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Will the New Competency-Based Curriculum Lead to Declining Educational Standards in Kenya?

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The newly rolled-out education system will not live up to the aim of transforming education in Kenya. Collective efforts are, therefore, needed to save Kenya’s education system from vested business interests and international agencies with hidden agendas.

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Will the New Competency-Based Curriculum Lead to Declining Educational Standards in Kenya?
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Research findings recently released by the Kenya National Union of Teachers (KNUT) show that Kenyan schools are woefully unprepared to implement the Competency-Based Curriculum (CBC) that is set to replace the so-called 8-4-4 system. The report comes at a time when the country is grappling with issues of curriculum review and the reform process, teacher training and recruitment, the formulation and implementation of a national education policy and the implementation of CBC. The research, conducted by KNUT, looked into issues of teacher preparedness, the availability and adequacy of teaching materials, the level of engagement between teachers and parents, as well as the challenges faced by head teachers and teaching staff in implementing CBC.

KNUT concludes that the implementation of CBC has been hurriedly undertaken while the majority of teachers have not been sufficiently trained in CBC content and teaching methods. It adds that most pre-primary teachers, as well as those for grades one to three have not received any training whatsoever while those that did attend training workshops were inadequately trained by trainers and facilitators who were themselves incompetent in the delivery of the CBC approach.

The research also found that the training sessions were poorly conducted and that their effectiveness fell well below expectations, hindering the ability of teachers to design, assess, and evaluate the delivery of lessons and learners’ outcomes. The report also notes that the resources and infrastructure required for learning, assessment and capacity-building in the CBC approach—which are completely different from those in use in the current system—are non-existent or inadequate at best. Parents and other stakeholders have not been involved in the reform process nor have public awareness campaigns been conducted following the roll-out of CBC.

The CBC system and design

Formal education was introduced in Kenya during the British colonial era and between 1964 and 1985 the education cycle comprised seven years of primary school, four years of secondary school, two years of high school, and three years of university education. The 8-4-4 system of education—eight years of primary school, four years of secondary school and four years of university education—was introduced in January 1985 to address concerns that the basic education previously provided lacked the necessary content to promote widespread sustainable self-employment.

The Kenyan primary school curriculum is approved for all public schools and most private schools—with the exception of international schools, which usually offer the British or American curriculum. The subjects studied at the primary level are English, Kiswahili, Mathematics, Science, Social Studies, Religious Education, Creative Arts, Physical Education and Life Skills. Pupils take a national examination at the end of the primary cycle with the results of the Kenya Certificate of Primary Education (KCPE) determining placement in secondary school.

In a major departure from the 8-4-4 system, the proposed CBC system was launched in 2017 and is designed to comprise two years of pre-primary education, six years of primary education, three years of junior secondary education, three years of senior secondary education and three years of university.

The Kenyan CBC is designed with the objective that at the end of each learning cycle every learner will be competent in the following seven core competency areas: communication and collaboration; critical thinking and problem-solving; imagination and creativity; citizenship; learning to learn; self-efficacy; and digital literacy.

CBC places emphasis on competence development rather than on the acquisition of content knowledge. This effectively means that the teaching and learning process has to change its orientation from rote memorisation of content to the acquisition of skills and competencies useful for solving real-life problems. Teaching methods include role-play, problem-solving, projects, case studies, and study visits, among other learner-centred strategies, and the teacher is expected to switch from the role of an expert to that of a facilitator who guides the learning process. Learners are expected to take responsibility for their own learning through direct exploration and experience while their teachers are expected to design effective learning activities geared towards the development of specific competencies.

Moreover, the revised curriculum requires teachers to frequently assess their students using assessment methods, such as portfolios, classroom or field observation, projects, oral presentations, self-assessments, interviews and peer assessments. Teachers are also required to change from a norm-referenced to a criterion-referenced judgment of learners’ capabilities or competencies to determine their progress. Finally, teachers are supposed to provide continuous, timely and constructive feedback to inform their students about the strengths and weaknesses of their performance since instruction and learning are reviewed and modified based on the feedback.

CBC places emphasis on competence development rather than on the acquisition of content knowledge. This effectively means that the teaching and learning process has to change its orientation from rote memorisation of content to the acquisition of skills and competencies useful for solving real-life problems.

It is clear, therefore, that the introduction of CBC in Kenyan schools calls for a comprehensive change in the instructional approach in terms of teaching, learning and assessment, and this requires changes in teacher training programmes in order to equip teachers (both pre-service and in-service) with the competencies that will enable them to effectively handle the challenges associated with CBC implementation in schools.

However, Kenya initiated the implementation of the Competency-Based Curriculum in 2017 in the absence of any research-based evidence on the effectiveness of the new system. Despite the challenges and shortcomings identified by the internal and external evaluations of the pilot study on CBC implementation, the government went ahead with the national roll-out of CBC in January 2019.

