The Performing Arts Market of the South Atlantic, MAPAS, will hold its third edition between July 10 and 14 this year on the island of Tenerife (Spain) and will have the participation of 193 artistic groups and agencies in Africa, Latin America and Southern Europe. A total of 37 artists and music groups and performing arts will come to this meeting from 21 African countries to take part in business meetings with responsibles for programming from around the world and in the artistic shows that are already being prepared.
The African presence and international interest in this professional meeting have been growing and this year it is consolidated with an important representation of artists who will be able to present their work to people responsible for the programming of shows, festivals, theaters and cultural events around the world to close business agreements that will allow them to achieve international projection.
The registration of programmers to participate in MAPAS 2019 is still open and the registration data that have already been formalized point to an increase in participation in relation to the last edition, which brought together 143 programmers and cultural managers in Tenerife with 164 artists and companies to hold more than 3,500 work meetings. The registration of programmers can be formalized through the MAPAS website (www.mapasmercadocultural.com), where you can also find complete information about this international event.
Meetings of a professional nature will be held in the form of a business conference, brief work meetings of approximately 15 minutes, which will put artists and programmers in contact with each other in order to establish business relationships and reach distribution agreements. On the other hand, the planned artistic exhibitions, a total of 67 in different emblematic venues of Tenerife, will give artists the opportunity to exhibit their creations to the programmers and the attending public, which in the last edition of MAPAS exceeded 16,000 people.
The 193 artists, groups and agencies that will participate in MAPAS 2019 have been selected by a committee of experts from among the 874 applications that were submitted, of which 136 were received from the African continent. One in five groups that will take part in MAPAS 2019 come from Africa, adding a total of 37 artistic proposals from 21 countries. All of them will participate in the business conference and a selection of 19 will be able to act and show their work to the public and responsibles for programming from all over the world. Morocco, Cameroon and the Democratic Republic of Congo top the list by number of participants selected by the MAPAS committee, but Tunisia, Algeria, Senegal, Cameroon, Mozambique, Benin, Burkina Faso, Uganda, South Africa, Egypt, Rwanda, Ivory Coast, Chad, Nigeria, Mali, Cape Verde or Madagascar will also be represented.
Participants of MAPAS 2019 will arrive in Tenerife from many different origins, with 65 groups from Spain and Portugal; 58 creators from 13 countries in Latin America; and 37 artists from 21 countries in Africa.
The Performing Arts Market of the South Atlantic, organized by the Cabildo de Tenerife, unahoramenos and Circulart celebrates its third edition in which music, theater, dance, circus and street arts will take the main stages of the island of Tenerife with a complete program in which in addition to business meetings and performances include training activities, conferences, workshops and professional meetings that will give international projection to artistic proposals from three continents, Africa, Latin America and Southern Europe.
South Atlantic Performing Arts Market, will bring together 37 African artists with programmers from around the world
Controversial African dictatorial leaders
By Haile-Gebriel Endeshaw
It is unfortunate that almost all African countries do not have democratic leaders. Almost all leaders of the continent are either dictatorial or authoritative. It is hard for me to see consultative and participative leaders in this poor continent of ours. My argument is that if there were democratic leaders, citizens would lead much better lives.
I categorized our (African) dictatorial leaders in to two. Those who promote soft dictatorship and others who stick to harsh dictatorship. This is not a research-based conclusion. But I feel things are like that. Meaning, their dictatorship differs on its degree. The soft ones are serious on protecting the territorial integrity and unity of their countries. They do not practise favouritism among citizens. The other dictators who are labelled ‘harsh’ promote divisive politics… ethnic division… they highly show partiality against ethnic groups which do not belong to them. They don’t regard all people as equal citizens of the country. The important terms like equity, fairness and equality are not available in their dictionaries. They go to the extent of relinquishing territorial domain of their country to the neighbouring countries. They don’t give a damn to the wellbeing of their citizens residing in other countries… This type does not care whether the territorial integrity and unity of the country are protected or not. They are very braggart and big liars. So long as they get benefit, they will not put boundary to their harshness. They frequently execute their citizens including children, females and elderly people. They are in general with myopic attitude… Let’s take a brief look at few dictators of the continent including the controversial Robert Mugabe of Zimbabwe.
