UNESCO: The Fight for Access to Quality Education for All Children

This week I gained many new insights about the ways the organization is promoting access to quality education. Even though access to quality education is being supported worldwide, the organization recognizes that its accomplishment is proving to be difficult, especially in developing countries where  other priorities such as food, shelter and primary education among others tend to overshadow early childhood education" (UNESCO, 1995-2011). The organization underscores that healthy development incorporates both the well-being and holistic development of the child. This view is supported by its strong assertion that “early childhood care and education (ECCE) is more than a preparatory stage assisting the child’s transition to formal schooling. Today, early childhood policies are placed within a broader context of social development, gender equity and poverty reduction” (UNESCO, 1995-2011, para. 2). In addition, I learned the term ‘Early Childhood Care and Education’ was coined in 1981 to describe activities for pre-school children at the UNESCO-sponsored International Consultation on Pre-School Education.

Elsewhere, the organization views inclusion as the very basis of democracy, social justice, and tolerance. Its inclusive initiative works to improve children’s access to education. Clause 26 of the 1948 Universal Declaration of Human Rights proclaims the right to education for every human being. The 1960 Convention against Discrimination in Education requires governments to expand education for all who did not attend primary education. In 2000, Dakar Framework for Action recognized the need to improve comprehensive early childhood care and education for all children. Its Division for Basic to Higher Education and Learning (BHL) promotes basic education globally by concentrating on access and inclusion across early, primary, and secondary education, language and literacy programs among others.  

Ultimately, I gained some interesting facts about inclusion. The website really broadened my view of inclusion. I learned that 75 million children are excluded from education. Seven out of ten reside in sub-Saharan Africa or South and West Asia. Sixty per cent of them are girls who reside in Arab States and sixty-six per cent in South and West Asia. The organization uses the terms vulnerable and marginalized to refer to street children, child workers, child soldiers, children with disabilities indigenous children, nomadic children, children affected by HIV/AIDS and rural children, whether they are male or female.

For more information on UNESCO’s Inclusion Initiatives visit: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

Reference

UNESCO. (1995-2011). Education. Retrieved from Mission: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/mission/