Prior to its adoption and roll-out, no comprehensive survey of international best practices was conducted and nor was there any research to support the argument that the CBC framework is more effective than the current learning outcomes-based curriculum framework. The needs assessment was not properly conducted. The summative evaluation, which was conducted in 2009, cannot be the basis for reforming the curriculum in 2018. The entire process was dominated by foreign consultants with no experience in curriculum reform in Kenya. The involvement of teachers, university lecturers, and prominent local experts was minimal.

Moreover, an illegality was committed at the time of rolling out CBC for pre-primary and Standards One to Three as there was no Sessional Paper to guide the process and, furthermore, no review of the existing education system had been undertaken by an Education Commission prior to the roll-out. Pilot testing of the curriculum was hurriedly done over a few short months and without appropriate syllabus or pupils’ books and teachers’ guides.

It must also be pointed out that the introduction of technical and vocational courses in the school curriculum is a serious mistake as the purpose of basic education is not to train students but to make them trainable. Empirical studies show that competency-based models are mainly applicable to vocational education and training due to the emphasis placed on standards of competence in occupational sectors. Competence is the possession and demonstration of knowledge, understanding, skills, attitudes and behaviour required to perform a given task to a described standard. The concept is therefore more useful in vocational education since the emphasis is on the ability of the student to perform a set of related tasks with a high degree of skills, and a particular competency can be broken down into its component parts through task analysis.

Prior to its adoption and roll-out, no comprehensive survey of international best practices was conducted and nor was there any research to support the argument that the CBC framework is more effective than the current learning outcomes-based curriculum framework.

The adoption of CBC in Kenya—as in some other African countries, such as Botswana, Senegal and South Africa—may be explained in part by the current tendency of some international agencies to favour such pedagogies. In most of the countries concerned, however, attempts to institutionalise child-centred pedagogy in schools and teacher-training institutions have been inconclusive and, indeed, no country in the world has successfully implemented CBC. It is therefore a disturbing development that the member countries of the East African Community have—according to Sessional Paper No. 14 of 2012—adopted a common policy of harmonising education systems and training curricula that will shift focus from the standard curriculum design to the CBC and assessment approach.

Tanzania introduced CBC in secondary schools in 2005 and in primary education in 2006. Back in 2001 the Ministry of Education and Culture had asked for education to be treated as a strategic agent in the creation of a well-educated nation. The ministry anticipated developing an education system that would enable Tanzanians to be sufficiently equipped with the knowledge needed to competently and competitively solve the development challenges facing the nation.

However, a 2012 study on the implementation of the competency-based teaching in schools in Tanzania established that CBC had not been well implemented and more efforts needed to be devoted to the development of tutors’ and principals’ understanding of the CBC approach. Other studies conducted to assess CBC implementation in Tanzania have confirmed that there is very minimal use of the CBC teaching approach in schools and that more than 80 per cent of the teachers lack a proper understanding of the approach and continue to use traditional knowledge-based teaching and learning methods, with assessment methods remaining the same as those used in assessing knowledge-based teaching and learning, while the teaching approach continues to be teacher-centred.

Hidden agendas

The role of education in the development process cannot be over-emphasised. There is substantial empirical evidence of the crucial role of education in poverty reduction, human development, job prospects for individuals and the broader social-economic development of nations. In other words, education plays a key role in the transformation of societies. Unfortunately, the impact of education in sub-Saharan African countries has been minimised because African countries have often been put under pressure to adopt unrealistic reforms by a small number of nameless and faceless experts working in international organisations, such as the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the United Nations Population Fund (UNFPA), the United Nations International Children’s Fund (UNICEF), the International Monetary Fund (IMF), and the World Bank, who have a hidden agenda and normally exert their influence indirectly from behind the scenes.

Curriculum reform is necessary if we want to improve the quality of education in Kenya. However, curriculum reform should be based on the needs of learners and society and on best international practices and standards. It is an orderly, planned sequence in which curriculum specialists, teachers, university lecturers who have undertaken advanced academic studies in curriculum development and other local education experts—including the Ministry of Education professional staff who have extensive experience in curriculum development, implementation and evaluation—assist in conducting a needs assessment identifying a problem, finding a solution, conceptualising the required curriculum, planning and designing a reformed curriculum, pilot-testing the revised curriculum on a small scale, then implementing it nationally.

Unfortunately, the views of the Ministry of Education and the team of local consultants and foreign experts have tended to dominate decisions about the ongoing curriculum reform process. The prominent role of UNICEF—and not UNESCO—in the reform process raises fundamental questions about the agenda of the donor.

Curriculum reform is an improvement or change of the curriculum for the better. It involves the development and utilisation of the curriculum in new and unique ways that will enhance the attainment of higher levels of achievement for students. Curriculum reform is mainly concerned with changes in the content and organisation of what is taught. Many people and organisations, including teachers’ unions, professional bodies, religious organisations, students, teachers, curriculum specialists, quality assurance and standards officers, educational administrators and community leaders concerned with matters of education often seek to bring reforms to the school curriculum.

