 1. Pick a subject or problem you would like to think or learn more about. As an example, I am going to think about learning English. Write down the words in a circle in the centre of a blank piece of paper. 2. Now think about a few key ideas that this word or phrase brings to mind. For learning English, I think about ideas such as school, listening, speaking, reading and writing. I can now put my ideas onto the map in places around the central circle and use connecting lines to show that they are related. 3. Now think about more ideas for each of these words or phrases. Take your time and ask yourself lots of questions. For example, how can you practice writing? Are there writing competitions that you could enter? Can you get an English pen-friend who you can write to and who will write back to you? Where can you hear more spoken English? On the radio, in the street or at the shops? Some new ideas come into your mind as you continue questioning yourself. Learning English at school involves a teacher. Additionally, maybe there is an English club I could join? If not, perhaps I could suggest the school starts one? Continue exploring the ideas as much as you like; there are no limits. 4. Redraw your map if you are not happy or if your thinking changes or exceeds the page, if you use a

pencil you can erase and redraw the mind map. 5. Start to focus on the points that you think are more important to you. You can do this by: a. Writing in CAPITAL LETTERS or drawing pictures around the word b. Making the letters bold, underlined or 3 dimensional c. Using colour and size, s p a c i n g and height circles or boxes around important d. Putting ideas e. Anyway that highlights things you think are important. In my mind map, I think the English club is a brilliant idea and I want to make sure I do not forget it. I’ve put two blue boxes around it to make it stand out. I also put a connection to remind me to ask the teacher later. I also think listening to the radio would be good for my learning so I will ‘ask my father’ (circled in red) if he can help me. I like reading BINGWA Magazine so I have written this in capital letters and highlighted it in pink. Finally, I would really like to try and enter some English writing competitions, so I have written this in 3d letters and underlined it in purple to make it stand out.

USEFUL TIPS • Keep it clear: If you have written something that no longer seems important, remove it or make it smaller. • Remember the reason you are creating the mind map: If you have a great idea but it isn’t related, note it down so you can think about it later. • Try not to link everything together: Only show the most important links for the subject or problem you are thinking about. • Have fun: Make it interesting with colours, lines, boxes so that you will remember the picture and the words in the future. • Remember each map made will look different: There is no wrong or right way, just make it work for you!



Stars Rising

TANZANIA’S GOSPEL ARTIST AND AFRICAN CHILD AMBASSADOR By Noella Oyugah Miriam Thomas Chirwa is a visually-impaired awardwinning Tanzanian Gospel Artist and African Child Ambassador. This year, she even represented the children of Tanzania at Day of the African Child celebrations in Ethiopia. Miriam is a class seven pupil at Uhuru Mchaganyiko Primary School in Tanzania and has been performing since 2002. What do you love about performing gospel music? I am able to express my gratitude to God who has given me my voice. My voice gives me the opportunity to serve God and I am happy when I do so.

for me. I don’t know what I would do without his support.

How do you feel about your achievements at such a young age? I feel privileged and special and I give all the glory to God.

What are your most memorable moments? My father was on stage singing one of his songs and to his surprise, I went and joined him. He was overwhelmed to the point of crying. This year, I also got the opportunity of travelling to Ethiopia for the Day of the African Child celebrations.

What are some of the challenges you have faced? Not everybody loves what I do, hence sometimes I face criticism from people. I have learnt to accept this, and with support from my family, I never take any of it to heart. I also do not have musical instruments and this has been a great challenge to date because it is costly to hire them. How do you juggle your passion with school-work? I have learnt to balance my education with passion by strictly focusing on school from Monday to Friday and doing my music over the weekends.

What about a role model? Ambwene Mwasongwe and Christina Shusho

Advice to BINGWA readers: Do not to give up on your dreams. The start of anything is often difficult but it becomes easier with time. Important lessons learnt so far: All singers have something unique about them hence its important to learn from each other.

My future plans: To become a lawyer and an actress.

How do you prepare for a performance? My father, who is also my coach, trains me over the weekends. He writes songs for me and prepares me adequately by helping me get my vocals, confidence and performance right.

Words I live by: When you harvest in the sun, you will eat in the shade.

Do you have a mentor? Yes. My father; he supports, guides, protects and cares

Last words: I appeal to well-wishers to sponsor me with reading aids for the blind (Braille).



