POSITION OF EDUCATION IN THE WORLD: UNICEF'S CONCERN:

The big picture: wising up Education is central to children's rights.    A classroom in West Africa When you are educated, you are likely to be more aware of your other rights and better able to make sure those rights are respected. You will be better equipped to influence what happens to you while you are young and when you are older. Education gives you choices – and the confidence to take advantage of those choices. What's more, education is not just good for you as an individual. If you are educated, you can share what you have learned about staying healthy with your family. You can teach your friends about safety issues. You may even be able to convince someone of the value of an education for every child. All in all, you will be in a better position to be an active, participating member of your community. If you go on to have children of your own, you will know how to make sure those children are safe, healthy and happy – not least by making sure they get an education too. In fact, your whole country, even the whole world, should benefit from your education! As educated children are better qualified to help bring positive change to their communities and nations. And don’t forget, education is a human right in itself, enshrined in the Convention on the Rights of the Child. Not just for boys Despite all this, around the world there are more than 115 million children of primary school age who are not in school. And what’s more, more than half of all children who are out of school – 61.6 million – are girls. Nearly 8 million  This is a violation of rights. One of the guiding principles of the Convention on the Rights of the Child is that all children should be treated equally and given the same opportunities to develop and grow. That's why world leaders have made girls' education a priority. And also why they have set a target in the United Nations' Millennium Development Goals for all girls to have equal access to primary and secondary education preferably by the year 2005, so that all children can complete a primary education. This section of Voices of Youth deals with children’s right to a good education, why this matters so much, and what's being done to make this essential right a reality, whether you are a girl or a boy. Fact sheet The Convention on the Rights of the Child says that all children have the right to a good primary education and should have equal access to secondary education (Article 28). Around the world, more than 115 million children of primary-school age are not in school. During the 1990s, the proportion of children attending primary school increased slightly – from 80 per cent to 82 per cent. However, because the world's population has increased, the total number of children not in school has stayed about the same, at around 120 million. Around the world, more than 115 million children of primary-school age are not in school. Nearly 53 per cent of the children currently not in primary school are girls. The gender gap is even bigger in some countries of the world, and is often even bigger in secondary schools. Some of the main reasons why so many children are not currently in primary school include: Poverty: families may have difficulty affording school fees or the cost of uniforms, or may need children to work to contribute to the family income Safety: families may keep their children at home if they feel the journey to school is too long or that it's dangerous to walk to school alone. They may also be worried about bullying and sexual harassment or violence, especially for girls. Local traditions: in some countries, families place more emphasis on the education of boys, and may not believe it is important to send their daughters to school. Girls may also be forced to marry young, drop out of school, and dedicate themselves to housework. Emergencies, such as conflict, economic crises and natural disasters, prevent millions of children around the world from getting an education. Uneducated girls grow up to be disadvantaged women. For instance, more than half (64 per cent) of the 771 million adults in the world who cannot read or write are women. Without an education, women have fewer employment options and often earn less than men. In fact, on average, women earn only three-quarters of what men earn. The United Nations Millennium Development Goals set the target of making equal rights to education a reality preferably by the year 2005, and definitely by 2015. The United Nations General Assembly Special Session on Children, held in May 2002, set the interim target of getting 90 per cent of children into primary school by 2010. To help achieve equal access to school for girls and boys, UNICEF is focusing its efforts in 25 countries – of which 15 are in Africa and 6 in South Asia – where urgent help is required. Education is not just a good thing in itself. The evidence shows that it is crucial to reducing poverty, improving general health, halting the spread of HIV and AIDS, and enabling people to play a full part in their communities and nations. Education in INDIA: The landmark passing of the Right of Children to Free and Compulsory Education (RTE) Act 2009 marks a historic moment for the children of India.  