Curriculum reform is necessary if we want to improve the quality of education in Kenya. However, curriculum reform should be based on the needs of learners and society and on best international practices and standards.

In most African countries—and Kenya is no exception—curriculum developers are the gatekeepers who critically assess the different proposals for curriculum reform and make recommendations for the changes to be made to subject panels and academic boards. The authority for the decision to change the curriculum rests with the Academic Boards of Curriculum Development. Many educators, including those from Kenya, are now rejecting the externally-driven approach to education reform. They propose instead an interactive and participatory approach which involves—and begins with—an evaluation by classroom teachers and district education personnel. This ensures that the views of the people closest to the process of teaching and learning are taken into account.

Based on the findings of the research conducted by KNUT, it is fair to conclude that the implementation of CBC has not lived up to the aim of transforming education in Kenya. Collective efforts are, therefore, needed to save Kenya’s education system not only from vested business interests and local cartels, but also from international agencies and non-governmental organisations with hidden agendas. The Ministry of Education should commission highly educated and experienced curriculum developers and evaluators to produce a high-quality curriculum which is relevant to the Kenyan child and to the needs of the country.

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Politics

Risks and Opportunities of Admitting Somalia Into the EAC

The process of integrating Somalia into the EAC should be undertaken with long-term success in mind rather than in the light of the situation currently prevailing in the country.

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Risks and Opportunities of Admitting Somalia Into the EAC
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The East African Community (EAC), whose goal is to achieve economic and political federation, brings together three former British colonies – Kenya, Uganda, Tanzania – and newer members Rwanda, Burundi, South Sudan, and most recently the Democratic Republic of Congo.

Somalia first applied to join the EAC in 2012 but with fighting still ongoing on the outskirts of Mogadishu, joining the bloc was impossible at the time. Eleven years later, joining the bloc would consolidate the significant progress in governance and security and, therefore, Somalia should be admitted into the EAC without undue delay. This is for several reasons.

First, Somalia’s admission would be built on an existing foundation of goodwill that the current leadership of Somalia and EAC partner states have enjoyed in the recent past. It is on the basis of this friendship that EAC states continue to play host to Somali nationals who have been forced to leave their country due to the insecurity resulting from the prolonged conflict. In addition, not only does Somalia share a border with Kenya, but it also has strong historical, linguistic, economic and socio-cultural links with all the other EAC partner states in one way or another.

Dr Hassan Khannenje of the Horn Institute for Strategic Studies said: ”Somalia is a natural member of the EAC and should have been part of it long ago.”

A scrutiny of all the EAC member states will show that there is a thriving entrepreneurial Somali diaspora population in all their economies.  If indeed the EAC is keen to realise its idea of the bloc being a people-centred community as opposed to being a club of elites, then a look at the spread of Somali diaspora investment in the region would be a start. With an immense entrepreneurial diaspora, Somalia’s admission will increase trading opportunities in the region.

Second, Somalia’s 3,000 km of coastline (the longest in Africa) will give the partner states access to the Indian Ocean corridor to the Gulf of Aden. The governments of the EAC partner states consider the Indian Ocean to be a key strategic and economic theatre for their regional economic interests. Therefore, a secure and stable Somali coastline is central to the region’s maritime trade opportunities.

Despite possessing such a vast maritime resource, the continued insecurity in Somalia has limited the benefits that could accrue from it. The problem of piracy is one example that shows that continued lawlessness along the Somali coast presents a huge risk for all the states that rely on it in the region.

The importance of the maritime domain and the Indian Ocean has seen Kenya and Somalia square it out at the International Court of Justice over a maritime border dispute.

Omar Mahmood of the International Crisis Group said that ”Somalia joining the EAC then might present an opportunity to discuss deeper cooperation frameworks within the bloc, including around the Kenya-Somalia maritime dispute. The environment was not as conducive to collaboration before, and perhaps it explains why the ICJ came in. Integrating into the EAC potentially offers an opportunity to de-escalate any remaining tensions and in turn, focus on developing mechanisms that can be beneficial for the region.”

Nasong’o Muliro, a foreign policy and security specialist in the region, said: “The East African states along the East African coast are looking for opportunities to play a greater role in the maritime security to the Gulf of Aden. Therefore, Somalia joining the EAC bloc will allow them to have a greater say.”

Third, Somalia’s membership of the Arab League means that there is a strong geopolitical interest from Gulf states like Saudi Arabia, Qatar and the United Arab Emirates. However, Somalia stands to gain more in the long-term by joining the EAC rather than being under the control of the Gulf states and, to a large extent, Turkey. This is because, historically, competing interests among the Gulf states have contributed to the further balkanisation of Somalia by some members supporting breakaway regions.