Favorite subjects in school: Civics, Science and English


NDAYI ARTHUR By Nadia Mutyaba Ndayi Arthur is a 14 year-old soccer player. He plays in the national league of the under-16 Zebra Academy Club and is captain of his team. He goes to Bishops Seniors School in Mukono, Uganda. Who inspires you to love and play soccer the way you do? Christiano Ronaldo and Uganda Cranes star Hassan Wasswa. When do you get to play soccer? At school, I play after classes. I also train everyday during the holidays. What is your favourite subject in school? History What do you know about children’s rights? I know that they are there to protect children and I started hearing about them in primary two. I know about my right to play, eat, shelter and to education. As a soccer player and captain of your team how would you advocate for children’s rights? At school, being an assistant class leader, I try to make sure that children are treated well by teachers- no overbeating. I would also like all children to have freedom and their parents to allow them to play. If you knew a child in your neighbourhood was being denied some of his rights, what would you do? I would ask his parent politely to correct this or ask my mother to talk to her. Even our coach, Ivan-usually talks to our parents when we have problems. If child-support international organisations came to your school to ask you what they can do to support you, what would you say? I would ask for text-books for our class and balls and team uniforms for my team. For myself, I would ask for a bursary so that my mother is relieved of the burden of my tuition fees. Child rights I value the most: My right to play. I love playing football. I am so glad my mother allows me to play. I value: Soccer is my passion but we must all go to school for a brighter future. I would like to be an engineer in future so I can work during the day and play soccer in the evening. Advise to BINGWA readers: Work hard, always pay attention and love your parents. Go for your dreams, but remember that school comes first. Talk to an adult if your rights are being violated.



Stars Rising

South Sudan’s aspiring leader

NANCY PURU By Badru Mulumba Five years ago, Nancy Puru was walking Juba’s streets, scavenging for food, when Cathy Groenendijk adopted her. Now, at 11, Nancy proves that it is never late to move to the forefront of a competitive world. She is often first in class, leads others in cleaning up the slums (they have bathed an aged woman who can no longer do it herself), and plays competitive volleyball. Her primary school team, has even beaten a secondary school in the game. What do you love about what you do? I am very happy when I do something good like community service. I also like volleyball as it keeps me physically fit. How do you feel about your achievements? I am happy about being number one in my class and winning our volleyball matches. What challenges have you faced? Not going to school before mummy came for me. I no longer walk around the neighbourhood looking for food. How do you juggle your passions? I try very hard to balance. For example, I do my homework first after school and community work only on a set day. I have to work really hard to do all these things. How do you prepare for a competition? I have to practice and work hard. When we are going as a team, I make sure that my team knows what we are going to do. I ensure we all practice before we start the competition.

Which role model do you look up to? I like the way Kadee Worth sings and I hope to sing like her one day. She has a very nice voice and sings songs with meaning. I also admire my mummy, some of the female ministers. Ambassador Susan Page really inspires and encouraged me when we met. What does it take to succeed in your field? You have to believe in everything you do. You also have to work hard, go to school and help others around you. What are some of your memorable moments? When the South African Ambassador visited us with other people and friends. Together, we celebrated Mandela’s birthday. They encouraged us to work hard in our studies so we could study abroad.

Who is your mentor? My mother. When something happens to me, I go to her and she helps me out when she can or gives me advice.



When I grow up I want to be: A leader who helps disadvantaged people. Lessons I have learnt in life: To respect others, to say sorry, cross the road properly and so much more. Advice for Bingwa readers: Work hard in school, because education is the key to life. Favorite Subject: Science Favorite Color: Black and white. My views on child rights: I have the rights such as the right to go to school, to play and to eat enough. My views on corruption: I don’t like this issue of corruption. People should stop putting one tribe in a particular office; that is what is preventing our country’s development.


