INSTRUCTIONS TO WORK ON THE VIDEO :

00:04

Most of you will know about the challenges faced by my beloved continent, Africa. Too many people are poor. Millions of girls don't have access to school. And there aren't enough jobs for the rapidly growing population. Every day, 33,000 new young people join the search for employment. That's 12 million for three million formal jobs. In sub-Saharan Africa, less than one in four young people are likely to get waged or salaried work. The chances of making a secure living are even slimmer for poor and rural young women. They cannot afford an education. And they do not have the same access to wages, loans or land as men. This leaves entire communities trapped in a vicious cycle of poverty, inequality and hopelessness. 

01:03

But I'm not here to narrate the doom and gloom, because we also know that a youthful population presents an opportunity to kick-start economic growth and solve global challenges. And in fact, there is a growing movement in Africa, of educated young women, who are stepping up and using the power of their network and a tool we call social interest to uplift communities. 

01:31

I'm one of the leaders of the organization behind this movement. An organization that also supported me through school. And I have seen social interest multiply the impact of our work. Social interest is a way to pay back interest on a loan through service, rather than dollars. Sharing time and knowledge through mentoring, academic support, business training to others in need. This means the impact of a loan is felt not by one, but by many. 

02:07

Through this system, we've been able to help and send more and more girls to school, support them while they are there, help them start businesses and ultimately, lead in their communities -- all while providing funding for the next generation. Social interest can be used to supercharge any movement where the benefits can be paid forward. 

02:31

Let me give you an example. This is Stumai from rural Tanzania. She tragically lost her father when she was just three years old. Leaving a disabled mother to single-handedly raise her and her five siblings. Once Stumai completed primary school, she was about to drop out of school and become one of the 92 percent of girls in sub-Saharan Africa that never finish high school. Instead, she got lucky. She got support from a nonprofit that paid her fees and kept her in school. 

03:04

But upon graduating high school, she faced a daunting challenge of what's next. She knew she had to start her own business to survive. And to help her mother, who had tried so hard to keep her in school by selling her only assets, a stack of corrugated iron sheets she had been saving in the hope of building a better home for her children. Stumai also knew she wouldn’t get a loan from a traditional bank, which generally considers young, rural women like her, without land or assets, unbankable. 

03:38

Through a special group of lending partners, she secured 350 dollars to start a food shop, selling vegetables, oil, rice, tomatoes, onions and beans. Fellow network members helped to train her on basic business skills, like creating a business plan, working out profits, marketing, keeping business records and the value of savings. And the business took off. She repaid the original loan within eight months, and then borrowed 2,000 dollars to start a motorcycle taxi and courier business. 

04:14

Stumai now owns two motorcycles and employs two people. And she has been able to purchase land and build a house, and the business continues to grow from strength to strength. 

04:28

Stumai repaid her interest in social interest. She paid social interest by providing mentoring to girls in a local high school. She volunteered weekly as a learner guide, delivering a life skills and well-being curriculum that helps children gain the confidence to ask questions, care for and support each other, learn about health and nutrition, set goals and learn how to achieve them. Stumai says her greatest reward is witnessing the girls she mentors start to believe in themselves and succeeding. 

05:07

These days, Stumai also trains other learner guides. That's multiplying the number of girls making it through school and into secure livelihoods like she did. Through her business profits, she has been able to support her siblings, three nieces and nephews and other children in her community to go to school. She also regularly supports other network members. For example, a young woman studying for a diploma in community development. In the past two years, Stumai helped her with money for bus fare, for sanitary pads, for soap and encouraged her to keep going. Stumai spends 370 dollars a year supporting the education of others. That's 17 percent of her gross earnings from her motorcycle business. This is the power of social interest. 

06:04

Stumai's example shows that if you help one girl, not only to go to school, but graduate and start a business, she can in turn make a giant difference in the lives of others and her community. Had Stumai paid back interest on her loan in dollars, her success might have been felt by her and her immediate family, but because she paid interest as social interest, the impact was felt by her mentees, her nieces, nephews, her employees and so many others around her. Stumai is just one example of many. 

06:43

Today, we have 7,000 learner guides like Stumai, working across Malawi, Tanzania, Ghana, Zambia and Zimbabwe. And collectively, they've helped children do better in school. The girls we work with are nearly three times less likely to drop out of school, because learner guides make home visits when girls fail to attend school to help them back on track. They also work with communities and district governments to address the challenges children face, including preventing or annulling child marriages, connecting children facing hunger or hardship at home with local support, or running study groups so that children who might be lagging behind in their studies can get supporters and catch up. They act as trusted sisters, friends and guardians. 