On the other hand, the EAC offers a safer option that will respect Somalia’s territorial integrity. Furthermore, EAC partner states have stood in solidarity with Somalia during the difficult times of the civil conflict, unlike the Gulf states. The majority of the troop-contributing countries for the African Union Mission to Somalia came from the EAC partner states of Uganda, Kenya and Burundi. Despite having a strategic interest in Somalia, none of the Gulf states contributed troops to the mission. Therefore, with the expected drawdown of the ATMIS force in Somalia, the burden could fall on the EAC to fill in the vacuum. Building on the experience of deploying in the Eastern Democratic Republic of Congo, it is highly likely that it could be called upon to do the same in Somalia when ATMIS exits by 2024.

The presence of the Al Shabaab group in Somalia is an albatross around its neck such that the country cannot be admitted into the EAC without factoring in the risks posed by the group.

According to a report by the International Crisis Group, the government of Somalia must move to consolidate these gains – especially in central Somalia – as it continues with its offensive in other regions. However, Somalia may not prevail over the Al Shabaab on its own; it may require a regional effort and perhaps this is the rationale some policymakers within the EAC have envisioned. If the EAC can offer assurances to Somalia’s fledgling security situation, then a collective security strategy from the bloc might be of significance.

Somalia’s admission comes with risks too. Kenya and Uganda have in the past experienced attacks perpetrated by Al Shabaab and, therefore, opening up their borders to Somalia is seen as a huge risk for these countries. The spillover effect of the group’s activities creates a lot of discomfort among EAC citizens, in particular those who believe that the region remains vulnerable to Al Shabaab attacks.

If the EAC can offer assurances to Somalia’s fledgling security situation, then a collective security strategy from the bloc might be of significance.

The EAC Treaty criteria under which a new member state may be admitted into the community include – but are not limited to – observance and practice of the principles of good governance, democracy and the rule of law. Critics believe that Somalia fulfils only one key requirement to be admitted to the bloc – sharing a border with an EAC partner state, namely, Kenya. On paper, it seems to be the least prepared when it comes to fulfilling the other requirements. The security situation remains fragile and the economy cannot support the annual payment obligations to the community.

According to the Fragility State Index, Somalia is ranked as one of the poorest among the 179 countries assessed. Among the key pending issues is the continued insecurity situation caused by decades of civil war and violent extremism. Furthermore, Human Rights Watch ranks Somalia low on human rights and justice – a breakdown of government institutions has rendered them ineffective in upholding the human rights of its citizens.

Somalia’s citizens have faced various forms of discrimination due to activities beyond their control back in their country. This has led to increasingly negative and suspicious attitudes towards Somalis and social media reactions to the possibility of Somalia joining the EAC have seen a spike in hostility towards citizens of Somalia. The country’s admission into the bloc could be met with hostility from the citizens of other partner states.

Dr Nicodemus Minde, an academic on peace and security, agrees that indeed citizens’ perceptions and attitudes will shape their behaviour towards Somalia’s integration. He argues that ”the admission of Somalia is a rushed process because it does not address the continued suspicion and negative perception among the EAC citizens towards the Somali people. Many citizens cite the admission of fragile states like South Sudan and the Democratic Republic of Congo as a gateway of instability to an already unstable region”.

Indeed, the biggest challenge facing the EAC has been how to involve the citizens in their activities and agenda. To address this challenge, Dr Minde says that ’’the EAC needs to conduct a lot of sensitisation around the importance of integration because to a large extent many EAC citizens have no clue on what regional integration is all about”. The idea of the EAC being a people-centred organisation as envisioned in the Treaty has not been actualised. The integration process remains very elitist as it is the heads of state that determine and set the agenda.

The country’s admission into the bloc could be met with hostility from the citizens of other partner states.

Dr Khannenje offers a counter-narrative, arguing that public perception is not a major point of divergence since “as the economies integrate deeper, some of these issues will become easy to solve”. There are also those who believe that the reality within the EAC is that every member state has issues with one or the other partner state and, therefore, Somalia will be in perfect company.

A report by the Economic Policy Research Centre outlines the various avenues through which both the EAC and Somalia can benefit from the integration process and observes that there is therefore a need to fast-track the process because the benefits far outweigh the risks.

EAC integration is built around the spirit of good neighbourliness. It is against this backdrop that President Hassan Sheikh Mohamud has extended the goodwill to join the EAC and therefore, it should not be vilified and condemned, but rather embraced.  As Onyango Obbo has observed, Somalia is not joining the EAC – Somalia is already part of the EAC and does not need any formal welcoming.

Many critics have argued that the EAC has not learnt from the previous rush to admit conflict-plagued South Sudan and the DRC. However, the reality is that Somalia will not be in conflict forever; at some point, there will be tranquillity and peace. Furthermore, a keen look at the history of the EAC member states shows that a number of them have experienced cycles of conflict in the past.