Daniel Petersen III

By Solomon Atah Young, talented, accomplished and in University at eleven-years old. This could seem unimaginable to most, but it is true. A dynamic boy from Cape Town, South Africa, has already achieved what most artists’ only dream of. At the age of four, Yamaha Worldwide-one of the world’s largest musical instrument suppliers, endorsed him. Even then, It was clear to them that this young man with an easy smile and a wealth of talent would one day go far. ACHIEVEMENTS: • At school, he was recognized as the ‘King of Mathematics’. • He was named Lead SA Hero of the Month in October 2013. • Has been a special guest to several well-known people including, former Reserve Bank Governor of South Africa Tito Mboweni. • Was also a fundraiser for The Nelson Mandela Children’s Hospital. • He has performed thrice at the legendary Madiba’s birthdays. • He has played in many parts of the world including the USA, New Orleans Jazz Festival among many other places. • Through his Danny Petersen III Foundation, he has given both able and disabled children new musical instruments. What do you love about playing drums? Playing drums makes me feel good inside. What are some of the challenges you face and how do you handle them? Being a full time University student is challenging. However, I manage by being home-schooled (Cambridge Home School Program) which allows me to build my schoolwork around my music.

How do you prepare for a performance? I practice a lot and ensure that my mind is clear so that I can play from a fresh starting point every time. I believe that practice makes perfect. Do you have a mentor? Yes.My dad is my mentor. What about a role model? I look up to my Dad.I also like drummers such as Dave Weckle, Aaron Spears amongst others who I have met and performed with. What are your most memorable moments? When I played at (and for) the world icon Nelson Mandela’s birthday events. What are your saddest moments? When I see children exposed to violence on TV. What do you think it takes to excel in your field? Being at your ‘A’ game all the time. I always set very high standards for myself. Future plans: I look forward to new challenges and plan to earn a doctorate in music. My views on child rights: I find some comfort in knowing that we have child rights. I wish that all children would enjoy these rights especially the right to education, health and protection from harm. Favourite subject: Maths, Music and English. Favourite program: The Big Bang Theory TV series. My views on corruption: Corruption is bad and should not exist. Advice to BINGWA readers: It is never too late to start. If you can dream it, you can be it.



Stars Rising


NAYLEE NAGDA By Kabeeria M’mbogori ABOUT NAYLEE NAGDA: She bagged the Total EcoChallenge Award 2007 and the Tree Ambassador Badge of Honor given to the youngest treeplanter. She was appointed to the UNEP TUNZA Eco-Generation in 2009 (a network of youth in a movement to improve the environment) and the UNEP Child Ambassador for Kenya 2012. In 2013, Naylee also won an International Award for the Global Youth Environment Forum for the best environmental presentation in Seoul, South Korea. She has won so many other awards, personally planted over 500 trees and spoken at numerous international conferences on the importance of caring for the planet. Naylee also enjoys drawing, painting and writing. She won a Toyota Dream Car Art Competition-Silver Award for her musical car painting when she was only nine years old. She goes to Aga Khan Academy in Nairobi. Kenya. I am currently doing research on… The use of solar cookers in rural areas and rainwater harvesting. Global warming is… When the earth gets very hot and angry until it starts punishing people through changing weather patterns, resulting in floods, drought and famine. We can change this by planting trees, taking care of them and then reaping the wonderful rewards such as great food and fruits. I am inspired by… Professor Wangari Maathai and my mother. My aspirations… To study Economics and major in Environmental Science. I also want to get into business, more ‘green’ networks and promote CorporateSocialResponsibilityamongorganisations. I am most afraid of… Snakes. Favorite cartoon: Scooby Doo. Wise words: Life is full of opportunities, it is your choice to make the most of them. ENVIRONMENTAL TIPS FROM NAYLEE • Start your own tree nursery and care for the trees as they grow. • Harvest rain-water for use during the dry season and to reduce your water bill • Dispose trash responsibly. Where possible chose recycling options • Turn-off water taps and switch-off electricity switches when not in use to save water and energy. • Avoid burning stuff, especially plastic. They take 500 years to decompose and release terrible fumes. • When out shopping, accept less packaging material as most of them are hazardous to the environment




DAY OF THE AFRICAN CHILD SPEECH As read by Nampamba Rebbecca, Child Africa Junior School, Equator, Uganda.

