News blog

Blog category: Other news

World Water Day – Water and Jobs

Written by Ama Konneh

World Water Day is an international opportunity for people to learn more about water related problems, highlight and increase awareness on these issues, and make a global impact. The day itself dates back to 1993 when the United Nations General Assembly dedicated March 22nd as the first World Water Day and has since become an annual affair. Each year, World Water Day focuses on a specific aspect of water – the theme for 2016 is ‘Water and Jobs’. Previous years have included Water and Sustainable Development, Water and Energy, and Water Cooperation.


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Clean water should be accessible to all and has been explicitly declared as a fundamental human right – ‘the right to water and sanitation’. However as we know, millions still go without this basic necessity and are forced to drink contaminated water containing harmful bacteria which leads to thousands of cases of water-borne diseases every day.

Access to water and sanitation in Ethiopia is some of the poorest in the world. Nevertheless, Ethiopia is on its way to achieving the Millennium Development Goal related to water. More than half of the households (54%) have access to an improved source of drinking water, compared to 35% in 2005. Despite this vast progress, the improvement of sanitation is proving more challenging. The National Water Sanitation and Hygiene data indicates that children in schools are particularly vulnerable as only 33% have improved sanitation and a mere 31% have access to safe water. Samuel Godfrey, Chief of WASH Unicef in Ethiopia stresses that “we should focus on women and children as the primary beneficiaries of water in Ethiopia”. Poor water sanitation in Ethiopia means that diarrhoea is responsible for 46% of infant mortality and the capital city, Addis Abba, is ranked 6th dirtiest city in the world.


Many of the events that take place on World Water Day are held worldwide and raising awareness takes many forms. This includes theatrical and musical celebrations of water, sports competitions, fundraising or donating to charity for those who are in dire need of clean and affordable water, and educating all generations on the importance of protecting water resources to prevent water scarcity.

Link Ethiopia endeavour’s to provide children in Ethiopia with a better quality of teaching and a range of school resources. We encourage teachers and tutors to use these materials to enhance the children’s education on this important day and further emphasise the significance of clean water as well as the consequences of drinking unsafe water-


Learning activities:

Understanding Cholera

Exploring water sustainability

Posted in 2016, Other news, School links, Water and sanitation |

World Aids Day

Written by Muna

World AIDS Day takes place on December 1st. It’s a day to highlight the continuing spread of HIV and the need to fight discrimination, social stigma and support sufferers of HIV. At the same time we must not forget to acknowledge the progress that has been made and how close the world is to seeing an end to this viral disease. On this day many events take place around the world and people are invited to wear a red ribbon in solidarity.

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When HIV first emerged into the public eye in the 1980s, there was very little information available about the disease, how it was contracted and methods of treatment. There was no clarification made between the difference of HIV and AIDS. Forty-five years on, we know much more. HIV remains one of the worst global epidemics the world has endured, but many improvements in treatment have been made, such as anti-retroviral treatment.

Combating the disease was part of the Millennium Development Goals set up by the UN. It’s bulleted as Goal number six- ‘To combat HIV/AIDS, malaria, and other diseases’. According to the EFA Global Monitoring Reports, 83 countries have halted or reversed their epidemics, including countries with major epidemics such as India, Kenya, Mozambique, South Africa and Zimbabwe. So in many places, MDG6 was achieved many months ahead of schedule.

We can celebrate this success today, but we can’t forget that the fight continues.

Fifteen years ago there was a conspiracy of silence. AIDS was a disease of the “others” and treatment was for the rich and not for the poor,” said Michel Sidibé, Executive Director of UNAIDS.
We proved them wrong, and today we have 15 million people on treatment—15 million success stories.

Many more success stories can be told in the future.  Prevention is key, and education is a powerful tool to be used for this. Raising awareness has prevented many people in contracting HIV. Not only educating adults and children about prevention and contraception, but also about recognizing symptoms and to get tested. Finally, education helps make us all more compassionate, sympathetic and understanding of our compatriots who have suffered through this disease.

For example, educated mothers are more likely to seek testing during pregnancy and to know that HIV can be transmitted by breastfeeding. They are also more likely to know that the mother-to-child transmission can be reduced by taking anti-retroviral drugs during pregnancy; only 27% of women with no education in Malawi were aware of this, compared with 60% of women with secondary education or higher, according to EFAGMR.

