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UNHAS flew me to Kabul in DASH 8-200, 37-seater aircraft. DASH had lavatories so beverages were provided. It was a full flight––my 17-kilo checked-in-suitcase boarded. I carried my phone, laptop with charger, passports and all-important documents in my large hand bag. We never left anything behind––what if???. .
Our connection was from Delhi. After invasive body-searches and intense-poking through hand luggage on the airstairs, we boarded the air India-plane.
Representatives from the conference greeted participants as they arrived in Dakar––right after the customs. Hundreds from different countries were attending. The conveyor belts had already begun churning in bags. Calsiter and our NEO claimed theirs––mine was missing. It never boarded!
I was in jeans, casual top and black pump-shoes. I was frantic––we knew our ED, Queen Noor of Jordan and many high-level dignitaries would be present.
“I always keep one set of formal clothes in my carry on,” Calister said sympathetically. My authorized-17 kilos included toiletries prohibited in cabin-luggage . . .
“I can’t meet our ED for the first time in jeans, apa!!” I was desperate. And Queen Noor! Have I ever come close to such high-powered people??
The hotel staff were empathetic regarding my jeans-casual-trauma.
“My aunt is a dress maker. We can send you to her store. She can sew a dress in an hour,” a young woman at the reception assured me. It was early morning. Our meeting with the ED was in the evening.
Together we examined Calister’s selected formal attire. We agreed that she should get a new dress as well.
The pleasant dress maker had a big team of professional female-tailors. Her store was full of vibrant silk imported from India, and expensive. After much discussions we agreed on traditional Senegalese dress-styles (cost $350 each-set). We weren’t taking chances . . . A short top, long skirt and a scarf comprised of the formal suit. We chose light and dark blue stripped silk
“I can’t meet our ED for the first time in jeans, apa!!” I was desperate. And Queen Noor! Have I ever come close to such high-powered people??
The hotel staff were empathetic regarding my jeans-casual-trauma.
“My aunt is a dress maker. We can send you to her store. She can sew a dress in an hour,” a young woman at the reception assured me. It was early morning. Our meeting with the ED was in the evening.
Together we examined Calister’s selected formal attire. We agreed that she should get a new dress as well.
The pleasant dress maker had a big team of professional female-tailors. Her store was full of vibrant silk imported from India, and expensive. After much discussions we agreed on traditional Senegalese dress-styles (cost $350 each-set). We weren’t taking chances . . . A short top, long skirt and a scarf comprised of the formal suit. We chose light and dark blue stripped silk
Our dresses were delivered at the hotel––on time.
In the evening, we stood in a line with 32 other UNICEF colleagues to meet Mr. Tony Lake. The next day, we wore our newly-acquired formal dresses at the inaugural session. Queen Noor couldn’t attend but her representative was present.
The key objective of E4 was:
To consolidate the public and policy debate around girls’ education with focus on gender equity and disparity in education in developing countries.
And the expected outcome:
Commitment by each country delegation to finalize a 5-year country-level action plan (submitted to UNGEI).
UNGEI was led by UNICEF and acted as its secretariat.
On-going research, study reports, policies and strategies were presented. Discussions continued. We shared, learned, dialogued . . . managed under currents in the group-work . . . I facilitated in my group, indicating that the they should choose a presenter from among themselves. Everyone wanted to shine in this huge conference. Afghanistan was already “high-profile” . . .
Violence was an everyday matter faced by Afghani girls. Girls were bombed on their way to school, gassed while in school . . . abused. Attending school was a girl’s dream, an aspiration dependent on many factors.
Violence affects girls’ health and education with effects that continue to haunt girls into adulthood. Along with the physical injuries and reproductive health complications linked to GBV, are psychological and emotional costs affecting girls’ access to and achievement in schools (Bott, Morrison, and Ellsberg 2005).
We tried to create safe learning spaces for girls, empower them with knowledge. UNICEF-Afghanistan sponsored school construction, teachers' training, supplied learning materials. We were constantly subjected to bomb threats, abduction threats (in Herat) . . . navigating through such intimidations came at a cost . . . We didn’t give up, neither did the girls.
Gender violence against girls has continued to emerge as a key player in pushing girls out of the formal education system compared with the boys. Studies show that more girls than boys leave school to escape the violence involved (USAID 2003).
Girls were constantly silenced . . .
For girls, the intimidating fear of violence creates an unchallenged avenue for other forms of violence, including sexual violence. Punishment that takes the form of sexual acts is more difficult to detect . . . (Mak and Mitchell, 2000).
Their stories needed to be told . . .
I raised my hand to speak on behalf of the fearless girls I had met in western Afghanistan. I knew hundreds of pairs of eyes were turned towards me. I said something like:
“I want to talk to you about the girls in Afghanistan . . . they want to learn . . . I will introduce one girl in particular . . . kindly close your eyes . . . think about this 9-year-old, married off to a 45-year-old man . . . her tiny body was torn . . . she was rescued . . . operated on, and survived. . . . She held my hand in hers, looked at my eyes blurry with tears and said: khanam, I want to go to school . . .
In the evening, we stood in a line with 32 other UNICEF colleagues to meet Mr. Tony Lake. The next day, we wore our newly-acquired formal dresses at the inaugural session. Queen Noor couldn’t attend but her representative was present.