Our guest of honour, the chairperson LCV Kabale District Hon. Patrick Keihwa, Chief Administrative Officer, Resident District Commissioner, all District Officials present, NGO representatives, parents, teachers, children, ladies and gentlemen. Today 16th June, we honour the memory of those who were killed and the courage of all those who participated in the 1976 Soweto Uprising in South Africa. As we commemorate the day of the African child, the blood of hundreds of young students became the seed of improving education provided to the African children. Today, we mark the 23rd anniversary honoring the memory of our late fellow African children since this day of the African child was first initiated by the then OAU in 1991. This year’s theme, ‘a child-friendly, quality, free and compulsory education for all children in Africa,’ is highly significant in the light of the fact that the Soweto Uprising, which the day of the African child commemorates was a protest for an appropriate education to African children. Let us observe a moment of silence in their memory. May their souls rest in peace. This day of the African child should be heart-touching to school foundation bodies, head-teachers, local government officials, children NGO’s and parents to ensure that we as children not only access free and compulsory education, but also a child-friendly learning environment. Much as African states have embarked on free-education for all children to fulfill the Millenium Development Goals for education, less has been achieved on emphasizing the importance of a child-friendly approach to fulfilling the right to education for particular groups of children such as children with disabilities and vulnerable children. Many others are still significantly excluded from enjoying quality primary and secondary education due to the

government’s failure to regulate guidelines and policies in which some schools operate. Most schools have deliberately dirtied the realization of quality education for children as a lot of scholastic requirements such as Rotatrim reams, dozens of pic fare books, vim, jik, packets of baking flour, tins of blueband, expensive brooms, cement, text books etc. and high school fees are demanded thus limiting children from poor family backgrounds joining such schools. When will we children of Africa access quality education when it becomes too commercial? When will we access friendly, quality and compulsory education when teachers are treated as less important in the country? When will quality education be available to us when parents have failed to raise money to buy requirements which schools demand? When?! When?! Unless all these barriers and obstacles to entry into quality education are moved, a child born into a poor household will never access this education yet hundreds of our fellow children were martyred for it. However, it is not late for local government councils to regulate the admission guidelines of schools that are denying education to African children. As I conclude. I thank the government of Uganda, children NGOs and the general public for blessing this day. Special thanks go to Child Africa, which has led today’s celebrations. Madam Julie, thank you for your passion to African children. I also want to thank our parents and beloved teachers for their love and care to us children. May God bless you! FOR GOD AND MY COUNTRY



i will go do my homework, then play with my friends later...

janet is just arriving home from school...

hey, janet! come play with us! we have a new game and we need one more person! bye janet!

bye! see you tomorrow

i will come later. i have to do my homework and change my clothes.

looks like mum is not home yet. i will sit here and do my homework.

oh no!

it’s the letter mum gave me to take to the teacher! i forgot to give it to the teacher!

what will i do now? Mum will be so angry when she finds out i did not give it to the teacher!

maybe i can lie that i gave it to the teacher, and then i will give it to the teacher tomorrow...



how was school? did you give that letter to the teacher?

janet, are you home?

i have to lie to her...

oh, no, that is mum coming! what will i do?

mum... i... i... i forgot to give the letter to the teacher. please forgive me. do not punish me...

oh, it is okay, janet. you can give it to her tomorrow.

i will not punish you. besides, i am very happy with you because you told the truth!

it is good to always say the truth! have you ever been in a situation in which it was difficult to say the truth? what did you do?

the end. ISSUE 13


lue the a v u o y o d t Which righ ion on the t n e v n o C e most in th d (CRC). il h C e h t f o Rights

All children have the right to education. Without education, children are forced into early marriages or even early pregnancy. Education is the key to a better life for all. When children go to school, they achieve their goals and are good people in future making great doctors, nurses, pilots and joining other professions. Beryl Odhiambo, Class 7, Mabe Twinkling Stars School, Kawangware, Kenya

I value the right to education. I believe education is the path to a prosperous future and that without education one cannot be successful in life. If one doesn’t get an education, they will not have a career and hence it will be hard for them to get a job, and without a job, they will not have money to cater for their daily needs. Dayana Darison, Class 4, Msasani Primary School, Tanzania

The right to express their opinions and have these listened to and where appropriate, acted upon. I believe that we as children have great ideas about different issues affecting us and how to handle them hence should be given an opportunity to share our opinions in different platforms especially on issues related to children. Anna Jackson, Class 4. School: Buguruni Primary School, Tanzania.