For the first time in India’s history, children will be guaranteed their right to quality elementary education by the state with the help of families and communities. Few countries in the world have such a national provision to ensure child-centered, child-friendly education to help all children develop to their fullest potential. There were an estimated eight million six to 14-year-olds in India out-of-school in 2009. The world cannot reach its goal to have every child complete primary school by 2015 without India. India’s education system over the past few decades has made significant progress. According to India’s Education For All Mid Decade Assessment, in just five years between 2000 and 2005, India increased primary school enrolment overall by 13.7 per cent and by 19.8 per cent for girls, reaching close to universal enrolment in Grade 1. Even with these commendable efforts, one in four children left school before reaching Grade 5 and almost half before reaching Grade 8 in 2005. Learning assessments show the children who do remain in school are not learning the basics of literacy and numeracy or the additional skills necessary for their overall development.  Fast Facts: Out-of-School Children: The number of out-of-school children has declined from 25 million in 2003 to 8.1 million in mid–2009. The most significant improvements have been in Bihar, Jharkhand, Manipur and Chhattisgarh. The percentage of out-of-school children in highly populated states like Uttar Pradesh, West Bengal, Orissa and Bihar remains a cause of concern. Social Inclusion: Although there have been significant improvements in the proportion of children from socially disadvantaged groups in school, persistence gaps remain. Girls are still less likely to enroll in school than boys; in 2005, for upper primary school (Grades 6-8) girls’ enrolment was still 8.8 points lower than boys, for Scheduled Tribes (ST) the gender gap was 12.6 points and 16 points for Scheduled Castes (SC).  In addition, ST and SC children are less likely to access their right to 8 years of schooling; the drop-out rate for ST children being 62.9% and 55.2% for SC children compared to a national average of 48.8% leaving school before completing Grade 8.  Teachers: Children have the right to have at least 1 qualified and trained teacher for every 30 pupils. Currently, the national average is about 1 teacher to every 34 students, but in states such as Jharkhand, Madhya Pradesh and West Bengal 1 teacher works with more than 60 students.  Approximately 1.2 million additional teachers need to be recruited to fill this gap. Currently, about 1 in 5 primary school teachers do not have the requisite minimum academic qualification to ensure children’s right to quality learning. Sanitation: 84 out of 100 schools have drinking water facilities overall in India. But nearly half the schools in Arunachal Pradesh, Assam and Meghalaya do not. Sixty-five out of 100 schools have common toilets in India; however only one out of four schools in Arunachal Pradesh, Assam, Chandigarh, Delhi, Jammu & Kashmir, Jharkhand, Orissa and Rajasthan have this facility. Fifty-four out of 100 schools have separate toilets for girls. On average, only one in nine schools in Assam, Meghalaya, Manipur have separate toilets and one in four schools in Bihar, Chhattisgarh, Jammu & Kashmir, Jharkhand and Orissa. Key Issues: The RTE Act will be in force from 1 April. Draft Model Rules have been shared with states, which are required to formulate their state rules and have them notified as early as possible. RTE provides a ripe platform to reach the unreached, with specific provisions for disadvantaged groups, such as child labourers, migrant children, children with special needs, or those who have a “disadvantage owing to social, cultural economical, geographical, linguistic, gender or such other factor.” RTE focuses on the quality of teaching and learning, which requires accelerated efforts and substantial reforms.  Creative and sustained initiatives are crucial to train more than one million new and untrained teachers within the next five years and to reinforce the skills of existing teachers to ensure child-friendly education. Bringing eight million out-of-school children into classes at the age appropriate level with the support to stay in school and succeed poses a major challenge. Substantial efforts are essential to eliminate disparities and ensure quality with equity. For example, investing in preschool is a key strategy. Families and communities also have a large role to play to ensure child-friendly education for each and every one of the estimated 190 million girls and boys in India who should be in elementary school today. School Management Committees, made up of parents, local authorities, teachers and children themselves, will need support to form School Development Plans and monitoring. The inclusion of 50 per cent women and parents of children from disadvantaged groups in these committees should help overcome past disparities. UNICEF in Action India’s past achievements in education indicate it is possible to reach the goals set forth in RTE. Building on the achievements of Sarva Shiksha Abhiyan, UNICEF will continue to work with the government and other partners at community, state and national levels to promote child friendly schools and systems across the country through RTE. UNICEF is committed to ensuring all children to have access to quality education and complete their schooling. UNICEF works with its partners to improve children’s developmental readiness to start primary school on time, especially for marginalized children. Technical support on education quality, school retention and achievement rates are also given. UNICEF is also working to reduce gender and other disparities to increase access and completion of quality basic education. In emergencies, UNICEF helps to restore education to affected populations.  JOIN THE AWAZ DO CAMPAIGN:  HELP BRINGING ALL CHILDREN TO SCHOOL