Insightful Notes from the Project DPro Webinar Delivered by John Cropper

 I am John Cropper, one of the people who are responsible for Project DPro certifications, learning programs and things like that, but first let me introduce myself to know me more about my works and area of specialization and then some background information about how and when the Project Dpro guide and examinations was established.

Over the last twenty-five years, I have been worked in multiple program roles in NGOs –including positions as Program Director for Oxfam GB in Central America, Mexico and the Caribbean; Global Program Manager for a gender and governance program & running Oxfam’s project management systems globally. I helped write PMD Pro Guide and examinations. I am now Chair of PM4NGOs and led development of Program DPro.

Also I had worked on project management capacity building initiatives for more than thirty INGOs, local NGOs, UN agencies, and other development organizations.

In early 2007, a number of NGOs workers and Project Management Systems staff from different organizations, including Save the Children, Oxfam, Care, World Vision, Habitat for Humanity, CRS, Plan International, Mercy Corps, asked LINGOs , a capacity building organization specializing in NGO development, came together to develop appropriate project management learning materials for the NGO sector because we felt that commercially available learning programs and certifications about project management such as PRINCE2 by AXELOS (UK) and PMP by PMI (USA) weren't much help & suitable, actually they are great, but was quite complicated, costly and inaccessible to all at that time, so people need to travel a long to sit for the test in an exam centers at that moment, I did PRINCE2 some years ago, which are good stuff for project management professionals but the Project DPro and Program Dpro certifications are contextualized in the development sector, affordable and accessible to all people irrespective of geographical location as its purely administered online, via internet-based proctored by our partner, APMG arrangements.

From then there was a significant improvement and changes in the history of the Project Dpro and the PM4NGOs, which is a provider organization, you can read more at their website

 I always summarize our educational products as actionable, because of its easy-to-use and applicable; I want to share one story from one of our early beneficiary groups, indigenous women organization in Guatemala, they used to read and apply our Project Dpro guide, practiced over and over to build their capacity, did the examination and passed the test without having previous knowledge of project management, despite that none of them had secondary education. They applied all the necessary elements of project management skills from designing, planning, implementation and closing and after they continuously referred and applied the guide, they eventually able to secure funds from donors in the USA directly without the help of other international NGOs or external experts.  

   It is an accessible because all the guideline documents and so many educational videos are available in the literature for FREE, anyone with computer and internet can access them anytime. Also some educational institutions such as Pyramid Learning and others provide these trainings and they are an affordable products, because they are lifetime certifications and someone will go for certificate for just only $22 per person from local NGO workers in developing countries, this is the cheapest professional certification ever.

Pyramid Learning work with local resource people from 5 different countries, USA, Turkey, Nigeria, Somalia and South Africa because of the fact that we cannot reach globally, and instead we partner with local organizations to expand our reach and to help our learners apply these concepts and knowledge translated into local context, adding some educational experiences and coaching by local field experts.

Questions and Answers session

John Cropper: Why are you interested learning Project DPro?

Dr. Sadio Abdirahman Mohamud: I am dentist and public health trainee and I’m interested but I am not sure if it helps me in developing project proposals or implementing my health-related projects and how these courses work?

 John Cropper: Project DPro course or guide is not specific to any subject, not focused in proposal writing neither but it will cover anything related in project life cycle or phases from the designing until the closing projects, for example you may read examples from WASH project all thorough the course but that doesn’t mean you cannot apply these to other projects as well, probably you can do in your health projects as well.

But if someone needs to learn proposal writing, it is an additional skillset, we have a complete course for proposal development, and what makes projects look great is to knowing what you want to do first, how you want to do and why you want to do, if someone has no clear answers for these questions; then it will be very difficult in writing a proper proposal or selling ideas to a funder.

For the other half of the question, our courses are facilitated, and we have e-learning resources, videos and constant discussions by the participating learners and the teaching faculty throughout the course, plus localized coaching and accompaniment by our partners.