All children have a right to play and enjoy culture because it’s a great way to make friends who will help you in future. Playing also helps you grow healthy and bright; staying in the house watching TV is not good for your brain. Sean Kihiu, Class 4, Westlands Primary School, Nairobi, Kenya

I value a right to food because I need it. If there is no food I would have no energy to do anything, I would actually die. l value shelter because it protects us from bad weather and wild animals. I value medical care because it helps us heal from sickness. Ainamagara Daniella, Primary 7, Kabojja junior school, Uganda

I value the right to freedom of thought, conscious and religion. Children should be allowed to choose their own faith especially in a situation where parents have different religions. I often see some of my friends who come from such families confused. Rashid Juma Class 7, Diamond Primary School, Tanzania



I value the right to education, shelter, food and a right to have a name because my name is what people call me and everyone will know me by my name. Euphrosine Uwayo Nishimwe, Grade 6, Ecole L’Horizon, Rwanda

I value most the right to play and enjoy culture and art in safety. Nawad Saeed Ali, Class 7, Ilays Primary School, Hargeisa, Somaliland.

I like the right to education because I believe one day I will be great like mummy who takes care of other children. That’s is why I study so that I can achieve that. Rejoice Warsuk Edward, P.6, C.M.S Primary School, South Sudan.

I value the right to education; if you study you can become someone great in the future. You will not be like those guys on the streets. Michael Gatkuoth, P.5, Seventh Day Adventist Primary School, South Sudan.

I value the right to play, education, shelter and food. The right to play allows children to relax and also make friends. Crispin Cyusa, Grade 6, SOS Children’s Village Primary School, Rwanda

A right to play and enjoy culture and art in safety because I love playing with my friends both at home and in school and it makes my mummy happy. Ssekidde Ukasher, Primary 4, Mbogo Junior School, Uganda.

Children have a right to go to school, a right to play and a right to pray to God. They have a right to have education and finish all classes. I value the right of children to go to school because when there is no education, the child cannot grow very well. Ring Malok, P. 4, Seventh Day Adventist Primary School, South Sudan

I value the right to a name, identity and nationality. Mohamed Abdi Hashi, Class 8, Hasan Awuke School, Wajale, Somaliland.





Did you know? That all children have a right to express their opinions, have these listened to and where appropriate, acted upon? This is one of the rights enshrined in the United Nations Convention on the Rights of the Child (UNCRC). It requires that children’s rights are not only listened to but seriously taken into account especially in matters affecting their lives. Furthermore, processes or activities involving children’s participation must be transparent, voluntary, child-friendly, inclusive and should be followed up. As we celebrate the UNCRC’s 25th anniversary, we would like you to participate by;-

Use words and pictures to tell us what areas of your lives you would like to be involved in when decisions are being made.

Entries are welcome from BINGWA readers aged 9-13 (Class 4-8) going to school in Africa.

PLEASE NOTE: • Your submission must reach us by March 20th 2015. • At the back of your submission, do not forget to include your full name, age, class, school, and a mobile phone number (even your head teachers’) we can reach you on. • Your contribution could be published and read by millions of children in Africa. • Win a FREE Bingwa t-shirt for every published submission.

SEND YOUR ENTRIES TO: The Editor, BINGWA Magazine, ‘BINGWA SUBMISSIONS’ P.O. BOX 823-00606, Nairobi, Kenya. Or email: Save the Children East Africa Region


BINGWA Magazine


THE WALKING CORPSE By Mujjona Eric, P7Y, KItante Primary School, Uganda

1. What three word phrase describes the following: Einstein, Edison & Newton 2. I have a face, two arms and two hands, yet I can’t move. I count to twelve yet I cannot speak, I can still tell you something everyday. 3. You enter a dark room, you have only one match. There’s an oil lamp, a furnace and a stove in the room. Which would you light first? 4. What did the ocean say to the sea? 5. What starts out on four legs, then goes to two, then three? 6. What goes up when the rain comes down?

A Ugandan man who makes caskets was on his way to deliver one of the coffins when his car broke down. To avoid being late, he put the coffin on his head and began heading to his destination. Some policemen saw him and wanted to make some money off him. So they challenged him. ”Hey! What are you carrying and where are you going?” The man said, ”I don’t like where I was buried, so I am relocating. ”The policemen ran for their dear lives.