EFA Global Monitoring Reports has also stated that young people who have stayed in school longer are more aware of HIV and AIDS. Therefore ensuring all children have access to school is essential. They are more inclined to take protective measures such as using condoms, getting tested and discussing AIDS with their partners. Schooling reduces the risk of HIV infection – but needs to play a bigger part in communicating knowledge about HIV and AIDS.

Since 1996 Link Ethiopia has striven to provide children in Ethiopia with better school materials and improved the quality of education in many Ethiopian schools. We have gathered school resources about HIV/AIDS and encourage teachers and tutors to use these school resources on this special day to educate children about the viral disease. Click on the links below or visit for more school resources.

Learning activities

Hand-out 1: Current state of AIDS

Hand-out 2: Article Jigsaw


Curriculums ideas

Posted in 2015, Inclusive education, Other news, Uncategorized |

What’s life like in a refugee camp?

Written by Muna

It is important to help as much as possible during the refugee crisis. Raising awareness, donating money, certain items and even your time could make things better for the countless refugees coming to Europe. Teachers – you can contribute as well by educating students for who things might seem complicated or confusing. For example, do children really know what a refugee camp is? Where are they? Who builds them? What is life like for the people living there? We have found interesting resources for teachers to use as school resources which could bring up clearance about refugees- mainly on camps.


The documentary tells the story of a small group of Kunama refugees and their search for a new home.


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Home Across Lands is an award-winning feature documentary that explores the refugee experience through stories of several refugees from Eritrea resettling in the United States. The viewer gets a glimpse of how people live in refugee camps and some of the struggles they face. The documentary shows in depth that refugee camps aren’t the end station of many refugees’ lives. Many people feel caged and have nothing to do other than wait to see what the next day holds.


A screenshot from the trailer ‘Home Across Lands’.

Shimelba Refugee Camp can’t offer many activities to civilians inside – life is stale and ‘on-hold’. We recommend that teachers and tutors show this documentary to pupils to start exploring questions about refugee camps, their purpose, their flaws and the people who live within them. It is a term that students have probably heard, especially in light of recent events, but may not know much more than the name. Go to Home Across Lands on Vimeo to see the trailer. If the movie is too long to show in class, the trailer could be just as useful. We also came up with a few questions that could help get you started:

  • Why would someone leave a refugee camp near their home country and risk the dangerous journey to Europe?
  • What are the motivations of people living in refugee camps?
  • Do you think it’s easy to get a job and earn money when living in a refugee camp? If not, why not?
  • Do you think children will receive access to a quality education in camps like Shimelba?
  • Optional: In the full film, we see families resettling in America. What challenges do you think the Kunama will face while adjusting to their new lives and environment?

Personal questions:

  • How would you feel to live in a refugee camp?
  • If you had to leave your home, what would you miss the most?

Domiz Refugee Camp was established in April 2012 to host Syrian Kurds.


If the students have access to computers, Refugee Republic would be a good website for them to visit.

It is an amazingly interactive resource that lets you explore life in Domiz Camp, a Syrian refugee camp in northern Iraq, home to around 64,000 predominantly Kurdish Syrian refugees. The website has a very detailed map and shows many routes on that map. Every route contains lots of photos, sound recordings and life stories of the refugees living there. Refugee Republic was a project set-up by a Dutch daily morning paper, named de Volkskrant. The web-documentary has won many prizes for their way of combining storytelling with visual work.

If you more interested in other refugee related topics, visit this article from Global Dimension. We also recommend to explore their website for more (global) resources and to bring the world in to your classroom.

Posted in 2015, Global Education, Inclusive education, Other news |

Happy International Literacy Day!

Written by Muna

In 1965, UNESCO has proclaimed that September 8th will be marked as International Literacy Day. Today is a day to highlight the importance of literacy to individuals, communities and societies. A day to remind everybody that reading and writing is one of the basic skills every person should and has the right to have. For over 55 years UNESCO has worked to ensure that literacy remains a priority on national and international agendas.

This year’s theme is Literacy and Sustainable Societies. Projects and events are being held all around the world in dedication of this day. In New Zealand babies born on September 8th, get a free book so new parents can read to them straight away.


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Literacy is a fundamental human right and everybody should be able to have access to it. Many countries have worked on improving their education system and made many efforts to reduce national illiteracy rates. For example, since 1951 the overall literacy rate in India has increased from a mere 18.33% to 74.04%. On an average, literacy rates have went up by at least 9-10% every decade.