Somalia is, therefore, not unique. Internal contradictions and conflict are some of the key features that Somalia shares with most of the EAC member states. The process of integrating Somalia into the EAC should, therefore, be undertaken with long-term success in mind rather than in the light of the situation currently prevailing in the country.

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The Repression of Palestine Solidarity in Kenya

Kenya is one of Israel’s closest allies in Africa. But the Ruto-led government isn’t alone in silencing pro-Palestinian speech.

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The Repression of Palestine Solidarity in Kenya
Photo: Image courtesy of Kenyans4Palestine © 2023.
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Israel has been committing genocide against the people of Occupied Palestine for 75 years and this has intensified over the last 30 days with the merciless carpet bombing of Gaza, along with raids and state-sanctioned settler violence in the West Bank. In the last month of this intensified genocide, the Kenyan government has pledged its solidarity to Israel, even as the African Union released a statement in support of Palestinian liberation. While peaceful marches have been successfully held in Kisumu and Mombasa, in Nairobi, Palestine solidarity organizers were forced to cancel a peaceful march that was to be held at the US Embassy on October 22. Police threatened that if they saw groups of more than two people outside the Embassy, they would arrest them. The march was moved to a private compound, Cheche Bookshop, where police still illegally arrested three people, one for draping the Palestinian flag around his shoulders. Signs held by children were snatched by these same officers.

When Boniface Mwangi took to Twitter denouncing the arrest, the response by Kenyans spoke of the success of years of propaganda by Israel through Kenyan churches. To the Kenyan populous, Palestine and Palestinians are synonymous with terrorism and Israel’s occupation of Palestine is its right. However, this Islamophobia and xenophobia from Kenyans did not spring from the eternal waters of nowhere. They are part of the larger US/Israel sponsored and greedy politician-backed campaign to ensure Kenyans do not start connecting the dots on Israel’s occupation of Palestine with the extra-judicial killings by Kenyan police, the current occupation of indigenous people’s land by the British, the cost-of-living crisis and the IMF debts citizens are paying to fund politician’s lavish lifestyles.

Kenya’s repression of Palestine organizing reflects Kenya’s long-standing allyship with Israel. The Kenyan Government has been one of Israel’s A-star pupils of repression and is considered to be Israel’s “gateway” to Africa. Kenya has received military funding and training from Israel since the 60s, and our illegal military occupation of Somalia has been funded and fueled by Israel along with Britain and the US. Repression, like violence, is not one dimensional; repression does not just destabilize and scatter organizers, it aims to break the spirit and replace it instead with apathy, or worse, a deep-seated belief in the rightness of oppression. In Israel’s architecture of oppression through repression, the Apartheid state has created agents of repression across many facets of Kenyan life, enacting propaganda, violence, race, and religion as tools of repression of Palestine solidarity organizing.

When I meet with Naomi Barasa, the Chair of the Kenya Palestine Solidarity Movement, she begins by placing Kenya’s repression of Palestine solidarity organizing in the context of Kenya as a capitalist state. “Imperialism is surrounded and buffered by capitalistic interest,” she states, then lists on her fingers the economic connections Israel has created with Kenya in the name of “technical cooperation.” These are in agriculture, security, business, and health; the list is alarming. It reminds me of my first memory of Israel (after the nonsense of the promised land that is)—about how Israel was a leader in agricultural and irrigation technologies. A dessert that flowed with milk and honey.

Here we see how propaganda represses, even before the idea of descent is born: Kenyans born in the 1990s grew up with an image of a benign, prosperous, and generous Christian Israel that just so happened to be unfortunate enough to be surrounded by Muslim states. Israel’s PR machine has spent 60 years convincing Kenyan Christians of the legitimacy of the nation-state of Israel, drawing false equivalences between Christianity and Zionism. This Janus-faced ideology was expounded upon by Israel’s ambassador to Kenya, Michel Lotem, when he said “Religiously, Kenyans are attached to Israel … Israel is the holy land and they feel close to Israel.” The cog dizzy of it all is that Kenyan Christians, fresh from colonialism, are now Africa’s foremost supporters of colonialism and Apartheid in Israel. Never mind the irony that in 1902, Kenya was the first territory the British floated as a potential site for the resettlement of Jewish people fleeing the pogroms in Europe. This fact has retreated from public memory and public knowledge. Today, churches in Kenya facilitate pilgrimages to the holy land and wield Islamophobia as a weapon against any Christian who questions the inhumanity of Israel’s 75-year Occupation and ongoing genocide.