ANSWERS 1. Three wise men, 2. A clock, 3. The match, 4. Nothing…it just waved, 5. A man starting out crawling as a baby, then walking and finally walking with a cane, 6. An umbrella

KNOW YOUR Understanding your child rights violations and what to do 1. KNOW YOUR RIGHTS In the last issue of BINGWA Magazine (Issue 12 2014), we learnt a number of your child rights. Some of these rights include right to an education, special care if disabled, proper health and nutrition, participation, freedom of thought among others. In order to identify any violation of these rights, you must first understand them all. If they are not at your fingertips right now, read more about them and ask any teacher or adult as many questions as you need to.

2. IDENTIFY CHILD RIGHT VIOLATIONS Once you are well informed about your rights as a child, you will also know when these rights are not respected. For example, if a teacher at your school prevents you from participating in a debate because you come from a certain community, your right not to be is discriminated against has been violated. If your parent or guardian gives you so much work to do that you do not have time to go to school, your right to education has been violated.

Believe that you can overcome any situation with time and a positive attitude.

3. WHAT TO DO WHEN YOUR RIGHTS ARE VIOLATED · Get away from the violator before any more harm is done. Then tell an adult you trust immediately: If you do not know what to do, an adult (a parent or teacher), can help you figure out the best way forward and who and where to report the matter to.




Report the matter: Agree to accompany the trusted adult to the nearest support service provider. In most countries, these usually include (in no particular order) a police station, a hospital, a children’s office and a counseling center. Remember to be confident and clear when speaking about the violation.

SUGGESTED CLASS ACTIVITY Make a two-column table like the one below and fill it together as a class or group. Ask your teacher to later join you in discussing the answers you come up with OUR CHILD RIGHTS


Right to education

Being over-worked at home to the point of missing school

Right to protection from harm, abuse and neglect

Being caned or beaten until you bleed.

WE WOULD LIKE YOU TO TELL US… · Have your rights ever been violated? If so, which ones? · What did you do? Who and where did you report to? · Were you satisfied with the outcome?

SEND YOUR FEEDBACK TO: The Editor, BINGWA Magazine, P.O. BOX 823-00606, Nairobi, Kenya. Or email ISSUE 13


THE AFRICAN CHILDREN’S CHARTER; A CALL TO END CHILD MARRIAGE AND OTHER VIOLATIONS OF CHILD RIGHTS IN AFRICA By Ayalew Getachew (ACERWC Secretariat) The universality of human rights entails that human rights apply to all age groups, that children have the same general human rights as adults. In 1989, however, world leaders, considering the special care and protection that children need, decided to establish a separate mechanism for the protection of children’s rights. Hence the Convention on the Rights of the Child (CRC), which is the first legally binding international instrument, was issued with a full range of human rights—including civil, cultural, economic, political and social rights. It is now 25 years since the world made a promise to children: that we would do everything in our power to protect and promote their rights to survive and thrive, to learn and grow, to make their voices heard and to reach their full potential. The celebration of the 25 Anniversary of the UN CRC marks considerable improvements of the situation of children’s rights in many aspects including declining infant mortality, rising school enrolment and better opportunities for girls. Africa has also established a regional mechanism to protect and promote the rights of the child. The then Organization of African Unity established this mechanism through the African Charter on the Rights and Welfare of the Child (ACRWC), which was adopted in 1990 and enforced in 1999. It was the first regional treaty to address child rights, and was created partly to complement the CRC. African countries had also been underrepresented in the drafting process of the CRC. Many felt


there was need for another treaty to address the specific realities of children in Africa. Like the CRC, the ACRWC talks about the same principles of best interest of the child, nondiscrimination, survival and development, and participation. Other issues that African States wanted the Charter to address were children living under apartheid, harmful practices against the girl child, such as female genital mutilation (FGM), internal conflicts and displacement, the definition of


a child, the rights of children of imprisoned mothers, poor living conditions, the African conception of communities’ responsibilities and duties, role of the family in adoption and fostering, and the duties and responsibilities of the child towards the family and community. The extensive ratification of these instruments and the increasing political willingness on compliance show a step forward towards the right direction. Member states are taking legal and practical measures to harmonize their national laws and policies on children with international and regional standards. The Constitutions of many African countries cover the rights of the child in considerable detail. This helps ensure the full realisation of the rights and well-being of children in Africa. Tangible progress has been witnessed towards the achievement of the Millennium Development Goals (MDGs) and the fulfillment of children’s rights to survival, development and protection. While many children in Africa are able to grow, learn and thrive as part of loving families and