On education, children from Finland are more ahead than other countries. Teaching is a well-paid and respected profession and at start of 2016, Finnish children will start learning computer coding. Finland is known for their innovative ways of education. They don’t dub foreign shows, but rather use subtitles to encourage viewers into reading and learning a new language. The Scandinavian country also has a strong library culture. 80% of Finns visit the library regularly. On an average, each person borrows 10 books, DVD’s or magazines in a year. And the UK isn’t that far behind!

Finland ranks very high amongst developed countries in education and literacy. Link Ethiopia have been working hard to decrease the illiteracy rate in Ethiopia with our project work in schools. Not that long ago, Link Ethiopia started our Libraries and Literacy project. Just like Finland, our goal is to promote a culture of reading and combat low literacy levels in schools at the same time. The project’s objectives are:

  • To improve children’s reading attainment in the early grades.
  • To increase access to books and libraries for younger children.
  • To encourage reading for pleasure.
  • To improve early grade teachers’ confidence in teaching reading and English.
  • To improve the quality of teaching through adoption of pedagogies of systematic phonics and reading comprehension techniques.
  • To improve outcomes for those identified as weaker readers in secondary school.


We’ve seen success in the Libraries and Literacy. Since 2013, we have been able to expand the project over 46 schools and bringing the joy of reading to many children. Our missions continues as we try to including more schools in to the Libraries and Literacy project – join us.

Posted in 2015, Libraries, books and literacy, Other news, Projects, Uncategorized |

Ethiopia’s helping hand during refugee crisis

Written by Muna

Many refugees from Eritrea and South-Sudan try to flee to neighbouring countries for safety. Ethiopia and Kenya are some of the largest recipients of refugee’s in the world – a fact not that well known here in the West. But where do the refugees come from and what are they fleeing from?


Robert Stansfield/Department for International Development [CC BY-SA 2.0 or OGL], via Wikimedia Commons

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South Sudan
South Sudan has been in a conflict situation since soon after it declared its independence from Sudan – the two countries still harbour significant grievances against one another; a hangover from a decades-long civil war.
In South Sudan a civil war broke out at the end of 2013. Since then, conflict spread across the country until a ceasefire was signed in January 2014, followed by a peace agreement in August 2015.  Although there has been violence split along ethnic-tribal lines, this explanation of the conflict is overly simplified – weak state structures, a divisive leader, external pressures and a historical context of violent conflict closely linked to politics –  all contributed to the current situation.

Hospitals, clinics and schools were looted and destroyed during the fighting. In May, Médecins Sans Frontières had to escape a hospital where they were operating in Leer due to missile strikes. Approximately 200,000 people were unable to get medical attention. In Bentiu thousands of people fled to UN-controlled areas and spoke about how villages had been burned down, families were brutally separated, people being attacked or killed and many people, including woman and children, were abused and left behind in terrible conditions.

More than 1.5 million have been internally displaced in the country and more than 223,214 have found refuge in Ethiopia.


There is little information about the situation in Eritrea since the Eritrea government doesn’t share many official records. But what we do know paints a difficult picture.

There hasn’t been an election held since 1993. Since then the country has been ruled under a repressive regime. The media is censured and many journalists and critics have been arrested in the past. A UN rapporteur has been denied entry to the country, when the organisation try to investigate human rights in the African country. Furthermore, Eritreans cannot leave the country without permission from the authorities. They must first apply for an exit visa, but in practice almost no one gets such a visa, say human rights organizations. Eritrean men are in a state of what the Guardian describe as “indefinite military service”. Many citizens see no other option to flee, even when fleeing means risking their own lives at the border or on an overcrowded boat crossing the Mediterranean.  Nearly 360,000 refugees are being dealt with by the UNHCR as of 2014 – with nearly 106,859 in Ethiopia. 34,000 Eritrean refugees arrived in Italy last year. This makes Eritreans the second largest group to arrive in Italy by boat, after Syrians.


John Lavall, CC BY-SA 3.0

Ethiopia is a developing country that is tackling its own development, security, health and education challenges – but it has become a refuge for hundreds of thousands of people fleeing violence, persecution and hunger. Germany, with a GDP per capita of $48,226, received 96,830 asylum applications in the first 4 months of 2015 – by contrast, Ethiopia, whose GDP per capita stands at $1,455, received approximately 200,000 in the same period.

