The HAKI journey
In 1994 James Cameron wrote the story to the 3-D sci-fi film Avatar, which was only released globally in 2009, and went on to make close to US$3 billion on the Box Office[1]. So why did he wait for so long to release the movie? Because in 1994, the technology to develop Avatar was not in existence!
“Developing theĀ HAKI 4 ALLĀ Children[2]Ā Learning Tool has been more like creating Avatar. Though one can argue that, unlike the film Avatar, the technology to develop HAKI was already in existence. Nevertheless, before its creation, nothing like HAKI existed in the Child Rights space. As such, it would take extensive negotiations with partners to prove that the preposterous idea of HAKI could work. And so it was that months later, HAKI would become the very first-ever interactive digital learning platform and self-study Workbook designed for African children to learn about their rights and the steps to follow to seek redress for child rights violations.”
The journey to HAKI began in June 2019 when at the centre of the COVID-19 pandemic, it became impossible for the GraƧa Machel Trust (GMT)[3]Ā to access children for the Child Rights Complaints Mechanisms project. The project funded by Save the Children Regional Programming Unit (RPU) Eastern & Southern Africa aims to educate African children on the existence of their rights and how to systematically and appropriately use the African Committee of Experts on the Rights and Welfare of the Child (ACERWC) Complaints Procedures[4]Ā to respond to gross child rights violations. This lack of access to children during National lockdowns compelled the GMT to develop an out-of-the-box solution to the advancement of Child Rights on the continent.
The solution needed to allow children to continue learning about their rights, as enshrined on the African Charter of the Rights and Welfare of the Child (ACRWC – African Children Charter)[5]. It also increases their knowledge of the necessary steps to follow in seeking redress for child rights violations. Especially when many child rights violations were taking place on the continent due to school closures that led to over 32 million children being out of school[6], thereby increasing their vulnerability to violations such as sexual abuse.Ā
HAKI, which is Swahili forĀ Rights, was a name coined by children from Kenya during the development of the Learning Tool. However, as already mentioned, before the creation of HAKI, nothing similar existed. Consequently, it took GMT weeks of engagements with several stakeholders to find a suitable partner who believed in our purpose and vision for HAKI and could help us initially create the digital learning platform.Ā
Our vision for HAKI
To ensure that we embrace and adopt new technologies and ways of advancing Child Rights. Furthermore, we want to ensure that children are at the centre of developing this fresh, fun, and innovative way of learning about their rights and the existence of the Complaints procedures both at a local and regional level across the continent. Thus, leading to our partnership with Mtoto News[7], information and media company leveraging technology to improve the lives of Africa children, and Qhala[8], a digital transformation and innovation company, in the development of the HAKI Digital Learning Platform. Later on, we would partner with InPath Consulting in the development of a colourful self-study Workbook.
From the onset and as part of its belief in child participation, GMT meaningfully engaged children in the robust development of HAKI through consultations with over 300 children from across 15 African countries to solicit their inputs and voices in the creation of HAKI. However, the children raised two critical concerns in the development of HAKI. First, the children felt the 5-part HAKI lessons were too complex to understand. Second, the children raised concerns about access to the platform for children with little or no internet access. GMT took these concerns from children very seriously and worked with its partners and two Child Rights experts, Ms Yvonne Tagwireyi and Dr Robert Nanima, to re-write and finalise the entire lessons to the HAKI digital learning platform and the Self-study workbook.Ā
Since then, GMT has piloted HAKI 4 ALL Children, both the English interactive digital learning platform and the self-study Workbook, in 3 countries – Uganda, Kenya, and South Africa, with the French version of the Workbook piloted in DRC and Burundi. Subsequently, over 2 000 children have been trained as HAKI Child Rights Ambassadors. GMT envisions this training to have a positive impact on over 10 000 children in these countries. HAKI clubs have been set up in the 5 pilot countries through GMT partners – Rays of Hope, Burundi Child Rights Coalition, Uganda Child Rights NGO Network, and Mtoto News. Furthermore, GMT plans to develop a 5-part mini-series for TV to increase our reach to other parts of Africa.Ā
It has indeed been a lengthy process in the creation of the HAKI Learning Tool. One that required determination and passion for creating an innovative solution to advancing child rights on the continent, even in unprecedented times. We owe the success of the creation of HAKI to all the 300 African children that contributed their time and voices to ensure that HAKI is child-centred and reflects the needs of children in Africa.
We are happy to officially Ā launch Ā HAKI 4 ALL ChildrenĀ onĀ Wednesday,10 November 2021. Ā Join to learn more!
ReferencesĀ
[1]Ā https://ew.com/article/2007/01/15/james-cameron-talks-avatar/Ā . Weekly Entertainment. Retrieved November 08, 2021
[2]Ā www.haki.africa
[3]Ā https://gracamacheltrust.org/
[4]Ā https://www.acerwc.africa/about-communications/. ACERWC Complaints Procedures. Retrieved November 08, 2021.
[5]Ā https://au.int/en/treaties/african-charter-rights-and-welfare-child. African Childrenās Charter. Retrieved 08 November 2021.
[6] UNICEF ā40 per cent of children in Eastern and Southern Africa are not in schoolā (2021)Ā Ā https://www.unicef.org/press-releases/40-cent-children-eastern-and-southern-africa-are-not-school#. Retrieved 08 November 2021.
[7]Ā https://www.mtotonews.com/
The Trust supports and mobilises civil society networks on issues of ending child marriage, ending violence against children, ending female genital mutilation and promoting childrenās rights, to carry out advocacy and action across Africa. Special focus is placed on Malawi, Mozambique, Tanzania and Zambia where child marriage continues to be a problem largely driven by poverty, gender inequality, harmful traditional practices, conflict, low levels of literacy, limited opportunities for girls and weak or non-existent protective and preventive legal frameworks.
Education is a fundamental right for all children, which is also a vehicle for social, economic and political transformation in communities, countries and the African continent at large. Recent studies indicate a lack of progress in some of the critical commitments aimed at improving education quality, access, retention and achievement, particularly for girls. In most African countries, girls may face barriers to learning, especially when they reach post-primary levels of education. By implementing multi-dimensional approaches to education which includes core education, personal development, life skills and economic competencies, the Trust partners with funding partners, governments, civil societies and the private sector to improve education access.
The Nutrition and Reproductive, Maternal, New-born, Child and Adolescent Health and Nutrition, (RMNCAH+N) of the Childrenās Rights and Development Programme aims at promoting the Global Strategy for women, children and adolescentsā health within the Sustainable Development Goals (SDG) agenda. The strategy emphasises on the importance of effective country leadership as a common factor across countries making progress in improving the health of women, children and adolescents.
Through its Early Childhood Development (ECD) plan, The Trust will seek to put into action the new science and evidence Report that was presented by Lancet Series on Good and early development – the right of every child. This will be achieved by mobilising like-minded partners to contribute in the new science and evidence to reach all young children with ECD. The Trustās goal is to be a catalyst for doing things differently, in particular, to rid fragmentation and lack of coordination across ECD sectors. In response to evidence showing the importance of political will in turning the tide against the current poor access and quality of ECD. Even before conception, starting with a motherās health and social economic conditions, the early years of a childās life form a fundamental foundation that determines whether a child will survive and thrive optimally.