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GCE’s Member News
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EDUCATION FOR ALL: Or Just Those Easier to Reach? - New report by RESULTS International (Australia) |
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AusAID, World Bank and Asian Development Bank Approaches to Gender and Disability in Basic Education:
The importance of universal quality basic education in achieving a myriad of economic and social benefits, from greater earning potential to individual empowerment, has long been vocalised by education advocates and reinforced in UN conventions, development goals and program policies. This has resulted in some promising progress towards achieving the ‘Education for All’ (EFA) and the Millennium Development Goals (MDGs) especially in terms of primary school access.
However, while some progress has been achieved in getting more kids into school, the path ahead is complex and filled with challenges. This is especially true when focusing on education for marginalised groups such as women and girls and those with disabilities, as the obstacles impacting their attainment of quality education are numerous. As the report indicates some progress has been made in reducing the number of out of school children, with girls now making up just 53% of the children out of school, as opposed to 60% in 2000. Yet, this progress in average enrolment rates fails to provide a comprehensive picture of girl’s education throughout the schooling system, with girls experiencing high drop-out rates, difficulties transitioning to secondary school, low quality education and other cultural challenges often mitigating educational progress. Disabled students face similar challenges with the combination of poverty and cultural isolation placing high entry barriers for many of these individuals.
Given the patchy progress towards EFA and the difficulties in reaching these marginalised groups it is imperative that multilateral institutions such as the World Bank (WB and also referred to as the Bank in this report), the Asian Development Bank (ADB) and government agencies such as the Australian Agency for International Development (AusAID) maximise the impact of their investments in education to specifically target vulnerable populations.
This report examines the extent to which issues of gender and disability are considered in the design, development and monitoring of education programs undertaken by AusAID, the World Bank and the Asian Development Bank in Indonesia, Papua New Guinea and the Philippines. This is examined through a dual analytical approach involving assessment of institutional education policy and design documents to determine gender and disability policies and priorities. This analysis was coupled with a review of operational documents ie; planning documents, evaluation reports and independent evaluation documents to determine how these priorities are reflected ‘on-the-ground’ in country level education development programs. Click here to view the full report |
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Como parte de nuestro compromiso de superar las múltiples formas de discriminación y de nuestra campaña por la equidad de género, la CME quiere conocer los puntos de vista y opiniones de aquellos y aquellas que son los sujetos claves en la educación: estudiantes, maestras y maestros. Estas encuestas que siguen quieren consultar a estudiantes de primaria y secundaria así como a maestras y maestros sobre relaciones de género y de discriminación de género en el contexto educativo. Las encuestas abordan:
- Percepciones de relación de género
- Percepciones de discriminación de género
- La existencia de estereotipos de género en el contexto educativo
Los resultados serán presentados en una audiencia ante el Comité de Eliminación de Discriminación en contra la Mujer (CEDAW) de las Naciones Unidas en febrero del 2012 y ampliamente diseminados. La CME espera que este ejercicio sea un proceso colectivo de reflexión e incidencia a nivel global, regional y nacional, basado en la participación de los miembros de la CME, en especial de las coaliciones nacionales.
Les escribimos para pedirles su apoyo en esta encuesta, enviándola para las escuelas a través de sus redes. Estamos buscando el mayor número de respuestas posibles a nivel mundial. Sin embargo, entendemos que puede resultar difícil para algunas coaliciones, y de esta manera identificamos algunas metas más modestas en el documento en anexo.
En anexo encontrarán lo siguiente:
Si tienen alguna pregunta, no duden en contactarnos.
Sin embargo, pedimos a los y las participantes que completen las versiones en línea de las encuestas, las que se puede encontrar aquí:
https://www.surveymonkey.com/s/ESTUDIANTES_DE_PRIMARIA
https://www.surveymonkey.com/s/ESTUDIANTES_DE_SECUNDARIA
https://www.surveymonkey.com/s/MAESTRAS_Y_MAESTROS
Si desean participar, les pedimos que nos indiquen enviando un email al
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Muchas gracias desde ya por la participación y colaboración en este importante proceso.
Camilla Croso |
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Right to education in Latin America and the Caribbean funding situation to be reported to the Human Rights Commission |
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Civil society organizations in Latin America are concerned about the inadequate public funding for education within the region, and will be identifying incidences of paid-for and privatized education in a report to the Human Rights Commission.
Following a three-day the workshop, "Financing Education in Latin America and the Caribbean from the perspective of rights", hosted by the Latin American Campaign for the Right to Education (CLADE) in partnership with the Forum for Education and Human Development of the Initiative for Nicaragua, a set of regional advocacy initiatives in financing education were developed. The meeting brought together 62 participants from 14 countries, from 22 to 25 August, in Managua.
The primary objective of the seminar was to deepen the regional diagnosis on the financing of education, identifying the processes in place that prevent the full realization of right to education, the key players and, finally, the demands of civil society articulated by CLADE on this topic. Taking as starting point for these discussions, the workshop identified serious violations of the right to education in several countries in regard to the question of funding, including the highlight cases of Chile, Haiti and Colombia. A report on the topic will be presented to the Inter-American Commission on Human Rights (IACHR), in partnership with the Center for Justice and International Law (CEJIL).
