 EmpowermentEducation is a fundamental right and should be asserted as such. Nothing could be as basic as to read, write, and communicate with others. In order to live, to know what your rights are and to be able to exercise them, you need to be able to read what the documents state. Illiterate people can be systematically cheated out of their rights. They also tend to have low self-esteem and low social status, as do children whose right to education is, for one reason or another, violated. Children who benefit from an education of quality and are taught in a 'child friendly' environment, enjoy the schooling experience - learning, making friends and playing. The provision of education of a certain quality goes beyond economic returns because to recognise the importance of basic education is ultimately a social statement. Education is empowering - it can lead to increased productivity and employment opportunities, and to a strengthening of the power of women in family decision-making. A large number of social changes relate closely to education, including the impact of female education not only on women's rights, but also on a general decline in mortality rates among children and women. A 10 percentage point increase in girls' primary education can be expected to decrease infant mortality by 4.1 deaths per 1000. This is connected to the nutritional practices of literate mothers. A girl who has received education is likely to marry later and have fewer and healthier children. She is also likely to have a healthier pregnancy, resulting in a reduction in maternal mortality. A literate mother is more likely to ensure the futures of ALL her offspring by sending sons and daughters alike to school. The education of both boys and girls makes it more likely that the next generation of girls, as well as boys, will be healthy and educated. Popular education is also linked to democracy. Education leading towards literacy can reinforce individual attitudes, values and beliefs that are supportive of democratic institutions. One of the key virtues of education is the creation of an informed electorate. Education gives a voice to the masses and enables individuals to increase their capacity to make rational decisions, resist extremism and improve their tolerance for diverse viewpoints. Literacy is generally seen as a necessary prerequisite to these outcomes. Real democracy does not exist if part of the population is excluded from the political process. Economic PartnershipThe importance of partnership has been spelt out in the Jomtien Declarations, and elsewhere. We need to sustain and increase external financial support if we expect to see a reversal of the growing marginalisation of the poor and reach our goals and targets. Developing countries cannot do it on their own. Additional external support from industrialised countries is crucial if basic education for all children is to be achieved. It has been estimated that an additional $7 billion per year for 10 years is required to make basic education a reality for the 130 million out-of-school children. Reaching that financial target corresponds to:
International cooperation has a pivotal part to play. We need to sustain and increase official development assistance if we want to achieve progress toward realistic goals of human development. Industrialised countries should help to deal with increasing demand for education in the developing countries as their financial constraints bear no comparison with those of developing countries, which, between the increasing needs stemming from population growth, the low enrolments and the limited nature of their resources, are being financially squeezed from all sides. The developing countries have rising needs, but available resources are dwindling because of a slowing down of economic activity and the crippling burden of debt. Moreover, development benefits people not only in poor countries, but also in the industrialised countries. It is a Win-Win situation:
The 20/20 Initiative The 20/20 principle was first outlined in the Programme of Action of the 1995 World Summit for Social Development, agreeing on a mutual commitment between interested developed and developing country partners to allocate, on average, 20% of ODA and 20% of the national budget, respectively, to basic social services. Fulfilling targets, such as the achievement of basic education for all children, will require, as we know, substantial increases in financial commitment both within developed and developing countries. We can advocate for greater resources to basic education by underlining the importance of the 20/20 principle. Early Childhood Care for Survival Growth and DevelopmentThe principle that learning begins at birth was reaffirmed in the Jomtien conference's World Declaration on Education For All. Young children need the full attention of caregivers from birth. The response to their needs must be comprehensive and integrated. Care of children early in their lives has lasting effects on their health, social and emotional well being, learning competencies and working abilities. Child development is a continuous process from the time before birth throughout childhood, and is achieved through the actions and practices of caregivers to provide the food, healthcare, stimulation and emotional support necessary for children's survival, healthy growth and overall development. Because of the significance of early nutrition and care, any meaningful approach to 'basic education' has to include early childhood programmes and promote child survival, growth and development. There is a growing consensus that childcare and early education are inseparable: children cannot be well cared for without being educated and children cannot be well educated without being cared for. A child's right to education growth and development - physical, cognitive, social, emotional and moral - cannot be met without a comprehensive approach to serving their needs from birth. The mental, social and emotional development of pre-school children has a huge impact on their ability to thrive in the classroom and later in the adult world. EmergenciesEducation is a right at all times, in all countries and in all situations. The provision of basic education to children is an integral part of UNICEF's emergency response. When access to education is denied, opportunities to develop fundamental skills, knowledge, and competencies are lost. Although in emergencies, conditions are even less favourable to the provision of universal education, this should not preclude every effort to ensure that children are not denied this fundamental right, no matter what is going on around them. One of the most important reasons for providing education in complex humanitarian emergencies is to provide a rock of stability and normality for children affected by armed conflict. Entire education systems can collapse in the chaos of fighting, famine and other crises when the teachers are killed or displaced and the school infrastructure is shattered. Through stability and normality, education promotes healing and rehabilitation. During times of emergency, a rapid educational response can provide children with a measure of peace. The relevance and suitability of education in conflict situations are very important - there may be a necessity to rely on non-formal and recreational education. Particular forms of education may be required for particular situations. 'Edukit'In an effort to restore and protect children's right to education in emergencies, UNESCO and UNICEF developed the 'Edukit' concept, in which educational and teacher training materials are sent to the affected areas as rapidly as possible. Children get pens and paper, chalk and erasers, notebooks and exercise books. Teachers receive curriculum guides, teaching materials and textbooks, and disrupted communities can start to rebuild their lives. First used in Rwanda and Somalia, Edukits have been sent to Afghanistan, Ghana, Iraq, Liberia, Mali, the Republic of Moldova, Sierra Leone, Somalia, Sudan, Tanzania and Zambia. Experience has shown that such kits are only the first step in the process of recovery and need to be accompanied by continuing work in curriculum development, teacher training and community mobilisation. Education for AllThe World Conference on Education For All, sponsored by UNDP, UNESCO, UNICEF The World Bank and later UNFPA, was held in Jomtien, Thailand in 1990. It called for universal quality education, with a particular focus on the world's poorest citizens. The Jomtien conference marked a significant shift in the world's collective approach to education, broadening the notion of quality 'basic education' along with an understanding of its delivery The Jomtien Conference established 6 key goals:
However, progress towards Education For All has been much slower than hoped and EFA is now targeted for 2015. There is a consensus emerging that educational planning, whether for an entire society or a single school, must start with child rights and be based on the best interests of the child. It must strive to ensure an environment that is free from violence, that fosters democracy and acceptance and that teaches skills which equip students for lives as responsible citizens. The so-called "Education Revolution" has 5 key elements:
These initiatives, taken together, represent the new concept of education, shaped by the Convention on the Rights of the Child, the World Summit for Children and the World Declaration on Education For All. People must be educated. Education is not solely a means to an end, a tool of development or a route to a good job. It is the foundation of a free and fulfilled life. It is the right of all children and the obligation of all governments.
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