Yusuf Said Yousuf: Are the modules set in weeks’ time only, like if I am going to a field work next week and I have finished this week’s task can I also access the next weeks material to do them earlier?

John Cropper: Normally, the courses are run on a weekly basis, one module per week, similarly our learning package is what we call social learning so that when you are in module 1 for example you cannot skip to module 3, discussions are generated as part of the learning experiences so that whenever you submit or participate a discussion you will earn points or credits towards your performance, other people are also starting to interact with your discussion, and again you will get points from their engagement to your comment, for that reason if everyone is in module 1 and you are in module 3, no one can see your discussion, and vice versa.  

In summary, if there is a need to adjust or change we may look that but it is not appropriate for active learners but if you communicate your case to the course facilitators, we are ready to help.

Ali Hassan Jama: How many courses does someone requires to master in project management?

John Cropper: No honest answer to such question, for example, how many people can drive a car in the room?...So many, are they all on the same level? Does having a driving license sufficient to claim mastered in driving?

 In other words I think that what makes sense is not the number of courses taken but instead is what you have learnt from your learning experiences, that is continuing to learn from the same or previous experiences, practicing the knowledge and skills overtime and reflecting wisely makes people master in project management…

Omar Shuayb Mohamed: We are interested in learning this course, not because of getting certificates but because we want to apply and improve our profession.

Sure, you are correct. In my opinion, what helps your beneficiaries is that you are able to make a project a little bit better, a bit faster, a cheaper and make a difference to people on the ground and that is the most important thing, really that is good point Omar.

Dr. Fadumo Muhiyadin Abdulle: Can I access the course after it has finished:

Normally we close after the 4 weeks of active learning but videos and the guide are available as long as you want to read later, and many of our learning resources are free to anyone interested in learning.

Nasir Ibrahim Said: I want to share a story about how I have heard about Dpro courses, that was when a friend of mine recommended me to do these types of trainings because he finished and progressed his career promptly, he started from lower scale to the top rank of his International Organization right now after he has built his capacity and knowledge in development sector by these training opportunities.

John Cropper: Yes, I do agree that more than 1,250 International NGOs have recognized Project Dpro courses and certifications because they need to have people who have the same or common language about the projects, or similar level of understanding, many well-known INGOs respect these certifications, including, Mercy Corps, Save the Children, World Vision, Catholic Relief Services, UNICEF, PATH and many more, particularly Mercy Corps when recruiting project staff, they prefer DPro certified professionals.

Ahmed Mohamed Jama:  Continuious Professional Development is the key to development for professionals and helps them updating and learn new knowledge, government engagement is also important for sustainability, sense of ownership and implementation.

My question is how can we mobilize government workers and the private sector in taking part of these types of training opportunities?

John Cropper:  Thank you Ahmed, I agree with you very much, I think that it is really helpful if the government is involved, I once worked with The Elizabeth Glaser Pediatric AIDS Foundation (EGPAF) in Lesotho, that time, I experienced that governments has much to do with the improvement efforts, not only for supply chain and regulatory measures; but whatever you can do to convince people to read guidelines even if they don’t want to go into the certification process would be grateful to you.

Ahmed Mohamed Jama: Can we organize to form a forum where we can share locally proven examples or experience based on our local setting, so we can share finding with other part of the world?

John Cropper: Yes, we are ready to collaborate and contribute from our end, it would make a positive impact to the society also, and local people know what works best in their communities.

Thank you for reading

Call for the Second Cohort for Online and On-Campus IELTS Classes!

 ARE YOU A BUSY PROFESSIONAL, seeking personalized IELTS trainer who can teach you according to your level, schedule and band requirement and also wishing to grasp an opportunity to sit IELTS test at your own place and pace?

Then your search ends here with QETC, where second cohort of IELTS Classes, both in-class or online learning are available now!