07:38

So far, nearly 6,300 network members have borrowed close to three million dollars, with a repayment rate of those loans at consistently above 95 percent. And our 140,000 members, they have invested their own resources to support and send over 937,000 children to primary and secondary school. Every young woman we work with supports, on average, another three children outside of her immediate family to go to school. All without additional money from us. 

08:22

We are building a powerful force. Gaining ever greater momentum as we open the door for more and more girls to go to school, succeed, lead and in turn, support thousands more. This system, supporting those once excluded to transform their lives and then step up for others, can work for more than girls' education. Of course, you need to get your money back if you lend it. But instead of demanding interest in dollars, can you consider using social interest instead? 

08:59

For example, could young people pass on the skills they learned in training colleges? Like Michelle, who teaches brickmaking in rural Zimbabwe. Or Louisa, who is training others on climate-smart agriculture in Malawi. Or Fatima in Ghana, who is training women to help deliver babies where expectant mothers might not be able to make it to the local hospital on time. 

09:27

When I was growing up, an elder in my village in rural Zimbabwe once described the challenges I faced in going to school. She said, "Those who harvest many pumpkins often do not have the clay pots to cook them in." 

09:46

(Laughter) 

09:47

What she meant was that, although I got the best possible results in my exams when I finished elementary school, my talent was of no value if my family could not afford to pay for me to continue my education. Well, with this system, we are not just providing pots, or making a single meal out of the pumpkins. After all, there are hundreds of seeds in a single pumpkin. We are saving the seeds, planting them and nurturing every one of them. And the result? A virtuous cycle of prosperity, equality and hope, led by young women. Because together, we are shaking up the world. Pamoja tunaweza -- that's Swahili for my network motto: "Together we can!" 

10:45

Thank you. 

00:04

Most of you will know about the challenges faced by my beloved continent, Africa. Too many people are poor. Millions of girls don't have access to school. And there aren't enough jobs for the rapidly growing population. Every day, 33,000 new young people join the search for employment. That's 12 million for three million formal jobs. In sub-Saharan Africa, less than one in four young people are likely to get waged or salaried work. The chances of making a secure living are even slimmer for poor and rural young women. They cannot afford an education. And they do not have the same access to wages, loans or land as men. This leaves entire communities trapped in a vicious cycle of poverty, inequality and hopelessness. 

01:03

But I'm not here to narrate the doom and gloom, because we also know that a youthful population presents an opportunity to kick-start economic growth and solve global challenges. And in fact, there is a growing movement in Africa, of educated young women, who are stepping up and using the power of their network and a tool we call social interest to uplift communities. 

01:31

I'm one of the leaders of the organization behind this movement. An organization that also supported me through school. And I have seen social interest multiply the impact of our work. Social interest is a way to pay back interest on a loan through service, rather than dollars. Sharing time and knowledge through mentoring, academic support, business training to others in need. This means the impact of a loan is felt not by one, but by many. 

02:07

Through this system, we've been able to help and send more and more girls to school, support them while they are there, help them start businesses and ultimately, lead in their communities -- all while providing funding for the next generation. Social interest can be used to supercharge any movement where the benefits can be paid forward. 

02:31

Let me give you an example. This is Stumai from rural Tanzania. She tragically lost her father when she was just three years old. Leaving a disabled mother to single-handedly raise her and her five siblings. Once Stumai completed primary school, she was about to drop out of school and become one of the 92 percent of girls in sub-Saharan Africa that never finish high school. Instead, she got lucky. She got support from a nonprofit that paid her fees and kept her in school. 

03:04

But upon graduating high school, she faced a daunting challenge of what's next. She knew she had to start her own business to survive. And to help her mother, who had tried so hard to keep her in school by selling her only assets, a stack of corrugated iron sheets she had been saving in the hope of building a better home for her children. Stumai also knew she wouldn’t get a loan from a traditional bank, which generally considers young, rural women like her, without land or assets, unbankable. 

03:38

Through a special group of lending partners, she secured 350 dollars to start a food shop, selling vegetables, oil, rice, tomatoes, onions and beans. Fellow network members helped to train her on basic business skills, like creating a business plan, working out profits, marketing, keeping business records and the value of savings. And the business took off. She repaid the original loan within eight months, and then borrowed 2,000 dollars to start a motorcycle taxi and courier business. 