Link Ethiopia continues to work towards a situation where children and young people in Ethiopia have access to a quality education. Over the years, we’ve been able to impact the lives of over 100,000 children across 100 schools in Ethiopia. The more we can do to support Ethiopia while it offers safe haven to those fleeing violence, oppression, hunger and disease, the better. And, as Ethiopia and other developing countries are giving shelter to a huge number of refugees, surely here in the UK and Europe, we can do the same?

Go to to see a list of charities who are working to directly support refugees during the current crisis and check out the various ways you can help – from donating to volunteering your time and donating unwanted items.

Posted in 2015, Ethiopian news, Other news, Uncategorized |

What is the difference between a ‘refugee’ and a ‘migrant’?

Written by Muna

Europe is dealing with a major refugee crisis – the largest since World War Two. Many refugees are fleeing their countries to find sanctuary in European countries. More than 300,000 people have risked their lives to cross the Mediterranean Sea so far this year and over 2,600 haven’t survived the dangerous crossing. It is predicted that these numbers will increase. Conflicts in the Middle East and North Africa have contributed heavily to the refugee crisis. In the media across Europe and beyond, you’ll come across the word ‘migrants’ referring to refugees. However, as we’ll find out, migrant is not a synonym for refugee.


By Haeferl (Own work) [CC BY-SA 3.0], via Wikimedia Commons

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A refugee is a person who has been forced to leave their country in order to escape war, persecution, or natural disaster. Many refugees have no other option than leave their home in order to find a save haven for themselves and their family.

A migrant is a person who moves from one place to another in order to find work or better living conditions. The motive for leaving their home isn’t because of a direct threat – but they nevertheless may have a compelling reason for moving across the world. Someone who leaves their country because of poverty is not seen as a refugee according to international laws and obligations. Those same laws grant refugees humanitarian aid and international protection.














By CDC [Public domain], via Wikimedia Commons

But the ‘push’ and ‘pull’ factors behind someone leaving their home and attempting a dangerous migration – like that which is playing out on beaches across the Mediterranean – are powerful. Endemic poverty; the criminalisation of behaviour such as homosexuality; oppressive governmental and social environments, such as that in Eritrea – all of these are powerful ‘push factors’ that cause someone to migrate. Quality education can be a ‘pull factor’. Many migrants all over the world would move to a country that has better education system.

A range of media organisations have asked themselves the same question: migrant or refugee?

UNHCR: ‘Refugee’ or ‘migrant’? Which is right?
Al Jazeera: When it comes to refugees, terminology matters
BBC: The battle over the words used to describe migrants
Channel 4 (Lindsey Hilsum): Migrants or refugees: what’s the right word?
Guardian: We deride them as ‘migrants’. Why not call them people?

Global Dimensions has a suggestion for engaging this issue in class with students:
Perhaps you could discuss in class the words that have been used, and what these words mean. Not just ‘migrant’ or ‘refugee’, but describing groups of humans as ‘swarms’ or ‘floods’, or comparing them to insects or vermin. Why do people use these words? What impact does it have? Students could explore ways in which specific groups of people have been ‘dehumanised’ through use of language, for example in Nazi Germany or during the genocide in Rwanda.

Go to to see a list of charities who are working to directly support refugees during the current crisis and check out the various ways you can help – from donating to volunteering your time and donating unwanted items.

To help us change lives through education in Ethiopia, you can visit our website and learn more:

Posted in 2015, Other news |

Should we boost children’s IQ?

Written by Muna

Bringing up Britain, a radio show on BBC 4, had a segment yesterday about children’s IQ. The big question was “is possible to boost their IQ?” However, one main theme emerged during the radio show: do not put too much pressure your child to achieve academically well. Marielle Frostrup, the show’s presenter, was joined by Dr Stuart Richie, Postdoctoral Fellow in Cognitive Ageing at the University of Edinburgh; writer and consultant Sue Palmer; Dr Sophie von Stumm, Lecturer in Psychology at Goldsmiths and Director of their Hungry Mind Lab; and Hilary Wilce, writer.