Robert Mugabe was a leader of Zimbabwe. He is a kind of soft dictator as per my judgement. This is to indicate that he is not like the harsh dictators who are known to accomplish many detrimental activities against the sovereignty and wellbeing of their respective nations. Most Zimbabweans believe that Mugabe has dedicated himself to liberate them from British colonial and white minority rules. Many testify to the fact that earlier Mugabe worked hard to expand healthcare and education in his country. He has also been praised for the decisive measure he took to redistribute farmlands controlled by the minority white population to landless black population of Zimbabwe. During independence 39% of the land was owned by around 6,000 white large-scale commercial farmers. Some 4% was under the ownership of black small-scale commercial farmers. Sources indicate that 41% of the land was said to be commercial in which four million people lived in overcrowded conditions. This reality seemed to oblige Mugabe to take drastic action of redistributing the land to black people. Mugabe has also been regarded as a hero in many third world countries where he received a warm reception when travelling throughout Africa. “For many in Southern Africa, he remained one of the ‘grand old men’ of the African liberation movement”
Some, including the former Rhodesian (Zimbabwe) leader Ian Smith, say that Mugabe is a serious leader, diligent, hard-working, a voracious reader who used every minute of his time and not much given to laughter. Former British premier, Tony Blair, also bore witness to Mugabe’s remarkable “self-discipline, intelligence and appetite for hard work”. To Blair both Mugabe and Smith are “proud, brave, stubborn, charismatic…”.
Though Mugabe is regarded as an evil by white minority population in Zimbabwe and the western world, he showed sympathy to his enemies, the colonialists. Once he appointed two white ministers to his government. The other day he pleaded with the white minority not to flee. “Stay with us, please remain in this country and constitute a nation based on national unity.” He also taught black Zimbabweans that the wrongs of the past must be forgiven and forgotten. “…It could never be a correct justification that just because the whites oppressed us yesterday when they had power, the blacks must oppress them today because they have power…” This should be taken as a good lesson by African leaders who are promoting ethnic politics in their respective countries.
Mugabe has been known for his strong denunciation against internal intervention from western countries. Once while attending an ‘Earth Summit’, he bitterly said the following: “We have fought for our land, we have fought for our sovereignty, small as we are, we have won our independence and we are prepared to shed our blood … So, Blair keep your England, and let me keep my Zimbabwe.” Mugabe also slashed the current US president, Trump, making a witty remark against him. “May I say to the United States President, Mr. Trump, please blow your trumpet. Blow your trumpet in a musical way towards the values of unity, peace, cooperation, togetherness, dialogue, which we have always stood for.”
Many people enjoyed the funniest quotes produced by the former leader of Zimbabwe, Mugabe. “Cigarette is a pinch of tobacco rolled in a piece of paper with fire on one end and a fool on the other… Kenyans are good runners because corruption is always chasing them… If you are ugly, you are ugly. Stop talking about inner beauty; because men do not walk around with x-ray machines to see inner beauty… If you attended over 100 weddings in your life and are still single, you are not different from a canopy.”
Regarding the braggard and liar leaders of Africa, we can discuss the disparaging and pathetic works of two despotic leaders, Idi Amin Dada of Uganda and Jean Bedel Bokassa of Central African Republic. They have brought disgrace up on their nations and all black Africans. Both are known to murder thousands of their people. During their era, many innocent people were slaughtered, stabbed, smothered and chopped to death… They put the chopped remains of the victims in refrigerators and even were said to consume them. A book ‘Talk of the Devil’ names Bokassa “a cannibal”. “…French legionnaires dispatched from Paris to overthrow [Bokassa] in what was called ‘Operation Barracuda’ had been ordered to search the house… In the gigantic freezer adjacent to the kitchens they found dozens of human cadavers, most notably those belonging to the leaders of student organizations…”
Bokassa claimed that he was from royal family. “I am a son of a king,” he said. But the reality is that he was a son of a village chief not a king. “…former emperor boasted… about ranks, titles, hierarchies… ‘Of all African leaders I was the greatest. Why? Because I was the emperor. One step below me was the king of Morocco. A king and a great head of state. Then came all the others: simple presidents’…”
The other dictator, Idi Amin of Uganda, once a soldier with the rank of corporal in a Scottish regiment, has also made the continent a laughingstock. One day the finance minister of that country approached Idi Amin and told him that the government coffer was empty. “Idi Amin, a true African Caligula, exploded. ‘Why you ministers always come nagging to President Amin? You are stupid. If we have no money, the solution is very simple: you should print new money.’ The minister bowed, left the room and fled to London, thereby saving his skin”.