04:14

Stumai now owns two motorcycles and employs two people. And she has been able to purchase land and build a house, and the business continues to grow from strength to strength. 

04:28

Stumai repaid her interest in social interest. She paid social interest by providing mentoring to girls in a local high school. She volunteered weekly as a learner guide, delivering a life skills and well-being curriculum that helps children gain the confidence to ask questions, care for and support each other, learn about health and nutrition, set goals and learn how to achieve them. Stumai says her greatest reward is witnessing the girls she mentors start to believe in themselves and succeeding. 

05:07

These days, Stumai also trains other learner guides. That's multiplying the number of girls making it through school and into secure livelihoods like she did. Through her business profits, she has been able to support her siblings, three nieces and nephews and other children in her community to go to school. She also regularly supports other network members. For example, a young woman studying for a diploma in community development. In the past two years, Stumai helped her with money for bus fare, for sanitary pads, for soap and encouraged her to keep going. Stumai spends 370 dollars a year supporting the education of others. That's 17 percent of her gross earnings from her motorcycle business. This is the power of social interest. 

06:04

Stumai's example shows that if you help one girl, not only to go to school, but graduate and start a business, she can in turn make a giant difference in the lives of others and her community. Had Stumai paid back interest on her loan in dollars, her success might have been felt by her and her immediate family, but because she paid interest as social interest, the impact was felt by her mentees, her nieces, nephews, her employees and so many others around her. Stumai is just one example of many. 

06:43

Today, we have 7,000 learner guides like Stumai, working across Malawi, Tanzania, Ghana, Zambia and Zimbabwe. And collectively, they've helped children do better in school. The girls we work with are nearly three times less likely to drop out of school, because learner guides make home visits when girls fail to attend school to help them back on track. They also work with communities and district governments to address the challenges children face, including preventing or annulling child marriages, connecting children facing hunger or hardship at home with local support, or running study groups so that children who might be lagging behind in their studies can get supporters and catch up. They act as trusted sisters, friends and guardians. 

07:38

So far, nearly 6,300 network members have borrowed close to three million dollars, with a repayment rate of those loans at consistently above 95 percent. And our 140,000 members, they have invested their own resources to support and send over 937,000 children to primary and secondary school. Every young woman we work with supports, on average, another three children outside of her immediate family to go to school. All without additional money from us. 

08:22

We are building a powerful force. Gaining ever greater momentum as we open the door for more and more girls to go to school, succeed, lead and in turn, support thousands more. This system, supporting those once excluded to transform their lives and then step up for others, can work for more than girls' education. Of course, you need to get your money back if you lend it. But instead of demanding interest in dollars, can you consider using social interest instead? 

08:59

For example, could young people pass on the skills they learned in training colleges? Like Michelle, who teaches brickmaking in rural Zimbabwe. Or Louisa, who is training others on climate-smart agriculture in Malawi. Or Fatima in Ghana, who is training women to help deliver babies where expectant mothers might not be able to make it to the local hospital on time. 

09:27

When I was growing up, an elder in my village in rural Zimbabwe once described the challenges I faced in going to school. She said, "Those who harvest many pumpkins often do not have the clay pots to cook them in." 

09:46

(Laughter) 

09:47

What she meant was that, although I got the best possible results in my exams when I finished elementary school, my talent was of no value if my family could not afford to pay for me to continue my education. Well, with this system, we are not just providing pots, or making a single meal out of the pumpkins. After all, there are hundreds of seeds in a single pumpkin. We are saving the seeds, planting them and nurturing every one of them. And the result? A virtuous cycle of prosperity, equality and hope, led by young women. Because together, we are shaking up the world. Pamoja tunaweza -- that's Swahili for my network motto: "Together we can!" 

10:45

Thank you. 

Comprehension Questions

Questions: According to the video, are the following statements true or false? Explain why and give details.

1. The speaker states that the rate of population growth in Africa is equivalent to the number of jobs available.
2. Social interest is a concept where someone pays off their loan through social services, not money.
3. 95% of girls in Sub-Saharan Africa will never finish school.
4. Stumai’s mother had to sell a stack of iron sheets in order to keep Stumai in school.
5. Stumai started her motorcycle business and her food shop at the same time.
6. One of the outcomes of social interest is that it promotes girls to stay in school for a longer amount of time.
7. There are over 5000 learner guides helping to make a difference through 5 different countries.
8. The proverb about pumpkins, said by the elder in the village, emphasizes the idea that women should stay at home from a young age.