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The programme started by asking the guests to define intelligence in its simple form. Dr Richie sees intelligence as the general learning capacity people have. Dr. von Stumm’s explanation isn’t that far off from Dr Stuart’s. According to her, intelligence equals the adaptability of the brain and ability to adapt to of changes in the environmental and elsewhere. Intelligence isn’t just academic, but this is an important element of it. Through play, for example, children learn complex skills like social regulations, leadership and teamwork.  However, some parents do directly link intelligence with school performance to the exclusion of other indicators. For a kid, one of their main environments is school and we find it easier to look at school ability rather than other, perhaps more difficult to quantify, measures. School is also not always a positive environment and some children may thrive in other circumstances than academic education.

The show goes deeper into this topic when Mariella and her guests debate the role of parenting on intelligence. Examples such as exercise and sleep show how important these non-education related factors are. Then there are the more controversial and underexamined parenting interventions: breastfeeding, flashcards, violin lessons and superfoods – can these really make children more intelligent?

There isn’t an easy answer. But one clear piece of guidance emerges from the discussion: avoid forcing or over-pressuring children with extra school work, stifling them with after-hours tuition, or giving them supplements in a vain attempt to boost IQ.

The radio show was focused at intelligence but looked at how parents should avoid behaving. Dr Sophia von Stumm said earlier about how the main environment for children is school. In Ethiopia that is the case but they challenge different things. Such as under-educated teachers and poor quality educational environment – classrooms, books, resources etc. Some children don’t even go to school. They feel the need to drop out of school to support family income needs or girls are being pressured to not attend school due of prejudice, hygiene issues or family affairs. Poor quality educational environment – classrooms, books, resources etc.

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The show made us think about The Good Child Report the Children’s Society posted. The Good Child Report stated that 84% of children in Ethiopia ‘totally’ like going to school. Only 26% of children in the UK feel the same way. All the consequences the radio show suggested stifled children are borne out in the Good Child Report. 13% of children in England are unhappy with their body; nearly a quarter are unhappy with their self-confidence. It’s unnecessary to pile more pressure upon children already in a results-driven learning environment, and who also may be insecure about their appearance and lacking in self-confidence. Children have the capacity to teach themselves and should learn from their mistakes. A combination of a healthy diet, plenty of exercise and the right amount of support from their parents should be enough.

If you want to hear the radio show go to the Binging up Britain website:  If you want to read more about the Good Child Report then go visit

Posted in 2015, Global Education, Other news, Uncategorized |

Ethiopian children more satisfied with school life than in the UK

Written by Muna

The Children’s Society and the University of York have spent a decade researching the well-being of children. Last week they published their findings in their fourth annual report, which you can find on The Children’s Society’s website.

For their research, they asked 60,000 children what matters in their lives. The questions were about subjects such as school satisfaction, bullying, teachers, body image, appearance and self-confidence.


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In the report, 84% of Ethiopian children ‘totally’ liked going to school, compared with 26% in the UK. Compared to other countries in the survey, children in England tended to report poor relationships with their teachers. England ranked 14th for satisfaction with teachers and 14th for children feeling that they were treated fairly by teachers. In every category Ethiopia ranked higher than the UK.

While the research questions are subjective ones, the results clearly show that feelings of satisfaction and happiness aren’t linked to a country’s wealth.
We are pleased that Ethiopia was ranked highest when it came to school enjoyment. Unfortunately, many children don’t have the opportunity to go to school which is why Link Ethiopia’s focus has always been on increasing access to quality education. Thanks to your support many more children are able to go to school, and enjoy it at the same time.

Posted in 2015, Ethiopian news, Other news |

Malnutrition training with journalists & NGOs

By Tefera Teklu

Two-day training on tackling malnutrition was given to Amhara Regional State journalists in Bahir Dar by Save the Children Ethiopia.

The first day’s session – ‘Nutrition Basics and Why Nutrition Matters’ – was presented by Assistant Professor, Demewez M.H. from Food Science and Nutrition Department of Bahir Dar University. He stated that Ethiopia faces the four major forms of malnutrition: stunting (height-for-age), underweight (weight-for-age), wasting(weight-for-height) and low birth weight.

Group exercise (Tefera)

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He also said that school children who are affected by health and nutrition-related problems will have limited ability to thrive and benefit from education. Hence, a child who is undernourished is at risk of suffering from cognitive and physical impairment which impacts the quality of life as a child and as an adult. Besides this, stunted children are more likely to repeat grades in school or even drop out.