When Idi Amin was not on official visits, he loved writing telegrams. One day during the Watergate scandal, he wrote the following note to the then US president, Richard Nixon. “… ‘If your country does not understand you, come to Papa Amin who loves you. A kiss on both your cheeks.’ …”
In February 1975 Radio Kampala claimed that Buckingham Palace had received the following letter from Idi Amin: “My dear Queen, I intend to arrive in London for an official visit on August 4th this year, but I am writing now to give you time to make all the necessary preparations for my stay so that nothing important is omitted. I am particularly concerned about food, because I know that you are in the middle of a fearsome economic crisis. I would also like you to arrange for me to visit Scotland, Ireland and Wales to meet the heads of revolutionary movements fighting against your imperialist operation.”
You can reach the writer through gizaw.haile@yahoo.com
Education for all
Over the last two decades many schools targeting both higher and practical education have opened up in Ethiopia. However many question its quality and relevance and if equal access is given to all of the nation’s citizens. There is an ongoing debate on whether to focus on quantity or quality when it comes to educating people so they can be brought out of poverty. Education consultant Samuel Asnake Wolle, 54, argues that “visionary leadership, regular supervision, staff motivation, adequate financing, effective communication and auditing are the key tools in increasing the effectiveness of education.” Capital’s Reporter Tesfaye Getnet talked with Samuel to get his opinion on how to improve Ethiopia’s educational system.
He received his BA, MA and PhD in Educational Administration. He studied at the University of South Africa (UNISA). Since 1982, he has worked in the educational system serving as a teacher, school director, teacher training professor and national and international NGOs. Currently, he works with the UN coordinates education programmes for one UN agency. The responses to this exclusive interview are his personal views. Excerpts:
Capital: If you were given the opportunity to prioritize the agenda at the the Ministry of Education, what one thing would you want to change in our education sector?
Samuel Asnake: I understand education like an embracing living plant with a number of roots anchored the base to yield edible healthy fruit for life. In this regard, every part of the plant, as a system, has the specific role to play towards the cultivation of the desired fruit. Yet, the external environment including the soil and water in which the plant functions meaningfully affects the quality and quantity of the fruit. Hence, a change on one element of the system does not guarantee obtaining the desired fruit we aspire. Nevertheless, as you are looking into my eyes and insisting me get my personal views to your question; then I shall decide one. That is changing educational leaders and teachers’ development. I have a reason for it. In my view education is a process of nurturing and cultivating the human person into a precious asset and capital for the rest of all the societal fabrics. Teaching is neither talking nor telling, rather it is a process of cultivating human personality towards desired behavioural actions characterized by confidence competence and excellence for a difference in personal and societal life. From my experience, schools are up to their leaders and students are up to their teachers. If you have motivated and well trained school leaders and teachers, then you managed half of the problem. Such dedicated and trained education personnel make the learning creative, joyful and effective even in the absence of learning inputs and resources.
Capital: What is your opinion on the educational system in Ethiopia and its effectiveness?
Samuel: I am not sure that I’m the right person to give an answer to this question as it is too general. Such general questions are less helpful and usually lead to confused interpretations even if the responder tries their level best not to go out of track. Yet we all are cognizant that the government is well aware of the agenda and working on it by inviting all members of the society. Perhaps initiating genuine discussion on our collective roles and contributions seems more sound and meaningful than rating the obvious.
Having said this, as an expert, I would like to make a very simple personal response. In my view, four fundamental pillars that determine the essence of any education system of the citizens of the nation: Educational Philosophy, the core Principles, the Policy in purpose and the Educational Planning. If the bedrock, i.e. the education philosophy is clearly defined in context and communicated well in a language clear to the commons then we know our common destiny and at least will not be ineffective on our investment in education. Based on this foundation we can then build the remaining three that constitute the education system. Educational Effectiveness is the sum total of a number of learning inputs and processes concerted in the learners’ lives smoothly aligned at the school , home or market place and applied in due process. Learning effectiveness must be checked and be assured in each day and session; not by the end of the completion of the level or graduation to the world of work. In my view the key point lies on shared roles and responsibilities at all levels. Amidst, trained and motivated teachers are serious in making each learning session to be effective.
Capital: Currently the government of Ethiopia is drafting a new education road map to change the current curriculum. What is your thought about this and what needs do you to see in the new curriculum?
Samuel: Still I have the opinion that this question is too general; also highly related to the earlier question. With regard to the question, I have the feeling that the government is not changing a curriculum for the sake of changing it. Rather, placing the current educational problems at the center of the discourse, is doing quite remarkable job on the redefining the fundamentals including the purpose and role of education to bring social cohesion and social transformation. This process, in my view is not like model car replacing the old by new; but building on the existing basic educational and learning elements that are reputable endure and bridge the diverse needs and aspirations of the society towards our common way and destiny. Hence, it requires careful and rigorous task in designing and developing the curriculum framework that allows the indigenous knowledge systems, upholds home grown societal values, practices and harmonizes with the global ones. Here I would like to reiterate that, the shift from knowledge-based learning to competency based learning strictly requires joyful and attractive learning environment where the learners are at the center of the learning process. This in turn requires professionally trained and motivated teachers, who are dedicated to help the children learn through exploring their talents, enjoy in the learning games and build new desirable educational behaviours. In this regard, it is essential to rethink on the current situation of schools and universities.