Comprehension Answers

1. False. There aren’t enough jobs for the rapidly growing population.
2. False. With social interest, you pay off the interest of your loan in services, not dollars.
3. False. 92% of girls in Sub-Saharan Africa will never finish school.
4. True.
5. False. She started her food shop, and then when the business was successful, she began her motorcycle business.
6. True. One of the examples is that learner guides visit the homes of girls who have stopped attending school, to get them back on track.
7. True. There are 7000 in Malawi, Tanzania, Ghana, Zambia and Zimbabwe.
8. False. It emphasizes the idea that even if someone works hard in school, that means nothing without the money to pay for school.

Here is another text on social services

 

Social services proposals to reduce the impact of the coronavirus crisis on the most vulnerable

The Association of Social Services Directors in Spain launched this week 10 proposals to reduce the impact of the coronavirus crisis for the most vulnerable, older people and people with disabilities. The European Social Network believes that these proposals can be applicable in all European countries and agreed with the Directors Association to adapt and disseminate them through our Network of professionals across Europe.

a) Social services professionals, who provide support at home or in residential facilities to vulnerable population groups, are aware of the increased (1) frailty faced by these populations due to social isolation measures and the closure of social and educational centres. Improving their situation requires the adoption of exceptional measures that complement those that are already in place and coordinated by national, regional and local authorities.

b) Provide additional funding for the social services network to cover the social needs of people in the most difficult socio-economic circumstances and people with greater care needs, particularly:

• Increasing home care and services for older people and people in situations of dependency;
• Reinforcing the workforce in basic social services and residential facilities for older people and adults with disabilities to cope with potential staff shortages and illness, or to support staff undertaking longer shifts;
• Increasing the allowance of the minimum income scheme and aid for urgent need in anticipation of the significant increase in families who will require additional income for basic survival expenses, such as (2) accommodation, food or hygiene;
• Providing meals for children eligible for school meals, who will be affected by school (3) closures.

The criteria for the distribution of these allowances should be agreed between administrations based on the “at risk of poverty” and “social exclusion” indicators in regions and localities.

c) Implement (exceptional) measures to speed up the approval and payment of minimum income and emergency allowances. This is particularly relevant for families in precarious economic situations who otherwise may not be able to feed their children. Competent authorities should prioritise families with a social priority (4) assessment and those that may have been on the waiting list for one month or more. Local authorities should also accelerate administration procedures in the resolution of applications for emergency support.

d) Adapting and reinforcing home care services, specifically

• Focusing on people with little family support and high dependency needs, for example provision and preparation of meals, dispensing medication, assistance with postural changes or personal hygiene needs;
• Doing the shopping for older people or people with disabilities as to minimise their risk of getting infected or injuring themselves;
• Increasing the supply of meals at home for older people affected by the closure of day care centres and social canteens;
• Ensuring the safety of older people in their own homes, intensifying contact with them through the phone and telecare.

All these measures must be (5) carried out guaranteeing the safety of home care workers to prevent the spread of the virus among older people and workers themselves. Health authorities must ensure the supply of protective gear, such as gowns, face protection and gloves to workers who provide home care services.

e) (6) Ensure adequate support for children eligible for free school meals who are affected by school closures. This may include ensuring that school kitchens continue running so that parents can collect food and take it home, providing financial support for this purpose or vouchers to ensure that no child goes hungry.

f) Implement hospitalisation measures for residents in care homes. Based on successful experiences of health and social care integration implemented in care homes and hospitals, whenever possible the integrated provision of hospital-related care and social support in residential facilities would help relieve pressure in hospitals and reduce the risk of contagion in older people.

g) Deploy health workers in all types of social services facilities including those for people with physical or intellectual disabilities, children’s homes, homeless shelters and therapeutic communities. Public authorities should reinforce these facilities with healthcare workforce personnel and protective gear, as well as specific prevention and care guidelines for a crisis situation like this. Set up an isolation area for people who may present the disease symptoms, ensuring the care they require. This type of investment would ease the burden on the health system.