Another instrument of repression of pro-Palestine organizing in Kenya is the pressure put on Western government-funded event spaces to decline hosting pro-Palestine events. Zahid Rajan, a cultural practitioner and organizer, tells me of his experiences trying to find spaces to host events dedicated to educating Kenyans on the Palestinian liberation struggle. He recalls the first event he organized at Alliance Français, Nairobi in 2011. Alliance Français is one of Nairobi’s cultural hubs and regularly hosts art and cultural events at the space. When Zahid first approached Alliance to host a film festival for Palestinian films, they told him that they could not host this event as they already had (to this day) an Israeli film week. Eventually, they agreed to host the event with many restrictions on what could be discussed and showcased. Unsurprisingly they refused to host the event again. The Goethe Institute, another cultural hub in Kenya that offers its large hall for free for cultural events, has refused to host the Palestinian film festival or any other pro-Palestine event. Both Alliance and Goethe are funded by their parent countries, France and Germany respectively (which both have pro-Israel governments). There are other spaces and businesses that Zahid has reached out to host pro-Palestine education events that have, in the end, backtracked on their agreement to do so. Here, we see the evolution of state-sponsored repression to the private sphere—a public-private partnership on repression, if you will.

Kenya’s members of parliament took to heckling and mocking as a tool of repression when MP Farah Maalim wore an “Arafat” to Parliament on October 25. The Speaker asked him to take it off stating that it depicted “the colors of a particular country.” When Maalim stood to speak he asked: “Tell me which republic,” and an MP in the background could be heard shouting “Hamas” and heckling Maalim, such that he was unable to speak on the current genocide in Gaza. This event, seen in the context of Ambassador Michael Lotem’s charm offensive at the county and constituency level, is chilling. His most recent documented visit was to the MP of Kiharu, Ndindi Nyoro, on November 2. The Israeli propaganda machine has understood the importance of County Governors and MPs in consolidating power in Kenya.

Yet, in the face of this repression, we have seen what Naomi Barasa describes as “many pockets of ad hoc solidarity,” as well as organized solidarity with the Palestinian cause. We have seen Muslim communities gather for many years to march for Palestine, we have seen student movements such as the Nairobi University Student Caucus release statements for Palestine, and we have seen social justice centers such as Mathare Social Justice Centre host education and screening events on Palestinian liberation. Even as state repression of Palestine solidarity organizing has intensified in line with the deepening of state relations with Apartheid Israel, more Kenyans are beginning to connect the dots and see the reality that, as Mandela told us all those years ago, “our freedom is incomplete without the freedom of Palestinians.

This post is from a partnership between Africa Is a Country and The Elephant. We will be publishing a series of posts from their site every week.

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Politics

Only Connect: Human Beings Must Connect to Survive

We must fight to remain human, to make connections across borders, race, religion, class, gender, and all the false divisions that exist in our world. We must show solidarity with one another, and believe we can construct another kind of world.

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UK-Rwanda Asylum Pact: Colonial Era Deportations are Back in Vogue
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24 November 2021. We wake to the news that 27 migrants have drowned in the English Channel.

“Stop the boats!” cry the Tories. It’s the hill British Prime Minister Sunak has chosen to die on. But there is no political will to stop the wider crisis of global migration, driven by conflict, poverty, persecution, repressive regimes, famine, climate change, and the rest. Moreover, there is zero understanding that the West is behind many of the reasons why people flee their homes in the first place. Take Afghanistan, a useless Allied war that went nowhere. It left the Taliban more powerful than ever. Afghans who worked for the British army, betrayed when our forces pulled out. Now they make up the majority of cross-Channel migrants.

Not for them the welcome we gave Ukrainians. Wrong skin colour, maybe? Wrong religion? Surely not.

Some right-wingers rejoice at news of these deaths. “Drown ’em all!” they cry on social media. “Bomb the dinghies!” There are invariably photos of cute cats and dogs in their profiles. Have you noticed how much racists and fascists love pets? Lots of ex-servicemen among them, who fail to see the link between the failed wars they fought, and the migration crisis these spawned. The normalisation of a false reality is plain to see. Politicians and the media tell folk that black is white, often in meaningless three-word slogans, and the masses believe it. Migrants, especially those who arrive in small boats, are routinely labelled criminals, murderers, rapists, invaders, Muslims intent on imposing Islam on the UK, and “young men of fighting age”, which implies that they are a standing army.

If you bother to look beyond the stereotypes, the reality is very different.

One couple’s story

Riding those same waves, a year or so later, are two Iranian Kurds. A young couple. Let’s call them Majid and Sayran. They have sadly decided not to have children, in 12 years of marriage, because they believe Iran is no place to bring up children. Activists who oppose the regime, they were forced to flee after receiving direct threats. They ran an environmental NGO, and held Kurdish cultural events that are banned in Iran.

The husband, Majid, a writer, first fled to Iraq in 2021. He and his wife were parted for 18 months. She eventually joined him in a Kurdish area of Iraq. They were forced to flee again, when the Iranian regime bombed the homes and offices of political dissidents in Iraq, killing and wounding many of their friends. They decided their only hope was to head for Britain via Turkey, Italy and France. They paid people smugglers around USD30,000 in total. They eventually ended up in a hotel in my home town. Their story continues below.