Course Description and Objectives: 
About QETC Qalam Educational and Technical Center (QETC) is an international recognised academic institute with partnership with JP International Examinations in the UK and AlMadina International University in Malaysia.
 The institute offer diploma and certificate courses in the areas of English language (i.e. UK Functional English, Applied Spoken English, English for Doctors, English for Journalist, Academic Writing, IELTS, TOEFL and SAT preparation, etc.), Journalism and ICT. It is the only college in the country where all academic staff are professionals with foreign exposure. 
The main campus of QETC is located at Total Area, Jiciir Road in Hargeisa, Somaliland. Instructor: All instructors/lecturers at QETC are specialists who have got either PhDs, Masters or Bachelor’s degree in education or English language with over 10 years of teaching experience. 

Snapshot of important course notes 
LEVEL: Advanced (Academic) 
CREDIT HOURS: 144 hours                     COURSE CODES: IELTS-P 211 &212 
NO. OF SEMESTERS: TWO (2)               NO. OF CLASSES PER SEMESTER: 36

Course Timeline

IELTS Preparation course starts Mid-November

Diagnostic test: 09/11/2020 

Instructors: 
All instructors/lecturers at QETC are specialists who have got either PhDs, Masters or Bachelor’s degree in education or English language with over 10 years of teaching experience. 

Course Objectives
By the end of this course, students will be able to:
 build up academic related vocabulary and ideas suitable for writing any given academic topics.
 use language to convey specific messages to intended audiences;  use appropriate linguistic tools to present and communicate ideas in English formerly or informally. 
 demonstrate an understanding of the basic grammatical rules.
 assess their own speaking, listening, reading and writing skills, especially for academic clarity and contents. 
 choose specific language as well as writing and speaking techniques that make communication more successful, as they speak and write. 
 plan and write clear, concise, and correct academic documents and papers that exhibit global or university standard academic writing skills 
 effectively and efficiently use gesture and verbal communication skills to convey messages orally, with and without the aid of multimedia 
 develop spelling, vocabulary and pronunciation skills to aid independent listening skills in both academic and non-academic contexts.

Course Description: 
IELTS Preparation, as the name implies, is a six-month course, which focuses on the development and enhancement of skills in conventional academic listening, speaking, reading and writing skills. Students will generally learn how to utilise their language learning skills, especially as an L2 user, in any academic context(s), specifically at college or university level, where English is used majorly as a medium of instruction.

 From QETC track record, none of our students has got less than 6.5 band in the main IELTS exams. More importantly, QETC also provides flexible fast-track IELTS preparation package for learner with upper intermediate and advanced skills in English, ranging from 1 month to 3 months. 

Certification: 
All participants who successfully complete the course will be certified by respective examining authorities.

 Evaluation Elements:

•  Individual reading and writing assignments (6 assignments worth 5% each) = 30% 
• Individual listening and speaking assessment(4 assignments worth 4% each) = 20% 
• Group work/presentation (2 per semester) = 10% 
• Monthly and final exams (2 monthly exams and 1 final exam per semester)= 40% 
• Total =100% 

Overall, 70% of the total grade will be based on individual assignments and monthly assessments, and 30% on classwork/participation and group work/presentation. 
Applied grammar and vocabulary development, critical receptive skills, and creativity academic writing and speaking skills will take a significant grading share.

 Requirements for Graded Work: 
1. Presentations/Participation: 
 Group Work/Presentation: 
The purpose of group work is to enhance your skill in working collaboratively. When a group-based assignment forms part of your evaluation for a grade, all members of the group will receive the same grade. 
Any exception to this policy, such as adjustments for relative contribution, will be specified in writing prior to the grading of the assignment.

  Individual autographic and auditory assignment:
 The individual assignment or work grade will be based on in-class innovative and applied oral and written responses to given tasks, which encourages audience active participation throughout. 

 Note:
 Students are expected to attend all classes in which they are enrolled. Attending class is an important part of the learning process in this course. 
Attendance exposes you to material not in the readings, to your classmates' insights and helps clarify material that can lead to better performance in the course. 