h) Provide care and support for homeless people. Reinforce street (7) outreach services and shelters along the lines of other emergency situations like extreme cold weather ensuring that homeless people are provided with shelter, accommodation, food, clothing and hygiene support. This requires cooperation among national, regional and local social services.  

i) Maintain and adapt the activity of local social services centres. The network of Social Services Centres represents a widespread safety net across Europe, from small municipalities to neighbourhoods in large cities. That is why it is essential to maintain operations as an essential service, adapting their role according to the needs of the current situation. Therefore, their activity can be adjusted to essential duties, such as ensuring home food delivery, and implementing appointments online or by phone. Staff should be provided with the necessary protective gear to ensure their safety and the safety of people using the service.

j) Promote volunteering campaigns to meet the needs of the most vulnerable. Local authorities could promote, support and coordinate volunteering initiatives to support older people living alone, single parents with dependent children, families in financial difficulties and people in need of care and support. They should also promote partnerships between public, third sector and private social services centres to meet the needs that arise as the situation evolves.

Give social services staff the consideration of essential personnel at a similar level to healthcare staff. This will enable putting in place the necessary measures and providing social services and social care professionals with the protective gear to help them carrying out their duties.

 

link

 

I) Can you match the words with the definition.

 

1 frailty                       a) process of making a facility stop operating

 

2 accommodation       b) make certain that something happens

 

3 closures                 c) being weak and not in good health

 

4 assessment           d) provide help to people before they ask for it

 

5 carried out             e) put in action

 

6 Ensure                 f) process of judging after careful consideration

 

7 outreach               g) a place where you can stay live or work in

 

 

 

II) Can you find a summary for each of the 10 proposal (a to j)

 

I)

 

 

1 frailty                    c) being weak and not in good health

 

2 accommodation    g) a place where you can stay live or work in

 

3 closures              a) process of making a facility stop operating

 

4 assessment         f) process of judging after careful consideration

 

5 carried out           e) put in action

 

6 Ensure                b) make certain that something happens

 

7 outreach             d) provide help to people before they ask for it

 

 

II)

 

 

a) augment the quality of what is already in place

 

b) more funds and better allocated

 

c) speed up the bureaucraty

 

d) taking care of the elderly

 

e) make food accessible

 

f) don't overburden hospital by enabling people to stay home

 

g) Don't limit health worker to hospitals

 

h) Don't forget the streets

 

i) Be adaptaive and well equipped

 

j) Make everybody aware that they can help too

 

Traduire les phrases suivantes en anglais, issues du texte, puis retrouver ces phrases dans le texte en anglais:

1. Les oportunités d'assurer son gagne pain sont encore plus faible pour les femme pauvres de la campagne.

 

2.et il y a effectivement un mouvement grandissant en Afrique, mené par des femmes instruites qui se mettent en avant et qui se servent de cet outil que l'on appele l'intéret social pour motiver les communautés

 

 

 

 

 

 

64.1

2. I opened the box to see what was in it.

3. I’m saving money to go to Canada.

4. I need a knife to chop these onions.

5. I’m wearing two sweaters to keep warm.

6. I phoned the police to report the accident.

64.2

2. to read

3. to walk/ to go on foot

4. to drink

5. to put/to carry

6. to discuss/to consider/to talk about

7. to go/to travel

8. to talk/to speak

9. to wear/to put on

10. to celebrate

11. to help/to assist

64.3

2. for

3. to

4. to

5. for

6. to

7. for

8. for … to

64.4

2. so that I wouldn’t be cold

3. so that he could contact me / …would be able to contact me

4. so that nobody else would hear our conversation. I so that nobody else could hear ... I ... would be able to hear …

5. so that we can start the meeting on time. I so that we 'll be able to start ...

6. so that we wouldn't forget anything.

7. so that the car behind me could overtake. I ... would be able to overtake.

doom and gloom => a general feeling of pessimism or despondency.

 

daunting => seeming difficult to deal with in prospect; intimidating

 

 

 

Peseshet is a doctor and a teacher. The video describes a typical day of her life.

Now it is you turn. Write a text :

- Present yourself.

- Describe your profession.

- Tell what you did to get this job.

- Describe a typical day of your life : what usually happens when you are at work?

 

You can book a one to one class with a teacher who will correct your writing exercise.  One to one classes can be online, with a video call, anytime of the day. 

This gives you full flexibility for your timetable.

Please send us an email at afterschool at afterschoollyon.com.