Feeling powerless

Meanwhile, there I am sitting at home in the UK, getting more and more enraged about my government’s attitude and policies on immigration. I feel powerless. I think about refugees living in an asylum hotel in my town. I’m told many of them are Muslim, now trying to celebrate Ramadan. I picture them breaking their fasts on hotel food, which relies heavily on chips and other cheap junk. I meet some of them in the queue at the town’s so-called community fridge, where I used to volunteer. I chat a little to Majid, who can speak some English. I try to find out why they are there. The “fridge” gives out food donated by supermarkets to anyone in need. The food would otherwise be thrown away because it’s about to reach its sell-by date. The refugees go there, they tell me, to get fresh stuff because the hotel food is so awful. I can sense the growing resentment from locals in the queue, who want to put “Britain first”.

Thinking, thinking. Then I berate myself. I should take action, however small. Get down to the supermarket, buy food for, say, six families. I can’t feed everyone, but let’s start somewhere. Food that people from the Middle East (the majority of the hotel residents) will like. Hummus, flatbreads, dates, olives, nuts, rice. Divide it into six bags. I don’t know how I will be received (I feel rather nervous), but let’s give it a go.

I can sense the growing resentment from locals in the queue, who want to put “Britain first”.

The hotel manager is cagey. (I am later banned. He and his female head of security are rude and hostile, but that’s still to come.) For now, he lets me in to distribute the food. Luckily, I spot Majid, just the person I’m looking for. I recognise him from the “fridge” queue. He can translate for the others, who quickly gather in the lobby. The food is snatched within minutes, people are delighted with it. (It turns out Majid and his wife are atheists. But they get some food too.)

I didn’t do this for the thanks. But I’m glad I made that first move. Taking it further, I invite them both round for a meal. I spend hours making Persian rice, it’s a big hit. My new friends fall on the spread like ravening wolves. One thing leads to another. We start to meet regularly. It helps that they have some English, which greatly improves as the weeks pass and they go to classes. They are thrilled by everyday things – walks in the country, pizza, a local fair, being taken to see the film Oppenheimer. (“We were amazed to see so many British people go to the movies!”) They tell me they are delighted simply to make contact, to see how ordinary people live, to be invited into my, and my friends’ homes. I tell them I have plenty to learn from them, too. We get a bit tearful. I say hi to Sayran’s mum on the phone in Iran. We also laugh a lot. Majid has a black sense of humour.

At first, I don’t ask about their experience of crossing the Channel. All I know is that the entire journey, from Iran to Britain, was deeply traumatic. Until now, months later, when I ask Majid to describe what happened.

Majid picks up the story of their journey in Turkey: “The most bitter memories of my life were witnessing my wife’s tiredness, fear and anxiety as we walked for nine hours to reach Istanbul. I saw my wife cry from exhaustion and fear many times, and I myself cried inside. In a foreign country without a passport, our only hope was luck, and our only way was to accept hardship because we had no way back. The most bitter thing in this or any refugee journey is that no one gives any help or support to his fellow traveller.  The smallest issue turns into a big tension.”

To reach the sea, where they would take a boat to Italy, they walked through dense pine forests. “There were about 30 of us in this group and none of us knew each other. We passed through the forest with extreme anxiety and fear of being arrested by the ruthless Turkish police. We were all afraid that some babies who were tied tightly on their father’s shoulders would cry and the police would find us. But as soon as we stepped into the forest, all the children became silent due to their instinct and sense of danger.  They didn’t make a single sound all the way. We were in the forest for about 12 hours, and reached the beach by 8 a.m. Here we were joined by several other groups of refugees; by now we were more than 100 people.”

The week-long journey to Italy in a 12-meter “pleasure” boat carrying 55 people was terrifying. “As the boat moved towards the deep parts of the sea, fear and anxiety took over everyone. The fear of the endless sea, and worse, the fear of being caught by Turkish patrols, weighed heavily on everyone’s mind. The boat moved at the highest speed at night, and this speed added to the intensity of the waves hitting the hull of the boat.  Waves, waves, waves have always been a part of the pulse of travellers.  As the big waves moved the boat up and down, the sound of screams and shouts would merge with the Arabic words of prayers of old, religious passengers. I can say that there is no scene in hell more horrific than this journey.  It was near sunset when several passengers shouted: ‘Land! Land!’”

On the way to France, they somehow lost their backpacks. All their possessions gone. Moving fast forward, they found themselves in yet another forest, this time close to the French coast.

