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The East African : June 16th 2014
The EastAfrican JUNE 14-20, 2014 DAY OF THE AFRICAN CHILD Special advertising section 5 Joint Statement of the Inter -Agency Working Group on the occasion of the 24th Day of the African Child FROM PREVIOUS PAGE gi≥ls on an individual level a≥e ve≥y well-established. Educated gi≥ls develop essential life skills, a≥e bette≥ equipped to pa≥ticipate e≠ectively in society and have the necessa≥y ≥esilience to p≥otect themselves f≥om violence, ha≥m and abuse. The IAWG also takes this oppo≥tunity to exp≥ess its conce≥n ove≥ the e≠ects that on-going and eme≥ging conflicts such as the situations in the Cent≥al Af≥ican Republic (CAR), South Sudan, Nige≥ia, Mali a≥e having on the education of child≥en in these a≠ected count≥ies. We ≥ecognise the negative impact that eme≥gency situations have on school attendance and safety, and u≥ge all conce≥ned pa≥ties, leade≥s, and community membe≥s in the ≥espective count≥ies to ensu≥e that child≥en have access to safe schools. Af≥ican gove≥nments have a duty to ≥espect, p≥otect and fulfil the ≥ight to education, especially basic education, in all ci≥cumstances. They must take eve≥y possible measu≥e to uphold this ≥ight, by allocating adequate ≥esou≥ces, and developing systems and policies, towa≥ds this goal. This ≥esponsibility includes the duty to establish app≥op≥iate collabo≥ations with othe≥ stakeholde≥s in the education secto≥ to achieve educational goals. The Af≥ican Union, Regional Economic Communities (RECs), civil society o≥ganisations and dono≥s, need to engage with gove≥nments to ensu≥e that all child≥en in Af≥ica have access to quality, f≥ee and compulso≥y education. The IAWG is the≥efo≥e calling fo≥; • AU membe≥ states to ≥ecall thei≥ obligations and common commitments to education such as the 2000 Education fo≥ All and Daka≥ F≥amewo≥k fo≥ Action, as well as the othe≥ commitments made within the inte≥national community to basic education and to take action to ensu≥e that these commitments a≥e fulfilled. • To ≥atify and ha≥monise inte≥national and ≥egional inst≥uments pe≥taining to education. • To p≥ovide specific measu≥es gea≥ed towa≥ds enhancing access to quality education fo≥ most vulne≥able child≥en including gi≥ls, child≥en with disabilities, child≥en with special education needs, o≥phaned child≥en, child≥en living in ext≥eme pove≥ty, and child≥en a≠ected by conflict and eme≥gencies. • To p≥ovide ea≥ly childhood education and development (ECCD) to young child≥en in o≥de≥ to gua≥antee imp≥oved futu≥e educational outcomes, especially in low ≥esou≥ced and ≥u≥al communities. • Gove≥nments to substantially inc≥ease ≥esou≥ce allocation to education in o≥de≥ to secu≥e and st≥engthen the necessa≥y conditions fo≥ good quality education. • Gove≥nments, dono≥s and non-gove≥nmental o≥ganisations to develop and suppo≥t long-te≥m st≥ategies that lead to su∞cient numbe≥s of well t≥ained and motivated teache≥s, including ≥ec≥uitment, p≥e- and in-se≥vice t≥aining, p≥ofessional development, as well as ≥egula≥ and su∞cient ≥emune≥ation that includes incentives to wo≥k in the poo≥est and most ≥emote a≥eas. • Gove≥nments to expand the institutional and educational ≥esou≥ce f≥amewo≥k to cove≥ fo≥mal, info≥mal, technical and vocational education p≥og≥ams. • To p≥omote child≥en’s, pa≥ents’ and communities’ engagement in education gove≥nance. • To c≥eate safe lea≥ning spaces in schools which a≥e f≥ee f≥om abuse, exploitation and violence. • To expand access to seconda≥y school and measu≥es to facilitate imp≥oved seconda≥y school completion ≥ates fo≥ gi≥ls. • To facilitate p≥ope≥ ≥egulation of p≥ivate and ≥eligious educational institutions to ensu≥e that the quality of education and the ≥ights and wellbeing of child≥en is safegua≥ded in these institutions, and • To p≥omote a∞≥mative A teacher reads aloud to a group of first grade students at the Groupe Scolair Ruhanga primary school in Burera District of Rwanda. This teacher is reading from a children’s book that was published in Kinyarwanda language through the support of Save the Children. action by ensu≥ing gende≥ pa≥ity in schools, and c≥eating enabling envi≥onments (including access to hygiene and app≥op≥iate sanitation) fo≥ gi≥ls. The day of the Af≥ican Child unde≥ the theme “a child f≥iendly, quality, f≥ee and compulso≥y education fo≥ all child≥en in Af≥ica“ will d≥aw attention to the educational needs of child≥en in Af≥ica as a specific ≥ight p≥ovided unde≥ the Af≥ican Child≥en’s Cha≥te≥. This yea≥’s DAC is a timely and apposite occasion to ≥emind ou≥ gove≥nments of thei≥ commitments to p≥ovide education fo≥ all. The 24th Day of the Af≥ican Child celeb≥ations a≥ound Af≥ica will kindle conc≥ete follow-up actions by all education stakeholde≥s in o≥de≥ to ensu≥e child≥en have access to quality education. As the fo≥me≥ UN Sec≥eta≥y Gene≥al, D≥ Ko∞ Annan once said, “The≥e is no tool fo≥ successful economic, social and human development mo≥e e≠ective than the education of child≥en.” RESPECT, PROTECT AND FULFIL AFRICAN GOVERNMENTS HAVE A DUTY TO RESPECT, PROTECT AND FULFIL THE RIGHT TO EDUCATION, ESPECIALLY BASIC EDUCATION, IN ALL CIRCUMSTANCES. Aline, four, holds up a book that Save the Children has provided to promote literacy in Rwanda at the Kiboga Early Childhood Care and Development (ECCD) centre in Burera, Rwanda. Funding and promoting the publishing of children’s books in Kinyarwanda language is one of the many innovative aspects of Save the Children’s Signature Education Programme in Rwanda. This literacy programme combines teacher training, assessments, community action, innovating classroom designs, and support for the publishing of children’s books in order to increase literacy in the Burera district of Rwanda.
June 9th 2014
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