Students with unexcused absences from more than one class session will be penalized with a reduction of 5% of the presentation component. More than five absences will result to 25% off the individual assignment component. And the penalty for having more than four (4) absences monthly is denial to sit monthly and finalexams.

2. Classwork: 
Please note that just submitting your assignments is not enough to warrant a full grade. You must ensure your work is academically and creatively presented (where necessary) in order to gain full marks. 

3. End of the Month and Final Exams: 
this covers 40% of the total grades.

COURSE OUTLINE COURSE CONTENTS – IELTS-P 211 
First Semester - IELTS-P 211 
A. IELTS Academic Writing 
Part 1 
 General Introduction to IELTS Grammar and Vocabulary.
 Understanding visual prompts and analyzing questions.
 Describing a line graph.
 Describing a chart.
 Describing a diagram.
 Interpreting a table.
 Working with two visual prompts.
 Making correlations. 
 Comparing and contrasting quantities and numbers.
 Selecting and organising ideas 
 Connectives I: Signposting a sequence of events.

 Part 2 
 How to present argument in academic writing.
 Generating ideas for an essay.
 Writing and introduction and conclusion.
 How to modify a statement.
 Connectives II: Signposting main points.
 Connectives III: How to use cohesive devices.
 How to develop supporting examples.
 How to develop and link supporting examples.

Part 3
  How to punctuate academic writing effectively.
  How to use appropriate.
  Paragraphing: How to write topic sentences.
  Diction I: How to use appropriate vocabulary.
  Diction II: How to avoid repletion in speaking and writing – Use of synonyms.
  Grammar I: Correcting errors in academic writing and speaking    Grammar II: Developing proofreading skills 

B. IELTS Listening (Academic) 
  How to complete a form.
  Matching 
  How to complete a table 
  How to complete a flow chart 
  How to answer multiple-choice questions 
  How to label maps and plans 
  How to complete a note 
  How to label a diagram 
  Classifying a text 
  How to match sentence fragments 
  How to choose answers from a list 
  How to answer short questions 
  How to complete sentences/summaries  
  How to select from a list.

 Second Semester - IELTS-P 212 
C. IELTS Academic Reading
 Matching headings.
 Completing tables and diagrams.
 Answering short-answer questions.
 Matching sentence endings.
 Matching information.
 Matching features.
 Answering multiple-choice questions.
 Completing sentence and diagram labels.
 Completing notes, summaries and flow charts.
 Identifying information: Answering true/false/not given questions.
 Identifying writer’s views or claims: Answering yes/no/not given questions.

 D. IELTS Speaking (Academic) 
IELTS Pronunciation/Phonetics 
 Strong and weak form of preposition.
 Expressing enthusiasm.
 Word Stress 
 Long and short vowels 
 Consonants 
 Sentence Stress and Schwa 
 Past tense –ed ending and diphthongs 
 Silent letters 
 Extra stress IELTS Morpho-syntactic Presentation 
 Vocabulary: Learning a new word/knowing a word 
 Expressing opinions 
 Speculating 
 Using complex sentences 
 Expressing attitude 
 Phrasal verbs 
 Expressing ‘likes’ and ‘dislikes’ 
 Effective use of ‘used to’ and ‘would’ in oral communication 
 Describing places 
 Using future forms in oral communication 
 Indirect self-expression IELTS Speaking Test Tactics 
 Planning your answers 
 Fluency 
 Giving answers that are the right length 
 Using news articles to improve your answers 
 Giving yourself time to think 
 Coherence 
 Sounding polite 
 Clarifying, paraphrasing and giving examples 
 Predicting questions 
 Type of speakers and self-identification 

For further inquiries:
contact us: 063-4755882, 0634338868 or 0633330094, or email us at info.qetc@gmail.com 
Mutiu Olawuyi, Executive Director, Qalam Educational & Technical Center (QETC) Hargeisa, Somaliland. e.director@qalamedutech.com 
Official website: https://qalamedutech.com/   

Project Management for Development Professionals (Project Dpro) Course (Online)

Project DPro is a globally recognized project management certification for development and humanitarian relief professionals. This course gives you the skills you need to manage projects through their entire project cycle, helping you successfully deliver your project on scope, on time, and on budget.