communities, others suffer due to issues like poverty, conflict, natural disasters, and harmful practices such as early marriage. Many children in Africa are still affected by different types of abuse, including economic and sexual exploitation, gender discrimination in education, child labour, child marriage, and their association in armed conflict. Child marriage is also a reality for millions of girls across Africa. Thirty-nine percent of girls in sub-Saharan Africa are married before their 18th birthday and thirteen percent by their 15th birthday. 15 out of the 20 countries with the highest rates of child marriage are in Africa. In an effort to provide a bright future for millions of women and girls, the African Union Commission, under the initiative of the Chairperson, has launched

the first-ever Campaign to End Child Marriage in Africa. The two-year campaign focuses on accelerating change across the continent by encouraging African governments to develop strategies to raise awareness of and address the harmful impact of child marriage.

Worldwide, 150 million children aged 5-14 years work. The problem is most common in subSaharan Africa, where more than a third of children are engaged in child labourUNICEF estimate.

Child marriage is a topic of great concern to the African Committee and as such, the Day of General Discussion of its 23rd Session held in April 2014 was dedicated to this crucial theme. The Committee has also decided to appoint one of its members as a Special Rapporteur on Child Marriage to create synergies and a constructive dialogue with Governments, civil society and other relevant actors with a view to identify solutions for the elimination of child marriage. The Day of the African Child 2015 will also reflect the Committee’s commitment to make child marriage an issue of the past, and will be celebrated on the theme “25 Years of the Adoption of the African Children’s Charter: Accelerating our collective efforts to End Child Marriage in Africa”




T-SHIRT WINNERS PG 4-5 1. Mwebesa Naboth, P.6, Child Africa Junior School-Kabale, Uganda 2. Amellu Frank, P.6, Morukatipe Primary School, Tororo, Uganda 3. Ahimbiswibwe Junior, Child Africa Junior School, Kabale, Uganda 4. Otolim Ivan, P.5, Morukatipe Primary School, Tororo, Uganda 5. Aber Catherine Francisca, P7, Kitante Primary School, Uganda 6. Lucia Wangari, Class 8, Kyumbi Urban Academy, Kenya 7. Mucurezi Aphia, ,P.6, Child Africa Junior School, Kabale, Uganda. 8. Debbie Brenda Ndolo, PCEA Enchoro Emuny Primary School, Kenya 9. Ainembabazi Amos, P.7, Child Africa Junior School, Uganda. 10. Reina Muthoni, Class 4, PCEA Kahawa Farmers Primary School, Kenya. PG 6 11. Elizabeth James, Class 7, Assisi Pre & Primary School, Tanzania. 12. Daisy Wakoli, Mabe Twinkling Stars School, Kenya. 13. Angyirirembabazi Pius, Child Africa Junior School, Uganda. 14. Bob Owomygisha, P.4, Child Africa juniour School, Uganda. 15. Kalda Augustino John, Seventhday Adventist Primary School, Juba, South Sudan. 16. Nasasira Nicholas, Child Africa Junior School-Kabale,Uganda


PG 10-11 DRAWINGS 17. Kembabazi Ruth, P.4, Homecare Preparatory School, Uganda. 18. Brian Monari, Class 8, True Vine Academy, Nairobi, Kenya. 19. Malcom Ochieng, Class 5, Newlight Junior School, Kenya. 20. Mwesigye Maruin, P.5, Child Africa Junior School, Uganda. 21. Obaraza Ezekiel,P.6, Morukatipe Primary School,Tororo,Uganda. PG 10-11 WORDS 22. Nawad Saeed Ali, Class 7, Ilays Primary School, Hargeisa, Somaliland 23. Mary Konga, P. 5, C.M.S Primary School, Juba, South Sudan 24. Abdala Mohamed Osman Mire, Class 5, British School, Hargeisa, Somaliland 25. Rashid Juma, Class 7, Diamond Primary School, Tanzania. 26. Anna Mhina, Grade 10, Morogoro International School, Tanzania. 27. Naigaga Florence, P.5, St. James Primary School, Uganda. 28. Naomi Joy Kayeny, P.5, Jajana Primary School, Uganda. 29. Mohamed Abdi Hashi, Class 8, Hasan Awuke School –Wajale, Somaliland. 30. Suleman Yusuphu, Class 7, Diamond Primary School, Tanzania. PG 12 CORRUPTION 31. Flavia Nankumba & Waiswa Jeremiah, P.6, Child Africa Junior School Equator, Uganda. 32. Obaraza Zekiel, P.6, Morukatipe