“For the first time, I felt that the whole idea I had about Europe and especially the French was a lie. Nowhere in the underdeveloped and insecure countries of the Middle East would a couple be driven to the wrong address at night, in the cold, without proper clothing.  But what can be done when you illegally enter a country whose language you do not know? It was almost 2 o’clock in the morning. The sound of the wind and the trees reminded us of horror scenes in the movies. It was hard to believe that we were so helpless in a European country on that dark, cold and rainy night.” He collected grass and tree leaves to make a “warm and soft nest.  I felt like we were two migratory birds that had just arrived in this forest.” Eventually they found what they were looking for – a refugee camp. The next step was to try and cross the Channel.

“I can say that there is no scene in hell more horrific than this journey.”

“We reached the beach. The sky was overcast and it was almost sunset. A strange fear and deadly apprehension gripped all the poor refugees in that space between the sky, the earth and the sea.” A smugglers’ car brought a dinghy and dumped it on the beach before quickly driving away. It was no better than a rubber tube. The refugees filled it with air, and attached a small engine. “They stuck 55 people in that tube.” The dinghy went round in circles and ended up on another part of the French coast. Many people decided to disembark at this point, leaving 18 passengers.

“Women and children were wailing and crying. The children looked at the sea dumbfounded.  Men argued with each other and sometimes arguments turned into fights.  The boat was not balanced. I was writhing in pain from headaches, while my wife’s face was yellow and pale because of the torment.”

At last a ship approached, shining bright floodlights at the dinghy. It belonged to the British coast guard.  “When they threw the life rope towards our plastic boat, we were relieved that we were saved from death.”

Hotel life

My friends tell me about conditions at the hotel. Grim. Food that is often inedible, especially for vegetarians like them. They send me photos of soya chunks and chips. Residents are banned from cooking in their rooms, or even having a fridge. Majid and Sayran have sneaked in a rice steamer and something to fry eggs on. (They have to hide them when the cleaners come round.)  Kids have no toys and nowhere to play except in the narrow corridors. Everyone is depressed and bored, waiting for months, sometimes years, to hear the result of their asylum claims.

Majid takes up the story: “Due to the lack of toys and entertainment, the boys gather around the security guards and help them in doing many small tasks. The image of refugee children going to school on cold and rainy mornings is the most painful image of refugees in this developed country.  In schools, language problems make refugee children isolated and depressed in the first few years.  What can be the situation of a pregnant woman, or a woman whose baby has just been born, with an unemployed husband, and poor nutrition, in a very small room in this hotel? Imagine yourself.  Many elderly people here suffer from illnesses such as rheumatism, knee swelling, and high blood sugar.  But many times when they ask for a change in the food situation or request to transfer somewhere else, they are ridiculed by the hotel staff.  One day, a widow who had no food left for her and was given frozen food, went to the hotel management office with her daughter to protest. But one of the security guards took the food container from this woman’s hand and threw it on the office floor in front of her child.  Now that little girl is afraid and hates all the security.”

“When they threw the life rope towards our plastic boat, we were relieved that we were saved from death.”

Yet racists rant about migrants living it up in five-star hotels costing the taxpayer £8 million a day. They don’t think or care about how we got here: the Tories let the asylum backlog soar, by failing to process asylum claims in a timely fashion. Some of us cynically wonder if this was deliberate. The number of people awaiting an initial decision is now 165,411. This compares to 27,048 asylum applications, including dependents, between January and September 2015, before the UK left the European Union.

I’ve done what I can. Lobbied the Home office to improve the food and conditions. I eventually got a reply, both from them and the catering contractor. Wrote to my MP, local councillors, inter-agency bodies that monitor conditions in hotels, migrant organisations, the press. We have had some success. There is a lot more to do.

I ask my friends if the threat of being deported to Rwanda (a key plank of the UK’s asylum policy) might have deterred them from coming. Or if anything would have stopped them. Majid replies: “Not at all! Because everywhere in this world is better than Iran for life. Especially for me, I have a deep problem with the Intelligence Organization of the Islamic Revolutionary Guard Corps. They threatened me with death over the phone.”

Making sense of the world

World news has become unbearable to read, watch or listen to. Once a news junkie, I increasingly find myself switching off. I’m equally appalled by the widespread apathy, even among friends who were once politically engaged. Then there is all the dog whistling our government does, in language that echoes that of the far right. Ministers and MPs have shamelessly whipped up suspicion, hatred, and fear of the Other. “Cruella” Braverman was one of the worst offenders, but at least she is no longer Home Secretary. Her “dream” of deporting refugees to Rwanda (her words) has become a nightmare for Sunak. Both are of East African Asian heritage.

Ministers and MPs have shamelessly whipped up suspicion, hatred, and fear of the Other.

This may sound trite, but we must struggle to remain human, and make connections where we can – across borders, race, religion, class, gender, all the false divisions that exist in our world. We have to keep lobbying those in power, and going on protest marches. We must show solidarity with one another. We have to believe we can construct another kind of world, pole pole, from the bottom up. A kinder world would help, for starters. It can begin in very small ways.

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