This course will give you an opportunity to join a community of almost 30K development professionals in 167 countries, who have been through project Project DPro certification scheme.

Institutional Background

Pyramid Learning (USA) provides engaging and scalable learning for humanitarian relief and development practitioners. They work with individuals and organizations – delivering online and face-to-face courses, designing custom courses, such as PMD Pro [Now, Project DPro], MEAL DPro, FMD Pro, Program DPro developing credentials and facilitating learning events. 

Their mission is to make quality learning appropriate, accessible and actionable. To help those doing good, do even better.

All their products and services are designed to be accessible, appropriate and actionable. They prioritize practical skills and tools, while providing easy-to-deploy learning systems that can be used to upskill a single team or scaled to support a whole organization.

About the Instructor

John Cropper has an MBA and MA in Education and is passionate about the ability of effective and efficient program management to make the world a better place and he actively looks to collaborate with anyone who shares these goals.

Over the last twenty-five years, he has worked in multiple program roles in NGOs –including positions as Program Director for Oxfam GB in Central America, Mexico and the Caribbean; Global Program Manager for a gender and governance program & running Oxfam’s project management systems globally. He helped write PMD Pro. He is a Chair of PM4NGOs and led development of Program DPro.

He has worked on project management capacity building initiatives for more than thirty INGOs, local NGOs, UN agencies, and other development organizations.

Course Schedule & Time-line

Starting date: Nov. 2 – Nov. 27, 2020

The course is approximately 5-8 hours per week over 4 weeks – there are many learning styles and some people prefer to take longer. 

Project DPro online courses introduce learners to the tools, processes and systems that development and relief professionals can use to manage projects more effectively and with greater impact.

Learning topics include:

• Develop realistic project designs

• Identify, analyze, and engage stakeholders

• Elaborate project scope

• Plan effectively and develop realistic schedules

• Understand the role that effective project governance plays

• Identify, assess and respond to project risks

• Plan and organize project implementation

• Proactively manage issues and changes to deliver on time, on budget and on scope

• Monitor, evaluate and control project activity

• Define responsibilities for your project team

• Close down projects successfully

• Know which tools can be applied immediately to projects

• Know where to continue to learn more about project management.

Course Fee 
Individual participants would pay $125 for the course including local coaching, virtual or face-to-face based on the situation.
NB: There is still a chance to book the course on $100 only, but there will be no extra help or coaching. You will simply be purchasing the generic, open course.

Course Certificate
Everyone who successfully completes the course will receive a certificate of attendance issued by Pyramid Learning. Everyone who passes the Project DPro exam will also receive the Project DPro certification.

PMD Pro-I Certification Exam 
Project DPro is a globally recognized project management certification for development professionals.

Learners can take the Project DPro Foundation Certification Exam on the final day of the course or any time they feel fully prepared at their own arrangement. A laptop is required to sit the online exam with costs starting from as little as $22. More information can be found here.

For more Information
In case you may need additional details about the course offering and registration, please contact us at info@pyramidlearning.org or drdualeh@hesma.or.ke, similarly, you can call Dr. Mohamed Y. Dualeh at this number +252 63 4417945 for further inquiries.
Official website: https://www.pyramidlearning.org  

Thank you

Fundamentals of Proposal Writing & Development Course (Online)

Pyramid Learning delivers the Proposal Writing Online Course to individuals – via a 4-week on-line course – and via organization-wide cohorts.

Proposal Writing

An essential part of the work in development organizations is to apply for funds and write proposals. This interactive course will provide participants with the fundamentals of proposal writing and give a deeper insight into the process of proposal writing and integrating a participatory approach. This course is intended to provide general guidance on the foundations of proposal writing and is suitable for individuals and teams wanting to provide structure to their business development processes.

