The articles on the UNESCO website is very enlightening.
UNESCO advocates for Early Childhood Care and Education (ECCE)
programs that attend to health, nutrition, security and learning and which
provide for children’s holistic development. It organized the first World Conference on ECCE in September 2010, which culminated in the adoption of a
global action agenda for ECCE called Moscow
Framework for Action and Cooperation: Harnessing the Wealth of Nations. As a follow-up to the World
Conference, UNESCO works in partnership with
Member States, partners and other stakeholders to encourage timely and effective
implementation of the Moscow Framework so that all young children develop their
potential to the fullest.
The first article I explored is “Every child
has the right to education!” which discussed the world observant of the anniversary of the
Convention on the Rights of the Child on November 20, 2010, and what difference
if any it has made to children’s right to education.
The
Convention on the Rights of the Child is a good example of the largest number
of ratifications of any convention. Needed now is a sharper focus on the
universal and effective application of the right to education, especially
action at national level according to the articles 28, 29 and 30 of the
Convention. The gap between ratification and implementation can be seen in the
69 million children, most of them girls, who are still deprived of their right
to basic education. Even those children who do have access to school often
suffer from poor quality education and leave school without having acquired
basic skills.
The Convention on the Rights of the Child is
the force for the states who have endorsed the rights for education. As supporters
and promoters of the right to education, they must reflect these obligations in
their Constitution and laws and take steps to improve education policies and
strategies. On the occasion of the 20th anniversary of the Convention, the
biggest challenge is to eliminate disparities in education and to ensure that
the core obligations of States regarding the right to education remain in the
forefront, not only for accelerating progress towards the Millennium
Development Goals, but for pushing the Education for All agenda forward. The
right to education is not only a human right in itself but also essential for
the exercise of all other human rights.
The second topic I explored is ”Access
and Equity”. In1990 Jomtien Declaration for Education
for All stated that learning begins at birth. A decade later, the 2000 Dakar
Framework for Action reaffirmed the importance of early childhood by including
the development of early childhood care and education as the first of its six
main goals. Participating countries committed themselves to “expanding and
improving comprehensive early childhood care and education, especially for the
most vulnerable and disadvantaged children.” Governments were particularly
urged to expand equitable access to quality early childhood services
underscoring the importance of instituting policy in favor of the poor.
Countries
often promote alternative services for poor children with limited or no access
to mainstream early childhood services which can be cost-effective and
pedagogically innovative, but often raise concerns about sustainability and
quality. In cases where the government has limited resources, a pro-poor
policy can redistribute resources by reducing state support for the more
privileged. Central governments must ensure an equitable distribution of
resources among different populations and especially those who live in the most
disadvantaged regions. This approach aims to expand access without creating
serious regional inequities. However, where there is universal provision for a
certain age group while the overall enrolment in other age groups is low, this
policy can create inequity.
Privileged children of the
target age group benefit from state investment, while poor children of
non-target ages receive scant government attention. A policy of universalization
with targeting can minimize inequity where governments aim for universal access
among the target age group, but simultaneously priorities the poor.
I also explored the link that shared information about Global Action Week
(GAW) on Education for All (EFA). Global Action Week on Education for All is an
annual awareness-raising campaign, organized by the Global Campaign for
Education (GCE). UNESCO supports GAW every year by distributing information and
resources through its network and by organizing activities together with NGOs,
GCE members and other EFA partners. This year, the campaign will focus on the
theme of “Education and Disability” under the slogan “Equal Right, Equal
Opportunity”. This event will makes aware the profound challenges faced by
persons with disabilities in realizing their right to education. - See more at:
http://en.unesco.org/events/2014-global-action-week-education-all#sthash.MfCVRTWg.dpuf.
The above articles informed me of issues and solutions that countries are
working own basis on the research stating the important of early learning for
young children. It is amazing to see that countries of different levels of
development are dealing pretty much with the same issues when it comes to early
learning and protection, and rights for young children. Every child has the right
to a quality early learning experience. As an educational professional I want
to make sure these rights are available for every child. I want to sow the seed
of success in every child’s life with whom I come into contact.
Reference
UNESCO (2013). Early childhood care and education. Retrieved
from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
Barbara I really enjoy reading your post each week you have touch on some very important issues that we as Early childhood teachers need to be aware of. I agree every child does have the right to receive a good education regardless of their circumstances.
ReplyDeleteThanks for sharing.