Primary School, Tororo, Uganda. 33. Kulyomulunda NIcole Ruth, P.6, Greenhill Academy, Uganda. 34. Lemon Silvestor Kenyi, Seventhday Adventist Primary School, Juba, South Sudan. 35. Mwesigwa Matthew, Lohana Academy, Uganda. 36. Andrea Nanteza, Kampala Parents School, Uganda. 37. Mugisha Adbu Malik, Kitante Primary School, Uganda. PG 25 TONGUE-TWISTERS 38. Cynthia Faith Nakalema, P 7 Z, Kitante Primary School, Uganda 39. Ansansiire Rinah, P.5, Child Africa Junior School, Kabale, Uganda. 40. Ariho Mellon, P.6, Kabale Primary School, Uganda. 41. Ampeire Gilbert, Child Africa Junior School, Kabale, Uganda. 42. Asiimire Praise, P.6, Kabale Primary School, Uganda. 43. Akankwasa Bronia Isaac, P.6, Homecare Preparatory School, Uganda 44. Aijuka Phionah Ritah, P.6, Kabale Primary School, Uganda PG 25 JOKES 45. Mujjona Eric, P7Y, KItante Primary School, Uganda

Pictorial 1.

A BINGWA winner in Uganda receives his t-shirt.

2. A teacher in Uganda uses BINGWA MAGAZINE in class. 3. A resident at Cherly’s Children’s Home in Kenya receives BINGWA Magazine from BINGWA’s Partnerships Coordinator on the Day Against Child Abuse. 4. Uganda’s Morukatipe PrImary School (Tororo) Child Rights Club perform a play on fighting corruption. 5. Kenya’s gospel artist Bahati entertains children at the KIds Festival in Nairobi, Kenya. 6. The Animal Welfare Club in session at Kahuho Road


Primary in Kenya.



4 5




Pictorial DAY OF THE AFRICAN CHILD 2014 Child Africa, the publishers of BINGWA Magazine, was one of the organisations leading the celebrations in Kabale District, Uganda. 2




1. BINGWA Magazine is a subject of interest during the celebrations. 2. The Kabale District Local Government Chairman congratulates Child Africa founder on work well done. 3. Marching through the streets of Kabale. 4. Child Africa staff and pupils are entertained with a performance.

CORRUPTION PLAY Child Africa school pupils showcase their struggle with corruption in Africa. BINGWAs celebrate a corrupt-free Africa

The corruption monster deprives children of their rights

The corruption monster is captured



BINGWAs celebrate their togetherness

Save the Children East Africa Region



Have you read, learnt and enjoyed this issue of BINGWA Magazine? Are you a champion who likes working in a team? Here is a chance for you and your classmates to work together to win amazing prizes for you and your school!

CHALLENGE 2 CHALLENGE 1 Using pictures, show BINGWA readers how you would like to celebrate the Day of the African Child.

Using words, tell BINGWA readers what you know about your rights as a child. Use real life examples to explain.

PLEASE NOTE: • Your entry must reach us by March 30th 2015. • At the back of your entry, do not forget to include your class, school, and a telephone or mobile phone number (even your head teachers’) we can reach you on. • Winners will be chosen based on the creativity, good grammar and quality of work. • This competition is open to school pupils aged 9-13 ie. Class 4-8 in Kenya, Somalia, South Sudan, Uganda, Ethiopia, Sudan, Tanzania and Rwanda. • The winning entries will be published in the magazines’ next issue.


BINGWA Magazine

SEND YOUR ENTRIES TO: The Editor, BINGWA Magazine, ‘BINGWA Competition P.O. BOX 823-00606, Nairobi, Kenya. Or email:


Save the Children East Africa Region


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