Institutional Background

Pyramid Learning provides engaging and scalable learning for humanitarian relief and development practitioners. They work with individuals and organizations – delivering online and face-to-face courses, designing custom courses, such as PMD Pro [Now, Project Dpo], MEAL DPro, FMD Pro, Program DPro developing credentials and facilitating learning events. 

Their mission is to make quality learning appropriate, accessible and actionable. To help those doing good, do even better.

All their products and services are designed to be accessible, appropriate and actionable. They prioritize practical skills and tools, while providing easy-to-deploy learning systems that can be used to upskill a single team or scaled to support a whole organization.

About the Course Instructor

Amanda Fleetwood has more than 15 years of experience working in the international development sector, providing capacity building and consulting services to a wide array of organizations. Currently, she is based in the Middle East and has experience working in Latin America, Asia, and Africa. Amanda is also on the Board of Directors for PM4NGOs, where she has assisted in the development of Professional Guides such as the PgMD Pro and the re-development of the PMD Pro. 

Amanda uses an interactive and dynamic approach to capacity building, engaging participants and providing real-world examples to better ensure retention of concepts and tools.

Amanda’s expertise is & certified in PMD Pro, Program DPro, MEAL DPro, and Proposal Writing. She has an MS in International Public Service Management and MA Certificate in Women’s and Gender Studies from DePaul University in Chicago, Illinois, and an MS in Measurement and Evaluation from American University in Washington, DC.

Course Schedule & Time-line

Starting date: Nov. 2 – Nov. 27, 2020

The course is approximately 5-8 hours per week over 4 weeks – there are many learning styles and some people prefer to take longer. 

The Proposal Writing

  An essential part of the work in development organizations is to apply for funds and write proposals. This interactive course will provide participants with the fundamentals of proposal writing and give a deeper insight into the process of proposal writing and integrating a participatory approach. This course is intended to provide general guidance on the foundations of proposal writing and is suitable for individuals and teams wanting to provide structure to their business development processes.

Objectives:

• Understand the different components of proposals.
• Develop an understanding of how to incorporate proposal writing into the project management process.
• Gain insight into utilizing a structured approach to proposal writing
• Establish a methodology for participatory proposal development and writing.
• Ensuring that proposals compelling and conclusive.

Course Structure

Module 1: Introduction to Proposal Writing

An introduction to the various types of proposals (solicited and unsolicited), the proposal writing process, stakeholder engagement, and preparation for the proposal writing process.

Module 2: Proposal Writing and Identification/Definition

This module focuses on integrating proposal writing into the first phase of the project lifecycle, going through the steps of Identification and Definition from a proposal writing perspective.

Module 3: Drafting the Proposal

This module focuses on steps and practices for drafting proposals.

Module 4: Editing the Proposal and Best Practices

This module will focus on language and compliance, ensuring that proposals are written in the appropriate format and provide succinct information in required formats.

Format

This Proposal Writing Online Course is designed for the active professionals who want to learn or deeper their insight in writing successful proposal applications for funds via a process that is virtual, social and mobile-ready, participants will get their access data, the usernames and the password for the learning system prior to the class starting after the payment received through the local agent.

As you go through the course, you will interact with facilitators and other learners from across the globe, exploring ideas and participating in conversations about the different skills and tools of proposal writing.  

Learning activities include completing course readings, watching instructional videos, competing complete e-learning modules and submitting examples of work.

Everything about the course design is flexible!  The learning platform is accessible when you want – day or night.  

As you go through the course, modules will unlock – as long as you are doing the work! The platform allows you to go back and review what others are saying. If you need to take a break, you can catch up. The course is also mobile-ready, so you continue to learn when you are on-the-go.

For best results, we recommend that you develop a learning plan that allocates approximately 5-8 hours each week for study.  In order to progress through the course, you will need to complete the learning activities. You will also be expected to join in course discussions, contributing to discussions and responding to your classmates comments!