Capital: In an era where students are mainly concerned about grades and certificates what can be done to get qualified graduates who will do something to change their country’s development.
Samuel: I have reservations on your question, as it requires deep scrutiny and analysis. Yet, I personally have the feeling that every behaviour is built on a given mind set and attitude learned from the surrounding environment. In this regard, the main problem is not that of the learners; rather the system that tends to give more value to a paper certificate, favouritism than actual competence; more value to loyalty (for example affiliation) than the merit. In my view, it is about accountability. Hence, I suggest the upcoming education reform will consider an inbuilt educational accountability mechanisms at all levels.
In my view improving accountability (legal, social, ethical, professional) demands visionary leadership, regular supervision, staff motivation, adequate financing, effective communication and auditing. Leadership provides vision for transformation. Supervisor provides techniques that assist educational leaders that help them foster the professional growth of key actors in the system. Motivating the staff energizes forces behind the actual activities, while allocating adequate funding along with sound auditing system helps to ensure efficiency and quality service delivery. On top of this, educational leaders are required to keep good morals of their employees with the intention of obtaining maximum efficiency and effectiveness through effective communication, which would serve as a parameter for sound accountability.
Capital: There are many children especially in far remote areas who wish to go to school but the schools are not available in the first place. Even where there are schools, there are few teachers, lack of infrastructure and even labor to do it. What are the ways to overcome these challenges?
Samuel: I think this question also requires clear ground, data and information. Equally, we need to be clear about the definition of child/children in context. In any case, we need to begin with appreciative inquiry. Despite the challenges, Ethiopia has made remarkable efforts during the last decades to overcome the age-old backlogs, improve educational access and narrow the gap between regions-urban and rural communities. Yet, the issue of quality, in particular ensuring inclusive education to children with disabilities and special needs is a serious challenge regardless of the geographic location. Educational problems require collective efforts toward lasting solutions.
Coming to your question, in my view, the more the distance from the center the fewer the services and the higher the challenges including safe and secure space to live. Hence, in remote areas, it is likely that schools lack teachers and experience educational wastage including high dropouts right from grade one. The best solution is promoting and accelerating inclusive development that ensure communities including at the hinterland have the benefits. With the penetration of technologies, exploring digital and mobile learning that easily help children learn seem highly advisable. In due process, it is also essential to engaging the communities, in particular the local leaders to support the education of their children and adults through recognizing and assisting those dedicated teachers/facilitators or volunteers working around. Equally, initiating multimodal learning approaches including flexible and tailored lessons that boost indigenous knowledge systems, life skills intergenerational learning both in form of family literacy learning and education are vital.
Capital: When thinking about lifelong learning, how important is early childhood development in helping every child to fulfil their potential when they go to school and beyond?
Samuel: Many studies confirm that lifelong learning begins from the womb. At the same time, educational psychologists reiterate that nurturing the infant at the pregnancy and at early childhood have pivotal influence and implications to talent search and overall personality development. Therefore, the question is not about thinking whether it is good or bad; rather how we make it work in our context. Exploring and mobilizing available local resources and strengthening our collaboration toward common goal is essential. Therefore, I kindly suggest family literacy learning and strengthening community-learning centres in which the family-schools and communities help every child to fulfil their potentials.
Capital: Teachers are complaining that the very low salary is not motivating them to stay long in their position, on the other hand government says it is not financially capable to increase their salary on a dramatic level: How can we close the gap of the two scenarios?
Samuel: I personally view that teaching is an art and science of cultivating the generation with a purpose and passion. If the right ones took the role, teaching is the most prestigious profession to building the human capital that determines the future of your society and country. While you teach, you learn and grow! That is why those dedicated teachers remain good role models, best readers and ever younger even if they serve for many years. Yet teachers are humans experience the same pains and possibilities like others serving in the other sectors and hence expect salary. However, salary alone is not a motivator and game changer. Other incentives including recognition to the good work, safe and secure workspace and environment, health packages and related ones equally relevant.
Capital: Some expert in the education sector say that the Ethiopian exam system in schools and universities are testing the memory of the students not their abilities of understanding the topics. What are your comments regarding this issue?