He suggested that a strong multi-sectoral coordination amongst the sectors of health, agriculture, education, water and sanitation, and women’s empowerment to efficiently and effectively use resources to tackle the problem.

Monitoring group discussions

The second day’s session focused on ‘Owning Nutrition – Media’s Role’ and ‘Media Reporting of Nutrition Issues’ which were presented by Dr. Million Shibeshi and Kenaw Gebreselassie of Save the Children and Tefera Teklu of Link Ethiopia. Link Ethiopia became a member of the Ethiopia Civil Society Coalition for Scaling Up Nutrition three months ago.

Group exercise (Kenaw)

Finally, Dr. Dejene Girma of Save the Children gave a talk on what the Ethiopia Civil Society Coalition for Scaling Up Nutrition is and what it is doing in the fight to tackle malnutrition. Stunting rate in Amhara Region is 52%, the highest from all the regions. Tigray Region with 51.4% and Afar Region with 50.2% are the other highly affected regions of Ethiopia.

Posted in 2015, Ethiopian news, Other news, Uncategorized |

International Youth Day – Empowering young people

Written by Cecilia

The International Youth Day – which takes place on August 12th every year- has been set up by the United Nations (UN) in 2000. Youth is considered the time of life between childhood and adulthood (15-24 years-old). This day has different focuses and aims:

1- Bringing youth issues and needs to the attention of the international community.
2- Celebrating the potential of youth as active participants in today’s global society.
3- Stress on the rights of young people to have full access to education, adequate healthcare, employment opportunities, financial services and full participation in civil life.
4- Shaping the youth not just as passive beneficiaries of development efforts but as a force for positive social change.
5- Calling attention on the limited opportunities for youth engagement in many areas of the society.


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Especially in a moment of economic uncertainty, it is important that the international community not only pays attention to the issues and needs that young people experience nowadays, but also that countries recognise the potential of the youth in terms of innovation, creativity, energy and foresight. Young people are those people who will manage the future and they must be given the possibility to learn and grow.

Last year’s International Youth Day theme was “Youth and Mental Health”, while this year it will be “Youth Civic Engagement”. Attention is being drawn to a given set of cultural, social and legal issues affecting youth and the international community is invited to both take an action to help them overcome the challenge they face and involving them in the decision-making processes. The engagement and participation of youth in society is considered to be essential to achieving sustainable human development, positive social change and peace. Nevertheless, the opportunity for youth to engage politically, economically and socially are often low or non-existent. The International Youth Day is also an awareness-raising day where attention is called on the need to empower young people who will be managing the future of the world. The International Youth Day is a pivotal moment for action, both for youth and for countries. During this occasion, workshops, concerts, cultural events and meeting are held in order to engage the youth in conversations with their local, national and international leaders and to open up a space for young people to share their message and their stories/ideas on civic engagement activities. The International Youth Day is an occasion for young people to raise their voices and this years’ theme in particular – youth civic engagement – is about the youth taking action!

web_sponsor_3.jpg Link Club

Link Ethiopia’s aim is to change lives through education. If young people have access to education, they will even be more aware of their rights, more active within their communities and in the global system. Throughout the Sponsorship Programme every year more children are given the possibility to attend school and become more engaged community members and more active world citizens. One of many projects made possible by the Child Sponsorship Programme has been the construction of a New Library for Arbatu Ensesa School in Gondar. Child sponsorship isn’t only about supporting one child’s education, it rather helps to foster a stronger, more aware and more inquisitive group of people that one day will take active part in the community and in the broader national and global system.

Link Ethiopia School Linking Programme is another important initiative that aims at creating a more aware and engaged body of young people. This project aim to promote:

1- Cultural awareness, awareness of diversity and shared aims and ambitions between UK and Ethiopian pupils and teachers.
2- Racial Harmony.
3- Exchange of ideas and thoughts about important issues such as HIV prevention or climate change.
4- Global awareness and empathy.
5- Respect of other cultures through an exchange of traditions and experiences.

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On this occasion, we want to highlight Link Ethiopia’s work, that, through the promotion of equal access to quality education, cultural exchange and respect of diversity, actively participates in the mission celebrated during the International Youth Day 2015, namely the one of creating a youth which is more engaged in civil society.

Posted in 2015, Child sponsorship, Global Education, Libraries, books and literacy, Other news, School links, Uncategorized |