 The more you do, the more you learn  and the faster you progress through the course. We hope that this creates an interesting learning and sharing experience.

Course Fee 

Individual participants would pay $125 for the course including local coaching.

 NB: There is still a chance to book the course on $100 only, but there will be no extra help or coaching. You will simply be purchasing the generic, open course.

Certificate of Completion/Attendance

Everyone who completes the course successfully will receive a certificate of attendance or completion at the end. 

For more Information

In case you may need additional details about the course, want to register the course, please contact us at info@pyramidlearning.org or drdualeh@hesma.or.ke ; you can also call Dr. Mohamed Y. Dualeh at this number +252 63 4417945 for your further enquiries.

Official website: https://www.pyramidlearning.org/  

Thank you

Chained and neglected: the dehumanizing plight of Africans with mental health conditions

 For five years, Paul was chained in a small room with seven men under dehumanizing conditions.

“[The] chain is so heavy. It doesn’t feel right; it makes me sad. I stay in a small room with seven men. I’m not allowed to wear clothes, only underwear. I have to go to the toilet in a bucket. I eat porridge in the morning and if I’m lucky, I find bread at night, but not every night…. It’s not how a human being is supposed to be. A human being should be free,” he told Human Rights Watch.

Photo-file: source

Mudinat, a woman with a psychosocial disability in Nigeria chained at a church in Abeokuta, also recounts how she goes to the toilet in nylon bags and eats at the same spot during the day.

I go to the toilet in nylon bags, until they take it away at night. I last took a bath days ago. I eat here once a day. I am not free to walk about. At night I sleep inside the house. I stay in a different place from the men. I hate the shackles. I want to move about, I have asked the baba [faith healer] to take them off, but he won’t.

Chaining or confiding people with mental health conditions remains a widespread practice in Africa. Some, as young as 10, are chained or locked in confined spaces for weeks, months, and even years, the Human Rights Watch said in a new comprehensive report.

The 56-page report, “Living in Chains: Shackling of People with Psychosocial Disabilities Worldwide,” examines how people with mental health conditions are often shackled by families in their own homes or in overcrowded and unsanitary institutions, against their will, due to widespread stigma and a lack of mental health services.

Human Rights Watch said many of those affected are forced to eat, sleep, urinate, and defecate in the same tiny area. In state-run or private institutions, as well as traditional or religious healing centers, they are often forced to fast, take medications or herbal concoctions, and face physical and sexual violence, the report noted.

The report includes field research and testimonies from Burkina Faso, Ghana, Kenya, Liberia, Mozambique, Nigeria, Sierra Leone, the self-declared independent state of Somaliland and South Sudan.

“Shackling people with mental health conditions is a widespread brutal practice that is an open secret in many communities,” said Kriti Sharma, senior disability rights researcher at Human Rights Watch and author of the report. “People can spend years chained to a tree, locked in a cage or sheep shed because families struggle to cope and governments fail to provide adequate mental health services.”

Globally, an estimated 792 million people, or 1 in 10, including 1 in 5 children, have a mental health condition. Yet, governments spend less than two percent of their health budgets on mental health.

Human Rights Watch said more than two-thirds of countries do not reimburse people for mental health services in national health insurance systems. Even when mental health services are free or subsidized, distance and transport costs are a significant barrier.

For many families, the absence of proper mental health support leaves them with no option but to shackle their relatives as they worry the person may run away or hurt others.

Shackling is typically practiced by families who believe that mental health conditions are the result of evil spirits or having sinned. People often first consult faith or traditional healers and only seek mental health services as a last resort.

One man from Kenya who is currently living in chains said, “It’s not how a human being is supposed to be. A human being should be free.”

“In many of these institutions, the level of personal hygiene is atrocious because people are not allowed to bathe or change their clothes, and live in a two-meter radius,” Sharma said. “Dignity is denied.”

Source