In Chile, 53% of school fees to attend private schools are subsidized by the State, two thirds of which also charge fees to families - a phenomenon which deepens social inequalities when only those who can afford better access to education can have it. This is what René Varas, Executive Secretary of the Chile ECPT Forum considers to be "educational apartheid”. The current situation in Chile was a real issue of concern to the participants at the workshop, who expressed their public support for student demonstrations and the rejection of the state’s criminalization of civil society active in the demonstrations.
In Haiti, one of the most economically vulnerable countries in the world, the situation is alarming. Before the January 2010 earthquake, 92% of schools were private, 60% of people were living with illiteracy and 500,000 children were out of school. Patrice Florvilus, coordinator of the Education for All campaign in Haiti, said that earthquakes caused the destruction of 94% of school infrastructure, including 77% of public schools and 90% of university buildings.
Given the alarming case of Haiti, it was extensively discussed how the "Shock Doctrine" has applied in the country - with different governments, sectors and organizations taking 'advantage' of disasters and seeing them as opportunities for radical market and privatization of education, especially the U.S.
In Colombia, thanks to the intense mobilization and advocacy on the part of civil society in favour of a constitutional change to ensure free education, the Constitutional Court issued a ruling last year to make primary schooling free. But there are still many obstacles to achieving the right to education and what is required now is the realization of the right to secondary and early childhood education.
These cases are not isolated. It is no coincidence that across Latin America and the Caribbean campaigns and demonstrations to demand more and better investment in education from the state are increasing, in the face of the trend for privatization. The Dominican Republic’s Coalicion Educacion Digna is seeking 4% of GDP for education, which is already what the country's constitution guarantees but is far from the current allocation of 1.98% of GDP and in other countries the necessary percentage spend has been identified as even higher: in Nicaragua, Foro por la Iniciativa de Nicaragua claims it is 7 % and the Brazilian Campaign states that it is necessary to spend 10% of GDP for this purpose.
The workshop also resulted in a regional joint commitment to produce a study to be conducted by CLADE, on free education in Latin America and the Caribbean. Another major theme was the need for progressive tax reform to address the deep inequalities that mark the region and the existence of processes and mechanisms for civil society participation in the whole subject.
In addition, the workshop saw a virtual launch of regional monitoring of the financing of the right to education, which will follow, for example, budgets and public investment, the privatization process, the tax systems of the region and the action of the multilateral financial institutions. Finally, CLADE and its allies will promote a network of researchers of educational funding and conduct a webinar on ‘education as a commodity’ in the coming months. |
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Dominican Republic campaign for 4% |
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 Coalicion Educacion Digna, the education coalition in the Dominican Republic, are lobbying the government to invest 4% of its GDP in education – the percentage stipulate by the national constitution of the Republic. Following the results of a Gallup survey published in the Dominican Republic, over 90% of the public support this level of investment in quality education. Currently public expenditure on education stands at 1.98% of GDP.
Coalicion Educacion Digna is asking GCE Members and other supporters to submit a letter to the embassies of the Dominican Republic all around the world (attached). If you are able to send or deliver this letter this week, the coalition would be very grateful for your support.
Download the letter to embassies here:
You can find the email address of the embassy of the Dominican Republic in your country here: http://bit.ly/qZZzwq
You can also download the presentation about the campaign here: |
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International - Global March |
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Global March welcomes the adoption of the Convention on Decent Work for Domestic Workers
Following lengthy negotiations the International Labour Organisation (ILO) has adopted the historic Convention on Decent Work for Domestic Workers, 50 years since the issue of their rights were first raised. This is a milestone for domestic workers – one of the most vulnerable groups of workers across the world. Governments, employers and unions meeting at the annual International Labour Conference (ILC) voted in mid-June to approve the Domestic Workers Convention by 396 to 16 with 63 abstentions.
GCE founding member Global March Against Child Labour has welcomed the adoption by the ILO of the Convention.
Around 100 million domestic workers stand to gain labour rights for the first time that will protect maids, nannies, cooks, helps across the world from exploitation. Too often invisible and hidden behind closed doors, which are hard to regulate, these workers, a larger percent of them children, are exploited and abused. Almost without exception, children who are in domestic labour are victims of exploitation, often of several different kinds. They are exploited economically when they have to work long hours with no time off, low wages or no remuneration at all. They are exploited because they generally have no social or legal protection, and suffer harsh working conditions including, for example, having to handle toxic substances.
The Domestic Workers Convention sets the minimum age of employment and prohibits children in hazardous work and regulates working hours, leaves including maternity leaves, health insurance, among other decent work standards.
Welcoming the new Convention Global March Chairperson Mr Kailash Satyarthi stated, “This is a recognition of the inhuman and terrible condition of the millions of victims of human and child slavery, and can not be ignored any further. Justice for them is inevitable. Global March calls for a speedy ratification of this Convention by the governments, with utmost political will, priority and resources.”
Global March issues a call to all the ILO Member States to quickly ratify and implement the new Convention to ensure that the entire spectrum of labour and social rights of domestic workers will be respected, including minimum age and protection of young domestic workers from hazardous work. In addition, Global March is renewing its calls for a major worldwide ratification campaign to be launched now. It is vital in countries in which child domestic labour is a problem and figures on hazardous child labour lists proceed to ratification and implementation as quickly as possible.
For more information on the convention, please visit the Global March information pages
http://www.globalmarch.org/events/DomesticWorkSector/index.php |
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