The key objective of E4 was:
To consolidate the public and policy debate around girls’ education with focus on gender equity and disparity in education in developing countries.
And the expected outcome:
Commitment by each country delegation to finalize a 5-year country-level action plan (submitted to UNGEI).
UNGEI was led by UNICEF and acted as its secretariat.
On-going research, study reports, policies and strategies were presented. Discussions continued. We shared, learned, dialogued . . . managed under currents in the group-work . . . I facilitated in my group, indicating that the they should choose a presenter from among themselves. Everyone wanted to shine in this huge conference. Afghanistan was already “high-profile” . . .
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| Nuzhat and conference participants (my suitcase arrived by that time) |
Violence was an everyday matter faced by Afghani girls. Girls were bombed on their way to school, gassed while in school . . . abused. Attending school was a girl’s dream, an aspiration dependent on many factors.
Violence affects girls’ health and education with effects that continue to haunt girls into adulthood. Along with the physical injuries and reproductive health complications linked to GBV, are psychological and emotional costs affecting girls’ access to and achievement in schools (Bott, Morrison, and Ellsberg 2005).
We tried to create safe learning spaces for girls, empower them with knowledge. UNICEF-Afghanistan sponsored school construction, teachers' training, supplied learning materials. We were constantly subjected to bomb threats, abduction threats (in Herat) . . . navigating through such intimidations came at a cost . . . We didn’t give up, neither did the girls.
Gender violence against girls has continued to emerge as a key player in pushing girls out of the formal education system compared with the boys. Studies show that more girls than boys leave school to escape the violence involved (USAID 2003).
Girls were constantly silenced . . .
For girls, the intimidating fear of violence creates an unchallenged avenue for other forms of violence, including sexual violence. Punishment that takes the form of sexual acts is more difficult to detect . . . (Mak and Mitchell, 2000).
Their stories needed to be told . . .
I raised my hand to speak on behalf of the fearless girls I had met in western Afghanistan. I knew hundreds of pairs of eyes were turned towards me. I said something like:
“I want to talk to you about the girls in Afghanistan . . . they want to learn . . . I will introduce one girl in particular . . . kindly close your eyes . . . think about this 9-year-old, married off to a 45-year-old man . . . her tiny body was torn . . . she was rescued . . . operated on, and survived. . . . She held my hand in hers, looked at my eyes blurry with tears and said: khanam, I want to go to school . . .
 |
| Nuzhat addressing girls at first day of School, March 2008 |
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| Girls attending first day of school celebration |
Great time and great people in that time. UNICEF supported education under the guidance of
ReplyDeleteCathrine Mbengue was one of the biggest programme and success in the country. WASH in school was also attached parallel , because this was also a serious problem that girls were facing. Only failure was the technology promoted by Moorthy( the head of WASH section) backed by Ms. Nuzhat in the WR. Unfortunately all echo sanitation latrines failed before one year and thing had go be done again. However this was a good experience for UNICEF in its future interventions in the country.
Dear Anonymous colleague,
ReplyDeletemany thanks for your comments. While I was Herat (4 years) I wasn't aware that the UNICEF designed toilets had failed. Moorthy and engineers (RRD in Herat) from the government––both at the central and provincial levels were fully engaged in designing the toilets. I am sure consultations were also held with UNICEF HQ and country level experts as UNICEF maintains uniformity in toilet designs (taking into consideration varied physical conditions–soil, climate, availability of materials, population density, etc. required adjustments are made as needed). According to experts: "An Eco Toilet can be built inside or outside the home. It consists of a toilet seat, a sealed sceptic box where the waste is stored, a water filter and a long, tall pipe for the excretion of fumes and oxygen. It can last for 20 years or more if it is maintained well." Proper maintenance could also be a factor?
You are also admitting that our education and WASH in schools were successful : "UNICEF supported education under the guidance of Cathrine Mbengue was one of the biggest programme and success in the country. WASH in school was also attached parallel , because this was also a serious problem that girls were facing." I find your comment somewhat contradictory. Both education and WASH in school were successful?
As a Public health and communication professional, my role was to advocate, garner support and promote use of the toilets––the software part. The hardware part/technology or designs came from the technical experts (Moorthy and co). To draw a similar parallel, I did the same with the promotion of vaccines but the technical aspects of the vaccines which included efficacy, dosage etc was the responsibility of medical experts.
I am glad as UNICEF we are humble enough to learn. I will contact Moorthy to find out why his design failed as claimed by you.
You are exaggerating and also acquiring any credit due. These programmes evolved and foundations of which were laid way before you or Mbengue landed in Afghanistan. There were joint programmes, there were community run and based services etc etc etc. while your account of various events are exciting and interesting, please try and see if there is space for the others who worked on these topics before and during your employment in these places.
DeleteI fully agree that we have built on the work of others who came before us.
ReplyDeleteI encourage you to write your stories––share your experiences during the time you worked with UNICEF and the accounts of your predecessors and successors if you feel confident to pen them . . .
In my column I TRUTHFULLY write ONLY about my experiences and interactions that happened during my employment in the various duty stations I served. I write as a UN official and as a woman. My narratives are not about achievements––it's about the people I connected with, their life stories––how we navigated through good times and hard times.
I also write about personal stuff that has no connection with UNICEF.
. . . We are all retired now––who cares about taking credit?