Samuel: From my experience, the curriculum framework sets minimum learning competency/ies that address the essential learning behaviours (cognitive/knowledge, affective/attitude, and psychomotor/skills) to be obtained because of the learning process. Keeping these into account, and considering the age of learners and context of learning, a good teacher prepares his/her lesson plan with clear objective and an inbuilt methodology and assessment mechanisms. If the school situation is not favourable, resources are scare or lacking and the teacher is under pressure then he may move only to assigning the memory perhaps through oral question and mass response.
Capital: Vocational schools are getting great focus to assist the industry of the country but still investors are not satisfied with the quality of the vocational graduates .what can be done to improve this problem?
Samuel: I think the problem is conceptual, institutional and technological. There are still wrong perceptions that consider technical and vocational training area is for the weak and low profile. We all need to work to changing this wrong perception. Institutional capacity and collaboration need to be boosted so that companies understand that the young is their valuable asset and well come the young trainees for practical exposure. Thirdly, investors leave no room for wastage as they are for profit; hence require competent and qualify workers with required occupational standards. On the other hand, the TVET institutes in particular in the rural communities are hardly in a position to fulfil the trainer and train the young with the required machine and technology. In addition to the technical skills, the issue of work discipline and communication /teamwork seem serious concern that TVET institutions need to address together with home /family.
The Africa we all want: an Africa of opportunities
Let’s fast-forward a moment, to 2063: a century after launching the first African continental initiative –the Organisation of African Unity that we commemorate today – Africa is an integrated continent, reaping the benefits of inclusive growth and sustainable development. The continent is peaceful and safe. Access to basic social services is guaranteed for all. Human rights, good governance and the rule of law prevail. On the world scene, Africa is a strong, influential player and partner.
This is not a fantasy, this is the vision you set out as your objective in the African Union’s Agenda 2063. This is the Africa you are building. An Africa of opportunities. An Africa we all want.
We can feel the winds of change blowing across the continent – from the historic peace agreements in the Horn region and the peaceful end of some totalitarian regimes, to the decision to set up an African continental free-trade area. Africa is a continent on the rise.
The continent’s economic pulse is beating faster. It is the world’s second fastest growing region, bursting with energy and dynamism. New commercial opportunities abound. Investments are growing rapidly.
Over the past five years, I have witnessed this change as European Commissioner for International Cooperation and Development. I have seen with my own eyes how Africa has increased its presence on the world stage. Full of confidence, aware of its economic, strategic, natural and human potential.
Making Africa’s 2063 vision a reality will be a long and continuous process requiring commitment from all concerned, at all levels and across frontiers. Setbacks might and will happen. You can trust my European experience on that. But is there any other way?
One thing is however sure: Europe is Africa’s long-standing partner and is willing to remain so. Africa is Europe’s twin continent. No matter what you may hear, Europe is Africa’s main and sustainable ally in business, its biggest trading partner and its leading investor, far ahead of any other region in the world. It is also our firm belief that a stronger Africa is good for Europe. We can only win by reinforcing our neighbours.
This means that charity has no place in our partnership. It is about sharing risks together and boosting Africa’s potential to achieve sustainable development: the kind of development that can stay the course and deliver long term opportunities for all. The kind of development that can offer African and European businesses new opportunities on both sides of the Mediterranean sea.
That is why Europe needs an Africa of opportunities.
I reckon the Africa-Europe relationship has grown and matured over the last years. From a donor-to-recipient dependency, it has evolved to a partnership of equals and it is now more and more looking like an “Alliance”, as European Commission President Juncker said when he launched in September 2018 the new Africa-Europe Alliance for Sustainable Investment and Jobs.
The Alliance’s ultimate aim is to boost investment and create jobs, notably for young Africans. Let me reassure you; this is not another label given to a political initiative. The Alliance will come up with concrete results on the ground. Our leveraged investments will help create 10 million jobs in Africa over the next five years.
The Alliance also means that co-operating and building together offer better chances to find the solution we need for our future. Our common future. Together, Africa and Europe can shape the international agenda. Together we can make a difference. If Europe misses this rendez-vous with Africa, it will miss its rendez-vous with History. And I dare to say the opposite is also true; make no mistake: Europe is your natural ally.
The degree to which we make a success of the Alliance will depend on how we translate these initiatives into real and lasting change for the people on the ground.
Doing this will require African and European commitment alike. I know that we are all capable of that commitment. But there is no time to waste: 2063 is now.
Neven Mimica
European Commissioner for International Cooperation and Development
